LING 3018 - Language in a Global Society

North Terrace Campus - Semester 2 - 2024

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 Englishes (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 3018
    Course Language in a Global Society
    Coordinating Unit European Languages, and 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 2037
    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 Englishes (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: Ian Green


    COURSE COORDINATOR, LECTURER, TUTOR & ASSESSOR:
    TBC
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    Upon completion of this course, students will:

    1. Locate accurate, reliable and up-to-date information on sociolinguistics, multilingualism and language contact.
    2. Analyse contact between cultures as manifested in lexical items such as words and phrases.
    3. Observe how language is used and how it varies across the array of contexts in which we engage in daily.
    4. Engage with the technical discourse within the fields of contact and socio-linguistics.
    5. Link linguistic theories to the practical reality of language use and variation in different cultures and societies around the world.
    6. Identify the role played by language in cross-cultural encounters and how it can be negotiated.
    7. Identify the specific linguistic elements that speakers use to convey meaning in speech and how they vary across cultures.
    8. Understand how and why languages change over time and the outcomes of language contact and technology on languages and endangered languages.
    9. Recognize the power of global languages and the effect they have on the world's languages.
    10. Do linguistic fieldwork in their own life using the tools and theories from the course and apply them to the world around them.


    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.

    1,2,3,4

    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.

    5,7,8,10

    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.

    5,6,10

    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.

    8,9,10

    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.

    5,6,7,8

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    6,7,10

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    1, 4, 7,10

    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.

    1, 3, 5, 7
  • Learning Resources
    Required Resources
    Haugen, Einar 1950. "The Analysis of Linguistic Borrowing". Language 26 (2): 210–231. Available online: http://www.jstor.org/stable/410058
  • Learning & Teaching Activities
    Learning & Teaching Modes
    LEARNING & TEACHING MODES

    The method of delivery is a two-hour lecture per week and one-hour tutorial.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    WORKLOAD

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    1 × 2 hour lecture per week (12 weeks) = 24 hours

    1 × 1 hour tutorial 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 and assignment preparation per week (12 weeks) = 60 hours

    Total = 154 hours
    Learning Activities Summary
    TBC
  • 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 Date       Weight

    Assessment 1: Lecture summaries & reflections End of Week 3 20%
    Assessment 2: Tutorial oral presentation Week 3 onwards        25%
    Assessment 3: Final paper Week 13                                         45%
    Assessment 4: Active participation and contribution                    10%
    Assessment Detail
    Each assessment will be discussed in detail during the tutorials.

    (1) Lecture Summaries & Reflections (20%)

    Students will compile lecture summaries consisting of the lecture contents, linguistic explanations and reflections. Summaries will be submitted online at the end of week 3 (13 August 2022). Summaries are required for the first 3 weeks.

    (2) Tutorial Oral Presentation (25%)

    Presentation Date: various

    Students are required to give a 15-minute Scholarly, Clear, Original & Thoughtful (SCOT) oral presentation (with accompanying PowerPoint slides or handouts), EITHER (1) making an in-depth analysis of any topic related to language in 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.

    (3) Final Paper (45%)


    Due Date: 31 October 2022

    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 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 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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