UIB: All courses

World Englishes - 20201

1. Overview and Objectives:

The World English (WE) course introduces the students with the concepts and the emerging issues of the global spread of English that include models of WE (i.e., the standard and non-standard variations of Englishes), WE in EFL contexts, WE in terms of ELT instruction and pedagogy, and Southeast Asian context of WE. In addition to those objectives, the students will also learn the development of English as the global language and its spread to the other parts of the world as an international language, the trends in pedagogy, and the politic of the native-speakerism. By acquiring such concepts, the students are expected to:

Provide definition of the world Englishes and some important concepts in WE (i.e., standard vs non-standard varieties, EFL/ESL, EIL, and etc.)
Demonstrate solid understanding on the models of WE
Show familiarity on the distinction of the native and non-native English and standard vs non-standard English.
Criticize the multilingual position in relations to WE
Write literature reviews on WE.

2. Prerequisites: -

3. Instruction

The lecture, individual presentation, question-answer session, as well as report writing are all conducted in English. The students are expected to fully and actively participate in all sessions and encouraged to use English. All teaching materials, books, videos, and papers are also in English.

4. Class format

The class will be conducted online with combined synchronous and asynchronous meeting. At the synchronous meeting, the students will participate in an online lecture by having discussion, getting involved in question-answer session, as well as the presentation. At the asynchronous meeting, the students are expected to learn independently from the given learning materials from modules, videos, and other relevant references (book chapter/journal articles). And on the latter session, the students will also have to make summary or write reports based on the assigned readings.

5. Grading

The final grade will be measured based on the following grading criteria.

Attendance & participation	10%
Assignment 1: survey of world Englishes	15%
Assignment 2: video report	15%
Additional assignments	10%
Midterm Test	20%
Final test (Presentation + critical review).	30%
Total	100%

6. Assessments

In this course, the students are examined in forms of their active participations in the lecture session, question-answer session, oral presentation, (2) assignments, and final paper/report. The students are also expected to satisfy the following assessments:

There are two major assignments for the first half (assignment_1) and the second half of the semester (assignment_2) that is worth 15% each.

a. Assignment 1 – infographic poster of WE

In the first assignment, survey of the world Englishes, the students should work in a group (of students) to create an infographic survey of world Englishes. The students may focus on particular topic (i.e., the number of schools whereby English is used as the medium of instruction in Batam). While plagiarism might result in the failure of the course, the students shall base their infographic poster on valid information and reliable resources.

b. Assignment 2 – video report

The second assignment is to be submitted by the end of the second half of the semester (prior to final paper submission). The second assignment is an individual video report based on specific topic selected from one of the course topics that the student is interested in (i.e., ELT in Indonesia: learner’s perspective). You should remember to focus on the following stages when making the video: 1) formulate some guiding question(s) prior to making the video (i.e., how English is taught in Indonesia? What is the difference of ELT in junior high school to senior high school?); 2) use interactive videos (you can use animations/pictures in your video): 3) use proper references to support your argument.

Mid-term test (online exam)

Final test

The students are expected to write an essay (between 1,300-1500 words) on particular topic of his/her assigned readings which are submitted by the final test date. The lecturer will assign the topic to the students at least 3 weeks before the exam. The essay is an individual work, the students should avoid plagiarism and use proper references in their paper.

7. Course plan

Meeting	Topics	Learning outcomes	Activities
1	Course introduction: subject orientation, goals & objectives (topics, quizzes, and projects), and learning outcomes	The students understand the goals and the objectives of the WE course.	Lecture (brief overview of WE course, goals, and objectives), mini survey, class discussion (Q & A session).
2	The global spread of English: an overview of English as an international language (EIL)	The students are expected to acquire the following learning outcomes: 1) Provide the definition of international language 2) Demonstrate understanding on the development of English as the global/international language 3) Be able to explain how English becomes the medium of “the global village”	Lecture, presentation, QA session, video report. HW: conducting mini survey (to be reported in the upcoming meeting) with 2-3 students (groupwork).
3	The spread of English in superdiverse world: the birth of native-speakerism and the non-native speaker of English	The students are expected to acquire the following learning outcomes: 1) Define the native speaker and non-native speaker concepts and the concept of superdiversity 2) Understand the norms and the determining features of native vs non-native speakers of English	Lecture, presentation, the discussion of the (previous) survey, Q&A session. HW: Writing individual summary of the materials in the upcoming meeting.
4-5	3 concentric circles and some concepts used in the World Englishes	The students are expected to acquire the following learning outcomes: 1. Mention and explain the 3 concentric circles of WE by Kachru (1985).1 2. Distinguish the variations of WE 3. Define the institutionalized English 4. Demonstrate the understanding on the concept of English as Lingua Franca 5. Provide brief explanation on the role of English as “inter-community” communication 6. Show familiarity on the features of English as the lingua franca	Lecture, presentation, discussion. Q&A session.
6	Englishes in Southeast Asian Context: variations and social context	The students are able to apply their knowledge (acquired in the previous meeting) by writing mini report on the Englishes in Southeast Asian context.	Asynchronous meeting: individual report.
7	Assignment 1: survey of the world Englishes
8	Midterm test
9-10	Multilingual turn in English language teaching Sub-discussion: World English pedagogy and linguistic imperialism: the superiority of monolingual instruction in multilingual settings	The students are expected to acquire the following learning outcomes: 1. The students demonstrate their understanding of multilingual trends in ELT 2. The students show their familiarity of the multilingual instructions in ELT 3. Show the awareness of individual variations in EFL classrooms. 4. The students demonstrate their understanding of the linguistic imperialism and monolingual instruction. 5. The students are able to define monolingual and multilingual contexts of ELT 6. The students provide brief explanation of WE pedagogy.	Lecture, presentation, discussion, Q and A session. Groupwork task: the students conduct mini survey related to the multilingual turn in ELT which will be discussed in the upcoming meeting.
11	World Englishes and the classroom: EFL perspectives	The students are expected to acquire the following learning outcomes: 1. Provide critical perspectives of WE (native speaker vs non-native speakers) 2. Demonstrate the understanding on the definition of language and identity	Lecture, presentation, discussion, conduct the internet survey on the upcoming topic
12	Translingual practices of English in multilingual contexts.	The students are expected to acquire the following learning outcomes: 1. Demonstrate the understanding on the definition of translanguaging, language attitudes, and identity 2. Provide brief explanation of translingual practices. 3. Show familiarity on the multilingual context of translingual practices	Lecture, present report on the internet survey of translingual practices, discussion.
13	The future of English	The students are expected to acquire the following learning outcomes: 1. Demonstrate the understanding on the evolution of global varieties of English (David Cyrstal: ) 2. Show familiarity on the new forms of English 3. Provide brief explanation on the development of WE.	Lecture, presentation, discussion of the previous survey.
14-15	Submission of assignment 2 (meeting 14): reports, review and consultation of the final paper
16	Final paper submission

8. Suggested readings:

Kirckpatrick, A (ed). (2010). The Routledge handbook of world Englishes. New York: Routledge.
Lauder, A. (2008). The status and function of English in Indonesia: a review of key factors. Makara, Sosial Humaniora, 12(1), 9-20.
Mazzaferro, G. (2018). Translanguaging as everyday practice. New York: Springer.
Phillipson, R. (2018). Linguistic imperialism and NNESTs. TESOL Encyclopedia of English Language Teaching, ed. John Liontas. Wiley in partnership with TESOL International. https://doi.org/10.1002/9781118784235.eelt0023
Seidlhofer, Barbara (2013-01-10). Understanding English as a Lingua Franca - Oxford Applied Linguistics. Oxford University Press. ISBN 978-0-19-442620-6.
The future of English, an Interview with David Crystal, British Council:

Some useful readings for critical review

Writing critical review https://www.utsc.utoronto.ca/twc/sites/utsc.utoronto.ca.twc/files/resource-files/CritReview.pdf
Structure of critical review https://www.jcu.edu.au/__data/assets/pdf_file/0016/202660/How-to-write-a-Critical-Review.pdf
Writing critical review (some guiding questions): https://awc.metu.edu.tr/system/files/pdfs/writing_a_critical_review.pdf

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