Week 1 - September 11

Introductions; To me, to the course, to the book and the topic at large.

Go over the summer reading project

                      Homework: Get all the materials.

                                 Finish write up of summer reading project.

                                 Read Crystal (2003) pp. 1-28.

Week 2 - September 18

Summer reading projects due

Crystal (2003) Chapter 1 - Why a global language?

This week we take a look at the rapidly changing world and the need for a global language. Following closely on te heels of Trimnell (2003) we will discuss the need for a global language and how this global language has to be adopted as part of a growing part of global multilinguality.

Homework: Read Crystal (2003) pp. 29-71.

Week 3 - September 25

Crystal (2003) Chapter 2 - Why English? The historical context

This week we look at the physical spread of English across the globe. We look at how the colonizing armies, settlers and business people of the UK and later former colonies managed to inject the seed of English to different places. How this was achieved physically will be discussed.

Homework: Read Crystal (2003) pp. 72-85.

                                 Read Sonntag (2003) pp. 1-18.

Week 4 - October 2

Crystal (2003) Chapter 3 - Why English? The cultural foundation

This week we look at the other side of the spread of English - the economic/cultural side. We will take a critical look at the industrial revolution in the UK and how this affected English language use all over the world.

Sonntag (2003) Chapter 1 - Globalization and th politics of language

In this class we review the opening chapter of Sonntag (2003) by discussing some of them more political issues related to English and globalization. We will discuss some of the causes and effects of this fairly recent trend.

                      Homework: Read Crystal (2003) pp. 86-122.

                                 Read Sonntag (2003) pp. 19-36.

Week 5 - October 9

Crystal (2003) Chapter 4 - Why English? The cultural legacy

In this class we bring the past into the present by discussing how English-speaking countries came the be the world leaders in most areas of economic/cultural endeavor by looking at ten different cultural legacies from the oast and how they work and affect our lives in the present.

Sonntag (2003) Chapter 2 - Language politics in the United States: projecting a global vision?

In this class we take a serious look at language politics in the United States, both internal and, to a lesser extent, external. Following Sonntag (2003) we endeavor to determine how US language policy, or the relative lack there of, effects not only the image of the US but globalization itself.

                      Homework: Read Crystal (2003) pp. 123-191.

                                 Read Sonntag (2003) pp. 37-58.

Week 6 - October 16

Crystal (2003) Chapter 5 - The future of global English

In this class we try to determine some of the possible future developments of English as it becomes even more entrenched as a global language. We discuss the diversification and possible changes in the English language. This has a direct bearing on the type of English we are going to teach in the classroom.

Sonntag (2003) Chapter 3 - Language politics in France: How do they say `junk food` in Breton?

In this class we take a look at an example which runs quite contrary to the Korean situation, namely that of France and its strong resistance to the effects of English and linguistic globalization despite the fact that it is highly developed and globalized. This should provide an interesting topic for Koreans.

Homework: Read Sonntag (2003) pp. 59-78.

                                             Read Canagarajah (1999) pp. 9-38.

Week 7 - October 23

Sonntag (2003) Chapter 4 - Subaltern language politics in India

In this class, prior to our more in-depth discussion of Indian language politics, we discuss the very basic concept all of colonial and post-colonial English. Such countries like India fall into what Kachru calls the outer circle and we will review some of these basic ideas. We will take a rather quick look at the complex issue of Indian language politics trying to focus on the titular trends and concepts that relate to globalization and developments in the outer circle countries, of which India can be a representative.

Canagarajah (1999) Chapter 1 - Adopting a critical perspective on pedagogy

The basic idea we will review this week is that the way we teach or our students behave shows ideological and political stands. Teaching English is a political act and we need to develop skills of being able to assess critically some of the different methods that go with this.

Homework: Read Sonntag (2003) pp. 79-112.

                                             Read Canagarajah (1999) pp. 39-56.

Week 8 - October 30

Sonntag (2003) Chapter 5 - Language politics in democratic transitions: Comparing South Africa and Nepal

In this class we take a preliminary look at language as a weapon. One of the realities of globalization and basic language policy is that not all languages are equal. This is an idea which must be both realized and discussed. To examine this we take a more in-depth look at the individual ways which both the old South Africa and Nepal used language as a weapon to differentiate and control ethnic groups within their territory. This is an extremely important issue in the idea of English and globalization because, whether we want to admit or not, English is often used as a weapon.

Canagarajah (1999) Chapter 2 - Challenges in researching resistance

This week we look at some of the new and fledgling critical view s of ELT.

Homework: Read Sonntag (2003) pp. 113-126.

                                             Read Canagarajah (1999) pp. 57-78.

                                             Read Kecskes & Papp (2000) pp. 1-14.

Week 9 - November 6

Sonntag (2003) Chapter 6 - Understanding linguistic globalization

In this class we do a final comprehensive review all of all the things that we have learned in the class by tying the ideas from all three books together and drawing some conclusions for the Korean situation in this globalized world.

Canagarajah (1999) Chapter 3 - Resistance to English in historical perspective

This week we take another more in depth look at the colonial history of English. We analyze the resistance to English both during and after colonization and how this is functioning today.

Kecskes & Papp (2000) Chapter 1

We start our discussion of more theoretical issues related to multilingual language development by trying to define some basic terms which will be needed to understand the rest of this book. In doing so students will hopefully come to understand that the different languages they learn at some point, or at some level, merge.

Homework: Read Canagarajah (1999) pp. 79-102.

                                             Read Kecskes & Papp (2000) pp. 15-36.

Week 10 - November 13

Canagarajah (1999) Chapter 4 - Conflicting curricula: Interrogating student opposition

This week we look at English classrooms on the periphery and the practices and beliefs of the learners that transpire in these hotbeds of English expansion.

Kecskes & Papp (2000) Chapter 2

In this class we will first take a very quick look at the idea that second or subsequent languages actually effect first language development. We will discuss the concept and some possible repercussions as they relate to English in a globalized world.

Following what we did in the previous class we will take a closer look at the actual experiment which was reported in this chapter and discuss the results and what they mean for us as learners of English in Korea.

                      Homework: Read Canagarajah (1999) pp. 103-124

                                             Read Kecskes & Papp (2000) pp. 37-54. 

Week 11 - November 20

Canagarajah (1999) Chapter 5 - Competing pedagogies: Understanding teacher opposition

This week we take a quick look at how teachers in the periphery deal with the different challenges of their teaching situations.

Kecskes & Papp (2000) Chapter 3

In this class we will take a preliminary look at some of the basic issues of cerebral organization as it relates to language systems and particularly multiple language systems.

We will follow up our initial discussion of cerebral organization by looking at some of the particular models which have been proposed for language and the brain and discuss some of the implications of more recent findings on, particularly, green speakers of English in a globalized world.

                      Homework: Read Canagarajah (1999) pp. 125-146.

                                             Read Kecskes & Papp (2000) pp. 55-72.

Week 12 - November 27

Canagarajah (1999) Chapter 6 - Clashing codes: Negotiating classroom interaction

This week we review the familiar issue of language use in the classroom. This ties in nicely with what we are also doing in Kecskes and Papp.

Kecskes & Papp (2000) Chapter 4

In this class we finally get down to the nitty-gritty of cognitive development. We will discuss the basic idea of concepts in language; where they come from, how they are built, and how they relate to different languages. In particular we will discuss the hypothesis of concept sharing which basically boils down to the idea that multilinguals are able to think in different ways than monolinguals. This, of course, is an extremely important idea in a world where more and more people are becoming multilingual due to the effects of globalization.

                      Homework: Read Canagarajah (1999) pp. 147-172.

                                             Read Kecskes & Papp (2000) pp. 73-86.

Week 13 - December 4

Canagarajah (1999) Chapter 7 - Contrasting literacies: Appropriating academic texts

This week we look at the use and creation of texts as a way of developing cognitive skills. This again ties in with very well with what we are reading in Kecskes and Papp regarding transfer.

Kecskes & Papp (2000) Chapter 5

In this class we will engage in a quick discussion of the idea of transfer. The big question is do skills from one of the languages that a learner knows have a positive effect on other languages that they are learning and if this is possible how do we make it happen?

                      Homework: Read Cangarajah (1999) pp. 173-198.

                                             Read Kecskes & Papp (2000) pp. 87-105.

Week 14 - December 11

Canagarajah (1999) Chapter 8 - The politics and pedagogy of appropriating discourses

In this the last chapter we take a look at the nature of the language we want to teach our students. What form of the language will we employ and what do we expect the students to learn. We do this following the simple idea of appropriation and what we know about the integration of languages in the brain.

Kecskes & Papp (2000) Chapter 6

In this class we revisit an idea brought up in Trimnell (2003), namely that all of linguistic distance, but from a much more theoretically sound background. We discuss the relation between both linguistic and social/psychological and language learning.

                      Homework: Read Kecskes & Papp (2000) pp. 106-118.

Week 15 - December 18

Kecskes & Papp (2000) Chapter 7

In this class we go over the last chapter of Kecskes & Papp (2000) by discussing the often neglected issue of pragmatic knowledge. In doing so we are forced to take a serious look at the social environment underlying language learning.

**Final Project: Due no later than Dec. 22^nd. (This date is subject the change)