Studying at York
Teaching World Englishes - EDU00024M
Module summary
This module discusses the rise of English from a small national language to the world’s most important lingua franca, and the implication for teaching English that come with this meteoric rise. Sessions will be tutor led, and students in this module are expected to contribute with oral presentations, active classroom discussions, preparatory readings, and one formative and one summative assignment.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Spring Term 2022-23 |
Module aims
- To articulate the factors that have led to the spread of English and the impact that this spread has had on the English language and how it is taught.
- To engage critically with the current debates regarding questions of standard and variety in English and how they relate to the construction of national and individual identities, with particular relevance to the implications for teaching and learning.
- To help students understand the relevance of culture in language use, both in oral and written contexts.
- To facilitate students in understanding issues relating to national language and educational policies and planning, in particular the role of English within the national framework. Students should be able to reflect on this as it relates to their context of interest understand issues relating to the teaching of English as an international language (EIL) and non-native speaking teachers of English.
Module learning outcomes
Subject Content:
- Understand different conceptualisations of World English and understand how English has spread and influenced of the world.
- Understand issues surrounding standard and variety in English language.
- Understand the complexities of teaching English as an international language.
- Explore the relationship between English, the non-native speaking (NNS) teacher and Communicative Language Teaching (CLT).
- Analyse the link between language, identity and culture.
- Understand the broad issues relating to language planning and language policy: English-medium education and bilingual education.
Academic and Graduate Skills:
- Formulate arguments and contribute to discussion.
- Develop academic writing skills.
- Participate in individual and group work, presentations, and peer-teaching activities.
- Demonstrate effective planning and time management.
- Word-process, manage files, use-email, VLE and the Web.
- Undertake empirical and literature research.
Module content
Module Structure (week by week):
Week 2: Defining World Englishes.
Week 3: Standard and variety.
Week 4: Teaching English as an international language.
Week 5: English and the non-native English speaking teacher.
Week 6: Language and identity.
Week 7: Language and culture.
Week 8: Language planning and language policy: English-medium education and bilingual education.
Week 9: Workshop/ review.
Week 10: English around the world: student presentations.
Learning Outcomes:
Learning outcomes for each week centre around critical understanding of the issue relating to varieties of English, culture and identity in English, conceptualisations of English as lingua franca, language policy, and the implications of these issues for teachers of English.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Additional assessment information
The summative assessment for this module is a 3,500 word essay.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
You will receive feedback in a range of ways throughout this module. This will include oral feedback in class, responses to posts on the VLE discussion board and written comments on work. You will have the chance to obtain feedback on your writing during the module, and you will have a short one-to-one meeting with a module tutor to discuss assessments.
You will be provided physical written feedback on assignment report sheets as well as them being readily available on the VLE. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information
Indicative reading
- Jenkins, J. (2003) World Englishes: A resource book for students. London: Routledge.
- Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.
- Joseph, J. (2004) Language and identity: National, ethnic, religious. Basingstoke: Palgrave Macmillan.
- Kramsch, C. (1998) Language and culture. Oxford: Oxford University Press.
- McKay, S. (2002). Teaching English as an international language. Oxford: Oxford University Press.
- McKay, S., & Bokhorst-Heng, W.D. (2008). International English in its sociolinguistic contexts:
- Towards a socially sensitive EIL pedagogy. New York: Routledge.