成人大片

COORDINATOR, CONVENER, LECTURER, Tutor and Assessor:
Dr Eve Afifa KHEIR
eveafifa.kheir@adelaide.edu.au (emails read regularly)
Student Consultations: Office 912a, Napier Building: by appointment

Course Founder: 
, D.Phil. (Oxford), Ph.D. (Cambridge)
ghilad.zuckermann@adelaide.edu.au (emails read regularly)


COURSE LIBRARY:
Barr Smith Library
08 8313 5345
There is a good collection of linguistics books and journals in the Barr Smith Library. Almost all the readings for this course are available online.

Further particulars:

Lectures:          

Thursdays: 10.10pm - 12 noon: Napier G03; or via Echo 360, embedded within MyUni.
                 

TUTORIALS: 

Thursdays and Fridays 

Please see ACCESS Adelaide 

Tutorials will begin in Week 2. 

PASS SESSION: TBA

On completing this course students will:

1	Begin to notice how language is used and how it varies across the array of contexts in which we engage daily.
2	Understand the theoretical underpinnings of the tradition of Sociolinguistics.
3	Understand different perspectives on context, including identities, social institutions, cultural values and their relationships with language
4	Engage with the technical discourse and metalanguage within the field of Sociolinguistics.
5	Make the clear link between the use of language and the context of that use.
6	Link theory to the practical reality of language variation in the community.
7	Articulate why and how some varieties of language are more highly valued than others.
8	Generate, collate and analyse samples of authentic language use.
9	Undertake small-scale research, with a focus on language variation in the community.
10	Engage productively and respectfully with their peers.

Whilst the most important source of insights in this course are the actual lectures, the following books would be of relevance:

1. For the entire course: BLUM, Susan D. (ed.) (2012), Making Sense of Language: Readings in Culture and Communication, 2nd Edition.
Available at the BSL:
2. For our exploration of Language and Nationhood: CHAPTER 3 (pp. 112-149) of ZUCKERMANN, Ghil‘ad (2020), Revivalistics: From the Genesis of Israeli to Language Reclamation in Australia and Beyond. New York: Oxford University Press. ISBN 978–0–19–981279–0 (pbk), ISBN 978–0–19–981277–6 (hbk).
Available at the BSL:

3. For our exploration of Cross-Cultural (Mis)Communication: ZUCKERMANN, Ghil'ad et al. (2015), Engaging – A Guide to Interacting Respectfully and Reciprocally with Aboriginal and Torres Strait Islander People, and their Arts Practices and Intellectual Property.
4. For our exploration of Contact Phenomena: Kheir, A. E. (2019). The Matrix Language Turnover Hypothesis: The Case of the Druze Language in Israel, Journal of Language Contact, 12(2), 479-512. doi: https://doi.org/10.1163/19552629-01202008

AIATSIS (Australian Institute of Aboriginal and Torres Strait Islander Studies): Guidelines for Ethical
research in Australian Indigenous Studies. https://aiatsis.gov.au/research/ethical-research/guidelines-ethical-research-australian-indigenous-studies

Australian Code for the Responsible Conduct of Research. https://www.nhmrc.gov.au/guidelines-publications/r39

Cameron, Deborah et al. (1993), ‘Ethics, Advocacy and Empowerment: Issues of Method in Researching Languages’ Language & Communication 13(2) pp 81-94
doi: 10.1016/0271-5309(93)90001-4 http://www.sciencedirect.com/science/article/pii/0271530993900014

Fitzgerald, H. (2002). How Different Are We? Spoken Discourse in Intercultural Communication. Clevedon: Multilingual Matters.

Jackson, Jane (2014), Introducing Language and Intercultural Communication. London – New York: Routledge.

Jandt, F. E. (2012). An Introduction to intercultural communication: Identities in a global community. Thousand Oaks, CA: Sage.

Kheir, A. E. (2022). Passing the Test of Split: Israbic-A New Mixed Language, Journal of Language Contact, 15(1), 110-156. doi: https://doi.org/10.1163/19552629-15010003

Kheir, E. A. (2023). Codeswitching as an Index and Construct of Sociopolitical Identity. Leiden, The Netherlands: Brill. doi: https://doi.org/10.1163/9789004534803

Kotthoff, H., & Spencer-Oatey, H. (Eds.). (2007). Handbook of intercultural communication. New York: Mouton de Gruyter.

Lai, Jessica Christine (2012), ‘Maori Traditional Cultural Expressions and the Wai 262 Report: Looking at the
Details’,i-call Working Paper doi: 10.2139/ssm.1996384 http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1996384

New South Wales (NSW) Department of Community Services(2009), ‘Working with Aboriginal People and Communities’ http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_aboriginal.pdf

Nicholls, Christine(2005), 'Death by a thousand cuts: Indigenous language bilingual education programmes in the Northern
Territory of Australia, 1972-1998', in N. H. Hornberger, C. Baker (eds), International Journal of Bilingual Education and Bilingualism special issue on Heritage /Community Language Education: US and Australian Perspectives, Multilingual Matters, UK. vol. 8, no. 2 &3 pp 160-177.

Rice, Keren (2004), ‘Ethical Issues in Linguistic Fieldwork’ 2006 Journal of Academic Ethics 4, pp 123-155
doi: 10.1007/s10805-006-9016-2 http://www.hrelp.org/events/workshops/aaken2013/assets/Rice_Fieldwork_Ethics.pdf

Scollon, R., Scollon, S., & Jones, R. H. (2011). Intercultural communication: A discourse approach (3rd ed.). Oxford: Blackwell.

Spencer-Oatey, H., & Franklin, P. (2009). Intercultural interaction: A multidisciplinary approach to intercultural communication. London: Palgrave Macmillan.

Tannen, D. (1979). Ethnicity as conversational style (No. 55). Southwest Educational Development Laboratory.

Torres Strait Regional Authority (2011), ‘Cultural Protocols Guide’. http://www.tsra.gov.au/__data/assets/pdf_file/0005/1778/tsra20cultural20protocols20guide.pdf

Troy, Jaky (1992) http://www.williamdawes.org/docs/troy_paper.pdf

UNDRIP (United Nations Declaration on the Rights of Indigenous Peoples) (2007-8). http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Walsh, Michael (1997). ‘Cross Cultural Communication Problems in Aboriginal Australia’, Darwin: North Australia
Research Unit. Discussion Paper No.7.

Wilkins, David (1992), ‘Linguistic Research under Aboriginal Control: A Personal Account of Fieldwork in Central Australia’. Australian Journal of Linguistics 12.1: 171-200.

Zuckermann, Ghil‘ad 2003. Language Contact and Lexical Enrichment in Israeli Hebrew, Palgrave Macmillan.

Zuckermann, Ghil‘ad (2003), ‘Hideous Spectre of Censorship’. The Times Higher Education Supplement, 15 August, p. 14.

Zuckermann, Ghil‘ad (2006), ‘“Etymythological Othering” and the Power of “Lexical Engineering” in Judaism, Islam and Christianity. A Socio-Philo(sopho)logical Perspective’, pp.237-58 (Chapter 16) of ‘Tope Omoniyi and Joshua A. Fishman(eds), Explorations in the Sociology of Language and Religion (Discourse Approaches to Politics, Society and Culture series). Amsterdam: John Benjamins.
http://www.zuckermann.org/pdf/ENGINEERING.pdf.

Zuckermann, Ghil‘ad (ed.) (2012). Burning Issues in Afro-Asiatic Linguistics. Cambridge Scholars.

Zuckermann, Ghil‘ad (ed.) (2014). Jewish Language Contact, Special Issue of the International Journal of the Sociology of Language

Zuckermann, Ghil‘ad (2020). Revivalistics: From the Genesis of Israeli to Language Reclamation in Australia and Beyond. New York: Oxford University Press. ISBN 978–0–19–981279–0 (pbk), ISBN 978–0–19–981277–6 (hbk). https://global.oup.com/academic/product/revivalistics-9780199812790
Special Friend's 30% Discount Promo Code: AAFLYG6

An interview with Stolen
Generation Barngarla man Howard Richards and his wife Isabel: https://www.youtube.com/watch?v=H-lURCA_ErM

Language Revival: Sleeping
Beauties Awake: http://www.waikato.ac.nz/news-events/media/2012/language-revival-sleeping-beauties-awake

Language revival expert
calls for native tongue title: http://www.scoop.co.nz/stories/CU1208/S00480/language-revival-expert-calls-for-native-tongue-title.htm

Additional course-related material will be posted on MyUni including Announcements and other resources.

This course is delivered through a two-hour lecture (on campus and online) and one-hour tutorial (in-person or online) each week. Lectures will provide much of the content, but will also provide opportunity for discussion of issues. Tutorials will be more focussed on practical engagement with language data, problem-solving and discussion. Formative work will be undertaken in tutorials to prepare students for the completion of summative assessment tasks.

1 x 2 hour lecture per week (12 weeks) = 24 hours

1 x 1 hour tutorial per week (10 weeks) = 10 hours

3 hours course reading per week (12 weeks) = 36 hours

2 hours research per week (12 weeks) = 24 hours

5 hours course preparation per week (12 weeks) = 60 hours

Total = 154 hours

Lectures:

Week 1: Language in Culture & Society: Introduction to the Course.

Week 2: Language & Globalization: Languages in the Global Community

Week 3: Language & Culture: Culturally Influenced Aspects of Language

Week 4: Language & Communication: Cross-Cultural Miscommunication

Week 5: Language & Health: Language Reclamation and Indigenous Wellbeing. 

Week 6: Language & Bilingualism: The Bilingual Brain.

Week 7: Language Contact & Change.

Week 8: Language & Creativity: Constructed Languages (ConLangs).

Week 9: Language & Bilingual Contact: Borrowing and Indirect Borrowing

Week 10: Language & Contact Phenomena: Codeswitching and Language Mixing.

Week 11: Language Variation & Regional Variation.

Week 12: Language, Law & Politics: The Politics of Language.

Attendance to the 80% of tutorials is compulsory. Students will be expected to contribute to class discussions during the lectures and tutorials. Application to these tasks will contribute to the 10% awarded to attendance and contribution (positive participation).

Mid-Point Assignment--20%
Oral Presentation (during tutorials)--25%
Post-Presentational Paper--45%
Attendance & Contribution--10%
(Positive Participation)

Attendance to the 80% of tutorials is compulsory. Students will be expected to contribute to class discussions during the lectures and tutorials. Application to these tasks will contribute to the 10% awarded to attendance and contribution (positive participation).

Each assignment will be discussed in class meetings. Details are available on MyUni.

(1) Mid-point Assignment (20%)
Students will maintain a journal with entries each week (for the first 4 weeks) that reflect on -- rather than to regurgitate the Professor's -- observations of language and sociolinguistics as related to the content of this course. Students will have an opportunity to share their observations in the tutorials.

Journals will be submitted online (TurnItIn, MyUni).

(2) TUTORIAL ORAL PRESENTATION (25%)
Presentation Date: various

Students are required to give a 10-minute Scholarly, Clear, Original & Thoughtful (SCOT) oral presentation (with accompanying PowerPoint slides), EITHER (1) making an in-depth analysis of any topic related to language in culture and society (The topic can be chosen from the topics covered by the lectures), OR (2) conducting a critical review of a book/article on language in culture and society). The tutor will be happy to provide you with assistance in selecting the topic. Please feel free to raise any question about the presentation in the tutorials.

Please note: There will be a brief Q&A after each presentation and students are expected to contribute and give feedback on other students’ presentations. Please take any criticism positively.


(3) POST-PRESENTATIONAL PAPER (45%)
Students should submit a Scholarly, Clear, Original & Thoughtful (SCOT) 2,000-word post-presentation paper – further analysing the topic chosen for the tutorial oral presentation, incorporating the feedback received on the presentation.

(4) Attendance & Positive Contribution (10%)
Attendance to the 80% of tutorials is compulsory. Students will be expected to contribute to class discussions during the lectures and tutorials. Application to these tasks will contribute to the 10% awarded to attendance and contribution (positive participation).

The Department of European Languages, and Linguistics
operates within the School of Humanities policy in regard to student assignments.

The deadline for submission of assignments is indicated in the Assessment Summary.
Students will need to follow the School's assessment policy to make arrangements for alternative submission dates.

Assignments are to be submitted online, as per information provided in the lectures and tutorials.