Advanced English Linguistics
A.Y. 2026/2027
Learning objectives
This course is devoted to studying discourse. It goes beyond the study of traditional aspects of linguistics (phonetics, morphology, lexis, syntax) to embrace large collections of texts (corpora). It is addressed to graduate students, who have some grounding in the basic concepts of linguistics. The course will introduce students to the methodology of corpus linguistics with which different types of discourse in the domain of the arts will be analysed in order to explore the implicit and intricate social and cultural dimensions.
Expected learning outcomes
The knowledge and understanding of corpus linguistics and discourse analysis. Applying knowledge and understanding to access a variety of machine readable corpora (Wordbanks Online, British National Corpus, SketchEngine) and to carry out a linguistic analysis on them via the wordlist, keyword list, collocations, and concordances techniques; and to be able to critique different types of discourse from a linguistic point of view in order to reveal hidden and taken-for-granted social and cultural trends.
Lesson period: First semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
First semester
Course syllabus
The course is titled "English Language in Use: an introduction to language and society."
6/9 ECTS credits - Part A (6 ECTS) / Part A + Part B (9 ECTS)
Part A (40 hours, 6 credits): An Introduction to English Sociolinguistics (1) — variationist sociolinguistics, accents and dialects, language and age/gender, language in contact.
Part B (20 hours, 3 credits): An Introduction to English Sociolinguistics (2) — language planning and attitudes toward language.
Students wishing to obtain 6 ECTS will follow the Part A syllabus; students wishing to obtain 9 ECTS will follow the complete syllabus, which also includes Part B.
Topics covered in Part A:
Defining Sociolinguistics. 'Armchair' linguistics vs. the Sociolinguistic Turn.
Domains of sociolinguistic research.
Prescriptivism (prescriptive rule/grammar/approach).
Analysing language variation.
Regional dialectology.
The Sociolinguistic Turn and first‑wave variationist sociolinguistics.
Labov (1966/1972). The New York Department Stores study.
Overt vs. Covert Prestige.
Social Networks.
Second‑wave variationist sociolinguistics.
Language variation according to medium: spoken vs. written English.
Analysing the register of English conversation.
Computer‑Mediated Communication.
The origin of Standard British English.
Stages of standardization.
RP as "standard" British English pronunciation.
Fabricius, A. H. (2002). RP as sociolinguistic object.
Historical sociolinguistics.
English dialects: main grammatical features.
English accents: main phonological/phonetic features.
Northern English: the Manchester accent.
Scotland: Scots and Scottish Standard English; the Edinburgh accent.
Scottish Standard English syntax.
Northern Ireland: varieties of English; the Belfast accent.
Northern Irish English syntax.
Southern Ireland: varieties of English; the Dublin accent.
Southern Irish English syntax.
Welsh English accent.
Welsh English syntax.
Cockney accent.
Multicultural London English (MLE) as a multiethnolect.
MLE lexis.
MLE grammar and discourse.
MLE (London Black working‑class) accent.
Language and age/gender: the use of English intensifiers across ages and genders.
Language and sexuality: Polari.
English in contact: bilingualism and multilingualism.
Code‑switching and diglossia.
Jargons, pidgins, and creoles.
Global Englishes: Kachru's (1985) model of Englishes.
Topics covered in Part B:
Language Planning and the Law.
Language planning in India.
Language planning in the United States: New Nativism and the English‑Only movement.
Language obsolescence and revitalization.
Language planning through the invalidation of local dialects. Case study: Singapore — the "Speak Good English" movement.
Language attitudes research.
Defining attitudes.
Attitudes and behaviour.
Approaches to the study of language attitudes.
The direct approach.
The indirect approach.
Social‑treatment studies.
Giles (1970). Evaluative reactions to accents.
The course syllabus is valid until February 2028.
6/9 ECTS credits - Part A (6 ECTS) / Part A + Part B (9 ECTS)
Part A (40 hours, 6 credits): An Introduction to English Sociolinguistics (1) — variationist sociolinguistics, accents and dialects, language and age/gender, language in contact.
Part B (20 hours, 3 credits): An Introduction to English Sociolinguistics (2) — language planning and attitudes toward language.
Students wishing to obtain 6 ECTS will follow the Part A syllabus; students wishing to obtain 9 ECTS will follow the complete syllabus, which also includes Part B.
Topics covered in Part A:
Defining Sociolinguistics. 'Armchair' linguistics vs. the Sociolinguistic Turn.
Domains of sociolinguistic research.
Prescriptivism (prescriptive rule/grammar/approach).
Analysing language variation.
Regional dialectology.
The Sociolinguistic Turn and first‑wave variationist sociolinguistics.
Labov (1966/1972). The New York Department Stores study.
Overt vs. Covert Prestige.
Social Networks.
Second‑wave variationist sociolinguistics.
Language variation according to medium: spoken vs. written English.
Analysing the register of English conversation.
Computer‑Mediated Communication.
The origin of Standard British English.
Stages of standardization.
RP as "standard" British English pronunciation.
Fabricius, A. H. (2002). RP as sociolinguistic object.
Historical sociolinguistics.
English dialects: main grammatical features.
English accents: main phonological/phonetic features.
Northern English: the Manchester accent.
Scotland: Scots and Scottish Standard English; the Edinburgh accent.
Scottish Standard English syntax.
Northern Ireland: varieties of English; the Belfast accent.
Northern Irish English syntax.
Southern Ireland: varieties of English; the Dublin accent.
Southern Irish English syntax.
Welsh English accent.
Welsh English syntax.
Cockney accent.
Multicultural London English (MLE) as a multiethnolect.
MLE lexis.
MLE grammar and discourse.
MLE (London Black working‑class) accent.
Language and age/gender: the use of English intensifiers across ages and genders.
Language and sexuality: Polari.
English in contact: bilingualism and multilingualism.
Code‑switching and diglossia.
Jargons, pidgins, and creoles.
Global Englishes: Kachru's (1985) model of Englishes.
Topics covered in Part B:
Language Planning and the Law.
Language planning in India.
Language planning in the United States: New Nativism and the English‑Only movement.
Language obsolescence and revitalization.
Language planning through the invalidation of local dialects. Case study: Singapore — the "Speak Good English" movement.
Language attitudes research.
Defining attitudes.
Attitudes and behaviour.
Approaches to the study of language attitudes.
The direct approach.
The indirect approach.
Social‑treatment studies.
Giles (1970). Evaluative reactions to accents.
The course syllabus is valid until February 2028.
Prerequisites for admission
This course is aimed at students enroled in the degree course Languages for Education, Criticism and Translation. The course is held entirely in English.
Teaching methods
The course uses the following teaching methods: lectures, language analysis activities, and discussion of case studies.
Teaching Resources
Reading list:
PART A:
Pinnavaia, L. (2023), "Introducing Sociolinguistics: A Glance at the English-speaking Social and Cultural Worlds", Milano, Carocci.
Hughes, Arthur et al. (2012), "English Accents and Dialects", Fifth edition, London, Routledge (Chapters 1, 2, 4, 5.1, 5.2, 5.6, 5.12, 5.16, 5.17, 5.18)
Fabricius, A. H. (2002). RP as sociolinguistic object. N J E S (Online), 1(2), 355-372
Labov, W. (1966/1972). The Social stratification of (R) in New York City department stores. In Sociolinguistic Patterns (pp. 43-54). Philadelphia, PA: University of Pennsylvania Press.
PART B
Garrett, P. (2012), "Attitudes to Language", Cambridge, Cambridge University Press
Giles, H. (1970). Evaluative reactions to accents. Educational Review, 22, 211-227
Kircher, R., & Fox, S. (2019). Attitudes towards Multicultural London English: Implications for attitude theory and language planning. Journal of Multilingual and Multicultural Development, 40(10), 847-864.
Sharma, D., Levon, E., & Ye, Y. (2022). 50 years of British accent bias: Stability and lifespan change in attitudes to accents. English World-Wide, 42(3), 253-288.
Notes for Non‑Attending Students
The syllabus for non‑attending students is the same as that for attending students. However, given the greater challenges involved in preparing for the exam independently, non‑attending students are strongly advised to devote sufficient time to studying and working through the course content, and to contact the instructor for guidance.
PART A:
Pinnavaia, L. (2023), "Introducing Sociolinguistics: A Glance at the English-speaking Social and Cultural Worlds", Milano, Carocci.
Hughes, Arthur et al. (2012), "English Accents and Dialects", Fifth edition, London, Routledge (Chapters 1, 2, 4, 5.1, 5.2, 5.6, 5.12, 5.16, 5.17, 5.18)
Fabricius, A. H. (2002). RP as sociolinguistic object. N J E S (Online), 1(2), 355-372
Labov, W. (1966/1972). The Social stratification of (R) in New York City department stores. In Sociolinguistic Patterns (pp. 43-54). Philadelphia, PA: University of Pennsylvania Press.
PART B
Garrett, P. (2012), "Attitudes to Language", Cambridge, Cambridge University Press
Giles, H. (1970). Evaluative reactions to accents. Educational Review, 22, 211-227
Kircher, R., & Fox, S. (2019). Attitudes towards Multicultural London English: Implications for attitude theory and language planning. Journal of Multilingual and Multicultural Development, 40(10), 847-864.
Sharma, D., Levon, E., & Ye, Y. (2022). 50 years of British accent bias: Stability and lifespan change in attitudes to accents. English World-Wide, 42(3), 253-288.
Notes for Non‑Attending Students
The syllabus for non‑attending students is the same as that for attending students. However, given the greater challenges involved in preparing for the exam independently, non‑attending students are strongly advised to devote sufficient time to studying and working through the course content, and to contact the instructor for guidance.
Assessment methods and Criteria
The exam consists of a written test graded on a 30‑point scale.
The test lasts two hours and involves answering open-ended questions about the topics covered in the course. Knowledge of the content and the ability to explain and illustrate a complex topic—developing different perspectives in an extended manner—will be evaluated positively.
The exam for attending students consists of:
- a written test (open‑ended questions)
- a presentation of approximately 20 minutes on one of the course topics.
Both parts of the exam will take place at the end of the course and will be graded on a 30‑point scale. The final grade will be determined on the basis of both components: 30% will derive from the written test, while the remaining 70% will be assigned based on the presentation.
Assessment criteria for the written test:
1. knowledge of the topics covered during the course;
2. discourse organization;
3. clarity and richness of exposition in relation to the question asked;
4. lexical accuracy;
5. variety of vocabulary used in relation to the topic discussed.
The test lasts two hours and involves answering open-ended questions about the topics covered in the course. Knowledge of the content and the ability to explain and illustrate a complex topic—developing different perspectives in an extended manner—will be evaluated positively.
The exam for attending students consists of:
- a written test (open‑ended questions)
- a presentation of approximately 20 minutes on one of the course topics.
Both parts of the exam will take place at the end of the course and will be graded on a 30‑point scale. The final grade will be determined on the basis of both components: 30% will derive from the written test, while the remaining 70% will be assigned based on the presentation.
Assessment criteria for the written test:
1. knowledge of the topics covered during the course;
2. discourse organization;
3. clarity and richness of exposition in relation to the question asked;
4. lexical accuracy;
5. variety of vocabulary used in relation to the topic discussed.
Modules or teaching units
Part A and B
ANGL-01/C - English Language, Translation and Linguistics - University credits: 6
Lessons: 40 hours
Professor:
Nava Andrea
Part C
ANGL-01/C - English Language, Translation and Linguistics - University credits: 3
Lessons: 20 hours
Professor:
Nava Andrea
Educational website(s)
Professor(s)