LING 3017 - Revivalistics, Cross-fertilization & Wellbeing

North Terrace Campus - Semester 2 - 2020

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 2
    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
    Course Description 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.
    Course Staff

    Course Coordinator: Professor Ghil'ad Zuckermann

    COURSE COORDINATOR & LECTURER:

    Professor Ghil‘ad ZUCKERMANN
    Office: 08 8313 5247
    Mobile: 0423 901 808
    ghilad.zuckermann@adelaide.edu.au (emails read regularly)

    http://www.adelaide.edu.au/directory/ghilad.zuckermann
    http://www.zuckermann.org/
    http://adelaide.academia.edu/zuckermann/
    http://www.facebook.com/ProfessorZuckermann
    http://www.twitter.com/GhiladZ

    Student Consultations: (1) Tuesday 4pm (following the lecture; please meet me there or contact me thereafter at 0423 901 808) or (2) by appointment.


    TUTOR AND ASSESSOR: Afifa KHEIR FERRO
    afifaeve.ferro@adelaide.edu.au
    Student Consultations: by appointment.

    RESEARCH LIBRARIAN:
    Helen ATTAR (Barr Smith Library)
    helen.attar@adelaide.edu.au
    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.


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

    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

    Course Timetable

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

    LECTURE:
    Tuesdays, 2.10pm-4pm, Echo360

    TUTORIAL:
    Thursdays, 1.10pm-2pm, FACE-TO-FACE, Nexus10, UB40, Teaching Room

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

    COURSE FACEBOOK PAGE:
    http://www.facebook.com/Revivalistics
  • 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 well-being, cultural autonomy and intellectual and spiritual sovereignty.
    3. be able to participate in revival efforts in Indigenous, 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 Hawaiian, 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)
    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)
    1,4,5,6
    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
    1,7,8
    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
    3,4
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1,5,7
    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
    4
    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
    2,3,4
  • Learning Resources
    Required Resources
    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).

    https://global.oup.com/academic/product/revivalistics-9780199812790
    Recommended Resources
    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
    Dorian, Nancy C. 1994. ‘Purism vs. Compromise in Language Revitalization and Language Revival’, Language in Society 23: 479-494.
    Evans, Nicholas 2010. Dying Words. Endangered Languages and What They Have to Tell Us. Malden – Oxford: Wiley-Blackwell.
    Fishman, Joshua A. 1991. Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon (UK): Multilingual Matters.
    Fishman, Joshua A. (ed.) 2001. Can Threatened Languages Be Saved? Reversing Language Shift, Revisited: A 21st Century Perspective. Clevedon (UK): Multilingual Matters.
    Hallett, Darcy; Michael J. Chandler and Christopher E. Lalonde 2007. ‘Aboriginal Language Knowledge and Youth Suicide’, Cognitive Development 22: 392-399.
    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.
    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.
    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. http://www.pnas.org/content/106/16/6556.abstract
    López-García, Angel 2005. The Grammar of Genes. How the Genetic Code Resembles the Linguistic Code. Peter Lang.
    Phillipson, Robert (ed.) 2000. Rights to Language. Equity, Power and Education. Mahwah, NJ – London: Lawrence Erlbaum.
    Skutnabb-Kangas, Tove and Tobert Phillipson (eds) 1995. Linguistic Human Rights. Overcoming Linguistic Discrimination. Berlin – New York: Mouton de Gruyter.
    Trask, R. L. 1996. Historical Linguistics. London: Arnold.
    Zuckermann, Ghil‘ad 2003. Language Contact and Lexical Enrichment in Israeli Hebrew, Palgrave Macmillan.
    http://www.zuckermann.org/enrichment.html
    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.
    http://www.zuckermann.org/guide.html
    Zuckermann, Ghil‘ad 2018. Revised Schürmann’s Dictionary of the Barngarla Aboriginal Language of Eyre Peninsula, South Australia.
    http://www.dictionary.barngarla.org/
    Barngarla Aboriginal Language Dictionary App:
    iPhone: https://itunes.apple.com/au/app/barngarla-dictionary/id1151693665?mt=8
    Android: https://play.google.com/store/apps/details?id=org.regenr8.dictionary.barngarla&hl=en


    FURTHER RESOURCES (FURTHER ITEMS AVAILABLE FROM THE PROFESSOR UPON REQUEST)

    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.
    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.
    Crystal, David 2000. Language Death. Cambridge, UK: Cambridge University Press.
    Dalby, Andrew 2003. Language in Danger: The Loss of Linguistic Diversity and the Threat to our Future. New York: Columbia University Press.
    Fishman, Joshua A. 1980. 'Minority Language Maintenance and the Ethnic Mother Tongue School,' Modern Language Journal, 64 (2): 167-172.
    Gunstone, Andrew 2008. 'Australian University approaches to Indigenous policy'. Australian Journal of Indigenous Education 37: 103-108.
    Hagège, Claude 2009. On the Death and Life of Languages. New Haven: Yale University Press.
    Harlow, Ray 1993. ‘Lexical Expansion in Maori’. Journal of the Polynesian Society 102.1: 99-107.
    Hinton, Leanne 1994. Flutes of Fire. Essays on California Indian Languages. Heydey Books, Berkeley.
    Hinton, Leanne & Ken Hale (eds) 2001. The Green Book of Language Revitalization in Practice. Academic Press, San Diego etc.
    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.
    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.
    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.
    Lewis, Geoffrey L. 1999. The Turkish Language Reform: A Catastrophic Success. Oxford: Oxford University Press.
    McCartney, Patrick and Ghil‘ad Zuckermann 2019. ‘Unsanitizable Yoga: Revivalistics and Hybridic Reclaimed Sanskrit’. Mentalities/Mentalités 33.
    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.
    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.
    Mühlhäusler, Peter & Richard Damania 2004 Economic Costs and Benefits of Australian Indigenous Languages. http://www.arts.gov.au/indigenous/MILR/publications
    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.
    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.
    Proctor, Jo and Gale, Mary-Anne (eds) 1997. Tauondi speaks from the heart: Aboriginal poems from Tauondi College. Port Adelaide: Tauondi College, 1997.
    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.
    Sapir, Edward 1921. Language. An Introduction to the Study of Speech. New York: Harcourt, Brace.
    Thieberger, Nicholas 1990. ‘Language Maintenance: Why Bother?’. Multilingua - Journal of Cross-Cultural and Interlanguage Communication 9.4: 333-¬358.
    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.
    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.
    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.
    Walsh, Michael 2005. 'Will Indigenous languages survive?', Annual Review of Anthropology 34: 293-315.
    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.
    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.
    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.
    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.
    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, 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. http://www.zuckermann.org/pdf/Hybridity_versus_Revivability.pdf
    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. http://www.zuckermann.org/pdf/Revival_Linguistics.pdf
    Also published as Chapter 28 of Making Sense of Language Readings in Culture and Communication (2012), Second Edition, edited by Susan D. Blum: http://www.oup.com/us/catalog/he/subject/Anthropology/CulturalandSocialAnthropology/LinguisticAnthropology/?view=usa&sf=toc&ci=9780199840922
    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. http://www.professorzuckermann.com/#!native-tongue-title/cufd
    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. http://www.professorzuckermann.com/#!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.
    https://www.edx.org/course/language-revival-securing-future-adelaidex-lang101xhttp://www.adelaide.edu.au/news/news79582.html
    http://www.facebook.com/Revivalistics
    https://blogs.adelaide.edu.au/adelaidex/2015/06/23/new-adelaidex-mooc-explores-how-to-revive-endangered-languages/

    Zuckermann, Ghil‘ad 2018. Revised Schürmann’s Dictionary of the Barngarla Aboriginal Language of Eyre Peninsula, South Australia.
    http://www.dictionary.barngarla.org/
    Barngarla Aboriginal Language Dictionary App:
    iPhone: https://itunes.apple.com/au/app/barngarla-dictionary/id1151693665?mt=8
    Android: https://play.google.com/store/apps/details?id=org.regenr8.dictionary.barngarla&hl=en

    Revivalistics items:

    BBC 2019:
    http://www.bbc.com/future/story/20190320-the-man-bringing-dead-languages-back-to-life

    Why revive languages? Babbel (2018): https://youtu.be/izVGZRqciTY

    An 8-minute clip of Stephen Fry interviewing Professor Zuckermann on the Hebrew Revival: http://vimeo.com/channels/357807/44019045

    BBC World Service: http://www.bbc.co.uk/programmes/p03fslbj

    A 5-minute clip on the revival of the Barngarla Aboriginal language (Port Augusta): http://www.youtube.com/watch?v=DZPjdNaLCho

    Barngarla people rediscover their language: https://www.youtube.com/watch?v=3LPlWc4f_zM

    An article by Anna Goldsworthy on the Barngarla language reclamation (The Monthly, September 2014): http://www.themonthly.com.au/issue/2014/september/1409493600/anna-goldsworthy/voices-land

    Port Lincoln Times, March 2018:
    http://www.portlincolntimes.com.au/story/5275973/connection-through-175-year-link/

    Al Jazeera, 2018:
    https://www.aljazeera.com/indepth/features/starting-scratch-aboriginal-group-reclaims-lost-language-180626082306196.html

    NITV:
    https://www.youtube.com/watch?v=h3VvxOtd5IU

    An interview with Stolen Generation Barngarla man Howard Richards and his wife Isabel: https://www.youtube.com/watch?v=H-lURCA_ErM

    A blog on Revivalistics, language reclamation and wellbeing: http://hiphilangsci.net/2013/06/26/historical-and-moral-arguments-for-language-reclamation/

    Scotty Morrison Interviewing Professor Zuckermann on Te Reo Maori: https://www.youtube.com/watch?v=K_5Qkk7KsRE

    Lingua Franca, ABC Radio National,20 October 2012: http://www.abc.net.au/radionational/programs/linguafranca/2012-10-20/4320276

    Language More Important than Land: http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important-than-land-academic

    Stop, Revive and Survive, The Australian: http://www.theaustralian.com.au/higher-education/opinion/stop-revive-and-survive/story-e6frgcko-1226385194433

    Sleeping Languages May Be Lost Forever: http://www.odt.co.nz/opinion/opinion/226315/sleeping-languages-may-be-lost-forever

    Compensation for Lost Languages: http://www.theaustralian.com.au/higher-education/compensation-for-lost-languages/story-e6frgcjx-1226082975633

    Aboriginal Languages Deserve Revival: http://www.theaustralian.com.au/higher-education/opinion/aboriginal-languages-deserve-revival/story-e6frgcko-1225766141160

    Australia’s Unspeakable Aboriginal Tragedy: http://www.thepunch.com.au/articles/australias-unspeakable-indigenous-tragedy/

    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

    http://www.csstoday.net/xueshuzixun/jishizixun/82968.html

    http://www.abc.net.au/am/content/2013/s3810408.htm

    http://www.abc.net.au/radionational/programs/drive/waking-up-australia27s-sleeping-beauty-languages/4844316

    http://www.adelaide.edu.au/news/news63281.html

    http://www.portlincolntimes.com.au/story/1669125/reclaiming-their-language/

    http://www.thewire.org.au/storyDetail.aspx?ID=10618

    http://www.whyallanewsonline.com.au/story/1660205/cultural-historical-event-begins/

    http://www.transcontinental.com.au/story/1673958/group-moves-to-preserve-barngarla-language/?cs=12

    http://www.paradisec.org.au/blog/2013/07/rejoicing-at-australex/

    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.
    Workload

    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
    1x 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
    LECTURE OUTLINE

    Week 1
    28 July 2020
    Introduction: Revivalistics,
    the Course, the MOOC,
    Library Research Skills
    Reading: Zuckermann 2020, Introduction No tutorial

    Week 2
    4 August 2020
    Ethical and Aesthetic Justifications for Language Revival
    Reading: Zuckermann 2020, Chapter 6
    Preparation for the 1000-Word Mid-Point Assignment

    Week 3
    11 August 2020
    Neologization (Coining New Words) in a Revival Language (Lecture related to the mid-point assignment)
    Reading: Lexical Expansion Chart by GZ; Zuckermann 2003
    Preparation for the 1000-Word Mid-Point Assignment

    Week 4
    18 August 2020
    Utilitarian Justifications for Language Revival Health and Wellbeing; Bilingualism
    Discussion: Native Tongue Title: Linguistic Human Rights
    Reading: Zuckermann 2020, Chapter 8 and Chapter 9
    Preparation for the 1000-Word Mid-Point Assignment

    Week 5
    25 August 2020
    Case Study 1: HEBREW Reclamation: The Genetics of the Israeli Language; Thesis-Antithesis-Synthesis
    Reading: Zuckermann 2020, Chapter 1, Chapter 3
    1000-Word Mid-Point Assignment (Due date: 27 August 2020, 5pm)

    Week 6
    1 September 2020
    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)
    Reading: Zuckermann 2020, Chapter 2; Trask 1996, Chapter 7; López-García 2005; Dorian 1994; King et al. 2009; Evans 2010

    Week 7
    8 September 2020
    MOOC W1: LINGUICIDE – THE CASE FOR REVIVAL
    * Understand the ethics of language revival.
    * Discuss the aesthetic considerations.
    * Explore the political and economic imperatives for language revival.

    Week 8 
    15 September 2020
    MOOC W2: REVIVALISTICS – A NEW TRANSDICIPLINARY FIELD OF ENQUIRY
    * 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

    MID SEMESTER BREAK

    Week 9
    6 October 2020
    MOOC W3: HEBREW – A CASE STUDY
    * 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.
    Reading: Zuckermann 2020, Chapter 4, Chapter 5 

    Week 10
    13 October 2020
    Case Study 2: BARNGARLA Reclamation
    Reading: Zuckermann 2020, Chapter 7 

    Week 11
    20 October 2020
    BARNGARLA Reclamation (continued)
    Reading: Zuckermann 2020, Chapter 7 

    Week 12
    27 October 2020 MOOC W5: SAVING LANGUAGES: RECAPITULATION, COMPARATIVE ANALYSIS
    * 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.
    Post-Presentational Paper (Due date: 30 October 2020, 5pm)

  • 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

    TASK --- WEIGHTING --- LEARNING OBJECTIVES --- DUE DATE

    1000-word Mid-Point Assignment --- 20% --- 134568 --- 17 August 2020, pm

    Tutorial Oral Presentation --- 25% --- TBC --- Weeks 6-11

    3500-word post-presentational paper --- 45% --- 2176 --- 30 October 2020, 5pm

    Attendance & Contribution (Positive Participation) --- 10% --- 12345678 --- 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
    MID-POINT ASSIGNMENT (20%)

    (Due date for either hard or electronic copies: 17 August 2020, 5pm)

    WORD COUNT: 1000 WORDS

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

    Zuckermann, Ghil‘ad 2018. Revised Schürmann’s Dictionary of the Barngarla Aboriginal Language of Eyre Peninsula, South Australia.
    http://www.dictionary.barngarla.org/

    Barngarla Aboriginal Language Dictionary App:
    iPhone: https://itunes.apple.com/au/app/barngarla-dictionary/id1151693665?mt=8
    Android: https://play.google.com/store/apps/details?id=org.regenr8.dictionary.barngarla&hl=en

    1. Revivalistics
    2. Jewish
    3. iPhone
    4. Physics
    5. Electric car
    6. Australia
    7. God
    8. Phono-Semantic Matching
    9. Native Tongue Title
    10. Culturomics

    TUTORIAL ORAL PRESENTATION (25%)
    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.

    POST-PRESENTATIONAL PAPER (45%)
    (Due date for either hard or electronic copies: 30 October 2020, 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.

    Submission

    1. Any assignments submitted in hard copy are to be handed in, with a signed cover sheet attached, to the School Office, Napier Building Level 7. (Linguistics cover sheets (purple) are available outside the School Office)
    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. Go to https://arts.adelaide.edu.au/humanities/current/forms/ fill out, and submit the form.
    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 (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.

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.