Degree | Type | Year |
---|---|---|
2504212 English Studies | OB | 3 |
2504380 English and Catalan Studies | OT | 3 |
2504380 English and Catalan Studies | OT | 4 |
2504386 English and Spanish Studies | OT | 3 |
2504386 English and Spanish Studies | OT | 4 |
2504393 English and French Studies | OT | 0 |
2504393 English and French Studies | OT | 3 |
2504393 English and French Studies | OT | 4 |
2504394 English and Classics Studies | OT | 3 |
2504394 English and Classics Studies | OT | 4 |
You can view this information at the end of this document.
This is a compulsory third-year course. Students are expected to have passed SLAP and WRAP II (C2) to be able to successfully complete the course.
This course is an introduction to the main paradigms and authors that, since the late 1970s, have tried to theorise the nature and role of English as the main lingua franca of the world. The course aims to open spaces for reflection, so that students, most of them L2 speakers and future language teachers, problematise received notions within the field of TEFL, and challenge prescriptivist and reductionist views on English. The subject will take a fundamentally applied and sociolinguistic approach. The second part of the course will consider the pedagogical applications of the ideas discussed in the first part.
Block 1: Concepts and paradigms I – Historical and sociopolitical stances
1.1 Introduction to key theoretical concepts: language ideologies; standards and standardisation; accent; language/teacher identity.
1.2 Conceptualising and rationalising the global hold of English: metaphors, ideologies and discourses
1.3 Politicising the “spread”: Linguistic Imperialism
1.4 The scientific politics of English: The birth of Applied Linguistics
Block 2: Concepts and paradigms II – A model for English as a global language
2.1 Questioning the monocentric standard: World Englishes
2.2 Englishes and inequality: Unequal Englishes
2.3 Beyond standards: English as a Lingua Franca (ELF)
2.4 Global English and linguistic justice
Block 3: Implications for teaching
3.1. From learners to users
3.2. Native vs non-native language teachers
3.3. Material design and new pedagogies
3.4. ELF and testing
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Discussion of teaching material on the topic | 25 | 1 | 1, 2, 6, 7, 18, 19, 21, 22, 23, 24, 25 |
Presentation of theoretical concepts | 25 | 1 | 3, 5, 8, 10, 11, 20, 22, 23, 25 |
Type: Supervised | |||
Individual or group tutorials | 25 | 1 | 14, 15, 17 |
Type: Autonomous | |||
Completion of weekly exercises | 20 | 0.8 | 16, 18, 22, 23, 24 |
Elaboration of projects | 20 | 0.8 | 6, 7, 13, 14, 16, 17 |
Personal study | 17 | 0.68 | 12, 16, 21, 22, 23, 25 |
The methodology of the course will be dialogical. Each session will be structured around a brief presentation of theoretical material followed by discussion of images, videos, texts or exercises. Students are expected to contribute actively to in-class discussions.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Exam 1 | 30% | 1.5 | 0.06 | 3, 4, 5, 7, 8, 9, 11, 18, 19, 20, 21, 22, 23, 24, 25 |
Exam 2 | 35% | 1.5 | 0.06 | 6, 7, 8, 9, 12, 18, 19, 21, 22, 23, 24, 25 |
Meaningful contributions to class discussions and completion of in-class activities | 10% | 5 | 0.2 | 1, 2, 7, 10, 12, 15 |
Project | 25% | 10 | 0.4 | 6, 7, 12, 13, 14, 16, 17, 18, 19, 21, 22, 23, 24, 25 |
ALL assessment tasks are compulsory. If a task is not submitted, the student will get a 0.
Students will obtain a Not assessed/Not submitted course grade unless they have submitted more than 1 of the assessment items.
To be able to pass the course, students must have obtained a 4. To calculate the average mark, they must have a minimum of 4/10 in each assessment item (exams and assignment). Otherwise, they will have to ratake those items with a mark lower than 4 independently of the course average.
The student's command of English will be taken into account when marking all exercises and for the final mark. If a student's level of English is lower than C2, up to 40% of the final grade can be taken off.
VERY IMPORTANT: PLAGIARISM. In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject. Irregularities can refer, for instance, to copying in an exam, copying from sources without indicating authoriship, or a misuse of AI such as presenting work as original that has been generated by an AI tool or programme. These evaluation activities will not be re-assessed.
Students are required to employ non-sexist language in their written and oral productions. For guidelines on how to do this, they are advised to check the website of the Linguistic Society of America (LSA): https://www.linguisticsociety.org/resource/lsa-guidelines-nonsexist-usage. Appropriate use of language will be part of the assessment criteria.
REASSESSMENT
Re-assessment for this subject will be undertaken on an item-by-item basis, for which the following conditions apply:
The student must have previously obtained an average mark higher than 3.5.
The student must have submitted the project and taken both exams. They must have at least passed one item (with a 5/10).
The maximum grade for re-assessed items is 6/10.
Should students need to reassess the two exams , they will be required to sit one single examination.
it is not possible to reassess class contribution (5%).
PROCEDURE FOR REVIEWING GRADES AWARDED:
On carrying out each assessment activity, lecturers will inform students (on Moodle) of the procedures to be
followed for reviewing all grades awarded, and the date on which such a review will take place.
SINGLE-ASSESSMENT OPTION:
Students will have to hand in a project (20%) and sit an exam covering all the concepts in the course (80%).
RE-ASSESSMENT OF SINGLE-ASSESSMENT OPTION:
Students will have to have passed one item and have a minimum of 3.5 in the exam to be able to take the reassessment.
At the beginning of each block, more specific references will be provided.
Canagarajah, Suresh (2007). Lingua Franca English, Multilingual Communities, and Language Acquisition. Modern Language Journal, 91, 923–939.
Codó, Eva (2021). Non-localizable vs localizable English: New linguistic hierarchies in “democratizing” English in Spanish education. In R. Tupas, R. Rubdy, & M. Saraceni (Eds.), Bloomsbury World English Volume 2: Ideologies. (pp. 233–252). Bloomsbury.
Codó, Eva and Riera-Gil, Elvira (2022) The value(s) of English as global linguistic capital: A dialogue between linguistic justice and sociolinguistic approaches. International Journal of the Sociology of Language, 277, 95-119.
Cogo, Alessia & Dewey, Martin (2012) Analysing English as a Lingua Franca: A Corpus Driven Investigation. Continuum.
Crystal, David (2003). English as a Global Language (2nd Edition). Cambridge: Cambridge University Press.
Garrido, Maria Rosa & Codó, Eva (2017). Deskilling and delanguaging African migrants in Barcelona: Pathways of labor market incorporation and the value of ‘global’ English. Globalisation, Societies and Education, 15(1), 29–49.
Holliday, Adrian (2006). Native-speakerism. ELT Journal, 60(4), 385–387.
Jenkins, Jennifer (2002) A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics 23(1): 83-103.
Jenkins, Jennifer (2020) Where are we with ELF and language testing? An opinion piece. ELT Journal 74(4), 473-479.
Jenkins, Jennifer, Baker, Will and Dewey, Martin (Eds.) (2018) The Routledge Handbook of English as a Lingua Franca.Routledge.
Kahru, B. (1976) Models of English for the third world: white man’s linguistic burden or language pragmatics? TESOL Quarterly 10(2), 221-239.
Lippi-Green, Rosina (2012, 2nd ed.) Englishwith an Accent: Language, Ideology and Discrimination in the United States. Routledge.
Llurda, Enric (2005) Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession. Springer.
Llurda, Enric & Calvet-Terré, Júlia (2022) Native-speakerism and non-native second language teachers: A research agenda. Language Teaching (published online first). DOI: https://doi.org/10.1017/S0261444822000271.
Modiano, Marko (2001) Ideology and the ELT practitioner. International Journal of Applied Linguistics, 11(2), 159-173.
O’Regan, John (2021) Global English and Political Economy. Routledge.
Pennycook, Alastair (2017, 3rd ed) The Cultural Politics of English as an International Language. Routledge. Routledge.
Phillipson, Robert (1992) Linguistic Imperialism. Oxford University Press.
Saraceni, Mario (2015) World Englishes: A Critical Analysis. Bloomsbury.
Seidlhofer, Barbara (2011) Understanding English as a Lingua Franca. Oxford University Press.
Sunyol, Andrea (2021). “A breathtaking English”: Negotiating what counts as distinctive linguistic capital at an elite international school near Barcelona. In J. E. Petrovic & B. Yazan (Eds.), The Commodification of Language: Conceptual Concerns and Empirical Manifestations (pp. 89–107). Routledge.
Tupas, Ruanni (Ed.) (2015) Unequal Englishes: The Politics of Englishes Today. Springer.
Tupas, Ruanni (Ed.) (2024) Investigating Unequal Englishes:Understanding, Researching and Analysing Inequalities of the Englishes of the World. Routledge.
Van Parijs, Philippe (2011) Linguistic Justice for Europe and for the World. Oxford University Press.
Academic journals on this topic:
Journal of English as a Lingua Franca – De Gruyter (UAB subscription)
World Englishes – Wiley (UAB subscription)
English Today – Cambridge University Press
English World-Wide: A Journal of Varieties of English – John Benjamins
“Global English and Social Justice” (special issue of Nordic Journal of English Studies)
https://njes-journal.com/49/volume/19/issue/3 (open access)
No specific software is needed for this course.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(PAUL) Classroom practices | 1 | English | first semester | morning-mixed |
(TE) Theory | 1 | English | first semester | morning-mixed |