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International English (210-001) UWM, Fall 2013

Monday & Wednesday, 2:00-3:15, ENG B38

(Catalog No: 37932)

Instructor: Laura L. Ambrose, CRT 522, x2972

Office Hours: Mon-Thu, 1:00-1:50 and by appointment
E-mail: (preferred)

Catalogue Description
Varieties of English spoken around the world; history and spread of English; use of English as a national and
international language. This course meets the General Distribution Requirement for Humanities and L&S
International Credit. There are no prerequisites other than fluency in a variety of English.
Required Readings
The required readings will all be available on D2L in the Content area for this course; no other textbook is
A number of important handouts will also be posted to D2L throughout the semester. Visit the course site also
for links to additional references in the UWM Library.

Course Objectives
English holds a unique position in history as the fastest and most widely expanding language. As English has
madeand continues to makeits way around the globe, radical changes to local languages and cultures have
occurred. At the same time, however, English itself has also been modified, adapted, and cultivated,
sometimes in unfamiliar and unrecognizable ways.
Through the use of a carefully selected collection of materials drawn from a number of texts, the Internet, and
other sources, as well as a variety of authentic, first-hand audio accounts, this course will increase the
students understanding of the processes and ramifications of language globalization (i.e. language change,
loss, protection, policy, standardization, and teaching and learning second/foreign languages), and thereby, an
understanding of the relationships between language, culture, and identity. Students will also learn to employ
terminology and basic analytical and conceptual tools typically used for better understanding and describing
languages and linguistic situations.
Many of the principal varieties of English in the world today will be studied in detailthose with the longest
traditions of native speakers (England, Scotland, Ireland), those that emerged in the wake of British colonialism
(U.S., Canada, Australia, New Zealand, South Africa, West Africa, and East Africa, West Indies), and those
recently nativized (India, Singapore, Malaysia). In each case, the historical development and cultural
implications of the introduction of English will be considered.

Course Requirements and Grading

At the conclusion of this course, students will have developed a greater appreciation for a number of distinct
cultures and traditions, and they will have an increased sensitivity to language and its nuances. Aside from
exams, this goal will be assessed through two written assignments. The first paper requires that the students
conduct personal interviews with individuals who have or are currently learning English as a second language,
which will help the students to better understand the impact that English has on non-native speakers and their
cultures. The second paper is an independent project, which may take several forms; for example, students
may analyze the portrayal and use of the English language in film (non-American) or non-native English
literature. Full descriptions and requirements of the projects will be provided in a separate handout.
Regardless of the option that is selected, the projects will be assessed based on the students analysis of their
subject matter, which should demonstrate an understanding of the concepts covered in class as well as the
ability to evaluate those issues within the context of their topics.
Other outcomes of this class are that students will be able to discuss intelligently some of the issues and
implications of the historical and global expansion of English for both native and non-native speakers, to use
basic linguistic tools to analyze, explore, and discuss language, and to identify language features (i.e. sound
systems, vocabulary, grammar) that distinguish several varieties of English from one another.

Attendance, Participation, and Time Investment

Students are expected to attend class regularly, participate actively in class discussions, read the assigned
materials, and complete written exercises. Students should always come to class prepared in general and are
responsible for the material covered when they are absent.
Exams (3 x 100pts)

50 %

L2 Interview and Mini-project (2 x 100pts)

33 %

Quizzes (approx. 10 x 10pts)

17 %

Attendance, preparation, and

in-class participation

Resolve borderline cases



Please notify your instructor at least 24 hours before scheduled absences and as soon as possible for
absences resulting from unexpected, extenuating circumstances. Students who fail to attend class regularly
forfeit the opportunity to earn credit for coursework or activities done during their absence.
Per UWM policy, one course credit hour represents one hour of classroom or direct faculty instruction and a
minimum of two hours of out-of-classroom student work each week for approximately fifteen weeks for one
semester. For a three-credit course such as this, students should expect a proportionate time investment.
All electronic devicesexcept those used for legitimate note takingshould be turned off immediately upon
entering the classroom, especially on exam days. Repeated electronic disruptions will result in a penalty to
your final grade.

Exam Policy
No make-up exams will be given unless exceptional and verifiable extenuating circumstances apply as
determined at the discretion of the instructor and within University policy. It is the students responsibility to
contact the instructor as soon as possible to discuss the situation and potentially make special arrangements.
Students who have already taken a zero on an exam forfeit the opportunity for any following make-up exams.
Missed exams and failure to show for a scheduled make-up appointment are both grounds for an automatic
Per UWM policy, no student will be allowed any extra credit beyond what is offered equally to the entire class.

Academic Misconduct
Plagiarism, cheating on exams or assignments, and other forms of academic misconduct will not be tolerated.
The sanctions for committing academic misconduct range from a reprimand to a lowered or failing grade,
suspension, or expulsion. All students are strongly advised to review the Universitys Academic Misconduct
policies, available in the current UWM Student Handbook (

Additional Policies
Students are encouraged to review additional University information and policies regarding Students with
Disabilities, Religious Observances and Active Military Duty, Complaint Procedures, Grade Appeal Procedures,
Discriminatory Conduct (such as sexual harassment), Incompletes, Financial Obligation, and other matters.
They can be found in the UWM Student Handbook ( and on
the websites for the Office of Student Life (, the Dean of Students Office
(, the UWM Office of Academic Affairs
acad_aff/index.cfm), and the Secretary of the University (
Additional English Department policies are posted near the department office (4th floor of Curtin Hall) and on
the English Department website (

The instructor and the University reserve the right to modify, amend, or change this syllabus
(course requirements, grading policy, schedule, etc.) as the curriculum and/or program requires.

Anticipated Reading List : All items are available through the UWM Library E-Reserve.

Anthony, Ted. 2000. English: The Worlds First Global Language. Milwaukee Journal Sentinel. Final ed. 9 April.


Anthony, Ted. 2000. English is glue holding nations together. Milwaukee Journal Sentinel. Early ed. 6 April.


Wallraff, Barbara. 2000. What Global Language? Atlantic Monthly. November.


Jenkins, Jennifer. 2003. Who Speaks English Today? excerpt. In World Englishes: A Resource Book for Students.
Chapter A3. London: Routledge. pp. 14-21.


Wilton, Dave. 2001. A (Very) Brief History of the English Language. 21 January.


Finegan, Edward. 2004. American English and its distinctiveness. In Edward Finegan and John R. Rickford, eds.
Language in the USA: Themes for the Twenty-First Century. Chapter 2. Cambridge: Cambridge University Press.
pp. 18-38.


Svartvik, Jan and Geoffrey Leech. 2006. English Varieties in the British Isles. excerpt. In English: One Tongue,
Many Voices. Chapter 7. New York: Palgrave Macmillan. pp. 124-149.


Campbell, James. 2004. Scots: Boswell and Mrs. Miller. excerpt. In Wendy Lesser, ed. The Genius of Language.
New York: Pantheon Books. pp. 193-205.


McCrum, Robert, William Cran, and Robert MacNeil. 1986. The Echoes of an English Voice. excerpt. In The Story
of English. New York: Viking. pp. 291-304.

10. Millward, C. M. 1996. The United States. excerpt. In A Biography of the English Language, 2nd ed. Boston:
Thomson Wadsworth. pp. 350-360.
11. Bailey, Richard W. 2004. American English: its origins and history. In Edward Finegan and John R. Rickford, eds.
Language in the USA: Themes for the Twenty-First Century. Chapter 1. Cambridge: Cambridge University Press.
pp. 3-17.
12. Language and Region. 2001. In Thomas Stewart and Nathan Vaillette, eds. Language Files: Materials for an
Introduction to Language and Linguistics, 8 ed. Chapter 10.4. Columbus: Ohio State University Press. pp. 312317.
13. Svartvik, Jan and Geoffrey Leech. 2006. Changing American Voices: Northern Cities Shift excerpt. In English: One
Tongue, Many Voices. New York: Palgrave Macmillan. pp. 239-241.
14. Mifsud, Rob. 2012. How the Northern Cities Shift is Revolutionizing the English Language. 22 August.
15. Fromkin, Victoria and Robert Rodman. 1998. African American English (AAE). excerpt. In An Introduction to
Language, 6 ed. New York: Harcourt Brace. pp. 412-417.
16. Krieger, Lisa M. 2004. Teen Girls Defining a California Dialect. San Jose Mercury News. Morning final ed. 8
17. Gullah v. Golfers: Preserving the Culture of the Sea Islands. 2008. The Economist. Print ed. 31 January.
18. The Language Samples Project. 2001. Canadian English: Introduction, History, Canadian Raising, and
Syntax. Varieties of English. University of Arizona.
19. Melchers, Gunnel and Philip Shaw. 2003. The Outer Circle. excerpt. In World Englishes. London: Arnold. pp. 127130.
20. Svartvik, Jan and Geoffrey Leech. 2006. From Caribbean English to Creole. excerpt. In English: One Tongue,
Many Voices. Chapter 9. New York: Palgrave Macmillan. pp. 174-187.
21. Melchers, Gunnel and Philip Shaw. 2003. Africa. excerpt. In World Englishes. London: Arnold. pp. 144-161. (skip
22. Mazrui, Alamin M. 2004. Introduction. In English in Africa: After the Cold War. Buffalo: Multilingual Matters Ltd.
pp. 1-10.

23. In Nigerias Ornate Brand of English, Victorian Words Dance with African Grammar. 2008. International Herald
Tribune. 2 March.
24. Achebe, Chinua. 2003. The African Writer and the English Language. excerpt. In J. Jenkins, World Englishes: A
Resource Book for Students. Chapter D4. London: Routledge. pp. 169-172.
25. Thiongo, Ngugi wa. 2004. Gikuyu: Recovering the Original. excerpt. In Wendy Lesser, ed. The Genius of
Language. New York: Pantheon Books. pp. 102-110
26. Svartvik, Jan and Geoffrey Leech. 2006. English Comes to South Africa. excerpt. In English: One Tongue, Many
Voices. New York: Palgrave Macmillan. pp. 112-115.
27. McCrum, Robert, William Cran, and Robert MacNeil. 1986. The New Englishes. excerpt. In The Story of English.
New York: Viking. pp. 322-335.
28. Biswas, Ranjita. 2005. How We Mind Our Language. The Tribune. Online ed. 11 September.
29. Gupta, Anthea Fraser. 2004. Singapore Colloquial English. Language Varieties. University of New England
(Australia) and Association for Supervision and Curriculum Development.
30. Tan, Hwee Hwee. 2002. A War of Words Over Singlish. Time. 29 July. vol. 160. no. 3.
31. Melchers, Gunnel and Philip Shaw. 2003. The Expanding Circle. In World Englishes. Chapter 6. London: Arnold.
pp. 178-193.
32. McArthur, Tom. 2003. The European Union and Euro-English. excerpt. In Oxford Guide to World English. Oxford:
Oxford University Press. pp. 156-162.
33. Lippi-Green, Rosina. 2004. Language Ideology and Language Prejudice. In Edward Finegan and John R.
Rickford, eds. Language in the USA: Themes for the Twenty-First Century. Chapter 15. Cambridge: Cambridge
University Press. pp. 289-303.
34. Jenkins, Jennifer. 2003. Standard Language Ideology. excerpt. In World Englishes: A resource book for students.
Chapter A5. London: Rutledge. pp. 29-33.
35. Amonn, Ulrich. 2003. Towards more fairness in International English: Linguistic rights of non-native speakers? In
Jennifer Jenkins, World Englishes: A resource book for students. London: Rutledge. pp. 199-202.
36. Tan, Amy. 2007. Amy Tan: Mother Tongue. excerpt. In Lex Williford and Michael Martone, eds. Touchstone
Anthology of Contemporary Creative Nonfiction: Work from 1970 to the present. New York: Simon and Schuster.
pp. 514-519.
37. Crystal, David. 2003. Contrasting Attitudes: the US situation. excerpt. In English as a Global Language.
Cambridge. pp. 127-140.
38. Jenkins, Jennifer. 2003. Teaching and Testing World Englishes. excerpt. In World Englishes: A resource book for
students. Chapter C3. London: Rutledge. pp. 106-109.
39. Bygate, Martin. 2009. TESOL and Linguistics. In English Language: Description, Variation, and Context. J.
Culpeper et. al. Eds. London: Palgrave Macmillan. pp. 642-655.
40. McArthur, Tom. 2003. English teaching: profession, social service, or global industry. excerpt. In Oxford Guide to
World English. Oxford: Oxford University Press. pp. 428-439.
41. Erard, Michael. 2009. The future of the language; English is evolving fast, so how might it sound 500 or even 5000
years from now? New Scientist. 9 March.
42. Graddol, David. 2001. English in the Future. In A. Burns and C. Coffin, eds. Analyzing English in a Global Context.
London: Routledge. pp. 26-37.

International English 210

Fall 2013, Ambrose





First day of class Introductions, syllabus,

schedule, basic definitions


English as a Global Language

Using the phonetic alphabet (IPA)
Additional terms


History of English
Models to describe English globally;
Begin Inner Circle


English in England
Features of RP (vowel system, pronunciation, lexis,


Features of EngEng (cont)

Dialects of EngEng (Cockney and Estuary)


Scottish English, Scots, Gaelic

Irish and Welsh English


Scottish, Irish, and Welsh (cont)

Australian and New Zealand English


Australian and New Zealand English (cont)

Review for Exam #I


** EXAM #1 **


English in North America

Regional dialects


History and development of American English

Variation and change in American English


African American Vernacular English (AAVE);

Canadian English


Begin Outer Circle

Language Acquisition and Learning L2s


West Indies English


English-based pidgins and creoles

West and East African varieties


West and East African varieties (cont)


** Discussion of L2 Interviews **

South African English


New native Englishes South Asia (India)

Review for Exam #2


** EXAM #2 **


Indian English (cont)

* Deadline to choose project topics


South East Asia (Singapore & Malaysia)

 Project presentations


Singapore & Malaysia (cont)

 Project presentations


English in the Expanding Circle

 Project presentations


Standard vs. non-standard languages

Attitudes and prejudices
 Project presentations



Standards and attitudes (cont)

 Project presentations


Official English
 Project presentations


Teaching and testing English

 Project presentations


The future of English

Review for Exam #3
Last day of class


** EXAM #3** Tuesday, December 17, 12:30-2:30