013095 Global Englishes
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2021 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade, no marksRequisite(s): 013102 Introducing Knowledge about Language AND 013105 The Multilingual Learner AND 010070 TESOL Practicum AND 028253 TESOL: Methodology
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
This subject explores the implications of the global spread of English, a hotly debated current issue in TESOL (teaching English to speakers of other languages) and applied linguistics. It examines the general causes and effects of the global spread of English, from its colonial origins to its contemporary role in the world. This includes linguistic imperialism, linguistic genocide, and the maintenance of global inequality. English is then presented in the varied contexts in which it occurs, and the implications of English having become both a global and a local language in many parts of the world are discussed. The contemporary roles, status, forms and implications of different varieties of new Englishes, including Indian, Singaporean and Australian Aboriginal English, as well as pidgins and creoles are considered. Educational implications of the current role of English are explored in the final part of the subject, with a focus on the native-non-native speaker debate, textbooks, methods and testing.
Subject learning objectives (SLOs)
| a. | Explain key concepts such as linguistic imperialism, language rights, World Englishes, language varieties, standardization, and English as a lingua franca |
|---|---|
| b. | Communicate in clear and precise fashion the ways in which these key terms are used and relate to each other |
| c. | Critically analyse and integrate research literature on the global spread of English, varieties of English and English language teaching |
| d. | Apply findings from research on implications of the global spread of English to educational contexts with which you are familiar |
| e. | Apply an understanding of threats to linguistic and cultural diversity in educational contexts with which you are familiar |
Contribution to the development of graduate attributes
This Subject Outline addresses the following Course Intended Learning Outcomes:
1. Professional Readiness
1.1 Graduates have skills and a body of knowledge, including understanding of recent developments in applied linguistics, and related disciplines and industries that they can apply in teaching and other professional contexts.
2. Critical and Creative Inquiry
2.1 Graduates are able to engage, critique and apply a broad range of complex ideas relevant to TESOL, literacy and/or numeracy practice.
3. Linguistic and cultural diversity
3.1 Graduates are able to support linguistic and cultural diversity in local and international contexts of professional practice.
5. Active Citizenship
5.1 Graduates are able to contribute their knowledge to debates in the public sphere.
6. Effective Communication
6.1 Graduates have strong communication skills for relevant academic and professional contexts.
Teaching and learning strategies
Students will experience a diverse range of materials, activities and exercises in this class. The subject is built around a series of units, readings and other materials, and each week there are a set of questions that students are asked to prepare and respond to. Students will also be asked to add to and develop both the materials and the questions. Following a 1-hour asynchronous online lecture, the 1.5-hour weekly tutorials will involve a range of interactive tasks, discussions and activities. Participation in tutorial activities is important in this subject and students are expected to be well prepared, not only by reading assigned texts but also by doing further investigation on particular topics. The subject is supported by extensive online materials and students may choose their preferred mode of study, though attendance in weekly tutorials is strongly encouraged because of the richer learning experiences.
Content (topics)
The subject covers a range of topics concerning the global spread of English, including:
- Globalization, imperialism the spread of English
- Colonialism and postcolonialism
- Language rights and language ecologies
- World Englishes
- Language varieties
- English as a lingua franca
- Pedagogy and globalization
Assessment
Assessment task 1: Understanding key background issues
| Objective(s): | a, b and c | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||
| Length: | 1250 words | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Curriculum development; variety analysis; or topic discussion
| Objective(s): | a, b, c, d and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||||||
| Length: | 2750 words | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Required texts
Subject readings are available through the online learning tool Canvas. Click on Reading List on the left menu.
UTS Coursework Assessment Policy and Procedures Manual may be downloaded at: http://www.gsu.uts.edu.au/policies/coursewkassess.html
Recommended texts
There is no prescribed textbook for Global Englishes. It might be helpful to consult one of the following books which cover some of the issues in one single resource:
Galloway, N., & Rose, H. (2015). Introducing global Englishes. Routledge.
Rose, H., & Galloway, N. (2019). Global Englishes for Language Teaching. Cambridge University Press.
Kirkpatrick, A. (2010). The Routledge handbook of world Englishes. Routledge.
References
Additional readings are specified in the Learning Guide and generally available through electronic reserve in the UTS library.
Other resources
There are a number of online resources, from weekly reading guides, to links to websites on the UTS Canvas site for this subject.