Course Information

ENGL 370: Introduction to English Language

Cristina Sánchez-Martín, Phd.

Finding my roots. Jeremy Bishop. Creative Commons Unsplash license.

Email: csanch2@uw.edu
Office: Padelford 415A
Office Hours: T & TR 2 to 4 pm

Download full syllabus here

About the Course

Catalog description

Wide-ranging introduction to the study of written and spoken English. Includes the nature of language; ways of describing language; the use of language study as an approach to English literature and the teaching of English.

More specifically...

We will begin the course by introducing various language myths that have shaped our understanding of English, equipping us with a critical eye for learning about English used in various communities. To study and analyze language practices found in real life situations, online and print texts, etc., we will learn about the different linguistic areas, such as phonology, semantics, morphology, syntax and grammar, embodiment and animacy, language acquisition, and linguistic landscapes. Finally, you will have a chance to conduct research about the ways in which English exists in translation in local spaces and communities around us.

Learning Goals

At the end of this course, you will be able to

Identify language myths and language realities around Englishes
Understand and define various linguistics branches (phonology, morphology, semantics, syntax, etc.) and key language concepts to
Research and conceptualize language in real life used by various communities by drawing on concepts previously studied, while keeping their values and practices in mind;
Develop strategies and dispositions to openness for language difference in English; and
Contribute to linguistic justice by identifying and researching stories of English in translation.

Required Texts and Materials

Curzan, A., & Adams, M. (2012). How English Works: A Linguistic Introduction. 3rd ed. Np: Pearson Education
Other readings and materials shared by your professor here
Access to a laptop (to bring to class) and the Internet

Course Modality

This class is conducted in person. Therefore, unless you meet the criteria for an accommodation from Disability Resources for Students (DRS) or other special arrangement approved by the instructor that allows you to take the course remotely you should only register for this class if you can attend in-person.

Please contact UW Disability Resources for Students (DRS) directly if you feel you may be eligible for an accommodation based on your status as an immune- compromised individual or based on other diagnosed physical or mental health conditions that might prevent you from being able to take classes in-person.

All UW students are expected to complete their vaccine attestation before arriving on campus and to follow the campus-wide face-covering policy at all times. You are expected to follow state, local, and UW COVID-19 policies and recommendations. If you feel ill, have been exposed to COVID-19, or exhibit possible COVID symptoms, you should not come to class. If you need to temporarily quarantine or isolate per CDC guidance and/or campus policy, you are responsible for notifying your instructors as soon as possible by email. If you have a known exposure to COVID-19 or receive a positive COVID-19 test result, you must report to campus Environmental Health & Safety (EH&S).

All UW community members are required to notify EH&S immediately after:

Receiving a positive test for COVID-19
Being told by your doctor that they suspect you have COVID-19
Learning that you have been in close contact with someone who tested positive for COVID-19

You can notify the COVID-19 Response and Prevention Team by emailing covidehc@uw.edu or calling 206-616-3344.

Note: depending on the circumstances, we might need to adjust the modality of the class and move to online learning at some point during the quarter. Please keep in mind that I reserve the right to alter the syllabus to accommodate the needs of the classroom community, with notice. Be sure to check the Google Drive Folder or Canvas for updated versions of the syllabus as necessary.

Structure of the course

This course will meet twice a week in CDH 125. The course is organized in three modules and weekly topics, which you can find on our Canvas site. All the course activities, project, and materials (except for the textbook), will be available on Canvas.

For each class, there will be 3 required activities:

Completion of the readings and materials. Usually, we will read 2 book chapters from the textbook or the additional readings/materials. You are required to read and/or watch/listen to these materials before every class.
Individual discussion post on Canvas responding to a short prompt about the readings due, demonstrating your engagement with the materials. You will have a few minutes to complete this activity at the beginning of each session. Failing to do so will result in missing points for attendance, participation, and engagement.
Engagement and responsiveness during class activities, mini-lectures, etc. This means that you are not only expected to attend class, but to be present and demonstrate interest in the topics covered, your peers’ and your professors’ contributions with a sense of shared responsibility and collegiality. Much of this class is based on discussions and collective sharing, so you are expected to contribute to these discussions. Verbal and non-verbal language contribute to creating the type of collegial atmosphere and intellectual community we will build together in class.

What you can expect from me

I will be checking my email regularly. Please give me 24 hours to respond, although I usually respond pretty quickly. If I don’t respond, send me a reminder email or talk to me before and/or after class!
I will respond to some of your posts every week, so please make sure you read my comments. If you have questions, please feel free to come to my Zoom room for office hours or email me about it.

I am here to help you learn and enjoy the class as much as possible. I have created this course to provide you with an interesting, intellectually stimulating, and fun experience that will broaden your understanding of English and impact your future career in positive ways. Please feel free to reach out with questions or concerns.

What I am expecting from you

Individual work for the class includes attendance, participation, and engagement with class materials and activities.

Work in your pods/groups: besides your individual work in and outside of class, you will work in “pods or groups” throughout the entire quarter.

Project 1: Critical Storytelling

Using Alshareefy & Sánchez-Martín (2020) text as a sample, you will put your individual stories of language and literacy into conversation, creating a cohesive narrative about the complexities of English(es). More guidelines here.

Project 2: Stories of Englishes with communities

Each group will choose a specific linguistic lens to do community-engaged research into the language practices of a specific local community (from the UW campus or Seattle).

The language lenses are:

Phonology
Morphology
Grammar
Syntax
Semantics
Language Acquisition
Embodiment and animacy
Linguistic landscapes

The project will involve presenting your research in class on the day when the readings for that topic are due.

Project 3: Stories of English in translation

Building on your previous work within a specific community, you will identity a translation task relevant to their linguistic presence in digital, urban, professional, educational, etc. spaces. As a group, you will create a translation protocol/manifesto by involving the community and complete the short translation task you identified. You will present your work during week 10.

Assessment and grading

Each project has its own assessment criteria, but overall in my courses, I use labor-based grading, meaning that you must do the work in responsible and meaningful ways to achieve favorable grades.

88-90 – 3.5

90-92 – 3.6

93-94 – 3.7

95-96 – 3.8

97-98 – 3.9

99-100 – 4.0

Attendance, participation, and engagement: 15 points

Daily reading posts: 20 points

Project 1: 20 points

Project 2: 20 points

Project 3: 25 points

Course Schedule

Note: stay up to date with class information, in case this calendar changes slightly.

Tuesday

Thursday

MODULE 1: STORIES OF ENGLISH ENTANGLED IN A MULTILINGUAL WORLD

Week 1

March 28-30

English in a multilingual world

Curzan and Adams’ 14

Welcome to Happy Valley: Exploring Translingual spaces in a college town

The power of language and language authorities

Curzan and Adams’ 1

Curzan and Adams’ 2

Guidelines for project 1

Week 2

April 4-6

Language myths and ideologies in transnational spaces

Lippi-Green 1

Alshareefy, Rajwan & Sánchez-Martín, Cristina. (2020) “Journeying through transnational spaces: a reflexive account of praxis and identity construction”. In Critical Storytelling: Multilingual Immigrants in the United States. Ethan Trinh & Luis Javier Pentón Herrera, eds. BRILL

Language myths and community-engaged work

Lippi-Green 4

Anthropology Association Apologizes to Native Americans for

the Field’s Legacy of Harm

Guidelines project 2

MODULE 2: STORIES OF ENGLISHES IN COMMUNITIES

Week 3

April 11-13

Phonology

Curzan and Adams’ 3

Accent Neutralisation and a crisis of identity in India’s Call centers

Juliana Delgado Lopera The poetry of everyday speech

Project 1 due

Morphology

Curzan and Adams’ 4

Regarding Spanglish

Spanglish isn’t a “wrong” form of English

Week 4

April 19-20

Grammar

Curzan and Adams’ 5

Additional reading TBD

Syntax

Curzan and Adams’ 6

Bayley, R., & Santa Ana, O. (2008). Chicano English: morphology and syntax. In The Americas and the Caribbean (pp. 574-589)

Optional: Scheingold Lecture in Poetry and Poetics

Week 5

April 25- 27

Semantics and learning considerations

Curzan and Adams’ 7

Baker-Bell

Language Acquisition

Curzan and Adams’ 10

Forgetting my First Language

Week 6

May 2- 4

Embodiment and Animacy

Anzaldua’s I am my language

Kimmerer’s The Grammar of Animacy (FYI: Robin Wall Kimmerer’s talk )

Linguistic landscapes

Diggit Magazine. 02/26/2019. Linguistic landscapes: An introduction. [Blog Post].

Linguistic Landscape as

Multi-layered Representation:

Suburban Asian Communities in the Valley of the Sun

MODULE 3: STORIES OF ENGLISH IN TRANSLATION

Week 7

May 9-11

English in translation

Pennycook, A. (2008). English as a language always in translation. European Journal of English Studies, 12(1), 33-47.

No translation

Everyday acts of translation - Jonathan Rosa’s Twitter

Project 3 Guidelines

Translation as activism in and with communities

Piller, Ingrid. 10/4/2022. “Women, life, freedom” – the slogan swimming against the global tide. Language on the Move. [Blog post].

The transcoding of Women Empowerment

Translator’s protocols

Week 8

May 16-18

Translation in the local context

Starting a language access program in three steps

K-Love and Translators’ Afterword by Nazry Bahrawi

Translating in communities

Claire Jimenez. July 13, 2020. Disrupting language hierarchies. Talking with Judith Santopietro.

Working with multilingual community members in healthcare contexts

Week 9

May 23- 25

Literary translation

Lahiri, J. (2022). In place of echo. Reflections on the meaning of translation. In Translating Myself and Others (pp. 1–8). Princeton University Press. 44-59

Progress check

Independent (field) work

Week 10

May 30-June 1

Project 3 Presentations

Project 3 Presentations

Finals

Final project due on June 5 at 8 am

Syllabus Resources

English Department statement of values

The UW English Department aims to help students become more incisive thinkers, effective communicators, and imaginative writers by acknowledging that language and its use is powerful and holds the potential to empower individuals and communities; to provide the means to engage in meaningful conversation and collaboration across differences and with those with whom we disagree; and to offer methods for exploring, understanding, problem solving, and responding to the many pressing collective issues we face in our world—skills that align with and support the University of Washington’s mission to educate “a diverse student body to become responsible global citizens and future leaders through a challenging learning environment informed by cutting-edge scholarship.”

As a department, we begin with the conviction that language and texts play crucial roles in the constitution of cultures and communities. Our disciplinary commitments to the study of language, literature, and culture require of us a willingness to engage openly and critically with questions of power and difference. As such, in our teaching, service, and scholarship we frequently initiate and encourage conversations about topics such as race, immigration, gender, sexuality, and class. These topics are fundamental to the inquiry we pursue. We are proud of this fact, and we are committed to creating an environment in which our faculty and students can do so confidently and securely, knowing that they have the backing of the department.

Towards that aim, we value the inherent dignity and uniqueness of individuals and communities. We aspire to be a place where human rights are respected and where any of us can seek support. This includes people of all ethnicities, faiths, genders, national origins, political views, and citizenship status; nontheists; LGBQTIA+; those with disabilities; veterans; and anyone who has been targeted, abused, or disenfranchised.

Academic integrity

The University takes academic integrity very seriously. Behaving with integrity is part of our responsibility to our shared learning community. If you’re uncertain about if something is academic misconduct, ask me. I am willing to discuss questions you might have.

In general, acts of academic misconduct may include but are not limited to:

Cheating (working collaboratively on quizzes/exams and discussion submissions, sharing answers and previewing quizzes/exams)
Plagiarism (representing the work of others as your own without giving appropriate credit to the original author(s))
Unauthorized collaboration (working with each other on assignments)

The projects, assignments, and activities that you will complete for this course make it really difficult and unnecessary to act in these ways. The class requires that each student draws from their own understanding of language and their own experiences, while using some key concepts and approaches. Therefore, what is valued in class is your engagement, based on your own identities and experiences, with the contents.

However, concerns about these or other behaviors prohibited by the Student Conduct Code will be referred for investigation and adjudication by (include information for specific campus office).

Students found to have engaged in academic misconduct may receive a zero on the assignment (or other possible outcome).

Notice to Students - Use of Plagiarism Detection Software

Notice: The University has a license agreement with SimCheck, an educational tool that helps prevent or identify plagiarism from Internet resources. Your instructor may use the service in this class by requiring that assignments are submitted electronically to be checked by SimCheck. The SimCheck Report will indicate the amount of original text in your work and whether all material that you quoted, paraphrased, summarized, or used from another source is appropriately referenced.

Religious accommodations

Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy (https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/). Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form (https://registrar.washington.edu/students/religious-accommodations-request/).

Access and accommodations

Your experience in this class is important to me. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course.

If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at disability.uw.edu.

Odegaard Writing and Research Center (OWRC)

The Odegaard Writing and Research Center (OWRC) is available to assist both graduate and undergraduate students with the process of writing, from understanding an assignment to brainstorming and identifying sources to outlining and drafting to making final revisions and tying up loose ends. OWRC offers free, one-to-one, 45-minute tutoring sessions for any writing or research project, as well as for personal projects such as applications or cover letters and resumes. For more information, or to schedule an appointment (more than 500 available per week!), see the website (https://depts.washington.edu/owrc) or visit in person on the first floor of Odegaard Undergraduate Library. Take time to browse their collection of online resources at:

http://depts.washington.edu/owrc/WritingResources.html

Q Center

The University of Washington Q Center builds and facilitates queer (gay, lesbian, bisexual, two-spirit, trans, intersex, questioning, same-gender-loving, allies) academic and social community through education, advocacy, and support services to achieve a socially-just campus in which all people are valued. For more information, visit http://depts.washington.edu/qcenter/.

Leadership Without Borders

In 2003, House Bill 1079 was signed into law in Washington State, allowing eligible undocumented students to pay in-state tuition. Resources, support, and services for undocumented students are available from the Leadership Without Borders (LWB) Center and the Kelly Ethnic Cultural Center. http://depts.washington.edu/ecc/lwb/

UW SafeCampus

Preventing violence is everyone's responsibility. If you're concerned, tell someone.

Always call 911 if you or others may be in danger.
Call 206-685-SAFE (7233) to report non-urgent threats of violence and for referrals to UW counseling and/or safety resources. TTY or VP callers, please call through your preferred relay service.
Don't walk alone. Campus safety guards can walk with you on campus after dark. Call Husky NightWalk 206-685-WALK (9255).
Stay connected in an emergency with UW Alert. Register your mobile number to receive instant notification of campus emergencies via text and voice messaging. Sign up online at www.washington.edu/alert
For more information visit the SafeCampus website at *www.washington.edu/safecampus*.

Guidelines for Communicating With Faculty

The unwritten mores of academia are often difficult to decipher. This article attempts to demystify some conventions surrounding communicating with faculty:

https://medium.com/@lportwoodstacer/how-to-email-your-professor-without-being-annoying-af-cf64ae0e4087#.t87p5q5f7

Title IX

Sex- and gender-based violence and harassment: UW, through numerous policies, prohibits sex- and gender-based violence and harassment, and we expect students, faculty, and staff to act professionally and respectfully in all work, learning, and research environments. For support, resources, and reporting options related to sex- and gender-based violence or harassment, visit the UW Title IX webpage, specifically the Know Your Rights & Resources guide.

If you disclose information to me about sex- or gender-based violence or harassment, I will connect you (or the person who experienced the conduct) with confidential and/or private resources who can best provide support and options. Please note that some senior leaders and other specified employees have been identified as “Officials Required to Report.” If an Official Required to Report learns of possible sex- or gender-based violence or harassment, they are required to call SafeCampus and report all the details they have in order to ensure that the person who experienced harm is offered support and reporting options.