LING 1102 - Introduction to Language in Culture and Society
North Terrace Campus - Semester 2 - 2019
General Course Information
Course Code LING 1102 Course Introduction to Language in Culture and 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 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 ZuckermannConvener and Lecturer: Professor Ghil‘ad Zuckermann (firstname.lastname@example.org)
Tutor: Ms Afifa Kheir Ferro (email@example.com)
Guest Lecturers: Ms Afifa Kheir Ferro, Dr Matteo Farina, Professor Michael Berkowitz (University College London), Dr Emmanuelle Crane, Mr Cillín Perera.
PASS Leader: Mr Hakeem Beedar (Fridays 4pm for an hour, beginning Week 2; Engineering & Maths Sciences Building, Room 324).
Course Librarian: Ms Helen Attar.
PROFESSOR ZUCKERMANN'S BRIEF BIO:
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), Revivalistics: From the Genesis of Israeli to Language Reclamation in Australia and Beyond (Oxford University Press, 2020), 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).
As of 2019, 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 http://www.adelaide.edu.au/news/news79582.html http://www.facebook.com/ProfessorZuckermann
The full timetable of all activities for this course can be accessed from Course Planner.
Thursdays: 1.10pm - 3pm LG29
There are three TUTORIAL groups.
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. Confidently 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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,3,4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
6,7,8 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
9,10 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
8,6, Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
8,9,10 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesWhilst the most important source of insights in this course are the actual lectures, the following book would be of relevance:
Susan D. Blum (ed.), Making Sense of Language Readings in Culture and Communication (2012), 2nd Edition.
Available at the BSL:
Recommended ResourcesThe Linguistics homepage on the Barr Smith Library site has a good section on resources for studies in Linguistics
including a number linked to Sociolinguistics.
Online LearningAdditional course-related material is available through MyUni. The following documents will be available via MyUni: Course Profile, lecture content, description of assessment tasks, seminar related materials.
Learning & Teaching Activities
Learning & Teaching ModesThe method of delivery is a two hour lecture per week with a one hour tutorial.
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 2 hour seminar per week (12 weeks) = 24 hours
1 x 1 hour lecture 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 Summary
1. Introduction to the Course, introducing the syllabus, tutor and PASS leader.
2. Cross-Cultural Miscommunication (Professor Ghil'ad Zuckermann).
3. Language and Nationhood (Professor Ghil'ad Zuckermann).
4. Language and Politics: Jewish Society from Martin Luther to Philip Roth (Professor Michael Berkowitz, University College London).
5. Language and Religion (Professor Ghil'ad Zuckermann).
6. Language and Bilingual Contact: Borrowing (Ms Afifa Kheir Ferro); Speech Communities (Dr Matteo Farina).
7. Religious Othering and Lexical Terrorism (Professor Ghil'ad Zuckermann).
8. Language and Bilingual Contact: Codeswitching and Language Mixing (Ms Afifa Kheir Ferro); Language Networks (Dr Matteo Farina).
9. Language and Happiness (Professor Ghil'ad Zuckermann).
10. An intercultural Dialogue: When Linguistics Comes into Play in the French & Australian Submarine Deal (Dr Emmanuelle Crane); What Kind of Non-Academic Jobs One Can Have with Sociolinguistics? (Mr Cillín Perera).11. Language & Ethnicity: The Druze Language in Israel (Ms Afifa Kheir Ferro).
12. Language Variation and Regional Variation (Dr Matteo Farina).
Small Group Discovery ExperienceThe oral presentation assignment constitutes an appropriate small group discovery feedback on the individual's presentation.
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 Task Due Date Weight Assignment 1: Reflective Journal and Positive Contribution. Week 4 and Week 12 25% Assignment 2: Oral presentation, including Power Point presentation. Week 3 onwards
Assignment 3: Post-presentational paper (4000 words). Week 13
Assessment DetailEach assignment will be discussed in class meetings. Details will be posted on MyUni at the appropriate time.
(1) Reflective Journal
Students will maintain a journal with entries each week 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 first 5 or 10 minutes of the tutorial that week.
Journals will be submitted online (TurnItIn, Canvas) at the end of Week 4 (Sunday 25 August 2019, 5pm) and, again, at the end of Week 12 (Sunday 3 November 2019, 5pm). They will be read by the tutor and will contribute towards the final mark. Maintenance of the journal is an important part of the course. It does not matter if for one or other week there is nothing to report, but we do want to see that you have applied what you have learnt in this course to the world around you and that you are observing language in culture and society. Entries are required for a minimum of 8 of the 12 weeks. Entries should consist of the observations themselves plus reflection or linguistic explanation to account for the observations.
(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 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 (50%)
Word Count: 4,000 words
Due Date: 8 November 2019
Students should submit a Scholarly, Clear, Original & Thoughtful (SCOT) 4000-word post-presentation paper – further analysing the topic chosen for the tutorial oral presentation, incorporating the feedback received on the presentation.
SubmissionThe 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 seminars.
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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