LING 2053 - Australian Indigenous Languages (Kaurna focus) II
North Terrace Campus - Semester 1 - 2022
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General Course Information
Course Details
Course Code LING 2053 Course Australian Indigenous Languages (Kaurna focus) II Coordinating Unit Linguistics Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Incompatible LING 1053, LING 3053, LING 7053. Completion of both LING 2039/ LING 3015 and LING 2014/ LING 3013 (one is allowed) Assessment Spelling & Pronounciation Quiz, Constructing a Kaurna Text, Research Essay, Class activities Course Staff
Course Coordinator: Associate Professor Rob Amery
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1. Know where to access accurate, reliable and up-to-date information on Australian Indigenous Languages.
2. Pronounce Aboriginal words written in established orthographies with confidence.
3. Understand the nature of the relationships between Aborginal and Torres Strait Islander languages.
4. Promote understanding of and appreciation for Australia’s unique linguistic heritage and of the Kaurna language in particular.
5. Introduce oneself (and one’s family) in the Kaurna language.
6. Reflect on and write coherently about a range of issues confronting Aboriginal and Torres Strait Islander languages.
7. Appreciate the significance of Indigenous languages to their owners, speakers and custodians and implications for healing, health and well-being.
8. Build language and cultural skills that would be useful to work with Indigenous peoples of Australia in the public sphere including education, health, law, and social work.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, 5, 6, 7, 8 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.
1, 2, 3, 5, 6, 7 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.
2, 4, 5, 6, 8 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.
2, 8 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.
2, 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.
1, 2, 3, 4, 5, 6, 7, 8 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
1 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.
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Learning Resources
Required Resources
- Bowern, Claire (ed) (forthcoming) The Oxford Guide to Australian Languages. Oxford University Press.
- Amery, Rob (2016) Warraparna Kaurna! Reclaiming an Australian Language. 成人大片 Press. /press/titles/kaurna/
- Amery, Rob & Jane Simpson (2013) Kulurdu Marni Ngathaitya! Sounds good to me! Kaurna Learner’s Guide. Wakefield Press.
- Amery, Rob (2020) Emotion metaphors in an awakening language: Kaurna, the language of the Adelaide Plains. Pragmatics and Cognition 27(1): 272-312. Special issue edited by Maïa Ponsonnet, Dorothea Hoffmann & Isabel O’Keeffe.
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Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
Workload
No information currently available.
Learning Activities Summary
Week Lecture Topic 1 Introduction: Distribution and Status of AILs; Typology & Genetic Relationships. 2 Why learn an Australian Indigenous language? Strong Languages vs Revival Languages. 3 Sound Systems: Pronunciation and spelling of AILs. 4 Morphology and Syntax of AILs. 5 Introduction to Kaurna, the language of the Adelaide Plains. 6 Re-introducing a sleeping language: approaches and methods. 7 Kaurna Greetings, Introductions, Welcomes vs Acknowledgements. 8 Kaurna Kinship: Talking about family. 9 Kaurna Emotions: Talking about feelings. 10 Indigenous languages in education. 11 Indigenous languages in the public domain. 12 Language and the law; language and health; interpreting and translation. -
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 TASK TYPE WEIGHTING COURSE LEARNING OUTCOMES Spelling and Pronunciation Quiz Summative 20% 2 Constructing a Kaurna Text Formative & Summative 30% 5 Research Essay (2,000 words) Summatuve 40% 1, 3, 4, 6, 7 Class Activities Formative 10% 1, 2, 3, 4, 5, 6, 7 Assessment Detail
Assignment 1: Spelling and Pronunciation Quiz (20%)
Students will be given 20 high profile Indigenous names, placenames, words or expressions written in established orthographies to pronounce.
Assignment 2: Constructing a Kaurna Text (30%)
Using the Kaurna dictionary and learner’s guide, students will follow a template to construct their own text acknowledging Kaurna land/people/culture and introducing themselves and their family or friends in the Kaurna language. (Level II: 100 word Kaurna text)
Assignment 3: Research Essay (40%)
Students will research and write a 2,000 word (Level II).
Assignment 4: Class Activities (10%)
Students actively engage in class activities to learn to speak, understand, read and write the Kaurna language and to discuss Indigenous language issues.Submission
No information currently available.
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
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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
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- Modified Arrangements for Coursework Assessment Policy
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- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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