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Critically reflect upon what the English language means to you as a second language. (first language is FRENCH). Using the theoretical and conceptual lenses considered during the module and your own experiences of learning, using and taking ownership of it as a medium, reflexively evaluate the way it shapes who you are and the self you perform in different contexts.
Essay length 1000 words. 13 references. you need to argue and defend your specific response to the essay question, not describe and list literature relevant to the topic under headings. For the essay, you need to concentrate on short paragraphs each developing a main point in your argument. Keep introductions and conclusions brief but substantive.Dont forget you can cluster several references in one citation e.g. (Dows 2019; Jones et al 2016, p.13; Zebedee 2011)
You can use some of the references below but you need to use new ones as well.
Well-structured and presented:Introduction which provides an incisive mini-synopsis of the essay , and a thesis statement that contextualises your argument and topic. Clearly written and presented paragraphs and argument. Referenced correctly. Comprehensive: Covering the various areas and issues indicated in the title, plus any other issues or area that seem relevant or interesting. All key terms defined in relation to the relevant literature.
Based on sufficient evidence :Supporting all general claims with evidence from a range of academic perspectives or everyday social practices. Using a wide range of background reading to explain and develop argument and points made.
Nuanced, analytical and scholarly: Demonstrating a nuanced awareness of the complex and contested nature of English use in todays globalised world. Revealing an understanding of literature in the field beyond that evidenced in quotes used to build your argument. The final result of multiple drafts and editing.
Linking essay to module: Using not only your own arguments and evidence but also those discussed in weekly teaching sessions.
you can use this and use NEW ones as well
English and (Second) Language Teaching Baker, C. & Prys-Jones S. (eds.) Encyclopedia of Bilingualism and Bilingual Education. Clevedon: Multilingual MattersBelibi, P.R. (2013) Teaching a Standard Variety of English or a Local Standard: The Case of Cameroon, International Journal of English Language Education, 1(3), pp. 172-185. Accessed on World Wide Web 6.1.16 at: http://www.macrothink.org/journal/index.php/ijele/article/viewFile/3956/3256Block, D. & Cameron, D. (eds.) (2001): Globalization and Language Teaching. New York: RoutledgeCanagarajah, A.S. (2005) Reclaiming the Local in Language Policy and Practice. NY; London: RoutledgeDavies, A. (2002) The Native Speaker: Myth and Reality. Clevedon: Multilingual MattersDu Hui (2001) The Globalisation of the English Language: Reflections on the teaching of English in China, International Education Journal 2 ( 4), 2001 Educational Research Conference 2001 Special Issue. Accessed online 28.1209 at http://www.flinders.edu.au/education/iej Ferguson, G. (2006) Language Planning and Education. Chapters 5 and 6. Edinburgh: Edinburgh University PressHolliday, A. (2005) The Struggle to Teach English as an International Language. Oxford: Oxford University PressJenkins, J. (2006) Current perspectives on teaching World Englishes and English as a Lingua Franca. TESOL Quarterly. 40(1), pp. 157-81Kirkpatrick, A. (2014) English in Southeast Asia: Pedagogical and Policy Implications, World Englishes, 33(4), pp. 426-438 Kirkpatrick, A. (2007) World Englishes: Implications for international communication and English Language Teaching. Cambridge: Cambridge University PressLeung, C. & Street, B.V. (eds.) English A Changing Medium for Education. Bristol; Buffalo; Toronto: Multilingual MattersMorris Jones, B. & Singh Ghuman, P.A. (eds.) (1995) Bilingualism, Education and Identity. Cardiff: University of Wales PressMcKay, S. (2002) Teaching English as an International Language. Oxford: Oxford University Press O’Regan, J.P. (2014) English as a Lingua Franca: An Immanent Critique, Applied Linguistics, 35(2), pp.1-21Pakir, A. (2009) English as a lingua franca: analyzing research frameworks in international English, world Englishes, and ELF. World Englishes, 28(2), pp.224-235. Accessed on World Wide Web 6.1.16 at: http://www.ncl.ac.uk/cflat/news/documents/922240947.pdfSaxena, M. & Omoniyi, T. (2010) Contending with Globalization in World Englishes. Bristol: Multilingual MattersSewell, A. (2013) English as a lingua franca: ontology and ideology. 67(1),ELT: English Language Teachers Journal. 67(1), pp.3-10Sharifian, F. (2009) English as an International Language: Perspectives and Pedagogical Issues. Clevedon: Multilingual Matters Young, T.J. & Walsh, S. (2010) Which English? Whose English? An investigation of non-native teachers beliefs about target varieties. Language, Culture and Curriculum, 23(2), pp. 123-137
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