This course examines English as an international language and as a lingua franca, focusing on linguistic diversity and effective language use across social and intercultural contexts. Selected examples of varieties of English provide a basis for exploring pronunciation, vocabulary and grammar, alongside the relationship between language, identity and social attitudes. The course also introduces key concepts in pragmatics and conversation analysis, including speech acts, conversational implicature, politeness, turn-taking and the negotiation of meaning. Further topics include inclusive language and the use of English in media and digital communication. Through authentic materials and practical activities, students develop sociolinguistic and pragmatic awareness alongside their spoken and written communication skills.

The objectives of the course are for students to:

• understand the role of English as an international language and as a lingua franca in multilingual and intercultural settings;

• recognise key features of selected varieties of English and critically examine attitudes towards accents, standard language and linguistic “correctness”;

• deepen their understanding of the relationship between language, social context and identity;

• apply basic concepts in pragmatics to interpret explicit and implicit meanings;

• adapt their language choices to communicative purposes, participants, media and contexts;

• develop skills in active listening, turn-taking, clarification and the management of misunderstandings;

• improve the clarity, coherence and communicative appropriateness of their spoken and written English;

• critically examine English-language media and digital communication and use inclusive language practices.

Week 1: English as an international language and as a lingua franca: global spread, multilingualism, mutual intelligibility and communicative effectiveness.

Week 2: Varieties of English in Scotland, Wales and Ireland: selected features of pronunciation, vocabulary and grammar; language and identity.

Week 3: Varieties of English in Canada, Australia and New Zealand: comparison of selected features and listening comprehension activities.

Week 4: English in South Africa, India and the Caribbean: selected examples of linguistic diversity, multilingual contexts and language attitudes.

Week 5: Introduction to pragmatics: meaning and context, Grice’s Cooperative Principle and conversational maxims, conversational implicature and limitations of the model.

Week 6: Speech acts and politeness: requests, invitations, apologies, refusals and disagreements; directness, indirectness and contextual appropriateness.

Week 7: The organisation of conversation: turn-taking, adjacency pairs, overlaps, listener responses, clarification strategies and conversational repair.

Week 8: Spoken language, style and social identity: uptalk, vocal fry, slang and social evaluations of language use.

Week 9: Language, representation and inclusion: political correctness, linguistic sexism, stereotypes and inclusive language choices.

Week 10: English in media and digital communication: framing, register, audiences and adapting discourse; applications to emails, social media posts and online discussions.

Week 11: Student presentations of integrative assignments, application of communication skills and discussion — Part 1.

Week 12: Student presentations of integrative assignments, application of communication skills and discussion — Part 2.

Week 13: Synthesis and critical review of course content, feedback on student presentations and reflection on the development of communication skills.

Topics are supported by the analysis of authentic examples, listening activities, role plays and short spoken and written tasks, including applications relevant to translation and interpreting.

• McCormack, J and Slaght, J (2012) for Academic Study: Extended Writing & Research Skills - Course Book

• Crystal, D. (2012). English as a Global Language. Cambridge: CUP. Swan, M. (2005). Practical English Usage. Oxford: OUP.

• Manning, A (2008). English for Language and Linguistics in Higher Education Studies - Course Book with audio CDs. Reading: Garmet Education Publishing

• Extra material in the form of articles etc is provide in open eclass

The course is taught through interactive lectures. It involves the active participation of students in class discussion and activities. Ample opportunity for reflection is also given through cooperative learning activities. Students have the opportunity to sit in lectures delivered by experts in the field (and Erasmus+ visiting professors) on topics related to the course.

PPT, short videos, interactive activities, polls, slido quizes, etc.

Two required assignments:

a) Individual written assignment (50% of the total course grade)

b) Oral group presentation (50% of the total course grade)

There are specifically-defined evaluation criteria given and are accessible to students on open e-class along with the rubrics of their assignment.

Use of Artificial Intelligence (AI) Tools in Academic Assignments

The use of Artificial Intelligence (AI) tools (e.g., ChatGPT, Gemini, Copilot) is permitted when preparing academic assignments, provided that such tools are used responsibly, critically, and transparently, in accordance with the principles of academic integrity.

AI tools may be used for purposes such as:

• Brainstorming and idea development, including the initial exploration of a topic and the formulation of research questions.
• Planning and structuring assignments, such as developing an initial outline.
• Language support and proofreading, including improvements in grammar, syntax, clarity, and coherence.
• Supporting literature searches, provided that all suggested sources are independently verified for their existence, reliability, and relevance.

It is important to emphasise that AI tools must not replace students' independent work, critical thinking, academic analysis, or synthesis of information. Submitting AI-generated text in its entirety, or reproducing substantial portions without meaningful personal intellectual contribution, is not considered acceptable academic practice. Students should also be aware that AI tools may generate inaccurate information or even fabricate bibliographic references.

Declaration of AI Use

At the end of each assignment, following the reference list, students must include a separate section entitled "Declaration of AI Use", clearly stating whether AI tools were used, identifying the tools employed, and explaining the specific purposes for which they were used. This declaration is required even if no AI tools were used.

Example of an AI use declaration:

"ChatGPT was used during the preparation of this assignment to explore initial ideas, develop an outline, and proofread selected sections for language accuracy and clarity. The literature search and evaluation, critical analysis, and final synthesis of the content were carried out independently."

If no AI tools were used:

"No Artificial Intelligence tools were used in the preparation of this assignment."

Students remain fully responsible for the accuracy, originality, content, and academic integrity of their submitted work.