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Teaching World Englishes - EDU00024M

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  • Department: Education
  • Module co-ordinator: Dr. Ursula Lanvers
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2023-24

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 cycle
A Semester 2 2023-24

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:

  • Defining World Englishes.
  • Standard and variety.
  • Teaching English as an international language.
  • English and the non-native English speaking teacher.
  • Language and identity.
  • Language and culture.
  • Language planning and language policy: English-medium education and bilingual education.
  • Workshop/ review.
  • 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.



Special assessment rules


Additional assessment information

The summative assessment for this module is a 3,500 word essay.



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.

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring 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 by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.