LING 1102 - Introduction to Language in Culture and Society

North Terrace Campus - Semester 2 - 2024

This course looks at the use of language in society and its relationship to the culture(s) of its speakers. Students are introduced to the broad fields of socio-linguistics and anthropological linguistics. The course studies language variation across regions, ethnicity, social class, gender, age, religion, level of education etc. The course also looks at language as a window into the culture of its speakers, thus serving as a useful tool for anthropologists in coming to understand cultural institutions and the world-view of speakers. A major focus will be on how different languages and language varieties co-exist, complement or replace other languages and language varieties or even result in new languages. The course will be activity-based and will encourage students to observe language as it is used around them. They may be required to collect and analyse authentic language data in use within the community.

  • General Course Information
    Course Details
    Course Code LING 1102
    Course Introduction to Language in Culture and Society
    Coordinating Unit European Languages, and 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
    Course Description This course looks at the use of language in society and its relationship to the culture(s) of its speakers. Students are introduced to the broad fields of socio-linguistics and anthropological linguistics. The course studies language variation across regions, ethnicity, social class, gender, age, religion, level of education etc. The course also looks at language as a window into the culture of its speakers, thus serving as a useful tool for anthropologists in coming to understand cultural institutions and the world-view of speakers. A major focus will be on how different languages and language varieties co-exist, complement or replace other languages and language varieties or even result in new languages.
    The course will be activity-based and will encourage students to observe language as it is used around them. They may be required to collect and analyse authentic language data in use within the community.
    Course Staff

    Course Coordinator: Ian Green

    COORDINATOR, CONVENER, LECTURER, Tutor and Assessor: TBC
    This information will be made available to students later in Semester 1.


    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.


  • Learning Outcomes
    Course Learning Outcomes
    On completing this course students will:

    1 Understand the theoretical underpinnings of the tradition of Ethnography of Communication and its location within the field of Sociolinguistics
    2 Understand different perspectives on context, including identities, social institutions, cultural values and  their relationships with language
    3 Confidently engage with the technical discourse and metalanguage within the field
    4 Make the clear link between the use of language and the context of that use
    5 Link theory to the practical reality of language variation in the community
    6 Articulate why and how some varieties of language are more highly valued than others
    7 Understand and engage in the ethnographic method as an approach to data generation
    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




    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.

    6,7,8

    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.

    9,10

    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.

    8,6,

    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.

    8,9,10

    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.

    1,3

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    4,9

    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.

    4,5,6
  • Learning Resources
    Required Resources
    TBC
    Recommended Resources
    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
    Online Learning
    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.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    The method of delivery is a one hour lecture per week with a two hour seminar linked to the lecture. Each lecture will involve some input, for example a power point presentation, along with some opportunity for questions and discussion. The two hour meeting will also be used to engage in experiential learning activities and exercises.

    The input will cover the range of topics and content which is appropriate to an introduction to Language and the Ethnography of Communication as a subfield within Sociolinguistics and how it foregrounds the ways in which language variation and context are entwined. The lectures will also include opportunities for students to contribute their opinions in regard to the content. Students will also be guided to collect and interpret data from within one or more speech communities
    as an important aspect of the course.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

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

    1 x 2 hour seminar per week (10 weeks) = 20 hours

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

    3 hours research per week (12 weeks) = 36 hours

    5 hours course preparation per week (10 weeks) = 50 hours

    Total = 154 hours




    Learning Activities Summary
    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.
    Specific Course Requirements
    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).
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    Assessment Task
    Due Date Weight
    Assignment 1: Transcription and analysis activity. Week 5 30% [1,000 words including data transcription]
    Assignment 2: Group oral presentation on a
    chosen topic from the course content.
    Week 8 30% [power point plus written reflection of 500 words]
    Assignment 3: Data collection, transcription and
    reflective writing on language variation.
    Week 12 30% [1,500 words plus data transcription]
    Attendance at lectures and tutorials and active contribution 10%
    Assessment Related Requirements
    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).
    Assessment Detail
    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).


    Submission
    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.

    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 Access Adelaide.

  • 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.

  • Student Support
  • Policies & Guidelines
  • 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’s disciplinary procedures.

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