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Teaching World Englishes - EDU00024M

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  • Department: Education
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2024-25

Module summary

In its earliest days English was no more than a local language barely known outside of a small corner of Europe, while in the last two to three centuries it has become a highly influential global language. This module explores the ways in which English has become a world language and the role the different varieties of English now play in the modern world. The practical implications of the status of English for teachers and students in both ESL and EFL contexts will be investigated.

Module will run

Occurrence Teaching period
A Semester 2 2024-25

Module aims

Students who complete the course successfully should be able to:

  • Understand different conceptualisations of World English and how English has spread and influenced the world.
  • Understand issues surrounding standard and variety in English language.
  • Understand the complexities of teaching English as an international language.
  • Understand the relationship between teaching English as a native or non-native speaking and Communicative Language Teaching.
  • Understand the impact on the link between language, identity and culture on teaching English.
  • Understand issues relating to language planning and language policy, English-medium education and bilingual education.
  • Understand issues relating to decolonising the teaching 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

  • Week 1 Introduction, Global English trends Block A: What is English?
  • Week 2 Defining World Englishes.
  • Week 3 Standard and variety Block B: Teaching English today.
  • 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 Block C: Politics and Policies of Teaching English.
  • Week 8 Language planning and language policy: English-medium education and bilingual education.
  • Week 9 Decolonising teaching English.
  • Weeks 10 and 11 are designed to deepen the content covered and prepare for the assignment.
  • Week 10 English around the world: Student presentations Groups of students of 4-5 select a country in which they are interested growth of English in that country? English teaching policy? Which English is taught? Controversies, issues? Methods of teaching? Linguistic imperialism? Colonial heritage?
  • Week 11 Assignment workshop, Revision.

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.

The formative assessment for this module is a 350 word essay.

Indicative reassessment

Task % of module mark
Essay/coursework 100

Module feedback

Individual written feedback reports with follow-up tutor discussion if necessary. 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. Global Englishes [Electronic Resource]: A Resource Book for Students . Third Edition. Routledge; 2015.

Jenkins B. The Routledge Handbook of English as Lingua Franca. https://ebookcentral.proquest.com/lib/york-ebooks/reader.action?docID=4912900

Mahboob A. Beyond Global Englishes: Teaching English as a Dynamic Language. RELC journal. 2018;49(1):36-57. doi:10.1177/0033688218754944

Crystal D. English as a Global Language . 2nd ed. Cambridge University Press; 2003.

Rose H, McKinley J, Galloway N. Global Englishes and language teaching: A review of pedagogical research. Language teaching. 2021;54(2):157-189. doi:10.1017/S0261444820000518

Welply, O. (2023). English as an additional language (EAL): Decolonising provision and practice. The Curriculum Journal, 34(1), 62-82.


The information on this page is indicative of the module that is currently on offer. The University constantly explores ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary. In some instances it may be appropriate for the University to notify and consult with affected students about module changes in accordance with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.