LING 1102 - Introduction to Language in Culture and Society
North Terrace Campus - Semester 2 - 2024
General Course Information
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 Coordinator: Professor Ghil'ad ZuckermannCOORDINATOR, CONVENER, LECTURER, Tutor and Assessor:
Dr Eve Afifa KHEIR
email@example.com (emails read regularly)
Student Consultations: Office 912a, Napier Building: by appointment
Professor Ghil‘ad ZUCKERMANN, D.Phil. (Oxford), Ph.D. (Cambridge)
firstname.lastname@example.org (emails read regularly)
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.
BBC World, 2023: People Fixing the World: Bringing dead languages back to life:
The full timetable of all activities for this course can be accessed from Course Planner.
Thursdays: 10.10pm - 12 noon: Napier G03; or via Echo 360, embedded within MyUni.
Thursdays and Fridays
Please see ACCESS Adelaide
Tutorials will begin in Week 2.
PASS SESSION: TBA
Course Learning OutcomesOn 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.
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.
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.
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.
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.
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.
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.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
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.
Required ResourcesWhilst 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
Recommended ResourcesAIATSIS (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.
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 LearningAn 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 ModesThis 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.
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 (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
Learning Activities SummaryLectures:
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 RequirementsAttendance 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 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.
Oral Presentation (during tutorials)--25%
Attendance & Contribution--10%
Assessment Related RequirementsAttendance 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 DetailEach 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).
SubmissionThe 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.
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.
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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