LING 2037 - Language in a Global Society

North Terrace Campus - Semester 1 - 2020

The impact of globalization and talknology (talk + technology) on languages is far-reaching. Next to the loss or endangerment of most of the world's 7000 languages, a small number of super languages such as Mandarin Chinese, Spanish, Arabic and English are emerging. The course will examine to what extent the emergence of global languages is due to deliberate political decisions and to what extent it is due to the unintended outcome of major social, cultural or talknological change. Whilst the course will pay particular attention to global English and the new English's (such as Singlish, Indian English, Hong Kong English and Chinglish), coverage will also be given to the previous or potential global roles of languages such as Latin, French, Spanish, Arabic and Chinese (though no knowledge of a language other than English will be assumed or required). The course will also analyse constructed languages (Conlangs) and will innovatively classify them into Auxiliary Languages (Auxlangs) such as Esperanto, Ido and Volapuk, and Artistically-constructed Languages (Artlangs) such as Klingon, Quenya and Tsolyani. It will look at language policy and multilingualism, and examine the transparent and camouflaged impact of English on the world's languages. It will also explore issues of language, religion, identity and nationhood.

  • General Course Information
    Course Details
    Course Code LING 2037
    Course Language in a Global Society
    Coordinating Unit Linguistics
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 12 units of Level I undergraduate study
    Course Description The impact of globalization and talknology (talk + technology) on languages is far-reaching. Next to the loss or endangerment of most of the world's 7000 languages, a small number of super languages such as Mandarin Chinese, Spanish, Arabic and English are emerging. The course will examine to what extent the emergence of global languages is due to deliberate political decisions and to what extent it is due to the unintended outcome of major social, cultural or talknological change. Whilst the course will pay particular attention to global English and the new English's (such as Singlish, Indian English, Hong Kong English and Chinglish), coverage will also be given to the previous or potential global roles of languages such as Latin, French, Spanish, Arabic and Chinese (though no knowledge of a language other than English will be assumed or required).
    The course will also analyse constructed languages (Conlangs) and will innovatively classify them into Auxiliary Languages (Auxlangs) such as Esperanto, Ido and Volapuk, and Artistically-constructed Languages (Artlangs) such as Klingon, Quenya and Tsolyani.
    It will look at language policy and multilingualism, and examine the transparent and camouflaged impact of English on the world's languages. It will also explore issues of language, religion, identity and nationhood.
    Course Staff

    Course Coordinator: Professor Ghil'ad Zuckermann

    This course was created and taught by Professor Ghil'ad Zuckermann, D.Phil. (Oxon.), Chair of Linguistics and Endangered Languages Department of Linguistics, School of Humanities, Faculty of Arts, The University of Adelaide, Adelaide SA 5005, Australia.

    Further particulars:

    http://www.zuckermann.org/

    http://adelaide.academia.edu/zuckermann/

    http://www.adelaide.edu.au/directory/ghilad.zuckermann

    http://www.facebook.com/ProfessorZuckermann

    http://www.bbc.com/future/story/20190320-the-man-bringing-dead-languages-back-to-life

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

    https://www.edx.org/course/language-revival-securing-future-adelaidex-lang101x

    http://www.adelaide.edu.au/news/news79582.html

    A MOOC (Massive Open Online Course) Language Revival: Securing the Future of Endangered Languages (Join 15,000 learners from 190 countries): https://www.edx.org/course/language-revival-securing-future-adelaidex-lang101x

    Zuckermann, G. 2020. Revivalistics: From the Genesis of Israeli to Language Reclamation in Australia and Beyond. New York: Oxford University Press.

    Israelit Safa Yafa (Israeli - A Beautiful Language), Am Oved, 2008: http://www.zuckermann.org/israelit.html

    Language Contact and Lexical Enrichment in Israeli Hebrew, Palgrave Macmillan, 2003: http://www.zuckermann.org/enrichment.html

    Engaging – A Guide to Interacting Respectfully and Reciprocally with Aboriginal and Torres Strait Islander People, and their Arts Practices and Intellectual Property, 2015: http://www.zuckermann.org/guide.html

    Dictionary of the Barngarla Aboriginal Language of Eyre Peninsula, South Australia, 2018: https://www.barngarlalanguage.com/dictionary

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes

    No information currently available.

    University Graduate Attributes

    No information currently available.

  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • 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 Weighting
    Lecture summaries & reflections part I

    Week 6

    15%
    Tutorial oral presentation Week 3 onwards 25%
    Lecture summaries & reflections part II Week 12 15%
    Final paper Week 13 45%
    Assessment Detail
    Lecture Summaries & Reflections parts I and II (30%)
    Students will compile lecture summaries consisting of the lecture contents, linguistic explanations and reflections. Summaries will be submitted online at the end of week 6 (12 April 2020-part I) and at the end of week 12 (7 June 2020-part II). Summaries are required for a minimum of 4 of the 6 weeks in each part (a total of minimum 8 of the 12 weeks).

    Tutorial Oral Presentation (25%)
    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 a global 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 a global 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 feedback positively.

    Final Paper (45%)
    Due Date: 14 June 2020
    Students should submit a Scholarly, Clear, Original & Thoughtful post-presentation paper – further analysing the topic chosen for the tutorial oral presentation.
    Submission
    The 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 Detail. 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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