LING 2037 - Language in a Global Society
North Terrace Campus - Semester 2 - 2022
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General Course Information
Course Details
Course Code LING 2037 Course Language in a Global Society Coordinating Unit Linguistics Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites At least 12 units of Level I undergraduate study Assessment Mid-point assignment (500 words) 20%, Tutorial oral presentation 25%, Presentational paper (4000 words) 45%, Attendance and contribution 10% Course Staff
Course Coordinator: Afifa Eve Ferro
COURSE COORDINATOR, LECTURER, TUTOR & ASSESSOR:
Dr Afifa Eve Kheir Ferro
Office: 08 8313 2225
Consultations: By appointment only. Napier 912a (level 9)
eveafifa.kheir@adelaide.edu.au (emails read regularly)
COURSE FOUNDER & ADVISOR:
Professor Ghil’ad Zuckermann, D.Phil. (Oxford)
Chair of Linguistics and Endangered Languages
Office: 08 8313 5247
ghilad.zuckermann@adelaide.edu.au (emails read regularly)
Course Timetable
The full timetable of all activities for this course can be accessed from .
LECTURE:
Monday, 12:10pm-2pm. Engineering Nth, N158, Chapman Lecture Theatre
TUTORIALS:
TU03-Monday: 4:10pm-5:00pm-Engineering & Maths Building, Room: EMG07 (Beginning on 1 August).
TU06-Monday: 4:10pm-5:00pm-Online, MyUni (Echo 360) (Beginning on 1 August).
TU01-Tuesday: 9:10am-10:00am-Nexus10 Building, Room: 102 (Beginning on 2 August).
TU04-Tuesday: 9:10am-10:00am-Online, MyUni (Echo 360) (Beginning on 2 August). -
Learning Outcomes
Course Learning Outcomes
2.1 COURSE LEARNING OUTCOMES
Upon completion of this course, students will:
1. Locate accurate, reliable and up-to-date information on sociolinguistics, multilingualism and language contact.
2. Analyse contact between cultures as manifested in lexical items such as words and phrases.
3. Observe how language is used and how it varies across the array of contexts in which we engage in daily.
4. Engage with the technical discourse within the fields of contact and socio-linguistics.
5. Link linguistic theories to the practical reality of language use and variation in different cultures and societies around the world.
6. Identify the role played by language in cross-cultural encounters and how it can be negotiated.
7. Identify the specific linguistic elements that speakers use to convey meaning in speech and how they vary across cultures.
8. Understand how and why languages change over time and the outcomes of language contact and technology on languages and endangered languages.
9. Recognize the power of global languages and the effect they have on the world's languages.
10. Do linguistic fieldwork in their own life using the tools and theories from the course and apply them to the world around them.University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1,2,3,4 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
5,7,8,10 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
5,6,10 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
8,9,10 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
5,6,7,8 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
6,7,10 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
1, 4, 7,10 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
1, 3, 5, 7 -
Learning Resources
Required Resources
Aronin, L., & Singleton, D. 2012. Multilingualism (Chapter 2). John Benjamins Publishing.
Available online: https://ebookcentral.proquest.com/lib/adelaide/reader.action?docID=848962&ppg=21
Bucholtz, Mary, & Hall, Kira. 2004. Language and Identity. In A. Duranti (Ed.), A Companion to Linguistic Anthropology, 369-394. Maden, MA: Blackwell Publishing Ltd.
Available online: https://www.researchgate.net/publication/227992133_Language_and_Identity
Haugen, Einar. 1950. "The Analysis of Linguistic Borrowing". Language 26 (2): 210–231. Available online: http://www.jstor.org/stable/410058
Kheir, Afifa Eve. 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
Zuckermann, Ghil‘ad. 2003. ‘Language Contact and Globalisation: The Camouflaged Influence of English on the World’s Languages – with special attention to Israeli (sic) and Mandarin’. Cambridge Review of International Affairs 16.2: 287-307. Available online: http://www.zuckermann.org/english.pdf
Zuckermann, Ghil‘ad & Monaghan, Paul 2012. ‘Revival linguistics and the new media: Talknology in the service of the Barngarla language reclamation’, pp. 119-26, Proceedings of the sixteenth conference of the Foundation for Endangered Languages: Language Endangerment in the 21st Century—Globalisation, Technology & New Media. Auckland, New Zealand. http://adelaide.academia.edu/Zuckermann/Papers/1971557/Revival_Linguistics_and_the_Ne w_Media_Talknology_in_the_service_of_the_Barngarla_Language_Reclamation
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. Australian Government: Indigenous Culture Support.
http://www.zuckermann.org/guide.html -
Learning & Teaching Activities
Learning & Teaching Modes
4.1 LEARNING & TEACHING MODES
The method of delivery is a two-hour lecture per week and one-hour tutorial.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
4.2 WORKLOAD
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 × 2 hour lecture per week (12 weeks) = 24 hours
1 × 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 and assignment preparation per week (12 weeks) = 60 hours
Total = 154 hoursLearning Activities Summary
4.3 LEARNING ACTIVITIES SUMMARY ASSOCIATED READINGS
1. Introduction to Language in a Global Society
2. Language & Globalization Zuckermann 2003
3. Language, Culture and Framing Zuckermann, Ghil‘ad et al. 2015
4. Bilingualism & Multilingualism Aronin, L., & Singleton, D. 2012.
5. Language Contact and Change Haugen 1950
6. Contact Phenomena Kheir 2019
7. English as a Global Language Zuckermann 2003
8. Language Variation
9. Language and identity
10. Language planning & Constructed Languages
11. Language & Ethnicity
12. Language & Technology Zuckermann & Monaghan 2012 -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Due Date Weight
Assessment 1: Lecture summaries & reflections End of Week 3 20%
Assessment 2: Tutorial oral presentation Week 3 onwards 25%
Assessment 3: Final paper Week 13 45%
Assessment 4: Active participation and contribution 10%Assessment Detail
Each assessment will be discussed in detail during the tutorials.
(1) Lecture Summaries & Reflections (20%)
Students will compile lecture summaries consisting of the lecture contents, linguistic explanations and reflections. Summaries will be submitted online at the end of week 3 (13 August 2022). Summaries are required for the first 3 weeks.
(2) Tutorial Oral Presentation (25%)
Presentation Date: various
Students are required to give a 15-minute Scholarly, Clear, Original & Thoughtful (SCOT) oral presentation (with accompanying PowerPoint slides or handouts), EITHER (1) making an in-depth analysis of any topic related to language in a global 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 a global 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 feedback positively.
(3) Final Paper (45%)
Due Date: 31 October 2022
Students should submit a Scholarly, Clear, Original & Thoughtful post-presentation paper – further analysing the topic chosen for the tutorial oral presentation.Submission
The Department of 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.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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