Professor Ghil‘ad ZUCKERMANN, D.Phil. (Oxford), Ph.D. (Cambridge) (titular)
Chair of Linguistics and Endangered Languages, The University of Adelaide
ghilad.zuckermann@adelaide.edu.au 

https://blog.linguistlist.org/fund-drive/featured-linguist-ghilad-zuckermann/
http://www.facebook.com/ProfessorZuckermann
http://www.adelaide.edu.au/directory/ghilad.zuckermann
http://www.zuckermann.org/
http://adelaide.academia.edu/zuckermann/
http://www.adelaide.edu.au/directory/ghilad.zuckermann
http://www.twitter.com/GhiladZ

Student Consultations: (1) Following the lecture (please meet me immediately after the lecture or contact me thereafter at 0423 901 808) or (2) by appointment.

RESEARCH LIBRARIAN:
Ms Helen ATTAR (Barr Smith Library)
08 8313 5345
helen.attar@adelaide.edu.au (emails read regularly)

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. Professor Zuckermann’s 2003 book is available in the Reserve Collection at the Barr Smith Library.

Professor Ghil‘ad ZUCKERMANN'S BRIEF BIO:

https://blog.linguistlist.org/fund-drive/featured-linguist-ghilad-zuckermann/

Professor Ghil‘ad Zuckermann (D.Phil. Oxford; Ph.D. Cambridge, titular; M.A. Tel Aviv, summa cum laude) is Chair of Linguistics and Endangered Languages at the University of Adelaide. He is a chief investigator in a large research project assessing language revival and mental health, funded by Australia’s National Health and Medical Research Council (NHMRC).

He is the author of the seminal bestseller Israelit Safa Yafa (Israeli – A Beautiful Language; Am Oved, 2008), Language Contact and Lexical Enrichment in Israeli Hebrew (Palgrave Macmillan, 2003), three chapters of the Israeli Tingo (Keren, 2011), Engaging – A Guide to Interacting Respectfully and Reciprocally with Aboriginal and Torres Strait Islander People, and their Arts Practices and Intellectual Property (2015) and the first online Dictionary of the Barngarla Aboriginal Language (2016). He is the editor of Burning Issues in Afro-Asiatic Linguistics (2012), Jewish Language Contact (2014), a special issue of the International Journal of the Sociology of Language, and the co-editor of Endangered Words, Signs of Revival (2014).

He is the founder of Revivalistics, a new trans-disciplinary field of enquiry surrounding language reclamation, revitalization and reinvigoration. In 2011 he launched, with the Barngarla Aboriginal communities of Eyre Peninsula, South Australia, the reclamation of the Barngarla language.

Professor Zuckermann is elected member of the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) and the Foundation for Endangered Languages (FEL). He is President of the Australian Association for Jewish Studies (AAJS) and was President of AustraLex in 2013-2015, Australian Research Council (ARC) Discovery Fellow in 2007–2011, and Gulbenkian Research Fellow at Churchill College Cambridge in 2000-2004.

He has been Consultant and Expert Witness in (corpus) lexicography and (forensic) linguistics, in court cases all over the globe, e.g. the Philippines, Singapore, USA and Australia.

He has been Distinguished Visiting Professor at Shanghai International Studies University and taught at the University of Cambridge, University of Queensland, National University of Singapore, Middlebury College (Vermont, USA), Shanghai Jiao Tong University, East China Normal University, Shanghai International Studies University, Hebrew University of Jerusalem, Ben-Gurion University of the Negev, University of Haifa, and Miami University (Florida, USA).

He has been Research Fellow at the Weizmann Institute of Science; Rockefeller Foundation’s Study and Conference Center, Villa Serbelloni, Bellagio, Italy; Harry Ransom Humanities Research Center, University of Texas at Austin (USA); Israel Institute for Advanced Studies, Hebrew University of Jerusalem; Institute for Advanced Study, La Trobe University; Mahidol University (Bangkok); Tel Aviv University; Institute of Linguistics, Shanghai International Studies University; and Kokuritsu Kokugo KenkyÅ«jo, National Institute for Japanese Language and Linguistics, Tokyo. He has been Denise Skinner Scholar at St Hugh’s College Oxford, Scatcherd European Scholar at the University of Oxford, and scholar at the United World College of the Adriatic (Italy).

His MOOC (Massive Open Online Course), Language Revival: Securing the Future of Endangered Languages, has attracted 15,000 learners from 190 countries (speakers of hundreds of distinct languages): https://www.edx.org/course/language-revival-securing-future-adelaidex-lang101x
https://www.adelaide.edu.au/news/news79582.html
http://www.facebook.com/ProfessorZuckermann

LECTURE:
Tuesdays, 12.10pm, Napier, G03, Lecture Theatre

TUTORIALS:
Wednesdays, 11.10am, Hartley, 122, Teaching Room
Thursdays, 2.10pm, Ligertwood, 316, Teaching Room

LECTURE OUTLINE

Week --- Lecture Content --- Associated Readings Assignments

Week 1
5 March 2019
Introduction
Zuckermann 2003 book

Week 2
12 March 2019
How to conduct research?,
Library Use

Week 3
19 March 2019
Overview of Lexicology

Week 4
26 March 2019
Overview of Morphology and Phonetics

Week 5
2 April 2019
Proposed Matrix of Sources of Lexical Expansion Haugen 1950 500-Word Mid-Point Assignment,
Due 25 March 2019 (Census Date: 31 March)

Week 6
9 April 2019
One Word, Two Parents ---- Lexical Expansion and Cultural Hybridity Zuckermann 2004, 2003 (article) Tutorial Oral Presentation

MID-SEMESTER BREAK

Week 7
30 April 2019
Ex Externo Lexical Expansion (Based Exclusively on a Foreign Source) versus Ex Interno Lexical Expansion (Using Internal Mechanisms, within the Same Language) Pp. 6-13 of Zuckermann 2003 book 

Week 8
7 May 2019
Ex Interno: Secularization, Metaphor, Metonymy (including Synecdoche), Semantic Narrowing, Amelioration and Pejoration Pp. 6-13 of Zuckermann 2003 book 

Week 9
14 May 2019
Ex Interno cum Ex Externo: Calquing
Pp. 37-49 of Zuckermann 2003 book 

Week 10
21 May 2019
Phono-Semantic Matching in Turkish Lewis 1999

Week 11
28 May 2019
Phono-Semantic Matching in Icelandic, Mandarin Chinese, Japanese etc. Sapir and Zuckermann 2008 

Week 12
4 June 2019 Conclusions and Implications Tutorial Oral Presentation
Post-Presentational Paper, Due 19 June 2019

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

1 x 2-hour lecture per week (x12) 24 hours
1x 1-hour tutorial per week (x10) 10 hours
6 hours Reading per week (x12) 72 hours
2.5 hours Research per week (x12) 30 hours
2 hours Assignment Preparation per week (x10) 20 hours

Total 156 hours

TASK WEIGHTING LEARNING OBJECTIVES DUE DATE

500-word Mid-Point Assignment 20% 12367
Tutorial Oral Presentation 25% 12467
4000-word post-presentational paper 45% 124567
Attendance & Contribution (Positive Participation) 10% 123467

REQUIREMENTS

Attendance of tutorials is compulsory. Students will be expected to complete additional exercises and small-scale investigations between tutorials. Application to these tasks will contribute to the 10% awarded to attendance and contribution (positive participation).

MID-POINT ASSIGNMENT (20%)
WORD COUNT: 500 WORDS
Due Date: 25 March 2019
Students should submit a 500-word essay (with examples) on
1. One of the following topics:
Borrowing
Word-formation
Neologization
Grammatical gender
Cultural hybridity
Calquing (loan translation)
Phono-semantic matching
Multiple causation
Lexical engineering
Semantic shifting of pre-existent words
Descriptiveness
Purism
Etymythology (popular etymology)
Polychronic linguistic analysis
Creole
Minority language
Endangered language
Neologization ex nihilo
Secularization
Metaphor
Metonymy
Synecdoche
Semantic Narrowing
Amelioration
Pejoration
Blending
Back-formation
Reanalysis
Loanword
Morphemic adaptation
Foreign word
Phonetic adaptation
Guest word
Ad hoc neologization
Ellipsis
Clipping
Acronym
Initialism
Congruence Principle
Camouflaged borrowing
Multisourced neologization
OR
2. Any topic or article or book related to contact linguistics / lexical enrichment / lexicology / lexicography. The topic can be selected from the ones covered in class. The article/book can be selected from the List of Learning Resources. The professor will be happy to provide you with assistance in selecting the topic. Please feel free to raise any question about the assignment in the tutorials.

TUTORIAL ORAL PRESENTATION (25%)
Presentation Date: various, after the semester break
Students are required to give an oral presentation (with handouts), (1) either making an in-depth polychronic analysis of five lexical items in any language (The words can have a common motif, e.g. all being phono-semantic matches or calques), (2) or conducting a critical review of a dictionary or a book/article on contact linguistics / lexical enrichment / lexicology / lexicography (The article/book can be selected from the List of Learning Resources). The professor 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: Students are expected to contribute feedback on other students’ presentations.

POST-PRESENTATIONAL PAPER (45%)
Word Count; 4,000 words
Due Date: 19 June 2019
Students should submit a 4000-word post-presentation paper – further analysing the 5 lexical items or the topic chosen, incorporating the feedback received on the presentation.

4.12 SUBMISSION
1. All assignments are to be submitted through Canvass.
2. All assignments must be in grammatical English.
3. Always keep a copy of your work. (Just occasionally things do go astray!)
4. Assignments submitted late require a doctor’s certificate, counsellor’s certificate or similar proof/documentation.
5. Extensions (normally up to one week) may be negotiated through the tutor, but this MUST be organised prior to the due date.