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
Thesis Publication - 20201
Teaching Practice I (Reading & Writing) - 20201
Course Description: Teaching Practice 1 is a compulsory subject taken by fifth-semester students of English Language Education at Universitas Internasional Batam. The range of topics to be discussed is started from analyzing theories of teaching, designing lesson plans, making content, and demonstrating teaching practice. Students are expected to be able to practice teaching in class in the end of the course.
Teaching English for Young Learners - 20201
Course Description: Teaching English for Young Learners (TEFYL) is a Compulsory Course for English Language Education students at Universitas Internasional Batam. In this course, students will learn about some theories and techniques in TEFYL. Students are expected to be able to demonstrate and practice TEFYL in the end of semester.
Research in Applied Linguistics and ELT - 20201
Course overview
This course offers current research orientation in applied linguistics (AL) and English Language Teaching (ELT). The students will learn current issues in applied linguistics such as language acquisitions, multimodal perspectives in linguistics, and the use of corpora in current research. In addition, students will also be exposed to some topics in ELT such as translanguaging, bilingual and multilingual education, as well as language and identity. The primary focus of this course is to provide the students with clear background of research in applied linguistics and ELT that include: research design, sampling, method, and analysis by reviewing some scholarly papers and journals on selected topics in AL and ELT. By the end, the students are expected not only to understand but also apply their knowledge in the recent research in AL and ELT. Major areas of interest include: language acquisitions, corpus-based research, translanguaging, multilingual and bilingual education.
Course 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.
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.
Assessments
Midterm test.
This is an individual project where the student has to pick up a topic in applied linguistics or ELT and write a review of that (selected topic). Students should include of minimum 3 studies (journals) in the review of the literature. The length of the review should be between 1300-1500 words.
Final test
This individual task is an essay of selected topics in AL and ELT. Students must propose ideas, topics, current issues, or individual perspectives towards a topic in AL and ELT. They may integrate their previous writing in literature review to this essay. The length of an essay should be between 1500-17000 words.
Individual presentation
Students must present their proposed essay topic by articulating research interest, evaluation, previous studies to support their research topics and so on within 10-15 minutes. After the presentation, students will receive 2-3 questions regarding their presentation.
Topics to be covered:
- Research in Language Acquisition: language milestones, linguistic universal, and descriptive orientation
- Multimodal perspectives in language acquisitions
- Interlanguage and linguistic descriptions of learners’ English
- Current issues in ELT: bilingual/multilingual practices of English
- Corpus research
- Language & identity
- Translanguaging
- Current research in Applied Linguistics and ELT
Further readings
Girffee, D, T. (2012). An introduction to second language research method: design and data. New York: TESL-EJ Publications
Littoselti, L (ed). (2010). Research methods in linguistics. New York: Continuum.
Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.
English Phonetics and Phonology - 20201
Course Description:
This course discusses terminology regarding the development of sound identification skills in English which will help students pronounce pronunciation in English. Therefore, students are expected to be able to identify sounds in English and pronounce English properly and correctly.
English Morphosyntax - 20201
Study Description
English Course Morphosyntax is a compulsory subject for English Language Education at Batam International University. This course integrates knowledge about the formation of the smallest structure of language (morpheme) and the largest such as sentences. Students are expected to be able to identify the process of forming words, phrases, and sentences
Learning Outcome
After learning this course students are supposedly able to :
- Classify and use word classes in English
- Form words through non-suffixation process
- Identify and transform word classes by using appropriate suffixes
- Identify and use symbol of syntactic function
- Identify and analysed phrases in sentences
- and lastly, Identify and analyse surface structure in sentences
Curriculum & Material Evaluation & Design (CMED) II - 20201
Curriculum and Material Evaluation Design 2 course is a compulsory course for English Language Education students at Universitas Internasional Batam. This course is a continuation of CMED I which provides a special evaluation and requires an analysis of curriculum implementation. Students are expected to be able to develop opinions and understandings of curriculum design in language teaching contexts. Students are assisted to examine the selection of teaching materials and assessments used in the curriculum.
Computer-Assisted Language Learning (CALL) - 20201
Through this course, students are going to learn how to make use of technology in teaching language, for instance, Learning Management System, Web-based quiz, Apps and Web-based games, and many more. At the end of this course, students can broaden their knowledge and sharpen their creativity to build a well-designed and dynamic online class that utilizes many platforms of technologies.
Reading & Vocabulary - 20201
This Reading and Vocabulary course is a compulsory subject for English Language Education at Universitas Internasional Batam. This course emphasizes on students' basic reading comprehension. The students are expected to be able to develop basic skills in understanding simple English texts. In addition, this course also integrates English vocabulary recognition in certain fields such as family, profession, and other topics that can help students understand simple English texts and enrich vocabulary.
Metodologi Penelitian - 20201
Arapa Efendi S.S.,M.Hum
Course Description
Hi everyone, welcome to Research Methodology Class! The objective of this course is to familiarize the students with the basic concepts and principles of research techniques, designs, methodologies, and research writing/reporting. Although research methodology might sound a bit general, but this course particularly focuses on the applied linguistics and English Language Teaching (ELT). Therefore, by the end of this course, the students are expected to:
- Plan and design small-scale study on the aforementioned field.
- Identify research problems and establish the research boundary.
- Formulate research questions/hypothesis
- Use particular research tools to support the interpretation of the data
- Demonstrate the understanding on the philosophy of research, ethics, and research types
- Review and synthesize relevant literature
Assessments
In this course, the students are examined in forms of their active participation 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.
Assignment 1 – Research planning outline & progress report
The students have to make the research planning for the future research they wish to carry out as a final project. This research plan would consist of some important points; 1) research designs; 2) research participants; 3) research methods; 4) philosophical perspectives; 5) the length of the research.
Assignment 2 – individual presentation
By the end of the course, the students are expected to present the planning of their research with some points in (a) are being included in the presentation. Students should demonstrate clear understanding of their future research, conceptual framework, philosophical perspective(s), and the methodology.
Mid-term test: research plan & progress report
Final test: research proposal. Research proposal must include the standard template and use the latest APA 6th format. The research proposal should be written between 1.300-1700 words.
Suggested readings:
Girffee, D, T. (2012). An introduction to second language research method: design and data. New York: TESL-EJ Publications
Littoselti, L (ed). (2010). Research methods in linguistics. New York: Continuum.
Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.
Useful links:
APA Referencing (6th edition) https://aewintecsitefinity.blob.core.windows.net/sitefinity-storage/docs/default-source/study-at-wintec/apa.pdf
Create research spaces (CARS) model of research introduction https://iuuk.mff.cuni.cz/~andrew/EAP/john-swales-cars-article.pdf
FINER https://www.scalelive.com/finer.html
What is your research question? An introduction to the PICOT format for clinicians https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3430448/