Course Outline in World Englishes

Second Semester, Saturday, 1-5 PM

Rm. 203, Xavier Hall
Professor: Claribel C. Concepcion, Ph.D.
Consultation Hours: Friday 1:00 to 5:00 PM

Course Description:
This course introduces students to the use of English as an international language in
various spheres of life: business and commerce, research and education, politics,
religion, peace and security, media, and popular culture. It presents the historical
background, and other relevant issues such as socio-cultural, economic, political, and
linguistic diversity, and what implications they bear on pedagogy. It includes readings
on how other countries use the language with their own varieties from the
phonological, morphological, lexical, semantic to syntactic variations and the context in
which they are used for various different purposes.

Objectives:
By the end of the course students will be able to:
a) Gain extensive knowledge of several diverse phenomena related to the historical and
current-day spread of English.
b) Identify and describe the variables that have influenced the development and spread
of Englishes in many countries throughout history;
b) Understand the basic sociolinguistic concepts such as language, dialect, lingua
franca, native speaker, and non-native speakers; sociolect, idiolect, and accent;
c) Examine the different factors that cause English variation both in the native and non-
native contexts;
d) Explain adequately the English variations cross-culturally in terms of the following
grammar aspects: phonetics, phonology, morphology, syntax and semantics;
e) Evaluate how English is taught in the classroom as a result of the varieties;
f) Explain the effects of global English to other areas of academic inquiry, including
writing studies and the teaching of English
g) Demonstrate clearly through a video an in-depth knowledge of 2 dialects of English
in Asia;
h) Document classroom pedagogies through a video as to how English is used and
explain the variations using the knowledge you have gained from the course.
i) Show in this video the perspectives of users and consumers on the use of this English.

Readings:

Week Topics Sources Facilitators

1 Unpacking What WE Is Teacher

2 Background Notions An Introduction to Teacher

-Accent, dialect, language and International
variety Varieties of
English by Laurie
 -Home and colony Bauer, pp. 1-12,
-Colonial lag 2002
-Dialect mixing

3-4 How English Spread: Historical The Routledge Teacher

Perspectives Handbook of World
Englishes, Edited
-Standardized English: The by Andy
History of the Earlier Circles, Kirkpatrick, 2010
Daniel R. Davis, pp. 17-36

-Grammatical Variation in the

Contemporary Spoken English of
England, David Britain, pp. 37-58

-Phonological Innovation in
Contemporary Spoken British
English, Gerard J. Docherty
pp. 59-75

-The Englishes of Ireland:

Emergence and Transportation,
Raymond Hickey, pp. 76-95

-The development of Standard

American English, William A.
Kretzschmar, Jr., pp. 96-112

-The Englishes of Canada,

Stephen Levey, pp. 113-131

5-6 Section II: Regional Varieties and Same source

the ‘New’ Englishes, pp. 165

-The development of the English

Language in India, Joybrato
Mukherjee, pp. 167-180

- East and West African

Englishes: Differences and
Commonalities, Hans-Georg
Wolf, pp. 197-211

- English in Singapore and

Malaysia: Differences and
Similarities, Low Ee Ling, pp.
229-246

-Periphery ELT: The Politics and

Practice of Teaching English in
the Philippines, Isabel Pefianco
Martin, pp. 247-264
 -East Asian Englishes: Japan and
Korea, Yuko Takeshita,
pp. 265-281

-Chinese English: A Future

Power?, Xu Zhichang,
pp. 282-291

The Impact of English on The Benefits of

Selected Middle East Countries the English
and on Individuals: An Language for
Executive Summary, pp. 5-55 Individuals and
Societies
[A custom report
compiled by
Euromonitor
International for
the British
Council], 2012

7-8 Emerging Trends and Themes The Routledge

Lingua Franca English: The Handbook of World
European Context, Barbara Englishes, Edited
Seidlhofer, 355-371 by Andy
Kirkpatrick, 2010
-Variation across Englishes:
Phonology, David Deterding
pp. 385-499

-Variation across Englishes:

Syntax, Bernd Kortmann, pp.
400-441

-Semantics and Pragmatic

Conceptualizations within an
Emerging Variety: Persian
English, Farzad Sharifian, pp. 442-
458

9 Midterm Exam
10 Conceptualizing and Positioning The Routledge
ELF Handbook of
English as a
-Standard English and the Lingua Franca,
Dynamics of EL Variation, Edited by Jennifer
Barbara Seidlhofer, pp. 85-100 Jenkins, Will Baker
, and Martin
Dewey, 2018
 - Emerging South-East Asian World Englishes,
Englishes and Intelligibility Vol. 25, No. 3/4,
David Deterding and Andy pp. 391–409, 2006.
Kirkpatrick, pp. 391-409

Regional Spread of ELF The Routledge

-The Development of English as Handbook of
a Lingua Franca in ASEAN, Andy English as a
Kirkpatrick, pp. 138-150 Lingua Franca,
Edited by Jennifer
Jenkins, Will Baker
, and Martin
Dewey, 2018

11 ELF Characteristics and

Processes

-Analysing ELF variability, Ruth

Osimk-Teasdale, pp. 201-209

-Pronunciation and
Miscommunication in ELF
Interactions: An Analysis of
Initial Clusters, Ishamina
Athirah Gardiner and David
Deterding, pp. 224-232

-Morphosyntactic variation in
spoken English as a Lingua
Franca Interactions: Revisiting
Linguistic Variety, Beyza
Björkman, pp. 255

12 Contemporary Domains and The Routledge

Functions Handbook of
- Translingual Practice and ELF, English as a
Daisuke Kimura and Suresh Lingua Franca,
Canagarajah, pp. 295-308 Edited by Jennifer
Jenkins, Will Baker
-ELF in Electronically Mediated , and Martin
Intercultural Communication, Dewey, 2018
Chittima Sangiamchit, pp. 345-356

ELF and Multilingualism, Alessia

Cogo, pp. 357-368

13 ELF in Academia Same

-Beyond Monolingualism in
Higher Education: A Language
 Policy Account, Ute Smit Iino, pp.
387- 399

-Written Academic English as a

Lingua Franca, Bruce Horner, pp.
413- 426

- Transforming Higher Education

Language and Literacy Policies:
The Contribution of ELF, pp.
Ursula Wingate, pp. 427-438

14 ELF, Policy and Pedagogy Same

-ELF and Teacher Education,

Martin Dewey and Laura Patsko,
pp. 441-455

- ELF-aware Teaching, Learning

and Teacher Development , Nicos
Sifakis and Yasemin Bayyurt, pp.
456-467

- ELF and ELT teaching materials

Nicola Galloway,, pp. 468- 480

-ELF and Content and Language

Integrated Learning, Julia
Hüttner, pp. 481-93

-ELT and ELF in the East Asian

Contexts, Ayako Suzuki, Haibo Liu
and Melissa H. Yu, pp. 494

- Language as system and

language as dialogic creativity:
the difficulties of teaching
English as a lingua franca in the
classroom, Sue Wright and Lin
Zheng, pp. 506- 517

-English Language Teachers and

ELF, Enric Llurda, pp. 518-530

15 ELF into the future: Trends, Same

Debates, Predictions

-English as a Lingua Franca:

Changing ‘Attitudes’, Robert
Baird and Mariko Baird,pp. 531-
543
 -ELF in migration, pp. Maria
Grazia Guido, pp. 544-554

-Global languages and lingua

franca communication, Sonia
Morán Panero, pp. 556-569

-Language assessment: the

challenge of ELF, Luke Harding
and Tim McNamara, pp. 570-582

-ELF and critical language

testing, Elana Shohamy, pp. 583-
593

-The Future of English as a

Lingua Franca?, Jennifer Jenkins,
pp. 594-605

16 Data Collection
17 Writing and Video Production
18 Final Examination and Video
Presentation

Grading System (4-1 where 4 is the highest and 0 as the lowest and with no credit)
1. First Quarter– Quizzes, Recitation, Facilitations of Assigned Topics and Midterm
[1/3]
2. Second Quarter- Quizzes and Facilitations of Assigned Topics [1/3]
3. Final Examination or Public Presentation of Chosen Topic in Seminar Type (40
minutes) and Video Documentation of WE [1/3]

Note: The passing grade for the Master’s is 2.0

Compulsory:
1. Attendance is a must.
2. Three Saturdays of absences merit a dropped mark in the TOR.
3. Two videos following objectives g to I above and the criteria.

Criteria for the Facilitation of Assigned Topics (3-4 Short Rounds)

Items Point
a. Content 15
b. Language 5
c. Organization 5
d. Audio-Visual Aids 5
e. Delivery Skills 5
f. Ability to Engage the 5
Audience
g. Ability to Summarize 5
and Present Insights
Total 45
Criteria for the Video
 Items Point
a. Content 40
b. Originality 5
c. Clarity of audio and 5
video
d. Language 5
e. Organization 5
Total 60

Prepared by:

Claribel C. Concepcion
10-25-18