| Unit name | Globalisation and the Politics of English |
|---|---|
| Unit code | EDUCM0048 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Giampapa |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
|
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This innovative & unique unit for the MSc TESOL programme critically addresses the theory and research into spread of English and the historical, political, social and cultural drivers that have led to its global dominance. This unit will also provide a context for critical engagement with policy development in language education in national & international institutional contexts thus situating TESOL in the increasingly globalised domains of educational and cultural development.
How does this unit fit into your programme of study?
This optional unit works alongside other units on the MSc TESOL programme (e.g. Expanding Notions of Language, Bilingual and Multilingual Education) and makes a unique contribution as it brings together theories (e.g. from critical sociolinguistics/applied linguistics, language education) and research on the processes involved in the globalising of English from historical, political, social and cultural perspectives. It is the only unit that focuses on the processes of globalisation and the spread of English, linguistic ideologies & social justice, and language policies across different international/national contexts with a view also on teaching methodology.
An overview of content
The unit is research-informed, interactive & driven by a student-centred approach drawing from students’ experiences and knowledge to inform learning on the unit. The unit aims to develop an understanding of the political, sociocultural and ethical aspects of the global spread of English. Students will build an awareness of the pros and cons of the internationalisation of English worldwide, its function and status across diverse contexts. We will seek to understand the emergence and significance varieties of English in addition to its standard form; the linguistic ideologies underpinning the uneven status of global Englishes & the impact on other languages; the impact of the globalising of English on aspects of teaching and learning.
How will students, personally, be different as a result of the unit
The unit engages students to think critically about the research, theories and conceptual frameworks that have shaped our understanding of the globalising of English. It supports students to make connections to their own lived experiences of learning/teaching English.
Learning outcomes
Upon successful completion of the unit students will be able to:
This unit will be taught using a mixture of activities that include: seminars, narrated powerpoint lectures, investigative activities, debates, presentations. Students will be expected to enage with readings, and participate on a weekly basis.
Tasks which help you learn and prepare you for summative tasks (formative)
The unit includes a group critical reflection on a session theme – this is a student led discussion of an additional reading from the unit. This includes presenting key ideas from the reading and leading the class in a critical discussion of the research. A designated responding group engages by providing the leading group key questions to consider. The whole class discussion draws on previous learning and key theories and concepts. Other formative activities include for example: guided key reading questions, reflective tasks drawing on students’ prior knowledge and understanding to interrogate themed problem-solving tasks in relation to the unit, engaging with videos of key researchers in the field and answering key questions.
Tasks which count towards your unit mark (summative): 100% ILOs 1-3
Either:
An outline proposal of 3,000 words for an empirical research study addressing a current theoretical or curricular issue in globalisation and English as an international language, including a focussed literature review, research questions and procedures for data collection and data analysis.
OR
A 3,000 word assignment exploring professional aspects of globalisation and English as an international language informed by both current perspectives in the literature, and the development needs of a specific curricular context.
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. Students will resubmit a revised version of the original work.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0048).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
