School of English
Module manager: Dr Kate Spowage
Email: k.s.spowage@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2025/26
| ENGL3480 | Global English: Colonialism, Postcolonialism, and Decolonisa |
This module is not approved as a discovery module
From humble beginnings in the northwest fringe of Europe, the English language today holds official status in over 65 countries (representing every continent), and is the most widely spoken language on Earth. The vast expansion of the British Empire was an undeniable catalyst for the spread of the language, and in this module you will explore ‘global English’ from the perspective of colonialism and its legacies. You will engage with important historical and political issues both in the diffusion of English via colonial rule and the (often contested) role played by English in post-colonial societies and the modern world. Engaging with both scholarly and literary texts, students will unpick the complex relations between English and domination, prosperity, education, society, and decolonisation. The issues addressed in this module will challenge you to think critically about the spread of English and its implications for populations around the globe. Please note this is an optional module and runs subject to enrolments. If a low number of students choose this module, then the module may not run and you may be asked to choose another module.
The aim of the module is to foster an informed and critical approach to the study of English in colonial and post-colonail contexts. It will allow you to explore ‘global English’ from an interdisciplinary perspective, drawing on applied linguistic, sociolinguistic, and literary methods and objects. You will have the opportunity to engage with evidence from historical sociolinguistic case studies, literary texts, grammars, and policy documents, among other sources. The central objectives are:
- To introduce students to debates around ‘global English’, using specific contextual examples.
- To encourage students to consider the relationship between ‘global English’ and the legacies of colonialism.
- To explore the relevance of decolonial thought to debates around ‘global English’.
- To equip students with an understanding of the issues around English in post-colonial societies.
- To challenge students to develop a nuanced and critical understanding of ‘global English’.
On successful completion of the module, students will be able to:
1. Demonstrate a sound knowledge of English’s position in the colonial and postcolonial world
2. Identify language ideologies
3. Analyse the relationship between the English language and the concept of decolonisation
Skills Learning Outcomes
On successful completion of the module, students will be able to:
4. Demonstrate an understanding of knowledge drawn from scholarly debates.
5. Apply interdisciplinary research skills.
6. Communicate ideas effectively in speech and writing.
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 5 | 1 | 5 |
| Practical | 1 | 3 | 3 |
| Seminar | 4 | 2 | 8 |
| Seminar | 5 | 1 | 5 |
| Independent online learning hours | 3 | ||
| Private study hours | 176 | ||
| Total Contact hours | 21 | ||
| Total hours (100hr per 10 credits) | 200 | ||
Students will be expected to complete work ahead of each seminar, and they will receive formative feedback, including peer feedback, throughout the seminars. Opportunities will also be made available for peer feedback via such digital technologies as Padlet and Mentimeter. Further feedback will be available through office hour appointments. The module will also include short (20 minute or less) videos, produced by the module leader weekly, which will provide cohort-wide formative feedback. These are accounted for as ‘Independent Online Learning’ above. Progress will be monitored through a mid-module student conference, in which each student is required to give a research-based presentation (maximum 10 minutes). They will receive formative feedback on the verbal element and their slides, and the assessment will allow them to practice necessary analytical skills for the final essay.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | Presentation | 40 |
| Coursework | Essay | 60 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Check the module area in Minerva for your reading list
Last updated: 16/07/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team