Introductory description

This module introduces students to key concepts in sociolinguistics, as reflected particularly in contemporary debates surrounding the nature of ‘language’ and ‘standard language’, multilingualism/bilingualism, and what it means to communicate ‘effectively’ and ‘appropriately’. Aspects of lingua franca communication, intercultural pragmatics and related issues of learner and teacher identity will also be addressed. On this basis, key challenges in the teaching of English as a global language in a classroom environment will be explored.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The module will move from a macro-analytic focus on history, varieties and spread of English, via consideration of societal multilingualism and individual bilingualism, to a micro-analytic focus on the pragmatics of English in use in lingua franca interactions. The week-by-week topic areas to be covered are:
(1) What is English, and where has it come from?
(2) World Englishes
(3) How has English spread?
(4) English as a Lingua Franca interaction
(5) Societal multilingualism and individual bilingualism
(6) Pragmatics in multilingual contexts
(7) Issues of identity in language teaching and learning
(8) Implications for TESOL

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate comprehensive understanding of sociolinguistic concepts relevant to TESOL practice
• Understand the complexity of the notions of 'language', 'language variety', 'standard language', 'target language', 'appropriate' communication and 'multilingualism/bilingualism'
• Critically evaluate classroom practices in light of sociolinguistic theory and concepts
• Develop principled approaches to teaching English as a Global Language

Indicative reading list

Archer, D., Aijer, K. and Wichmann, A. 2012. Pragmatics: An Advanced Resource Book for Students. Routledge.
Blackledge, A. and Creese, A. (2010). Multilingualism: a critical perspective. London: Continuum. Crystal, D. (2002). Language Death. Cambridge University Press.
Fennell, B. (2001). A History of English: A Sociolinguistic Approach. Blackwell.
Gumperz, J. and Hymes, D. (1972) Directions in Sociolinguistics: the ethnography of communication. New York: Holt, Rinehart and Winston.
Holmes, J. (2013). An Introduction to Sociolinguistics. Routledge.
Lo Castro, V. (2012). Pragmatics for Language Educators: A Sociolinguistic Perspective. Routledge.
MacKenzie, I. (2014). English as a Lingua Franca: Theorising and Teaching English. Routledge.
May, S. (Ed.) (2014). The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education. Routledge.
Medgyes, P. (2017). The Non-native Teacher (3rd edition). Swan Communication.
Mooney, A. & Evans, B., 2015 (4th ed). Language, society and power: an introduction. Routledge.
Saraceni, M. (2015). World Englishes: A Critical Analysis. Bloomsbury Academic.
Jenkins, J. (2014). Global Englishes (Third edition). Routledge.
Seargant, P. and Swann, J. (eds) (2011). English in the World: History, Diversity, Change. Open University.
Spencer-Oatey, H. and Franklin, P. 2009. Intercultural Interaction A Multidisciplinary Approach to Intercultural Communication. Palgrave Macmillan.
Zarate, G., Lévy, D. and Kramsch, C. (eds.) (2011). Handbook of multilingualism and multiculturalism. Paris: Editions des archives contemporianes.

Research element

Topics addressed in the module often form the basis for student dissertations in Term 3. Students are engaged in literature review and critical reflection which can serve as a basis for further research.

International

Challenging received notions of ‘standard English’, the module introduces and asserts the legitimacy of the many varieties of English which are used worldwide. In seminars, students share insights into the many worldwide contexts they are personally familiar with, while lectures introduce them to notions of multilingualism and language death as well as world Englishes and English as a lingua franca which are clearly international in scope, indeed which are explicitly intended to assure intercultural / international awareness among English teaching professionals.

Subject specific skills

• Demonstrate comprehensive understanding of sociolinguistic theories and concepts relevant to TESOL practice
• Understand the complexity of the notions of 'language', 'language variety', 'standard language' and 'target language'
• Critically evaluate classroom practices in light of sociolinguistic theory and concepts
• Develop principled approaches to teaching English as a Global Language.
• Evaluate the past, current and changing role of English globally in relation to language education policy and practice

Transferable skills

• Participate constructively in collaborative tasks and group discussions
• Structure and communicate ideas effectively in writing
• Plan and manage time and workload to meet deadlines
• Synthesize information from a range of sources
• Analyse and interpret language data in light of relevant theories and concepts
• Reflect critically on personal experience and professional practice and relate to relevant theory