Course Catalogue

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English is now a globalised phenomenon and functions as an international lingua franca. The "Which English? Sociolinguistics and Language Teaching" option course provides a comprehensive overview of English in the world and introduces students to issues related to language variation, language planning, policy and education.  Given that English language teachers need to develop an awareness of the globalised role of English, particularly due to the dramatic increase in English Medium Instruction (EMI) programmes in higher education, the Teaching English as an International Language course provides further insights into the sociolinguistic realities of English as an international language, focusing on curriculum evaluation and innovation.  It brings together critically-orientated, theoretical, and practical discussions on the pedagogical implications of the global spread of English. Despite calls for a paradigm shift away from 'native' speaking norms to ensure the 21st century TESOL curriculum meets the needs of those learning English as a global language, curriculum innovation is a complex task. This course explores the growing body of research calling for change in the diverse but overlapping fields of World Englishes, English as a Lingua Franca, English as an International Language, translanguaging and the multilingual turn.  Students will critically reflect on the 'traditional' TESOL curriculum in their familiar contexts, explore calls for change and the growing body of research examining how to introduce a more globally orientated approach into TESOL curricula.

Blended Learning

8 x 0.5 hr lectures (online). 8 x 2hr seminars = 20 hours contact

Same as for entry onto the programme

None - there are no excluded courses

Group Presentation (40%) - formative feedback helps inform the written assignment.

Individual assignment (60%)　An essay based on the presentation topic (2,500 words).

Assignment Options:

Option 1:

Analyse a learning/teaching context in relation to Global Englishes, examine relevant research and the pedagogical implications for ELT in your chosen context. Based on this evaluation, recommend changes for ELT practice.

Option 2:

Provide a critical examination of two research studies on one aspect of Global Englishes examined on the course. Discuss the implications of the study for ELT practice in a chosen context. Based on this examination, design a 1-hour lesson plan that demonstrates your application of this research.

The main objective of this course is to explore the theoretical, descriptive and applied interest in the spread of English. It revisits many of the concepts and theories covered in the core courses in semester one including curriculum, methodology, language testing and policy in light of the globalisation of English. This course explores research within the various related paradigms, where students are encouraged to examine research studies in this field critically. The main focus is in the applied interest of the spread of English, looking at the pedagogical implications for TESOL. The dominance of native English speaker norms is explored in various contexts, as well as the recent proposals suggested for change to TESOL. The course examines approaches to curriculum reform and also the possible barriers to implementing change in varied teaching contexts.

This course is intended for students interested in the pedagogical implications of the globalization of English. Pedagogy is a growing concern among those interested in the field of Global Englishes, yet this remains largely at the theoretical level. Little research has been done and the resources for teachers interested in incorporating a Global Englishes perspective into their classrooms continue to be scarce. This course aims to address the theory/practice divide, critically examine the research the available research, and help future teachers examine the TESOL materials available to them and consider ways to incorporate a Global Englishes perspective into their classrooms to meet the needs of students who are likely to use the language as a global lingua franca.  

By the end of this course students will be able to

■ ILO1 - demonstrate critical understanding of the theories related to Global Englishes

■ ILO2 - explore the relationship between Global Englishes research and TESOL

■ ILO3 - critically evaluate ELT practice in relation to Global Englishes

■ ILO4 - critically analyse their own teaching context in relation to Global Englishes and demonstrate an understanding of how to innovate TESOL curricula.

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.