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We live in a post-imperial world, where the legacies of the great empires still dominate the political and social landscape. Our relationship to the concept of imperialism has changed dramatically in recent years, and where once empires were praised and admired, now nations are becoming distinctly embarrassed or uneasy with their own imperial heritage. Yet they have shaped our own modern political landscapes, as well as those of the ancient, medieval and early modern periods. 

In this module we draw upon Britain and Rome as examples of empires operating at different points in history. Whilst they may share ideas, they nonetheless operated in entirely different social, religious and political spheres. We shall consider their rise to power, their dominance over other polities, and their fall and defeat. We shall also reflect upon the imperial legacies offered by each, and how these were reworked and reimagined.

This module is designed to enable students to understand the experience of imperialism by comparing empires from diverse geographical and chronological contexts. It will allow for an understanding of the term ‘Empire’, and the importance of imperial powers throughout history. It will encourage comparative skills and source analysis.

Welcome to World Englishes!

This is your Moodle page for World Englishes. As you prepare for your second year at YSJU, please familiarise yourselves with the module aims and learning outcomes outlined below.

This module addresses the development, structure and use of international varieties of English (World Englishes), from the origins of the language in the British Isles to its current role as a global language; the effects of the spread of English on other languages, cultures and identities; and the implications of World Englishes for language policies and practices, both in the UK and abroad.

Upon successful completion of the module students will be able to: 1. Account for the current role of English as a global language. 2. Demonstrate an understanding of the dimensions of variation among and within World Englishes. 3. Reflect critically on the impact of the spread of English on other languages, cultures and identities. 4. Identify and critically examine sociopolitical and educational issues that arise as a consequence of the development of World Englishes. 5. Demonstrate an awareness of the effects of World Englishes on UK educational, cultural, economic and foreign policies.

Module Lead: Dr Indu Vibha Meddegama

This module uses experiential learning, reflection and literary engagement to help you to clarify your own values and begin to consider potential ways in which you can build on these—and the transferable skills developed throughout your degree—in your life after study. It is particularly interest in exploring:

• The relationship between work and identity in literature, culture and a range of “career” contexts.
• The roles literary study might play when planning for and engaging in life after study; for example, how it can help you to clarify and articulate your values; how it might equip you with widely transferable skills such as analysis, synthesis, comprehension and expression across a broad range of registers.
• The function of critical reflection techniques in both literary engagement and continued professional development.
• The various and specific ways in which you are developing your YSJ Graduate Attributes across all aspects of your study.

Purpose: 

Academic Tutoring supports students to achieve their academic and personal aspirations. A purposeful personal relationship with their tutor enables students to become autonomous, confident, and engaged members of society. This ongoing and collaborative relationship connects students deeply to the YSJ family, supporting them through their course and beyond.

Academic Tutoring provision at York St John is founded on the following principles and norms:

Students are expected to:

• Be willing to openly discuss your own development and identify your strengths and weaknesses.
• Keep Academic Tutor appointments and inform tutors in good time if unable to attend.
• Comply with the University Attendance Monitoring Policy, and appreciate the consequences of non-attendance at teaching sessions
• Engage fully in preparatory activities and come to tutor meetings prepared.
• Support your peers in your tutorial groups, and engage fully in group tutorial meetings and activities
• Prepare a summary of your time in University In collaboration with your tutor as the basis of future references

Tutors are expected to:

• Keep confidential records of meetings which are shared with the student
• Contact students before they arrive at the University and where possible, meet with new students during Welcome Week
• Act as a primary point of contact and support for their students during their time at York St John University
• Respond within 2 working days to a request for a meeting, or any email communications
• Advise students on how to access specialist services
• Collaboratively prepare with the student a summary of their time in University as the basis of future references.
• Write references of a professional standard for further study, employment, and any other purpose you may require, within one week of receiving a reference request.
• Offer one hour of support to each tutee per year, with at least one individual meeting per semester, to review student learning and help students to formulate action plans for academic, personal, and professional development