-
Course Introduction
-
Unit 1: Defining English
This unit introduces the idea of alternative monolithic and plurilithic conceptions of English.
- 1.0 Introduction
- 1.1 Monolithic vs Plurilithic Concepts
- 1.1.1 Monolithic Concepts of Language
- 1.1.2 Plurilithic Concepts of Language
- 1.2 ‘Standard English’
- 1.2.1 ‘Standard English’: History
- 1.2.2 ‘Standard English’: Beliefs
- 1.2.3 Advantages and Disadvantages of ‘Standard English’ for ELT
- 1.3 Rules of English
- 1.3.1 The ambiguity of the word rule
- 1.3.2 Rules of English: The Monolithic View
- 1.3.3 Rules of English: The Plurilithic View
- 1.4 Four Dimensions of Monolithism
- 1.5 Check Your Understanding
- 1.6 Reflect and Discuss
-
Unit 2: Using English
This unit explores the plurilithic usage of English in diverse global settings.
- Unit 2: Using English
- 2.1 Introducing Lingua Franca Usage
- 2.2.1 Native speaker Variation
- 2.2.2 Native speakers: Accommodation
- 2.3 Englishes in the British Isles
- 2.4 World Englishes
- 2.4.1 Englishes in Your Part of The World
- 2.4.2 Owning a language (Part 1)
- 2.5 ELF
- 2.5.1 Intelligibility
- 2.5.2 ELF in Your Part of The World
- 2.6 Translanguaging with English
- 2.7 Check Your Understanding
- 2.8 Reflect and Discuss
-
Unit 3: Learning English
This unit discusses how English is learned as a first or additional language.
- Unit 3: Learning English
- 3.1 First Language Acquisition
- 3.2 Back to Rules
- 3.2.1 Rules as Patterns in the Mind (Part 1)
- 3.2.2 Rules as Social Markers
- 3.2.3 Rules as Mental Representations
- 3.2.4 Rules in Schools
- 3.2.5 Rules as Patterns in the Mind (2)
- 3.3 Models and Targets
- 3.4 Learning Contexts
- 3.5 Owning a Language (Part 2)
- 3.6 Learners and Users
- 3.7 Check Your Understanding
- 3.8 Reflect and Discuss
-
Unit 4: Teaching English
This unit examines the teaching implications of plurilithic conceptions of English.
-
Unit 5: Changing English
This unit suggests ways to share your learning on the course with others.
- Unit 5: Changing English
- 5.1 The Challenge
- 5.2 Changing Learners’ Beliefs About English
- 5.3 Changing Teaching Colleagues’ Beliefs About English
- 5.4 Changing Policy-Makers’ Beliefs About English
- 5.5 Changing the Public’s Beliefs About English
- 5.6 Check Your Understanding
- 5.7 Reflect and Discuss
- Course Finish
Course Finish
Congratulations – you’ve finished!
You’ve reached the end of the course. We hope it’s been an interesting, enjoyable and stimulating experience. If you have completed 100% of the lessons, including this page, you will be automatically put in review for a certificate.
For more information about the Course Certificate, please scroll down to the bottom of the Introduction section.
Postgraduate Study With The Changing Englishes Team
- MA TESOL (1 year full time, 2 years part time; also with Chinese, Japanese, Korean, Thai)
- MA by Research (1 year full time, 2 years part time; 30,000 word thesis)
- Professional Doctorate in Applied Linguistics (part time 4-6 years; mostly distance learning; courses + 25,000-50,000 word thesis)
- PhD in Linguistics (3-4 years full time, 6-8 years part time; 100,000 word thesis)
