Ateneo - UPO

Historical background and Language change in Middle English and Early Modern English: periodisation, historical and social stratification.

The main features of Middle English and Early Modern English (c1300-1600): language on the move (spelling, phonology, lexis, morphosyntax); external influences (Latin, Latinate languages, other languages); standardising processes over time.

Text types: close reading and linguistic analysis of original texts written over the centuries under scrutiny.

COMPULSORY HANDBOOKS (all the students)

- Lerer, Seth. 2015. Inventing English. Portable History of the Language. Columbia University Press [1a ed. 2007]

- In-depth reading of journal articles on specific topics (uploaded to DIR).

- Original texts for exemplification and linguistic analysis (uploaded to DIR).

FURTHER REFERENCES (optional, for self study)

- Braggs, Melvin. 2011. The Adventure Of English. The Biography of a Language. Arcade. [1a ed. 2004]

- Minkova, Donka. 2014. A Historical Phonology of English. Edinburgh Textbooks on the English Language. Edinburgh University Press.

- Mugglestone, Lynda. 2012 [2006] The Oxford History of English (updated edition). Oxford: Oxford University Press.

- Nevalainen, Terttu. 2006. An Introduction to Early Modern English. Edinburgh University Press.

- Smith, Jeremy J. 2007. Sound Change and the History of English. Oxford: Oxford University Press.

This 30-hour course is aimed at introducing and discussing Early and Late Modern English, with specific attention to the transformation of English over time. Great attention will be placed on original texts and their language varieties. The course also includes some documentaries on the period of interest.

The focus is both on the external history of English (historical and socio-cultural issues), and on language features (phonological, ortographic, lexical and morphosyntactic changes).

Core learning objectives of the course are to:
identify the main graphic-phonological features of Middle English varieties;
understand the phonological processes leading from Middle English to Early Modern English;
be able to read and comment on the original texts under study (AD 1200-1500);
situate the linguistic transformations and texts within the relevant socio-cultural context;

A more advanced objective is the development of critical reflections through the comparison of the five linguistic macro-areas that constitute Middle English, based on the original texts produced in the different varieties between 1200 and 1500.

The 6 ECTS credits to be earned are distributed as follows:
Lecture-based teaching (DE) + interactive classroom teaching (DI) (1.2 ECTS, 30 hours)
Independent study (4.8 ECTS)

This course contents and topics, language skills and activities, the final exam, as well as the assessment criteria applied, refer to B2+/C1 level of the CEFR (Common European Framework of Reference).

Language skills at an advanced level: min. B2+, but C1 is preferred (CEFR).

In-person lecture-based teaching (DE) and interactive classroom teaching (DI)

This course will be held in the first semester, from October 2026 to January 2027.

This course is addressed to 3rd year BA STUDENTS (Laurea Triennale), and to MA STUDENTS (Laurea Magistrale).

SYLLABUS VALID UNTIL: Winter Exam Session 2028 (January-February)

Students with physical disabilities, Learning Disabilities or Special Education Needs can request specific services and tools via the Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse e agli Studenti, consulting the University webpage: https://www.uniupo.it/en/services/services-students-physical-or-learning-disabilities

Students with disabilities, learning disabilities or special education needs (DSA, BES), once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examination modalities, concerning academic aspects.

WRITTEN ASSIGNMENT + oral presentation

Students/Participants will be assigned a topic out of those discussed during the course. The topic/text will be analysed individually (self study) in detail, and handed to the teacher as a 1000-word written report (please, write to elisabetta.lonati@uniupo.it for the topic).

The exam includes the oral presentation of the written report (previously sent to the Teacher), and the discussion on the contents.

The written report + oral presentation counts as 30% of the final grade, the discussion on course contents as the remaining 70%. 

With reference to the 'Intended learning objectives' (see below), the following grades correspond to different skills:
18-22/30: minimal knowledge of the syllabus, poor command of expression;
23-25/30: a largely mechanical and/or rote-based knowledge of the subject matter, limited vocabulary and expression;
26-28/30: a substantially accurate presentation, with some minor imperfections (language and content);
29-30 lode: a coherent and comprehensive understanding of the topics covered, excellent command of expression, advanced use of language.
Honours will be awarded based on the accuracy, depth, and capacity for critical elaboration of the responses.

ORAL EXAM ASSESSMENT CRITERIA: 1. appropriate presentation and discussion of topics, notions, and concepts; 2. discourse organisation; 3. lexical richness and accuracy; 4. lexical propriety; 5. lexical variety; 6. detailed text analysis (especially related to spelling variants, phonological system, and morpho-syntax of the varieties examined and discussed); 7. discourse skills.

1. Middle English: spelling and pronunciation
2. Varieties and dialects of Middle English (Northern, East and West Midlands, Southern, Kentish)
3. French influence after the Norman Conquest (1066)
4. Latin, French, and Middle English: sociolinguistic perspective(s)
5. Middle English texts and contexts
6. From Middle English to Early Modern English: Great Vowel Shift (GVS) and the introduction of the printing press (Caxton)
7. Standardisation and codification processes in Early Modern English: Chancery English.
8. Lexical expansion and codification: hard-word dictionaries, spelling vs. pronunciation.
9. Early Modern English texts and contexts.

KNOWLEDGE AND UNDERSTANDING

The methodological approach and the activities carried out (introduction and discussion on the most relevant language features, language change over time, reading of primary sources/variety of text types, linguistic analysis, and historical debate on language issues) will make the students aware of the main and fundamental processes (internal and external to the language) which affected English, and transformed it over time (standardising issues).

APPLIED KNOWLEDGE AND UNDERSTANDING

Students will be able to identify graphic, phonological, lexical, and morphosyntactic issues, as well as to analyse, connect and discuss them in historical context (Early and Late Modern English), and in present-day perspective.

At the minimum pass level, students should demonstrate the acquisition of the fundamental knowledge and skills of course content and their appropriate application.
At an advanced level, students should demonstrate an in-depth knowledge of the course content, critical analysis skills and the ability to independently apply the acquired knowledge, advanced command of the language.
For details, see Mission and Assessment Methods.

Linguistic knowledge and language understanding will be used at a practical level, and applied to the many disciplinary research and professional contexts.