Linguistics in English Language Degrees Wim van der Wurff (Newcastle) What is an English Language Degree? Sheffield, 19 March 2010

Significant factors Staff interest and expertise (through the principle of self-perpetuation) Student interest and preparedness (the problem of transition from A-level English language)

The case for a good dose of linx Linguistics as a foundation (supporting different types of understanding, a wider perspective, a more informed methodology in studying English language) Linguistics as a reflection of staff orientation

The ready availability of linguistic work based on English language data (Hallidayan functional grammar, LFG, cognitive grammar, the Chomskyan tradition, dependency phonology, etc.) The international context: English degrees in Europe

Linguistics in one English language degree: Newcastle Stage 1: basic introduction to the various branches of linguistics – syntax, phonology, morphology, nature of language

Stage 2: intermediate syntax (GB theory) and phonology (various models, including OT) Stages 2/3: options in advanced syntax, advanced phonology, semantics and pragmatics, sociolinguistics, discourse analysis, FLA, SLA, evolutionary linguistics, field linguistics, linguistic theories, computational linguistics.

The English component in Newcastle The history of the language (introduction at stage 1, various options in stages 2/3) Dialects and varieties of English (introduction at stage 1, various options in stages 2/3)

What is the core of an English- language degree? Some HEL Some lects and varieties A grounding in more formally oriented approaches: syntax, phonology, morphology (i.e. linguistics) What are the minimum requirements?

A concrete example: The language of texting An English-language approach: forms, conventions, codes, medium & message, users, attitudes, types of literacy, forerunners A strong focus on the data; an eclectic choice of features to be analysed; a compartmentalisation of uses of English

A linguistic approach: the functional theory of register (Hallidayan, Biberian), multi-dimensional analysis (Biber), communities of practice, the psycholinguistics of speech & writing, the syntax of reduced clauses Use of theoretical frameworks with wider applicability – scope for generalising to other uses of English but also to other features of text language.

Another concrete example: changing English today An English-language approach: focus on visible manifestations, introduction of new forms, loss of older forms, shifts in frequency, differential development of different varieties

A linguistic approach: focus on general principles and mechanisms of language change (pragmatic, socio-linguistic, cognitive, formal); the relevance of structure; hypothesis formation.

Searching for the right balance The immediate appeal of visible facts and their social-functional correlates The delayed appeal of general models and attention to methods of analysis

A possible solution From facts to models and methods:  starting with concrete data  introducing comparative materials and highlighting the need for comparative models  introducing general theory and applying it to the data at hand as well as other facts  immediate application by students to apparently disparate sets of data

The upshot There is a clear place (and need) for a solid dose of linguistics in English language degrees; The benefits are (/can be) a greater ability to generalise, understand underlying patterns and reflect on methodology But there is also a danger: overloading students with (to them) abstract and complex theory while they are still struggling to learn basic descriptive techniques and terminology

Linguistics in English Language Degrees Wim van der Wurff (Newcastle) What is an English Language Degree? Sheffield, 19 March 2010