LING 3017 - Revivalistics, Cross-fertilization & Wellbeing

North Terrace Campus - Semester 1 - 2022

The course explores Revivalistics, a new trans-disciplinary field of enquiry surrounding language reclamation, revitalization and reinvigoration. It studies comparatively and systematically the universal constraints and global mechanisms on the one hand, and local peculiarities and idiosyncrasies on the other hand, apparent in revival attempts across various sociological backgrounds, all over the world. A branch of both linguistics and applied linguistics, Revival Linguistics combines scientific studies of native language acquisition and foreign language learning: Language reclamation is the most extreme case of second language learning. Linguicide (language killing) and glottophagy (language eating) have made Australia an Unlucky Country. With globalization, homogenization and coca-colonization there are more and more groups around the world added to the forlorn club of the lost-heritage peoples. Language revival is becoming increasingly relevant as people seek to recover their cultural autonomy, empower their spiritual and intellectual sovereignty, and improve their well-being. The course analyses the ethical, aesthetic and utilitarian benefits of language revival, e.g. historical justice, diversity and employability respectively. Revival Linguistics complements the established field of documentary linguistics, which records endangered languages before they fall asleep. It revises the fields of grammaticography (writing grammars) and lexicography (writing dictionaries): Grammars and dictionaries ought to be written for language reclamation, i.e. in a user-friendly way, for communities, not only for linguists, as well as employing a user-friendly spelling. For linguists, the first stage of any language revival must involve a long period of observation and careful listening while learning, mapping and characterizing the specific needs, desires and potentials of an indigenous or minority or culturally endangered community. Only then can one inspire and assist. That said, there are linguistic constraints applicable to all revival attempts. Mastering them would help revivalists and First Nations leaders to work more efficiently.

  • General Course Information
    Course Details
    Course Code LING 3017
    Course Revivalistics, Cross-fertilization & Wellbeing
    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 6 units of Level II undergraduate study
    Incompatible LING 2050
    Assessment Mid-point assignment (1000 word) 20%, Tutorial oral presentation 25%, Post-presentation paper (3500 word) 45%, Attendance & contribution 10%
    Course Staff

    Course Coordinator: Professor Ghil'ad Zuckermann


    Professor Ghil‘ad ZUCKERMANN, D.Phil. (Oxford), Ph.D. (Cambridge)
    Office: 08 8313 5247
    Mobile: 0423 901 808 (emails read regularly)
    Student Consultations: (1) Thursdays 5pm (following the lecture; please meet me there or contact me thereafter at 0423 901 808) or (2) by appointment.

    Student Consultations: Tuesdays 2pm-3pm (by appointment), room 912a, level 9, Napier Building.

    Details about the convener of the course, Professor Ghil'ad Zuckermann, can be found in the following websites:

    Course Timetable

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

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


    Thursdays: 3.10pm till 5pm, Engineering North, N132


    There will be no tutorials in Week 1 and Week 12.

    Attendance at tutorials is compulsory and will count towards the final mark.

    Attendance of lectures *IN REAL TIME* is extremely beneficial and highly recommended.
  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    1. think critically and analyse perspicaciously language revival.
    2. be aware of the importance of language for wellbeing, mental health, general health, cultural autonomy and intellectual and spiritual sovereignty.
    3. be able to participate in revival efforts in Indigenous / First Nation, minority and other endangered-heritage communities all over the globe.
    4. be aware of issues of traditional cultural expressions and Intellectual Property of owners and custodians of the language.
    5. possess linguistic analytical skills to interpret and assess historical source material.
    6. draw comparisons between a range of language reclamation movements such as Hebrew, Barngarla and Hawai'i, and identify common features and points of difference.
    7. write a coherent and logically-argued essay involving language reclamation, morphology, syntax, writing system, phonology and semantics, drawing on a range of perspectives and source material in answer to a question posed.
    8. investigate the ways in which the Barngarla language is being revived, including creative, technological and talknological innovations.
    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 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.

  • Learning Resources
    Required Resources
    1. COURSE TEXTBOOK: 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 Barr Smith Library, as well as at Dymocks (Rundle Mall)

    2. Zuckermann, Ghil‘ad and Emmalene Richards 2021.Mangiri Yarda (Healthy Country: Barngarla Wellbeing and Nature), Revivalistics Press,
    Part 1:;field=data;id=43536;m=view
    Part 2:;field=data;id=43537;m=view
    Part 3:;field=data;id=43538;m=view

    3. Zuckermann, Ghil‘ad and the Barngarla 2019. Barngarlidhi Manoo (Speaking Barngarla Together), 
    Part 1:;field=data;id=41076;m=view
    Part 2:;field=data;id=41096;m=view

    Recommended Resources
    1. Boroditsky, Lera and Alice Gaby 2010, ‘Remembrances of Times East: Absolute Spatial Representations of Time in an Australian Aboriginal Community’. Psychological Science. vol. 21 no. 11, pp.1635-1639
    2. Dorian, Nancy C. 1994. ‘Purism vs. Compromise in Language Revitalization and Language Revival’, Language in Society 23: 479-494.
    3. Evans, Nicholas 2010. Dying Words. Endangered Languages and What They Have to Tell Us. Malden – Oxford: Wiley-Blackwell.
    4. Fishman, Joshua A. 1991. Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon (UK): Multilingual Matters.
    5. Fishman, Joshua A. (ed.) 2001. Can Threatened Languages Be Saved? Reversing Language Shift, Revisited: A 21st Century Perspective. Clevedon (UK): Multilingual Matters.
    6. Hallett, Darcy; Michael J. Chandler and Christopher E. Lalonde 2007. ‘Aboriginal Language Knowledge and Youth Suicide’, Cognitive Development 22: 392-399.
    7. Keysar, Boaz, Sayuri L. Hayakawa and Sun Gyu An 2012. ‘The Foreign-Language Effect: Thinking in a Foreign Tongue Reduces Decision Biases’. Psychological Science. Vol. 23 no. 6 pp. 661-668.
    8. King, Jeanette, Ray Harlow, Catherine Watson, Peter Keegan and Margaret Maclagan 2009. ‘Changing Pronunciation of the Māori Language Implications for Revitalization’, pp. 85-96 of Jon Reyhner and Louise Lockard (editors), Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned. Flagstaff: Northern Arizona University.
    9. Kovács, Ágnes Melinda and Jacques Mehler 2009. ‘Cognitive gains in 7-month-old bilingual infants’, PNAS (Proceedings of the National Academy of Sciences of the United States of America), April 13, 2009.
    10. López-García, Angel 2005. The Grammar of Genes. How the Genetic Code Resembles the Linguistic Code. Peter Lang.
    11. Phillipson, Robert (ed.) 2000. Rights to Language. Equity, Power and Education. Mahwah, NJ – London: Lawrence Erlbaum.
    12. Skutnabb-Kangas, Tove and Tobert Phillipson (eds) 1995. Linguistic Human Rights. Overcoming Linguistic Discrimination. Berlin – New York: Mouton de Gruyter.
    13. Trask, R. L. 1996. Historical Linguistics. London: Arnold.
    14. Zuckermann, Ghil‘ad 2003. Language Contact and Lexical Enrichment in Israeli Hebrew, Palgrave Macmillan.
    15. 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. Australian Government: Indigenous Culture Support.
    16. Zuckermann, Ghil‘ad 2018. Revised Schürmann’s Dictionary of the Barngarla Aboriginal Language of Eyre Peninsula, South Australia.
    17. Zuckermann, Ghil'ad and the Barngarla. Barngarla Aboriginal Language Dictionary App:


    1. Ash, Anna; Hooler, Pauline, Williams, Gary; and Walker, Ken 2011. ‘Maam Ngawaala: Biindu Ngaawa Nyanggan Bindaayili. Language Centres: Keeping Language Strong’ in John Hobson, Kevin Lowe, Susan Poetsch and Michael Walsh (eds), Re-Awakening languages: Theory & practice in the revitalisation of Australia's Indigenous languages. Sydney: Sydney University Press.
    2. Clark, I.D. & Kostanski, 2005, ‘Reintroducing Indigenous Placenames – Lessons from Gariwerd, Victoria, Australia, Or, How to address toponymic dispossession in ways that celebrate cultural diversity and inclusiveness’, Abstract submitted to ‘Names in Time and Space’, Twenty Second International Congress of Onomastic Sciences, 28 August – 4 September 2005, Università Di Pisa, Italy.
    3. Crystal, David 2000. Language Death. Cambridge, UK: Cambridge University Press.
    4. Dalby, Andrew 2003. Language in Danger: The Loss of Linguistic Diversity and the Threat to our Future. New York: Columbia University Press.
    5. Fishman, Joshua A. 1980. 'Minority Language Maintenance and the Ethnic Mother Tongue School,' Modern Language Journal, 64 (2): 167-172.
    6. Gunstone, Andrew 2008. 'Australian University approaches to Indigenous policy'. Australian Journal of Indigenous Education 37: 103-108.
    7. Hagège, Claude 2009. On the Death and Life of Languages. New Haven: Yale University Press.
    8. Harlow, Ray 1993. ‘Lexical Expansion in Maori’. Journal of the Polynesian Society 102.1: 99-107.
    9. Hinton, Leanne 1994. Flutes of Fire. Essays on California Indian Languages. Heydey Books, Berkeley.
    10. Hinton, Leanne & Ken Hale (eds) 2001. The Green Book of Language Revitalization in Practice. Academic Press, San Diego etc.
    11. Hinton, Leanne with Matt Vera and Nancy Steele 2002. How to Keep your Language Alive. A commonsense approach to one-on-one language learning. Heydey Books, Berkeley.
    12. Hinton, Leanne and Ahlers, Jocelyn 1999. ‘The Issue of "Authenticity"
    in California Language Restoration’. Anthropology & Education Quarterly (Authenticity and Identity: Lessons from Indigenous Language Education, March 1999) 30.1: 56-67.
    13. Hobson, John, Kevin Lowe, Susan Poetsch & Michael Walsh (eds) 2010. Re-Awakening Languages. Theory and practice in the revitalisation of Australia’s Indigenous languages. Sydney University Press.
    14. Lewis, Geoffrey L. 1999. The Turkish Language Reform: A Catastrophic Success. Oxford: Oxford University Press.
    15. McCartney, Patrick and Ghil‘ad Zuckermann 2019. ‘Unsanitizable Yoga: Revivalistics and Hybridic Reclaimed Sanskrit’. Mentalities/Mentalités 33.
    16. McKay, Graham 2007. 'Language maintenance, shift and planning', pp. 101-130 of Gerhard Leitner and Ian Malcolm (eds), The Habitat of Australia's Aboriginal Languages: past, present, and future. Berlin: Mouton de Gruyter.
    17. McKay, Graham 2009. 'English and Indigenous languages in the Australian language policy environment', pp. 283-297 of Honglin Chen and Ken Cruickshank (eds), Making a Difference: Challenges for Applied Linguistics. Newcastle upon Tyne: Cambridge Scholars Press.
    18. Mühlhäusler, Peter & Richard Damania 2004 Economic Costs and Benefits of Australian Indigenous Languages.
    19. Ngarritjan-Kessaris, T. & Ford, L. 2007. Tyikim/Blekbala perspectives on language. In G. Leitner & I. Malcolm (eds). The habitat of Australia's Aboriginal languages: Past, present and future. Berlin: Mouton de Gruyter, 355-369.
    20. Penfield, Susan D., Angelina Serratos, Benjamin V. Tucker, Amelia Flores, Gilford Harper, John Hill Jr. and Nora Vasquez 2008 Community collaborations: best practices for North American Indigenous language documentation. International Journal of the Sociology of Language 191, 187–202.
    21. Reid, Nicholas 2011. ‘English Influence on the Pronunciation of Re-awakened Aboriginal Languages’ in John Hobson, Kevin Lowe, Susan Poetsch and Michael Walsh (eds), Re-Awakening languages: Theory & practice in the revitalisation of Australia's Indigenous languages. Sydney: Sydney University Press.
    22. Sapir, Edward 1921. Language. An Introduction to the Study of Speech. New York: Harcourt, Brace.
    23. Truscott, Adriano and Ian Malcolm 2011. 'Closing the Policy-Practice Gap: Making Indigenous Language Policy More than Empty Rhetoric' in John Hobson, Kevin Lowe, Susan Poetsch and Michael Walsh (eds), Re-Awakening languages: Theory & practice in the revitalisation of Australia's Indigenous languages. Sydney: Sydney University Press.
    24. Walsh, Michael 2002. 'Language ownership: a key issue for Native Title', in John Henderson and David Nash (eds) Language and Native Title. Canberra: Native Title Research Series, Aboriginal Studies Press, 230-244.
    25. Walsh, Michael 2003. 'Raising Babel: language revitalization in NSW, Australia', in Joe Blythe and R. McKenna Brown (eds) Maintaining the Links. Language, Identity and the Land. Proceedings of the Seventh Conference Presented by the Foundation for Endangered Languages. Broome, Western Australia, 22-24 September 2003. Bath: Foundation for Endangered Languages, 113-117.
    26. Walsh, Michael 2005. 'Will Indigenous languages survive?', Annual Review of Anthropology 34: 293-315.
    27. Walsh, Michael 2007. 'Indigenous languages: Transitions from the past to the present' in Gerhard Leitner and Ian Malcolm (eds.) The Habitat of Australia's Aboriginal Languages: Past, Present and Future. Berlin: Mouton de Gruyter, 79-99.
    28. Walsh, Michael 2011. 'Why language revitalization sometimes works' in John Hobson, Kevin Lowe, Susan Poetsch and Michael Walsh (eds), Re-Awakening languages: Theory & practice in the revitalisation of Australia's Indigenous languages. Sydney: Sydney University Press.
    29. Walsh, Michael & Troy, Jakelin 2005. 'Languages Off Country? Revitalizing the 'Right' Indigenous Languages in the South East of Australia', in Nigel Crawhall and Nicholas Ostler (eds.) Creating Outsiders: Endangered Languages, Migration and Marginalization. (Proceedings of Ninth Conference of the Foundation for Endangered Languages, Stellenbosch, South Africa, 18-20 November 2005). Bath: Foundation for Endangered Languages, 71-81.
    30. Wong, Laiana 1999. ‘Authenticity and the Revitalization of Hawaiian’. Anthropology & Education Quarterly (Authenticity and Identity: Lessons from Indigenous Language Education, March 1999) 30.1: 94-115.
    31. Zuckermann, Ghil‘ad (ed.) 2012. Burning Issues in Afro-Asiatic Linguistics. Cambridge Scholars.
    32. Zuckermann, Ghil‘ad (ed.) 2014. Jewish Language Contact, Special Issue of the International Journal of the Sociology of Language
    33. Zuckermann, Ghil‘ad, Julia Miller and Jasmin Morley (eds) 2014. Endangered Words, Signs of Revival. AustraLex.
    Zuckermann, Ghil‘ad 2009. "Hybridity versus Revivability: Multiple Causation, Forms and Patterns". Journal of Language Contact Varia 2: 40-67.
    34. Zuckermann, Ghil‘ad & Walsh, Michael 2011."Stop, Revive, Survive!: Lessons from the Hebrew Revival Applicable to the Reclamation, Maintenance and Empowerment of Aboriginal Languages and Cultures". Australian Journal of Linguistics 31: 111-127.
    Also published as Chapter 28 of Making Sense of Language Readings in Culture and Communication (2012), Second Edition, edited by Susan D. Blum:
    35. Zuckermann, Ghil‘ad, Shiori Shakuto and Giovanni Matteo Quer 2014. ‘Native Tongue Title: Proposed Compensation for the Loss of Aboriginal Languages’, Australian Aboriginal Studies (AAS) 2014/1: 55-71.!native-tongue-title/cufd
    36. Zuckermann, Ghil‘ad & Walsh, Michael 2014. ‘“Our Ancestors Are Happy!”: Revivalistics in the Service of Indigenous Wellbeing’, pp. 113-119 of Foundation for Endangered Languages XVIII: Indigenous Languages: Value to the Community. Naha, Ryukyuan Island, Okinawa, Japan.!our-ancestors-are-happy-/c1bgt

    Online Learning
    Zuckermann, Ghil‘ad and Robert Amery 2015. Lang101x: Language Revival: Securing the Future of Endangered Languages, Massive Open Online Course (MOOC). AdelaideX.

    Zuckermann, Ghil‘ad 2018. Revised Schürmann’s Dictionary of the Barngarla Aboriginal Language of Eyre Peninsula, South Australia.
    Barngarla Aboriginal Language Dictionary App:

    Revivalistics items:

    BBC 2019:

    Why revive languages? Babbel (2018):

    An 8-minute clip of Stephen Fry interviewing Professor Zuckermann on the Hebrew Revival:

    BBC World Service:

    A 5-minute clip on the revival of the Barngarla Aboriginal language (Port Augusta):

    Barngarla people rediscover their language:

    An article by Anna Goldsworthy on the Barngarla language reclamation (The Monthly, September 2014):

    Port Lincoln Times, March 2018:

    Al Jazeera, 2018:


    An interview with Stolen Generation Barngarla man Howard Richards and his wife Isabel:

    A blog on Revivalistics, language reclamation and wellbeing:

    Scotty Morrison Interviewing Professor Zuckermann on Te Reo Maori:

    Lingua Franca, ABC Radio National,20 October 2012:

    Language More Important than Land:

    Stop, Revive and Survive, The Australian:

    Sleeping Languages May Be Lost Forever:

    Compensation for Lost Languages:

    Aboriginal Languages Deserve Revival:

    Australia’s Unspeakable Aboriginal Tragedy:

    Language Revival: Sleeping Beauties Awake:

    Language revival expert calls for native tongue title:

    Additional course-related material will be posted on MyUni (under Course Content / Course Material), including Lecture Content, Announcements and other resources.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is delivered through a two-hour lecture and one-hour tutorial each week. Lectures will provide much of the content, but will also provide opportunity for discussion of issues from time to time. 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.

    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

    1 x 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
    Learning Activities Summary
    A. Week
    B. Lecture Content
    C. Associated Readings
    D. Assignments

    Week 1
    Introduction to the (1) Course, (2) MOOC and (3) Revivalistics
    Zuckermann 2020, Introduction
    No tutorial

    Week 2
    Ethical and Aesthetic Justifications for Language Revival; Utilitarian Justifications for Language Revival Health and Wellbeing; Bilingualism; Discussion: Native Tongue Title: Linguistic Human Rights
    Zuckermann 2020, Chapters 6, 8 and 9
    Preparation for the 1000-Word Mid-Point Assignment

    Week 3
    Neologization (Coining New Words) in a Revival Language (Lecture related to the mid-point assignment); Lexical Expansion Chart by GZ;
    Zuckermann 2003
    Preparation for the 1000-Word Mid-Point Assignment

    Week 4
    * Understand the ethics of language revival.
    * Discuss the aesthetic considerations.
    * Explore the political and economic imperatives for language revival.
    Tutorial Oral Presentations

    Week 5
    * Express how and why working closely with your community is the best practice for language revival.
    * Discuss ways in which to coin new terms for new concepts and modern terminology.
    * Detail how and why language revival is a transdisciplinary, including linguistic, endeavour.
    Tutorial Oral Presentations

    Week 6
    * Describe the history of Hebrew and Israeli.
    * Start coining phono-semantic matches in order to expand the vocabulary of your revived language.
    * Analyse multiple causation and
    cross-fertilization between languages, which are an inevitable by-product of language revival.
    * Apply the Founder Principle and the Congruence Principle in various contexts. Zuckermann 2020, Chapter 4, Chapter 5 
    Tutorial Oral Presentations


    Week 7
    Case Study: BARNGARLA Reclamation; Social Harmony and Multicultural Exchange
    Zuckermann 2020, Chapter 7
    Tutorial Oral Presentations

    Week 8
    * Discuss and apply the rigour of the Language Revival Diamond (LaRD).
    * Differentiate and compare the key components of language revival as applied to the spectrum of reclamation, revitalization and reinvigoration.
    * Detail the various methods employed to revive a language in a given state of loss.
    * Discuss ways in which languages might be preserved or reclaimed for future generations.
    * Contrast and compare the constraints and limitations of languages under revival.

    Week 9
    BARNGARLA Reclamation (cont.); Health Empowerment
    Zuckermann 2020, Chapter 7
    Tutorial Oral Presentations

    Week 10
    Case Study: HEBREW Reclamation: The Genetics of the Israeli Language; Thesis-Antithesis-Synthesis
    Zuckermann 2020, Chapters 1, 3, 4 and 5
    Tutorial Oral Presentations

    Week 11
    Language Revival and CROSS-FERTILIZATION:
    * The Stammbaum (Family Tree) Model vs the Congruence Principle: Tree of Life or Network of Life?: Natural Selection and Genetic Mix & Match in Language Revival All Over the Globe
    * Revivalomics: Language Revival and the Human Genome: What are the similar processes in Genomics and Revivalistics? Is there a link between language and DNA?
    * Universal Constraints vs Cultural Idiosyncrasies in Language Revival
    * Reclaiming Sounds and Grammar
    * Reclaiming Vocabulary: Normativism vs Realism (Debate)
    Zuckermann 2020, Chapter 2; Trask 1996, Chapter 7; López-García 2005; Dorian 1994; King et al. 2009; Evans 2010
    Preparation of the Post-Presentational Paper

    Week 12
    Implications and Concluding Remarks
    Preparation of the Post-Presentational Paper
  • 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

    1000-word Mid-Point Assignment
    DUE DATE: 20 March 2022, 5pm

    Tutorial Oral Presentation
    TBD Weeks 4-11

    3500-word post-presentational paper
    DUE DATE: 1 June 2022 (Professor Zuckermann's birthday), 5pm

    Attendance & Contribution (Positive Participation)
    Throughout the course

    Assessment Related 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).
    Assessment Detail

    DUE DATE: 20 March 2022, 5pm


    Students should submit a 1000-word practical providing Reclaimed Barngarla Aboriginal language neologisms (new words) for the following 10 terms, with explanations and justifications. (The Barngarla dictionary, revised by Zuckermann, and the original Schürmann’s grammar, are available at

    Zuckermann, Ghil‘ad 2018. Revised Schürmann’s Dictionary of the Barngarla Aboriginal Language of Eyre Peninsula, South Australia.

    Please feel free to use the following resources:

    1. Barngarla Aboriginal Language Dictionary App:

    2. Zuckermann, Ghil‘ad and Emmalene Richards 2021.Mangiri Yarda (Healthy Country: Barngarla Wellbeing and Nature), Revivalistics Press,
    Part 1:;field=data;id=43536;m=view
    Part 2:;field=data;id=43537;m=view
    Part 3:;field=data;id=43538;m=view

    3. Zuckermann, Ghil'ad 2019. Barngarlidhi Manoo (Speaking Barngarla Together), 2021 (First Edition: 2019),
    Part 1:;field=data;id=41076;m=view
    Part 2:;field=data;id=41096;m=view

    1. Revivalistics
    2. Lutheran Christian
    3. smartphone
    4. Chemistry
    5. Tesla
    6. South Australia
    7. Satan
    8. Phono-Semantic Matching
    9. Native Tongue Title
    10. Genomics


    Students are required to give an oral presentation (with accompanying PowerPoint slides or handouts), EITHER (1) making an in-depth analysis of any topic related to language reclamation or revivalistics (The topic can be chosen from the list of topics below), OR (2) conducting a critical review of a book/article on language revival (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: There will be a brief Q&A after each presentation and students are expected to contribute and give feedback on other students’ presentations.

    List of Topics

    Language and Wellbeing
    Language Reclamation and Mental Health
    Language Revival and the Human Genome
    What are the similar processes in Genomics and Revivalistics?
    Is there a link between language and DNA?
    Revival Linguistics and Historical Linguistics
    The Stammbaum (Family Tree) Model vs the Congruence Principle
    Tree of Life or Network of Life?
    Cross-Fertilization in Language Revival
    Natural Selection in Language Revival
    Genetic Mix & Match in Language Revival
    Ethical Reasons for Language Revival
    Aesthetic Motivations for Language Revival
    Economic Justifications for Language Revival
    Cognitive Benefits of Language Revival
    Universal Constraints vs Cultural Idiosyncrasies in Language Revival
    Reclaiming Sounds
    Reclaiming Morphology
    Reclaiming Syntax
    Reclaiming Vocabulary
    Normativism vs Realism
    Language Revival and the New Media
    Technology/Talknology in the Service of Language Reclamation
    Native Tongue Title
    Linguistic Human Rights
    OR Any other topic or article or book related to language reclamation, revitalization or reinvigoration. 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.


    DUE DATE: 1 June 2022 (Professor Zuckermann's birthday), 5pm

    Word Count; 3,500 words

    Students should submit a 3,500-word post-presentation paper – further analysing the topic chosen for the tutorial oral presentation, incorporating the feedback received on the presentation. The assessor will examine your originality, scholarship, clarity and thoughtfulness.
    1. All assignments must be submitted via MyUni, as well as in an email to the tutor. 
    2. Ensure that the Course Title, Assignment Title & Topic appear on the cover sheet.
    3. All assignments must be in grammatical English.
    4. Always keep a copy of your work. (Just occasionally things do go astray!)
    5. Extensions (normally up to one week) must be submitted through the Faculty of Arts office and this MUST be organised prior to the due date. 
    6. Assignments submitted late require a doctor’s certificate, counsellor’s certificate or similar proof/documentation.
    7. Penalty with no extension is 2% per day up to 7 days.
    8. Assignments submitted without an approved extension will not be accepted more than 7 days after the due date.
    9. Assignments submitted during the teaching semester will be returned/available for collection within approximately two weeks of the submission date.
    10. Students who wish to have their final assignment returned must submit a stamped, self-addressed A4 envelope to the School Office. The course name and lecturer’s name should also be listed on the envelope. If no envelope accompanies the final essay, it will not be returned and it will be graded only. In this case no detailed comments will be provided except general remarks online through MyUni.
    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 ( 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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.