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University Curriculum Committee Course Proposal Form
for Courses Numbered 0001 – 4999
Note: Before completing this form, please carefully read the accompanying instructions.
Submission guidelines are posted to the UCC Web site: www.ecu.edu/cs-acad/fsonline/cu/curriculum.cfm
COMM2050
1. Course Prefix and Number:
12/16/2011
2. Date:
3. Requested Action (Check only one type):
X
New Course
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
#
to
#
4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years):
Current or
Proposed Delivery
Method(s):
X
On-campus (face to face)
Expected
Future Delivery
Method(s):
X
Distance Course (face to face off campus)
Online (delivery of 50% or more of the instruction is offered online)
X
5. Justification for new course, revision, unbanking, or renumbering:
The course responds to ECU’s strategic direction, “Education for a New Century,”
the Thomas Harriot College of Arts and Sciences’ goal to “prepare students to succeed in an
increasingly global and culturally diverse society,” and the School of Communication’s goal
to prepare students to “communicate effectively with diverse others.”
The course advances this goal by helping students to develop critical awareness of
other – local and global – varieties of English in the United States and around the world.
Students will learn how different varieties of English are used in today’s global and
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
culturally diverse world and how various social, political, economic, and geographical
factors influence the process of language change and communication practices within the
English varieties. Students can benefit from gaining a foundational understanding of and
appreciation for cultural and linguistic diversity. Students’ cultural self-awareness,
knowledge of cultural, linguistic, and communicative varieties, and open-mindedness
toward the other varieties of English will prepare them to be culturally-sensitive
communicators, negotiators, co-workers, and, overall, competent global citizens.
This course is a useful elective for the students who major in English and in
Communication, as well as those who are working on minors in Linguistics and in
Communication. Also, this course will have a campus wide appeal, as the subject matter
will attract both domestic and international students, providing for an interesting classroom
dynamic beneficial to all participants. Additionally, this course will function as a muchneeded bridge for international students graduating from the ECU’s Language Academy as
they embark upon their undergraduate work. The English Department faculty (Dr. Jeffrey
Johnson, chair), ECULA (Dr. Rai D’Honoré, director of ECU Language Academy), the
School of Communication faculty (Dr. Linda Kean, director of School of Communication),
and ECU’s Global Academic Initiatives (Dr. Rosina Chia, director of Global Classroom)
support the addition of this course as part of globalization of the ECU’s curriculum. The
School of Communication faculty voted to approve this course.
6. Course description exactly as it should appear in the next catalog:
COMM 2050. English for Global Communication (3) same as ENGL 2050 Examines the
development of English as a global language and its implications.
7. If this is a course revision, briefly describe the requested change:
N/A
8. Identify if the new/revised course will be a required and/or elective course in one of the
degrees/minors/certificates offered by your unit.
Is this course required (yes/no)?
No
Is this course an elective (yes/no)?
Yes
9. If writing intensive (WI) credit is requested, the Writing Across the Curriculum (WAC)
Committee must approve WI credit prior to consideration by the UCC.
Has this course been approved for WI credit (yes/no/NA)?
No
If Yes, will all sections be WI (yes/no/NA)?
NA
10. If service-learning (SL) credit is requested, the University Service-Learning Committee
(USLC) must approve SL credit prior to consideration by the UCC.
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
Has this course been approved for SL credit (yes/no/NA)?
No
If Yes, will all sections be SL (yes/no/NA)?
NA
11. If foundations curriculum (FC) credit is requested, the Foundations Curriculum and
Instructional Effectiveness (FCIE) Committee must approve FC credit prior to consideration
by the UCC.
If FC credit has been approved by the FCIE committee, then check the appropriate box
(check at most one):
English (EN)
Science (SC)
Humanities (HU)
Social Science (SO)
Fine Arts (FA)
Mathematics (MA)
Health (HL)
Exercise (EX)
12. Course Credit:
Weekly
or
Per Term
=
Credit Hours
Lab
Weekly
or
Per Term
=
Credit Hours
s.h.
Studio
Weekly
or
Per Term
=
Credit Hours
s.h.
Practicum
Weekly
or
Per Term
=
Credit Hours
s.h.
Internship
Weekly
or
Per Term
=
Credit Hours
s.h.
Lecture Hours
3
3
s.h.
s.h.
Other (e.g., independent study):
Total Credit Hours
13. Anticipated yearly student enrollment:
3
s.h.
35
14. Affected Degrees or Academic Programs:
Degree(s)/Course(s)
BA in English and
Linguistics Minor - elective
BS in Communication and
Communication Minor – elective
PDF Catalog Page
www.ecu.edu/csacad/ugcat/english.cfm
(p. 123)
www.ecu.edu/csacad/ugcat/english.cfm
(p. 230)
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
Change in Degree Hours
No
No
15. Overlapping or Duplication with Affected Units or Programs:
X
Not Applicable
Applicable (Notification and/or Response from Units Attached)
16. Approval by the Council for Teacher Education (required for courses affecting teacher
education programs):
X
Not Applicable
Applicable (CTE has given their approval)
17. Instructional Format(s):
X
Lecture
Technology-mediated
Lab
Seminar
Studio
Clinical
Practicum
Colloquium
Internship
Other (describe below):
Student Teaching
18. Statements of Support:
Please attach a memorandum, signed by the unit administrator, which addresses the
budgetary and personnel impact of this proposal.
X
Current personnel is adequate
Additional personnel are needed (describe needs below):
X
Current facilities are adequate
Additional facilities are needed (describe needs below):
X
Initial library resources are adequate
Initial resources are needed (give a brief explanation and estimate for cost of acquisition
of required resources below):
X
Unit computer resources are adequate
Additional unit computer resources are needed (give a brief explanation and an
estimate for the cost of acquisition below):
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
X
ITCS Resources are not needed
Following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Describe any computer or networking requirements of this program that are not
currently fully supported for existing programs (Includes use of classroom, laboratory,
or other facilities that are not currently used in the capacity being requested).
NA
Approval from the Director of ITCS attached
19. Syllabus – please insert course syllabus below. Do not submit course syllabus as a separate
file. You must include (a) the catalog description of the course as identified in #6 above
(required) followed by an extended course description (optional), (b) the citation of the
textbook chosen for the course including ISBN, (c) the course objectives, (d) the course
content outline, and (e) the course assignments and grading plan. Do not include instructoror semester-specific information in the syllabus.
(a) Catalog Description of the Course
COMM 2050. English for Global Communication (3) Same as ENGL 2050 Examines the
development of English as a global language and its implications.
(b) Textbook, ISBN, and Other Resources:
Required Textbook
Crystal, D. (2003). English as a Global Language (Second Edition). Cambridge, UK: Cambridge
ISBN: 0521823471 (hardback) / 0521530326 (paperback)
Sample complementary/additional readings are listed below.
 Daugherty, D. S., Sacheen, K. M., & Siobhan, E. S. (2010). Language convergence and
meaning divergence: A Theory of Intercultural Communication. Journal of International
and Intercultural Communication, 3(2), 164-186.
 Demont-Heinrich, C. (2010). Linguistically privileged and cursed? American university
students and the global hegemony of English. World Englishes, 29(2), 281-298.
 Tsuda, Y. (2008). English Hegemony and English Divide. China Media Research, 4(1), 4757.
 Baker, W. (2011). Intercultural Awareness: Modeling and Understanding of Cultures in
Intercultural Communication through English as a Lingua Franca. Language and
Intercultural Communication, 11(3), 197-214.
 Kaur, J. (2011). Intercultural Communication in English as a lingua franca: Some sources
of misunderstanding. Intercultural Pragmatics, 8(1), 93-116.
 Varner, I. (2000). The theoretical foundation for intercultural business communication: A
conceptual model. The Journal of Business Communication, 37 (1), 39-57.
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011

Arasaratnam, L. A. (2006). Further Testing of a New Model of Intercultural
Communication Competence. Communication Research Reports, 23(2), 93-99.
Course assignments (below) will draw on the selection of films available from Joyner Library’s
Films on Demand database:
 Global Communication
 The Global Tongue: English / An English-speaking World
 Many Tongues Called English, One World Language
 Art of Communicating – Series 1 and 2: Language and Writing
 Art of Communicating – Series 3 and 4: Modern Myths and Humor
 Nonverbal Communication / Secrets of Body Language
 English in America / Black on White
 Do you Speak American-Down South, Out West, Up North?
 The Empire Strikes Back
 Multilingual Hong Kong: A Sociolinguistic Case Study of Code-Switching
 Conversation: Exploring Preconceived Notions about Otherness
 Effective Communication in Business
(c) Course Objectives and Goals:
At the end of the semester, students will be able to:
 Define what constitutes a global language and describe how and why English has become a
global language.
 Describe how English varieties can be effectively used in intercultural communication setting.
 Formulate and discuss a) the geographical, historical, political and social factors affecting
language change and communication practices; (b) linguistic and communicative changes as a
result of these factors; and (c) the cultural legacy of the English language in the globalized
world
 Identify differences among verbal and non-verbal communication styles in English varieties
around the world
 Evaluate the pragmatics of utterances in context for effective communication
 Demonstrate comprehension of English as a global language in research papers and on exams
(d) Course Content Outline
This course will begin with a definition of what constitutes a global language and continue
through an examination of the growing significance of the English language within the geographical,
historical, political, social, and cultural contexts. There will be an investigation into the cultural legacy
of English varieties with regards to its influence in international relations, the media, travel and
communication. This course will examine the specific examples of varieties of English in the world
and how they are used in various intercultural communication contexts. Building on students’ own
experiences of dialects in and around Greenville, the investigation will extend to North Carolina, the
Southeastern US, the US, the American continent and then to the world, briefly looking at the changes
that English has undergone from its inception to present-day usage and attempting to understand how
changes occur according to a particular geographic location.
This course will also examine the linguistic characteristics of the English varieties, with regards
to pronunciation, vocabulary, grammar, code-switching, discourse, and other communicative practices,
followed by differences in verbal and nonverbal communication; speech accommodation for effective
communication; interpersonal formation and relational maintenance in intercultural contexts; cultural
stereotyping; flexibility and intercultural communication competence. Finally, the future of English as
a global language will be considered.
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
(e) Course Requirements and Grades:
Course Requirements:
Class participation……………………………………………………………15%
Reading Comprehension Quizzes…………………………………………….15%
Five Short Papers……………………………………………………………..50%
Final Examination…………………………………………………………….20%
Grading Scale:
93-100%
90-92%
87-89%
83-86%
80-82%
77-79%
73-76%
70-72%
67-69%
63-66%
60-62%
59% and below
A
AB+
B
BC+
C
CD+
D
D
F
Class Participation/Attendance: Students are expected to punctually attend all classes. Being tardy,
or coming to class late or leaving early, would disrupt learning for everyone, and would be counted as
an absence, unless otherwise notified an instructor with a proper documentation. To create and
preserve a classroom atmosphere that optimizes teaching and learning, all participants share a
responsibility in creating a civil and non-disruptive forum. Students are expected to conduct
themselves at all times in this classroom in a manner that does not disrupt teaching or learning.
Reading Comprehension Quiz: Students will take multiple quizzes throughout the semester. The
goal of the quiz is to ensure students are making effort to complete the assigned readings. The
materials for quizzes, however, will be drawn from a variety of sources including the assigned
readings, the assigned films on English varieties, and the lectures provided by the instructor or guest
lecturers.
Comprehensive Final Examination: There will be a comprehensive final exam during the final exam
week. The exam consists of multiple choice or true/false questions, and essay questions. Students will
be tested on their understanding of the assigned readings, films on English varieties, and lectures. The
emphasis will be on integrating information learned throughout the semester.
Writing Assignments - Five Short Papers:
Students will write five short research papers (2 to 3 pages each, double-spaced, 1-inch margin allaround; excluding a cover page and references) which will account for 50% of the final grade. Each
assignment will draw on a combination of readings with a relevant documentary from the Films on
Demands database (the selection given above), student-lead literature reviews, and/or a possible small
sample of language students will collect and analyze.
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
Paper#1: The importance of a global language for communication in a globalized world
Paper#2: An examination of cultural legacy of English in various contexts
Paper#3: The impacts of media on the development of a global language
Paper#4: A linguistic contrast: Standard American English and another (either local or global) variety
of English
Paper#5: A relevant topic of choice (approved by the instructor)
Sample Course Schedule
Unit 1:



Introduction
Course syllabus and course schedule
Globalization and a global language

Discuss what makes a global language, why do we need a global language, and what are the
dangers of a global language? - Crystal (2003) Chapter 1
Film On Demand - Global Communication / An English-speaking World / The Global
Tongue: English
Unit 2:

Unit 3:



English as a global language: The historical context – Crystal (2003) Chapter 2
Film On Demand - Art of Communicating Series: Language, Writing, Modern Myths, and
Humor
Quiz #1



English as a global language: America, Canada, The Caribbean – Crystal (2003) Chapter 2
Film On Demand - English in America / Black on White
Paper#1 Due

English as a global language: Australia New Zealand, South Asia, South-east Asia, and the
South Pacific - Crystal (2003) Chapter 2
Film on Demand - Film on Demand / Do you Speak American-Down South, Out West, Up
North?
Unit 4:
Unit 5:

Unit 6:


English as a global language: South Africa, Former Colonial Africa, and World View Crystal (2003) Chapter 2
Film on Demand – The Empire Strikes Back / Multilingual Hong Kong: A Sociolinguistic
Case Study of Code-Switching
Quiz#2



Cultural Foundation of English – Crystal (2003) Chapter 3
Tsuda (2008) English Hegemony and English Divide
Paper #2 Due

Unit 7:
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
Unit 8:



Cultural Foundation of English: Socio-Political Context – Crystal (2003) Chapter 3
Daugherty et al. (2010) Convergence and Divergence: A Theory of Intercultural
Communication
Film on Demand - Many Tongues Called English, One World Language



Cultural Legacy of English: International Relations and Travel – Crystal (2003) Chapter 4
Kaur (2011) Intercultural Communication in English: Some sources of misunderstanding.
Quiz#3
Unit 9:
Unit 10:




Cultural Legacy of English: Education– Crystal (2003) Chapter 4
Demont-Heinrich (2010) University Students and the Global Hegemony of English
Film on Demand - Nonverbal Communication / Secrets of Body Language
Paper #3 due
Unit 11:



Cultural Legacy of English: Media, and Communications – Crystal (2003) Chapter 4
Baker (2011) on Intercultural Communication through English
Quiz#4
Unit 12:



The future of global English – Crystal (2003) Chapter 5
Film on Demand - Effective Communication in Business / English varieties in the world:
An English family of languages
Paper#4 Due
Unit 13:



Rejection of English – Crystal (2003) Chapter 5
Varner (2000) on Intercultural business communication: A conceptual model
Film on Demand - Conversation: Exploring Preconceived Notions about Otherness
Unit 14:



New English varieties and its linguistic character – Crystal (2003) Chapter 5
Arasaratnam (2006) New Model of Intercultural Communication Competence
Quiz#5
Unit 15:



The future of English as a World Language – Crystal (2003) Chapter 5
Reflection of the course
Paper#5 Due
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011