GISDepartment of Global and Interdisciplinary Studies

The ratio of native to non-native users of English in the world is roughly estimated to be 1 to 3. However, it was only towards the turn of the century that sociolinguists/applied linguists took a keen interest in the expanding use of English as a lingua franca (ELF), which is due to the globalisation in all aspects of society, including mass media and pop culture. Arguably, some Expanding Circle countries, where English does not have an official language status, have recently overshadowed the Outer Circle ones in proficiency and frequency of use.
　The former part of the course observes how extensively English is used in international contexts, mainly among non-native speakers, while analysing samples of L2-accented speech. It also refers to the limitations in the traditional models of World Englishes put forward by B. Kachru and other scholars. The latter half discusses native-speakerness, bilingualism and native-speakerism, all of which exert a significant influence on pedagogical practices, and suggests how these notions could/should be modified from the perspective of ELF. The course is concluded with an analysis of status and function of English in present-day Japan.

By the end of the course, students will:
(1) understand key terminology and concepts in ELF and World Englishes,
(2) have an awareness of the wider use of English in non-native speaking contexts, and
(3) become familiar with interpreting quantitative/qualitative data for linguistic research.

Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.

英語 / English

This course is a combination of lectures and class discussions. Based on a flipped learning model, students have to read chapter handouts and address questions asked there prior to attending each lecture. Submitted assignments and tests are reviewed in detail and commented on in the following week's lecture.

あり / Yes

なし / No

授業形態/methods of teaching：対面/face to face

※各回の授業形態は予定です。教員の指示に従ってください。

1[オンライン/online]：Course Overview
World Englishes (Part 1)

(1) Outlining the course contents and instructional methodologies
(2) The three-circle model of World Englishes

2[対面/face to face]：World Englishes (Part 2)

(1) The diasporas of English
(2) Development of postcolonial Englishes

3[対面/face to face]：Limitations of the Three-circle Model

(1) The limitations of Kachru’s (1985) model
(2) Other models of World Englishes

4[対面/face to face]：Introduction to ELF

(1) What is a lingua franca?
(2) English as a lingua franca (ELF)
(3) ELF users

5[対面/face to face]：English in International Contexts (Part 1)

(1) English in Europe
(2) English in international organisations
(3) English in business
(4) English media for L2 English speaking viewers

6[対面/face to face]：English in International Contexts (Part 2)

(1) English in aviation
(2) English in pop culture

7[対面/face to face]：Mid-semester Exam
Phonetic Features of L2 English (Part 1)

(1) Mid-semester examination
(2) German-accented English
(3) Spanish-accented English

8[対面/face to face]：Phonetic Features of L2 English (Part 2)
Core Features of ELF (Part 1)

(1) Chinese-accented English
(2) Japanese-accented English
(3) Lingua Franca Core

9[対面/face to face]：Core Features of ELF (Part 2)
Native Speakerness and Critical Period Hypothesis (Part 1)

(1) Common grammatical features of ELF
(2) Interlanguage
(3) The characteristics of the native speaker
(4) NS/NNS dichotomy

10[対面/face to face]：Native Speakerness and Critical Period Hypothesis (Part 2)

(1) The critical period hypothesis
(2) The sensitive period hypothesis
(3) L1 English speakers’ perception of L2 English
(4) Passing for native speakers
(5) L1 English speakers perceived as non-native

11[対面/face to face]：Bilingualism

(1) What is bilingualism?
(2) Types of bilinguals
(3) Attitudes towards bilinguals

12[対面/face to face]：Native Speakerism and Pedagogical Issues

(1) Dominance of native speakers in ELT
(2) Disadvantages of native speakerism
(3) ELF models
(4) EFL users’ accommodation to the ENL norm

13[対面/face to face]：ELF in Japan

(1) History of English as an international language in Japan
(2) The Suggested Course of Study in English
(3) Assistant Language Teachers
(4) English in public transport
(5) Language choice on university websites

14[対面/face to face]：Summary and Final Exam

(1) Review
(2) Final examination

Students are required to read the handouts beforehand so that they can actively participate in discussions. They may also need to consult chapter references or search for relevant online resources. Preparatory study and review time for this course are 2 hours each.

No textbooks are used. All handouts are posted on the course website, while additional materials will be provided in the classroom.

Detailed references and suggestions for further reading are listed on each chapter handout. The following books will be helpful as a general introduction.

Galloway, N., & Rose, H. (2015). Introducing global Englishes. Routledge.
Jenkins, J. (2015). Global Englishes: A resource book for students (3rd ed.). Routledge.

Evaluation will be based on in-class quizzes and take-home tasks (20%), a mid-semester exam (40%) and a final exam (40%). Attendance at the first class is mandatory. More than two unexcused absences will result in failure of the course.

Students have been positive about the contents and method of instruction. Hyperlinked video clips are updated every year.

The lectures are delivered using PowerPoint slides and Internet resources. The handouts are downloadable in PDF format.

It is recommended that students have completed 100-level linguistics courses with a good understanding. This course is cross-listed with the Global Open Program. Non-GIS students may join if they demonstrate solid background in linguistics and meet the minimum English proficiency requirement: TOEFL iBT^®80 or IELTS 6.0.

No prerequisite is required.