Course: World Englishes 

Module: The Historical, Social, and Political Context for World Englishes

Syllabus for the Module: 

1. (Some) Learning Objectives for the Module

a. Identify and name the continents on a world map

b. Identify and locate 75 English-speaking territories on a world map and maps of continents

c. Name and locate the countries of the United Kingdom and Great Britain

d. Explain the time period of the development of two diaspora of World Englishes in the context of the History of English

2. (Some) Module Content:

a. The geographical location of 75 English-speaking territories, including Puerto Rico 

b. The geographical location and the countries of the United Kingdom and Great Britain

c. The years and centuries of for the historical development of two diaspora of World Englishes in the context of the History of English

3. Teaching Materials

a. World map; maps of continents 

4. Methods of Evaluation

5. Links to Web Resources

6. Frequently Asked Questions

7. Instructor Biography

8. Course Policies

1. Ethics

Any academic fraud (for example, cheating, plagiarism) is subject to the disciplinary sanctions described in Article 14 and 16 of the revised General Student Bylaws of the University of Puerto Rico contained in Certification 018-1997-98 of the Board of Trustees.

2. Conduct

Online teaching and learning is an educational activity. Therefore we should use the same respectful and courteous language that we use in the classroom. Discrimination, racism, sexism, or any other type of personal attack will not be permitted online.

3. Reasonable Accommodation

All the reasonable accommodations according to the Americans with Disability Act (ADA) Law will be coordinated with the Dean of Students and in accordance with the particular needs of the student. According to Law 51: Students with disabilities must contact and make formal arrangements with UPRM officials, faculty and instructors to request any special accommodations during an exam or course work.

a. (See Blog Entry: "Description of Students and Effective Pedagogy from the Rubric")

This 3000-Level course attracts a wide range of students with different proficiencies and abilities in both English and Linguistics. The students range from second year students who might have entered the university on the Basic or the Intermediate English tracks and are still learning English as a second language to English majors who are native speakers of English. They also range from students who have never heard of the field of Linguistics to students who are on the Linguistics track in the English Department. The student population is diverse, but all are welcome. Despite the diversity, I have found that all can benefit from practicing their Oral and Auditory skills, on the one hand, and their Reading and Writing skills, on the other. Although few have been prepared to undertake the linguistic analysis of language data, all have been interested in reflecting on language and examining language data and language samples. The Learning Objectives, the Instructional Strategies, and the Assessment Activities have been designed to take the diverse population of students into account.