Identifying Data 2019/20
Subject (*) History of the English Language Code 613G03038
Study programme
Grao en Inglés: Estudos Lingüísticos e Literarios
Descriptors Cycle Period Year Type Credits
Graduate 1st four-month period
Fourth Obligatory 6
Teaching method Face-to-face
Department Letras
Lezcano Gonzalez, Emma
Lezcano Gonzalez, Emma
General description O curso pretende proporcionar ao estudantado os rudimentos básicos eas metodoloxías da lingüística diacrónica e mostrarlle como estes poden observarse no caso concreto da lingua inglesa.
Contingency plan

Study programme competencies
Code Study programme competences
A1 Coñecer e aplicar os métodos e as técnicas de análise lingüística e literaria.
A2 Saber analizar e comentar textos e discursos literarios e non literarios utilizando apropiadamente as técnicas de análise textual.
A3 Coñecer as correntes teóricas da lingüística e da ciencia literaria.
A6 Ter un dominio instrumental avanzado oral e escrito da lingua inglesa.
A9 Elaborar textos orais e escritos de diferente tipo en lingua galega, española e inglesa.
A10 Ter capacidade para avaliar criticamente o estilo dun texto e para formular propostas alternativas e correccións.
A11 Ter capacidade para avaliar, analizar e sintetizar criticamente información especializada.
A14 Ser capaz para identificar problemas e temas de investigación no ámbito dos estudos lingüísticos e literarios e interrelacionar os distintos aspectos destes estudos.
A15 Ser capaz de aplicar os coñecementos lingüísticos e literarios á práctica.
A17 Coñecer a historia e a cultura das comunidades anglófonas.
A18 Dominar a gramática da lingua inglesa.
A19 Coñecer a situación sociolingüística da lingua inglesa.
A20 Coñecer a variación lingüística da lingua inglesa.
A21 Coñecer a evolución histórica externa e interna da lingua inglesa.
B1 Utilizar os recursos bibliográficos, as bases de datos e as ferramentas de busca de información.
B2 Manexar ferramentas, programas e aplicacións informáticas específicas.
B4 Ser capaz de comunicarse de maneira efectiva en calquera contorno.
B6 Ter capacidade de organizar o traballo, planificar e xestionar o tempo e resolver problemas de forma efectiva.
B7 Ter capacidade de análise e síntese, de valorar criticamente o coñecemento e de exercer o pensamento crítico.
C2 Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro.
C4 Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común.
C6 Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse.

Learning aims
Learning outcomes Study programme competences
To know and apply the methods and techniques of libguistic analysis to texts from different historical periods A1
To be familiar with the linguistic theoretical approaches in that influenced the development of philology and historical linguistics A3
To be familiar with the historical evolution of the English language A17
To be familiar with the sociolinguístic situation of English A19
To be able to cmmunicate correctly both orally and in writing A6
To be able to organise own's tasks as well as to plan working time and to solve problems in an effective way B6
To be able to speak and write in different registers in English A9
To be able to interpret texts from different periods in the history of English according to different levels of analysis (morofologica, fonological, sintactic, etc) A2
To use specific tools, applications and software B2

Topic Sub-topic
Hypotheses on the origin of language Continuist theories
Discontinuist theories
Language as an innate faculty
Language as a social construct
Basic concepts The periods of the history of English
Language change and language variation
What is language change? Theoretical frameworks for its study
The methods of historical linguistics Comparison
language diversity and grouping Cognates
Attested forms and languages
Indoeuropean and its dialects External history
Satem languages and centum languages
Sound change in Indoeuropean
Indouropean morpology
The Indoeuropean lexicon
The place of English in the Indoeuropean context and the dialects of Common Germanic Germanic innovations in the lexicon
Germanic innovations in phonology: stress, Grimm's and Verner's laws
Germanic syntax
Germanic dialects Features of East Germanic
Features of North Germanic
Features of West Germanic
West Germanic innovations Phonological innovations
Morphologival innovations
Lexical innovations
Old English External history
Old English lexicon: external history and borrowing
Spelling and phonology
Morphological features
Old English syntax
Old English dialects
Middle English External history
Sound change and its consequences
The morphological simplification of English
Syntax, word-order and analytic processes in Middle English
Diatopic variation
The standard Theories accounting for the rise of a standard variety
Early Modern English External history
Attitudes towards English
English vs Latin
The spread of literacy
The enlarging of Vocabulary
The language debates
The dictionary makers
Grammars and prescriptivism
The Great Vowels Shift and the spelling reform
Diastratic variation
The geographical spread of English
Late Modern English External history
Perfecting English
Registers and variation

Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Introductory activities A9 A11 B1 B6 2 2 4
Guest lecture / keynote speech A3 A14 A17 A19 A20 A21 B2 B7 C6 21 42 63
Workbook A11 A14 0 20 20
Collaborative learning A9 B6 C4 C6 7 10 17
ICT practicals B1 B2 0 6 6
Objective test A1 A2 A3 A6 A9 A15 A17 A18 A19 A20 A21 B7 C2 2 10 12
Seminar A1 A2 A6 A10 A15 A18 B4 C2 C4 14 7 21
Personalized attention 7 0 7
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies Description
Introductory activities Students will have to revisa some materials on Moodle and answer some questions as part of a warm-up activity
Guest lecture / keynote speech The teacher will explain those issues students must know in order to attain the competences specific for this subject. Llikewise, there will be some interaction in order to check whether students have obtained the abilities and knowledge they should on their own.
Workbook Students must do some readings the teacher will upload to Moodle or some others they must find themselves in the library/on the Internet as part of their self-learning process
Collaborative learning Students will have to work in groups to find sources and be prepared for the activities to be held in seminars and interactive sessions.
ICT practicals Students will make some on-line (Moodle) and off-line activities
Objective test Sstudents will sit for an exam which will consist of several types of questions (short, long, development of a particular topic) and maybe the linguistic analysis of a text fragment
Seminar We will work on case studies and real texts in order to detect and apply all the phenomena and aspects dealt with in lectures

Personalized attention
ICT practicals
Collaborative learning
All activities imply some kind of personalised attention on the part of lecturers either in the classroom, during office hours or by e-amail.

Students with special needs are kindly asked to contact the teacher as soon as possible as well as the ADI (unidad de atencióan á diversidade) at UDC.

Methodologies Competencies Description Qualification
Objective test A1 A2 A3 A6 A9 A15 A17 A18 A19 A20 A21 B7 C2 All students will have to sit for a fianl exam in the offical date in January. The lowest possible mark to be taken into consideration together with the marks for other activities is 4 (out of ten) . 50
Seminar A1 A2 A6 A10 A15 A18 B4 C2 C4 Students may have to solve some problem or do some test in the classroom, at home or via Moodle. 30
Workbook A11 A14 Studants may be qualified by some activities relating to the readings they have to do either in the classroom or at home. 20
Assessment comments

Students will be evaluated throughout the course with no more than four activities as well as by means of a final exam. In order to pass this course, students must have at least a score of 4 out of 10 in the exam. They must have also handed in and passed  half the required activities.

Deadlines for assignments are
strict. Late arrivals will be penalised (25% of the mark), unless they are duly justified. 

Pieces of work including plagiarised material will be marked with 0. To detect plagiarism, the application Turnitin could be used. This application recognises papers previously turned in by other people (or the student him/herself) at this university or other universities.

There will be apenalisation as well if the student does not show a good command of English, the one required according to the Memoria de Verificación.

The students who do not attend the official exam in January or July will be given a grade of NP (absent) if they have not handed in more than 50% of the continuous assessement activities.

Students sitting the December exam (final exam brought forward) will be assessed according to the criteria specified for the July opportunity.

July opportunity:

Students who do not pass in January will have another opportunity in July in which both the final exam (50%) and an activity (50%) will be taken into account. Students who have previously passed the activities for continuous evaluation will not have to hand it in again.

Part-time students who have been granted officially "dispensa académica" (exemption) as stated in the University regulations will be evaluated in either of the opportunities according to the criteria established for the second opportunity (July). Part-time students with "dispensa
académica" must contact the teacher at the beginning of the first semester (

Sources of information
Basic Millward, Celia M. and Hayes, Mary (2012). A Biography of the English Language. Wadsworth, Cengage learning
Crowley, T. (1992). An Introduction to Historical Linguistics. Oxford: OUP (90-132).
Moskowich, Isabel (1999). An(other) introduction to old English for non-English speaking students. Santiago de Compostela: Tórculo
Tejada Caller, Paloma (1999). El cambio lingüístico. Claves para interpretar la lengua inglesa. Alianza. Madrid: Alianza
Freeborn, Dennis (1998). From Old english ro Standard Englisf. London: Macmillan Press.
Fernández, Francisco (1982). Historia de la lengua inglesa. Madrid: Gredos
Campbell, L (1998). Historical Linguistics. An Introduction. . Edinburgh: Edinburgh University Press
Sankoff, Gillian (2001). Linguistic Outcomes of Language Contact. In In Peter Trudgill, J. Chambers & N. Schilling-Estes, eds., Handbook of Sociolinguistics.. Oxford: Basil Blackwell (638-668)
Hogg, Richard.M. et al. (eds) (1992). The Cambridge History of the English Language. Cambridge: Cambridge UP.
Pyles,T.and Algeo, J. (1993). The Origins and development of the English Language. New York: Harcourt Brace Jovanovich Publishers
Morgan, Kenneth O. (ed.) (2001). The Oxford History of Britain. Oxford University Press

Complementary Baugh, A.; Cable, T. (2010). A History of the English Language. London: Routledge
Barber, Charles (1997). Early Modern English. Edinburgh University Press
Bourcier, George (1981). Introduction to the History of the English Language. Dufour Editions
Moskowich, Isabel (2012). Language contact and vocabulary enrichment : Scandinavian elements in Middle English/. Bern: Peter Lang
Whitelock, Dorothy (1976). The beginnings of English Society. Penguin Books
Barber, Charles (1997). The English Language: A Historical Introduction. Cambridge
Ramat, G. & Ramat, P. (eds). (1998). The Indo-European Languages. London: Routledge
Soul, Nigel (ed.) (1997). The Oxford illustrated history of medieval England. Oxford University Press

Subjects that it is recommended to have taken before
Lingua Inglesa 1/613G03003
Lingua Inglesa 2/613G03008
Lingua Inglesa 3/613G03015
Lingua Inglesa 4/613G03019
English Phonetics/613G03023

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus

Other comments

A good linguistic competence in English is recommended sincce grammar errors, non-English word-order and lack of agreement will be penalised.

(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.