“The global spread of English is not only an issue for teachers and learners of English. The unprecedented spread of one language and the extent of its use as a global lingua franca in many walks of life raises as many questions and concerns as does economic and cultural globalization. A fact which must certainly not be overlooked is that talk about ‘the global spread of English’ does not mean that having access to English in order to gain access to knowledge is a commodity available to all who desire it, nor that English as an international means of communication is welcome wherever it is available – far from it.” (Seidlhofer 7)
The spreading of English worldwide is not only an issue for people who teach and learn English. I see this as a big problem. The spread of this one language is unprecedented, and its position as a global lingua franca by many different types of people creates many issues and problems as does economic and cultural globalization. An important fact is that although people talk about English spreading globally, this does not mean that using English to get more knowledge is something available to all who desire it. It also doesn’t mean that English as an international means of communication is always welcome. (Seidlhofer 7)
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When writing, we include source material as evidence. Sometimes this evidence supports our argument(s). At other times, we may believe the evidence to be invalid and want to argue against it. Either way, ideas that are not our own must be represented accurately and clearly. Otherwise, our arguments will be ineffective and our writing will be confusing.
Students following the non-thesis option are required to take two additional courses beyond those included in the core and elective categories. These courses serve as ones in which students can apply what they have been learning to designated topics, issues, and problems related to the teaching of English to speakers of other languages. These courses are writing intensive, which is to say that they require students to demonstrate their understanding through written assignments; they generally require a final written project. The two courses selected by the student as focus courses must be from the following group of courses:
First, read the source material carefully so that you understand it. Identify its main claims and pieces of evidence. (TIP: When taking notes on a source, be sure to write them in your own words in order to avoid plagiarism later. Always write down where you got the information, including page numbers.)
Students following the thesis option are required to submit a thesis, which is a written summary of their independent research. The thesis is expected to include a clear statement of the topic, identification of the particular issues to be investigated, a literature review, an explanation of the procedures followed, and an analysis and discussion of the research findings. Each student writing a thesis must have a thesis committee composed of at least three faculty members, one of whom serves as Chair of the committee and must be from the Department of Linguistics. The thesis must be submitted to a public oral examination by the student's committee. The six credit hours used for the thesis work may be taken in one semester or divided across more than one semester but should coincide with the terms in which the student is actually working on the thesis project. Detailed information regarding the thesis may be found in Thesis Policies and Guidelines, copies of which are available in the department.
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