Course Overview:
English 414—Global Spread of English—examines the linguistic, social, and political impact of the spread of English worldwide. Through readings, lectures, and discussions, we critically consider questions such as: why and how is English spreading? Does English spread tend to perpetuate elites, or does it increase opportunity for the non-elites? What are some characteristics of new varieties of English? What are the issues surrounding standardization? Who “owns” English? What happens to local languages in circumstances of English spread? What is happening regarding English and other languages in such geographical contexts as Singapore? Japan? Tanzania? Peru? And transcending geography, we also consider how English is an agent in the spread of American popular culture, the Internet, etc.
Your writing needs a beginning, middle and end. [Aristotle said so.] Include both an introduction that restates the prompt as a thesis statement (debatable statement) and an “essay map” (where you’re going with your argument) and make it obvious which side I am taking in the debate. This isn’t mystery writing. Provide two to three supporting points, each point being a separate paragraph. Last, write a conclusion that recaps the thesis statement.
Task Relevance
In your introduction, paraphrase the assignment prompt, if a prompt is given. Describe key issues with respect to lecture and book, and illustrate with examples to flesh out your points. Since integrating material from class with something outside of class is pure flattery for an instructor), employ principles provided in class (from lectures, books, outside knowledge including additional readings). When you are evaluating different points of view or different arguments, distinguish between opposing sides using principles and topics discussed in class. Last, appraise theoretical underpinnings by asking “why?”.
Writing Mechanics
Strong choice of words and expressions appropriate to academic writing. Follow rules of academic American English grammar including, but not limited to, subject-verb agreement, use of determiners, clear and overt antecedents and correct verb tenses; no dangling modifiers; and make all pronouns such as it and they clearly identifiable (maybe, avoid pronouns altogether). Follow standard spelling, capitalization, punctuation and other orthographic rules of academic American English.
[See Chicago Manual of Style (UW Library site 17th Edition online), §5 Grammar and Usage, §6 Punctuation, §7 Spelling.]
Paper Abstract (IMPORTANT):
Linguistic Diversity in the Globalization of English: A Critical Analysis of English-Medium Instruction in Singapore Higher Education.
This study looks at the complicated effects of English-medium instruction (EMI) in higher education. It uses Singapore as an example to show how English is spreading around the world. Learning from class, it looks at the linguistic, social, and political aspects of EMI and how it affects students at both the undergraduate and graduate levels. As a way to critically evaluate key results from a large-scale survey performed at a major Singaporean university, it puts together course materials on language spread, standardization, and the role of English as a global agent. In line with this course’s concepts, the study looks at how EMI both supports and contradicts ideas about language ownership, standardization, and cultural influence. The goal with this study is to help people get a greater understanding of English’s role in higher education around the world.
Use in-text citations throughout. For example, at the end of the quote/text from the article put (Last name, Year). I have attached pdf files of readings from class, but use at least 2 more outside references so there are at least 5 total references.
Also try to make sure that there is information that is relevant to the course throughout the paper.
The final page (doesn’t count toward the 6-7 pages) is a references page APA 6th edition.