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Regular version of the site
Master 2023/2024

English for the Current Sociocultural Agenda

Category 'Best Course for Broadening Horizons and Diversity of Knowledge and Skills'
Area of studies: Linguistics
When: 1 year, 1-4 module
Mode of studies: distance learning
Online hours: 20
Open to: students of one campus
Master’s programme: Иностранные языки и межкультурная коммуникация
Language: English
ECTS credits: 12
Contact hours: 152

Course Syllabus


The course 'English for the Current Social Agenda' consists of two aspects: the grammar aspect and the critical thinking aspect. The first presents a systematic picture of practical English grammar at the proficiency level; the second allows the students to enhance their vocabulary and communication skills through discussion of various topics within the current social agenda.
Learning Objectives

Learning Objectives

  • The goal of the course is to consolidate practical grammar of the English language and enhance critical thinking skills at the profficiecy level.
Expected Learning Outcomes

Expected Learning Outcomes

  • A consolidated picture of English grammar as a collection of tools for expressing ideas accurately;
  • An ability to distinguish between the three styles – conversational, neutral, formal.
  • An ability to recognise grammar errors and explain why a certain usage is incorrect;
  • An ability to use appropriate syntactic patterns in conversation and writing;
  • Conduct debates on the issues under study.
  • Construct logically sound and well-reasoned arguments;
  • Describe their perspectives on the issues under consideration;
  • Employ evidence from different sources in conducting an analysis of an issue
  • Employ specialist vocabulary in oral and written speech;
  • Explain an issue comprehensively;
  • Render original articles from Russian into English with the use of course vocabulary
  • Understand the issues underlying social problems
Course Contents

Course Contents

  • Grammar Unit 1
  • Grammar Unit 2
  • Grammar Unit 3
  • Grammar Unit 4
  • Grammar Unit 5
  • Grammar Unit 6
  • SECTION 1. Defining Social Inclusion
  • SECTION 2: Poverty as a Driver of Social Exclusion
  • SECTION 3: Disability Inclusion
  • SECTION 4: Challenges of Inclusive Education
  • SECTION 5: Immigrant Inclusion: Issues and Debates
  • SECTION 6: Social Inclusion and Language Rights
Assessment Elements

Assessment Elements

  • non-blocking TED Talk
  • non-blocking participation
Interim Assessment

Interim Assessment

  • 2023/2024 2nd module
    0.5 * TED Talk + 0.5 * participation
  • 2023/2024 4th module
    0.5 * TED Talk + 0.5 * participation


Recommended Core Bibliography

  • Abeywickrama, R. S., Laham, S. M., & Crone, D. L. (2018). Immigration and Receiving Communities: The Utility of Threats and Emotions in Predicting Action Tendencies toward Refugees, Asylum‐Seekers and Economic Migrants. Journal of Social Issues, 74(4), 756–773. https://doi.org/10.1111/josi.12297
  • Ann Taket, Beth R. Crisp, Melissa Graham, Lisa Hanna, Sophie Goldingay, & Linda Wilson. (2013). Practising Social Inclusion. Routledge.
  • Cottrell, S. (2011). Critical Thinking Skills : Developing Effective Analysis and Argument. [N.p.]: Palgrave Macmillan. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1525114
  • CZAIKA, M., & DE HAAS, H. (2013). The Effectiveness of Immigration Policies. Population & Development Review, 39(3), 487–508. https://doi.org/10.1111/j.1728-4457.2013.00613.x
  • De Varennes, F. (1999). Equality and Non-discrimination: Fundamental Principles of Minority Language Rights. International Journal on Minority & Group Rights, 6(3), 307–318. https://doi.org/10.1163/15718119920907767
  • Downing, A. (2015). English Grammar : A University Course (Vol. Third edition). London: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=929043
  • Guiraudon, V. (2004). No One is Illegal: Asylum and Immigration Control Past and Present. https://doi.org/10.1093/jrs/17.1.142
  • Kate Scorgie, & Chris Forlin. (2019). Promoting Social Inclusion : Co-Creating Environments That Foster Equity and Belonging: Vol. First edition. Emerald Publishing Limited.
  • Mark Gradstein, & Maurice Schiff. (2006). The political economy of social exclusion, with implications for immigration policy. Journal of Population Economics, (2), 327. https://doi.org/10.1007/s00148-005-0016-0
  • Mark Warschauer. (2003). Technology and Social Inclusion : Rethinking the Digital Divide. The MIT Press.
  • Maruice Mangum, & Ray Block. (2018). Social Identity Theory and Public Opinion towards Immigration. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.FF93BCFB
  • Orrenius, P. M., Martin, P. L., & Hollifield, J. F. (2014). Controlling Immigration : A Global Perspective, Third Edition: Vol. Third edition. Stanford University Press.
  • Richter, D. (2012). Language Rights Revisited - The Challenge of Global Migration and Communication. Berliner Wissenschafts-Verlag.
  • V. Pupavac. (2012). Language Rights : From Free Speech to Linguistic Governance. Palgrave Macmillan.
  • Wiemer Salverda, Brian Nolan, & Timothy M. Smeeding. (2009). The Oxford Handbook of Economic Inequality. OUP Oxford.
  • Нагорная, А. В. Социальная инклюзия: Нерешенные проблемы и новые вызовы. Social Inclusion: Unresolved Issnes and Challenges : учебник / А. В. Нагорная. — Москва : ФЛИНТА, 2021. — 288 с. — ISBN 978-5-9765-4442-0. — Текст : электронный // Лань : электронно-библиотечная система. — URL: https://e.lanbook.com/book/181854 (дата обращения: 00.00.0000). — Режим доступа: для авториз. пользователей.

Recommended Additional Bibliography

  • Aimee Howley. (2020). Inclusive Education: A Systematic Perspective. Information Age Publishing.
  • Alba, R. D., & Foner, N. (2015). Strangers No More : Immigration and the Challenges of Integration in North America and Western Europe. Princeton: Princeton University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=933248
  • Chiasson, M., & Canadian Teachers’ Federation. (2016). Knowing One’s Community through Language Rights. In Canadian Teachers’ Federation. Canadian Teachers’ Federation.
  • Esses, V. M., Dovidio, J. F., Jackson, L. M., & Armstron, T. L. (2001). The Immigration Dilemma: The Role of Perceived Group Competition, Ethnic Prejudice, and National Identity. Journal of Social Issues, 57(3), 389. https://doi.org/10.1111/0022-4537.00220
  • Kramer, P. A. (2018). The Geopolitics of Mobility: Immigration Policy and American Global Power in the Long Twentieth Century. American Historical Review, 123(2), 393–438. https://doi.org/10.1093/ahr/123.2.393
  • Lahav, G. (1998). Immigration and the state: the devolution and privatisation of immigration control in the EU. Journal of Ethnic & Migration Studies, 24(4), 675. https://doi.org/10.1080/1369183X.1998.9976660
  • Read, T. (2020). Towards a New Model for Inclusive Education Based on Virtual Social Inclusion and Mobile Openness. World Journal on Educational Technology: Current Issues, 12(1), 14–22.
  • Skorupa-Wulczyńska, A. (2019). Language Rights in the Light of International Law. https://doi.org/10.12775/CLR.2018.003
  • Vicky Plows, & Ben Whitburn. (2017). Inclusive Education : Making Sense of Everyday Practice. Brill.
  • Гумовская, Г. Н. Английский язык профессионального общения. LSP: English for professional communication : учебное пособие / Г. Н. Гумовская. — 2-е изд., испр. — Москва : ФЛИНТА, 2018. — 320 с. — ISBN 978-5-9765-2846-8. — Текст : электронный // Лань : электронно-библиотечная система. — URL: https://e.lanbook.com/book/89880 (дата обращения: 00.00.0000). — Режим доступа: для авториз. пользователей.