• Inactive for Year: 2025/26

• Module Leader(s): Dr Jim Chan

• Owning School: Education, Communication & Language Sci
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

This module aims to provide students with a systematic understanding of the relationship between language, culture, education, and society, with a particular focus on teaching English as a global language. Through exploring research in areas such as Global Englishes (GE) (including World Englishes (WE), English as an International Language (EIL), English as a Lingua Franca (ELF)), language planning and policy, bilingual education (e.g., English as the medium of instruction (EMI), content and language integrated learning (CLIL)) and translanguaging, students will critically evaluate existing practices in language learning/teaching and reflect on their own experiences in diverse educational contexts. The module encourages students to apply these theoretical frameworks to practice, developing teaching approaches that are sensitive to the linguistic and cultural diversity in multilingual classrooms.

Module Aims:
•       Analyse the factors contributing to English’s status as a global language and its role in language education in multilingual societies.
•       Examine the impact of English as a global language on linguistic diversity, language policy, and language education practices.
•       Critically evaluate existing language education practices and teaching materials in relation to linguistic diversity and the related research
•       Apply research to develop effective and contextually relevant language teaching practices for diverse educational settings.

Outline Of Syllabus

1.       Global Linguistic Order and Learning/Teaching English as a Global Language
2.       Language Policy, Education and Trends in Linguistic Diversity
3.       Principles in Teaching English for International Communication
4.       Standards, Norms, Models in English Language Teaching
5.       The ‘Nativeness’ and ‘Intelligibility’ Principles in Pronunciation Teaching
6.       International Communication, Pragmatics, and Accommodation
7.       Teaching Materials Design
8.       Bilingualism and Bilingual Education: Theories, Program Models, and Approaches
9.       Translanguaging and Bilingual Classroom Strategies
10.       Assignment Preparation

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

Pre-session tasks and readings are provided to introduce the weekly content, establish a foundational understanding of key topics, and prepare students for interactive lectures. These preparatory materials signal areas for further individual study and include essential and recommended readings.

During weekly interactive lectures, students have the opportunity to engage with more in-depth content delivered by the lecturer, clarify any uncertainties related to the preparatory tasks, and participate in a variety of group activities designed to foster critical thinking and collaborative learning.

Structured Guided Learning activities provide weekly opportunities for students to consolidate their understanding through guided tasks aligned with the weekly topics. These tasks encourage students to link theoretical concepts with practical applications.

Independent study includes conducting wider literature searches, completing readings to deepen knowledge of topics, and preparing assignments that integrate theoretical and practical insights. This independent work is essential for building the ability to evaluate, design, and implement effective language teaching practices in diverse educational contexts.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Assessment Rationale And Relationship

The two assessments are designed to achieve the intended knowledge and skills outcomes of the module, as well as the overarching aims of the course. Together, they guide students through the processes of critical evaluation, application of theoretical insights, and development of effective educational practices tailored to diverse contexts.

Assessment 1 introduces students to the initial stages of analysing a specific aspect of language education. Through the presentation, students practice skills in identifying relevant issues, critiquing current practices, and articulating their initial ideas for improvement. This assessment allows students to receive constructive feedback, which will inform their work in the essay.

Assessment 2 is a summative assignment that deepens and extends the work undertaken in Assessment 1. By writing a detailed essay, students demonstrate their ability to conduct a comprehensive evaluation of their chosen topic, synthesise literature, and propose well-supported and contextually appropriate solutions. This task requires students to integrate theoretical and practical knowledge, emphasising their ability to apply research to real-world language education contexts.

Throughout the module, students will receive both theoretical and practical support to ensure they are well-prepared to complete these assessments. Pre-session readings, interactive lectures, and guided learning activities will provide the foundation for their analyses, while feedback from their presentation will offer further support for their final essay.

Reading Lists

• ALC8040's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• ALC8040's Timetable