XSLaren edukia

Ingelesa Munduan25381

Ikastegia
Letren Fakultatea
Titulazioa
Ingeles Ikasketetako Gradua
Ikasturtea
2024/25
Maila
1
Kreditu kopurua
6
Hizkuntzak
Ingelesa
Kodea
25381

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Irakaskuntza motaIkasgelako eskola-orduakIkaslearen ikasgelaz kanpoko jardueren orduak
Magistrala4060
Gelako p.2030

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This compulsory subject is offered in the second term of the first year of the English Studies degree and belongs to the English Language Module. It looks at the spread of English and its linguistic and sociolinguistic consequences. It is closely related to other subjects in the degree - English, the History and Culture of English-speaking Peoples, the History of the English Language, Varieties of English.

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COMPETENCES

This subject belongs to Module 02 English Language. Specifically, it aims at achieving the Module competence M02CM03: To become familiar with the sociocultural impact of the spread of English worldwide and with the effect of speaker attitudes on language use.



The achievement of the module competence above will entail partial fulfillment of the following degree competence and cross-curricular competence:

G005: To become familiar with the history, development and current varieties of English.

G007: To connect knowledge specific to the degree with knowledge in other areas and disciplines, to transmit it and to foster an attitude of tolerance towards multilingual and multicultural diversity.



LEARNING OUTCOMES

In this course students can

- describe the spread of English

- locate the countries where it is used

- explain its status and connections with other languages it is in contact with

- analyse varieties of English

- compare different attitudes towards English and comment on their influence on language policy and the teaching of English

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Unit 1. An English-speaking world

Unit 2. English before it spread

Unit 3. English in Wales, Scotland and Ireland

Unit 4. The spread to North America

Unit 5. African American English

Unit 6. The spread to Canada and the American west

Unit 7. The spread to South Africa, Australia and New Zealand

Unit 8. English-based pidgins and creoles

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The classes are a mixture of lecturing and practical work. Many units are developed around an episode in the BBC series The Story of English. The episode is revised and added to, we look up places on maps, read short articles, watch other videos, answer questions, do exercises, make commentaries and do linguistic analysis, or summarise papers. Most of the in-class activities are in pairs or groups. The use of English is encouraged. Homework is used as follow-up to the lectures or in preparation for them.





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  • Ebaluazio Jarraituaren Sistema
  • Azken Ebaluazioaren Sistema
  • Kalifikazioko tresnak eta ehunekoak:
    • Garatu beharreko proba idatzia (%): 75
    • Test motatako proba (%): 25

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As a form of continuous assessment by the teacher, students will take two tests evenly distributed throughout the course. The tests will be taken once the topics have been dealt with in class, and will carry a percentage of the final mark corresponding roughly to the amount of time devoted to them in the course, unless it seems reasonable to change that as the course progresses. Additional assessment tools, if any, and their contribution to the final mark will be explained on the first day of class. Unless otherwise indicated at the beginning of the course, the marks obtained from each assessment tool will be added to the rest to get the final mark. Marks from an assessment tool will only be added if the student gets a minimum of 40% of the mark in the tool, and getting at least that 40% is necessary to pass the subject. Also, the assessment tools can be passed, failed and retaken individually.

In the event of confinement or other situation making it impossible for exams to happen in a classroom, exams will be taken through Tarea, Cuestionario, etc on eGela or a virtual environment allowed by the university.



Unless otherwise stated, any complementary materials necessary to do the tests will be provided by the teacher. Use of any materials not provided by the teacher, as well as mobiles or other electronic devices, is strictly forbidden.



Following University of the Basque Country regulations, cheating – copying from the notes, the Internet, etc or a classmate – and plagiarism – using somebody’s ideas or words without attributing them to their true author – will result in a fail in the particular exam in which it happened, regardless of the extent of the offence.



Sample tests and marking schemes will be available on the eGela page for the subject at the beginning of the course.



Any modifications affecting the evaluation of this subject that happen after the latest date of publication of this Guía Docente, whatever their cause, will be agreed with the students and will be announced in the ‘Evaluation’ part of our eGela course. Students who do not attend class regularly can look up ‘Evaluation’ in eGela to be up to date.





Withdrawal from Continuous Assessment:

All students have the right to be evaluated according to the final evaluation procedure independently of whether or not they have participated in the continuous or mixed assessment module. In order to do so, they must write to the instructor responsible for the course expressing their desire to withdraw from continuous assessment. The form that needs to be filled is available at http://www.ehu.eus/eu/web/letrak/idazkaritza. For term courses students can do so within the first 9 weeks of the course, according to the academic calendar of their centre.



Withdrawal from an exam call: Withdrawal from a call will be assessed as “no grade reported” [no presentado/a, ez aurkeztua].

1. In the case of continuous assessment,

a. If the final exam is worth more than 40%: not sitting the exam on the official date of the exam qualifies as an automatic withdrawal from the corresponding call.

b. If the final exam is worth 40% or less: all students can withdraw from a call until at least one month before the date of the end of the teaching schedule of the corresponding course. This withdrawal must be submitted in writing to the instructor responsible for the course.

2. In the case of final assessment, not sitting the exam on the official date of the exam qualifies as an automatic withdrawal from the corresponding call.



The new regulation about assessment can be found here:

http://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia

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The Convocatoria Extraordinaria will consist in an exam whose date is set and announced by the Faculty authorities. The conditions for passing this exam will be the same as in the Convocatoria Ordinaria. Students are allowed to repeat only that part they failed and keep the marks from that they passed, provided they got at least 40% of the marks carried by that part.



Independently of the assessment type chosen, students who fail to pass the first exam call will be able to take the same tests as those doing the final evaluation. The teacher may allow students not to repeat a test if they passed it in the first exam call.

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The teacher's notes and the BBC series The Story of English (online). Other materials, mostly available online, will be announced and used during the course.

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Oinarrizko bibliografia

Barret et al 2023. English with an Accent. Routledge.

Baugh, A.C and T. Cable 2012. A History of the English Language. Routledge.

Gramley, S. 2018. The History of English. An Introduction. Routledge.

Trudgill, P. and J. Hannah (2017) International English: A Guide to Varieties of English around the World. Routledge.

Wolfram, W. and N. Schilling-Estes (2015) American English. Dialects and Variation. Wiley Blackwell.







Bibliografía de profundización:

Adamou, E. and Y. Matras 2021. The Routledge Handbook of Language Contact. Routledge.

Algeo, John 2006. British or American English? CUP.

Ansaldo, U. and M. Meyerhoff 2020. The Routledge Handbook of Pidgin and Creole Languages. Routledge.

Baugh, J. 2018. Linguistics in Pursuit of Justice. CUP.

Beal, J. 2006. Language and Region. London: Routledge.

Braine, G. (ed.) 2005. Teaching English to the World: History, Curriculum and Practice. Lawrence Erlbaum Associates.

Crystal, D. 2003. The Cambridge Encyclopedia of the English Language. CUP.

Crystal, D. 2004. The Stories of English. London: Penguin.

Crystal, D. 2012. English as a Global Language. CUP.

Culpeper, J. et al. 2018 English Language. Description, Variation and Context. Bloomsbury Academic.

García et al. (eds.) 2017. The Oxford Handbook of Language and Society. OUP.

Hickey, R. (ed.) 2005. Legacies of Colonial English. Studies in Transported Dialects. Cambridge: CUP.

Hickey, R. 2013. A Dictionary of Varieties of English. Wiley.

Jenkins, J. 2009. World Englishes. London: Routledge.

Kachru, B. et al. (eds.) 2006. The Handbook of World Englishes. Blackwell.

Kachru, Y. and L.E. Smith 2008. Cultures, Contexts, and World Englishes. Routledge.

Kirkpatrick, A. 2021. The Routledge Handbook of World Englishes. Routledge.

Knowles, G. 1997. A Cultural History of English. London: Arnold.

Kouwenberg, S. and J.V. Singler 2008. The Handbook of Pidgin and Creole Studies. Oxford: Wiley-Blackwell.

Labov, William; Ash, Sharon; Boberg, Charles 2006. The Atlas of North American English: Phonetics, Phonology and Sound Change. Berlin and New York: Mouton de Gruyter.

Gehiago sakontzeko bibliografia

Leith, D. 1997. A Social History of English. London: Routledge.
Machan, T.W. 2009. Language Anxiety. Conflict and Change in the History of English. Oxford: OUP.
McArthur, T. 1998. The English Languages. Cambridge: CUP.
McArthur, T. 2003. The Oxford Guide to World English. Oxford: OUP.
Melchers, G. and P. Shaw 2003. World Englishes. Oxford: OUP.
Mesthrie, J. 2008. Varieties of English. Volume 4: Africa, South and Southeast Asia. De Gruyter Mouton.
Mesthrie, J. and R.M. Bhatt 2008. World Englishes. The Study of New Linguistic Varieties. Cambridge: CUP.
Nelson, C.L. et al. 2019. The Handbook of World Englishes. Wiley.
Ostler, R. 2023. The United States of English. OUP.
Phillipson, R. 1992. Linguistic Imperialism. Oxford: OUP.
Phillipson. 2010. Linguistic Imperialism Continued. Routledge.
Piller, Ingrid 2016. Linguistic Diversity and Social Justice. OUP.

Reyner, J. and J. Eder 2017. American Indian Education. University of Oklahoma Press.

Richardson, E.B. 2007. Hiphop Literacies. London: Routledge.
Riley, P. 2007. Language, Culture and Identity. London: Continuum.
Schneider, E.W. 2007. Postcolonial English. Varieties around the world. Cambridge: CUP.
Schreier, D. et al 2020. The Cambridge Handbook of World Englishes. CUP.
Sebba, M. 1997. Contact Languages: Pidgins and Creoles. Macmillan.
Svartvik, J. and G. Leech 2006. English. One Tongue, Many Voices. Houndmills, Basingstoke: Palgrave Macmillan.
Syea, A. 2023. A Comprehensive and Comparative Grammar of English Creoles. Routledge..
Van Rooy, B. 2024. World Englishes. The Local Lives of a Global Language. Edinburgh University Press.
Weldon, T.L. 2021. Middle-Class African American English. CUP.
Williams, E. 2006. Bridges and Barriers. Language in African Education and Development. Manchester: St Jerome Publishing.

Aldizkariak

English Today, English Worldwide, World Englishes


Web helbideak

APICS http://apics-online.info/
E.L. Easton English Around the World http://eleaston.com/world-eng.html
David Crystal http://www.davidcrystal.com
Raymond Hickey Studying Varieties of English https://www.uni-due.de/SVE/
Paul Jorgensen’s LangFocus https://langfocus.com/
William Labov http://www.ling.upenn.edu/~wlabov/home.html
Paul Meier’s IDEA https://www.dialectsarchive.com/
John Rickford http://www.stanford.edu/~rickford/
Talking Black in America https://www.talkingblackinamerica.org/
Language Varieties http://www.une.edu.au/langnet
John C. Wells English Accents course http://www.phon.ucl.ac.uk/home/wells/x202info.htm
Wikipedia http://en.wikipedia.org/wiki/Main_Page
Walt Wolfram Language and Life Project https://languageandlife.org/

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