LING 1102 - Introduction to Sociolinguistics
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code LING 1102 Course Introduction to Sociolinguistics 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 introduces students to Sociolinguistics, a field of study which ties language and communication to the context in which the language is being used. The basis of Sociolinguistics is that what language is cannot be separated from how and why it is used. Accordingly, the focus is on an investigation of how language varies according to context. The course will include Language and the Ethnography of Communication. A key figure in this field is Dell Hymes, the American linguist who coined the term and who proposed the core elements of the approach in the mid C20th. Of particular relevance is functional linguistics which models the relationship between context and language and proposes language variation as linked either to the users of language or to the use of language.
At a practical level the course will introduce ethnographic work which has been conducted on specific topics and in particular geographic locations, while at the same time conducting ethnographic observations within a chosen community or site of interaction, for example a coffee shop, a supermarket, a gym or an office. The course is activity based and students are encouraged to engage in collecting and analysing data related to authentic language use in the broad community. The variations of language use that are found in relation to age, gender, ethnicity, geographical location and social structure are some of the areas for investigation in the course.
Course Coordinator: Dr John Walsh
Course Coordinator: Dr John Walsh
Phone: 08 8313 5196 Email: email@example.com
Campus: North Terrace Room: Napier Building, Room 909
Consultations: Please make initial inquiries and appointments via email.
CourseTutor: Ms Evita Ratcliffe Email: firstname.lastname@example.org
Campus: North Terrace Room: Napier Building, Room 826
The full timetable of all activities for this course can be accessed from Course Planner.
Tuesday: 11.00am – 1.00pm Barr Smith South 1062
Friday: 12.00noon – 1.00pm Barr Smith South 1063
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 ResourcesThe set text for the course is:
Holmes, J., and Wilson, N. Introduction to Sociolinguistics, 5th edition, Routledge, 2017.
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 tutorial per week with a one hour lecture. Each seminar will involve some input, for example a power point presentation, along with some opportunity for questions and discussion. The main emphasis in two hour seminars will 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 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 questions in regard to the content and assignments. Students will also be guided to collect and interpret data from within one or more speech communities as an important aspect of the course.
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. Orientation to the course - introduction and overview of the tradition of Sociolinguistics
2. Language variation – language user and language use.
3. The notion of communicative competence.
4. Language and age
5. Language and age
6. Language and gender
7. Language and gender
8. Language and social class
9. Language and social class
10. Language and Indigenous Australians
11. Language and Indigenous Australians
12. Language and racism
Small Group Discovery ExperienceGroup work is the default pedagogic process in the seminars. Student collaboration on tasks with designated group roles is the standard process in the teaching and learning cycle. One of the major assignments is an oral group presentation and students are provided with tutorial time to work with their team to develop the ideas behind the presentation. The oral presentation assignment constitutes an appropriate small group discovery process.
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: Transcription and analysis activity. Week 5 30% [1,000 words including data transcription Assignment 2: Group oral presentation Weeks 9/10
30% [power point plus written reflection of 500 words]
Assignment 3: Data collection, transcription and
30% [1,500 words plus data transcription]
Attendance at seminars and lectures and active contribution 10%
Assessment DetailEach assignment will be discussed in class meetings. Details will be posted on MyUni at the appropriate time.
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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