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This module explores the rise of English to its current dominant status.

This module explores the rise of English to its current dominant status.

This module explores the rise of English to its current dominant status.

This module explores the rise of English to its current dominant status.

This module explores sociolinguistic and pedagogical dimensions of English Medium Education and CLIL classrooms around the world. EME/I is an umbrella term for multilingual education programmes where English is used as a medium of instruction to teach and learn content subjects. While the focus is often on learning content through English, many educational institutions are resorting to EME/CLIL to promote English language learning too. EMI education is spreading at significant rates in Higher Education settings all across the world, including countries like China or Spain where English is not spoken as a first language or is known to have postcolonial ties. Drawing from cutting-edge research on the subject, the course investigates the explicit and hidden motivations behind the spread of EMI (e.g. language learning, student recruitment); it examines the promises, opportunities and challenges associated to EMI policy-making and its implementation; and it scrutinises situated language practices, beliefs and outcomes emerging across a wide range of international HE settings. The course invites you to reflect on your own learning experiences and consider what pedagogical and linguistic choices you would make as an EMI/CLIL educator, without losing sight of the need for context-dependent analyses when approaching EMI.

This module explores sociolinguistic and pedagogical dimensions of English Medium Education and CLIL classrooms around the world. EME/I is an umbrella term for multilingual education programmes where English is used as a medium of instruction to teach and learn content subjects. While the focus is often on learning content through English, many educational institutions are resorting to EME/CLIL to promote English language learning too. EMI education is spreading at significant rates in Higher Education settings all across the world, including countries like China or Spain where English is not spoken as a first language or is known to have postcolonial ties. Drawing from cutting-edge research on the subject, the course investigates the explicit and hidden motivations behind the spread of EMI (e.g. language learning, student recruitment); it examines the promises, opportunities and challenges associated to EMI policy-making and its implementation; and it scrutinises situated language practices, beliefs and outcomes emerging across a wide range of international HE settings. The course invites you to reflect on your own learning experiences and consider what pedagogical and linguistic choices you would make as an EMI/CLIL educator, without losing sight of the need for context-dependent analyses when approaching EMI.

Undertaking independent research into an aspect of literature or creative writing which particularly interests you is a cornerstone of your degree. A dissertation gives you the opportunity to study a subject in much greater depth than usual and, with guidance from a supervisor, you will rigorously explore your literary or creative topic, formulate a research question and develop a distinctive argument or creative project. A dissertation can also form a good basis if you wish to go on to study at postgraduate level.

Undertaking independent research into an aspect of literature or creative writing which particularly interests you is a cornerstone of your degree. A dissertation gives you the opportunity to study a subject in much greater depth than usual and, with guidance from a supervisor, you will rigorously explore your literary or creative topic, formulate a research question and develop a distinctive argument or creative project. A dissertation can also form a good basis if you wish to go on to study at postgraduate level.

This module allows you to undertake independent research, with guidance from a supervisor, to produce an in-depth, scholarly study of an aspect or body of literature which particularly interests you.

Every student will have a supervisor appointed for the dissertation; though it is important that students recognise that the dissertation is an independent research project and they must take responsibility for its progress and for the final dissertation text. Advice on dissertations given during the supervisory process cannot be taken to guarantee a particular outcome for the piece of work, as this is determined by a separate and independent examination process.

Undertaking independent research into an aspect of literature or creative writing which particularly interests you is a cornerstone of your degree. A dissertation gives you the opportunity to study a subject in much greater depth than usual and, with guidance from a supervisor, you will rigorously explore your literary or creative topic, formulate a research question and develop a distinctive argument or creative project. A dissertation can also form a good basis if you wish to go on to study at postgraduate level.