Module Details

The information contained in this module specification was correct at the time of publication but may be subject to change, either during the session because of unforeseen circumstances, or following review of the module at the end of the session. Queries about the module should be directed to the member of staff with responsibility for the module.
Title Attitudes to English
Code ENGL106
Coordinator Dr V Gonzalez-Diaz
Year CATS Level Semester CATS Value
Session 2023-24 Level 4 FHEQ Second Semester 15


To gain an understanding of:
• what is an ‘attitude’ towards language and how it arises in a particular socio-cultural context;
• some of the most important ideological trends that have shaped speakers’ attitudes to language use in a variety of geographical, socio-cultural and political domains in the history of English (1300-present);
• the social and cultural consequences of ‘having an attitude’ towards language use;
• the ‘discourses’ through which language attitudes are expressed, both nationally and internationally.

To acquire specialist knowledge of:
• selected frameworks and methodologies that researchers typically use to explore attitudes to language;
• appropriate protocols and procedures to develop students’ own attitudinal studies.

To develop students’ confidence by encouraging them to:
• examine historical and contempor ary texts/language samples in an informed and critical manner;
• collect their own ‘attitudinal’ data;
• apply the socio-historical concepts, theories and methodologies seen in class to real-life language examples and situations both within and outside the UK context
• actively reflect on how the practices, protocols and methods seen in the module are transferable to the work-place.

Learning Outcomes

(LO1) On successful completion of the course, students will have acquired an understanding of:
The ability to analyse and interpret data and sophisticated texts closely and critically

(LO2) On successful completion of the course, students will have acquired familiarity with:
The ability to construct and support argument in both written and spoken forms

(LO3) On successful completion of the course, students will have acquired the ability to:
The ability to write with appropriate subject knowledge, using appropriate approaches and terminology

(S1) Application of IT and numeracy

(S2) Critical thinking

(S3) Complex problem solving

(S4) Data handling

(S5) Intellectual ability



The syllabus is thematically organised in ‘blocks of knowledge’ and methodologies that will run over one-to-three weeks of the term. It will typically cover:
• BLOCK 1: Attitudes to regional English(es).
• BLOCK 2: Attitudes to English language in education.
• BLOCK 3: Attitudes research and its methodologies.
• BLOCK 4: Attitudes to World English(es).
• BLOCK 5: Attitudes to ‘gendered’ language.

The teaching delivery will be as follows:
1 x 1 hour workshop ; 1 x 1 hour tutorial

No textbook is required for this course. Instead, you will be asked to make use of the module Reading List@Liverpool. There will be a list of references for you to use as background knowledge for each ‘thematic’ block. Lecture handouts/slides will specify which of those references should be read first in order to ensure an adequate, progressive understanding of the subject matter. You will also b e shown how to find additional references on specific (sub)topics that may be of personal interest. All class materials will be available through CANVAS after the corresponding content has been delivered in the corresponding contact hour.

Teaching and Learning Strategies

Workshop - Large group teaching session which will cover key conceptual/theoretical knowledge.
Attendance Recorded: Yes

Tutorial - Smaller group sessions where students are asked to apply the theoretical knowledge covered in the lecture to particular situations/examples. Materials used in these sessions may cover academic articles students have to analyse/summarise/present to peers; practical exercises (either individual or in groups), hands-on computer-based exercises, visit to relevant museums and/or institutions (which will then be used as a stimulus to reflect on a particular topic/theoretical construct covered in class).

Teaching Schedule

  Lectures Seminars Tutorials Lab Practicals Fieldwork Placement Other TOTAL
Study Hours     11


Timetable (if known)              
Private Study 128


EXAM Duration Timing
% of
Penalty for late
Open-Book Exam (Extended)/Take-Home Paper Scheduled by SAS, 24 hours duration, re-sit opportunity, anonymous.  24    60       
CONTINUOUS Duration Timing
% of
Penalty for late
Critical commentary on one of the issues/topics dealt with in class. 10-15 minutes  15         
Small-scale exercise, where students will have to set up (an) attitudinal-based research question(s) and gather and analyse their own data to answer it/them.    40       

Recommended Texts

Reading lists are managed at Click here to access the reading lists for this module.