LING 3018 - Language in a Global Society

North Terrace Campus - Semester 2 - 2022

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 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
    Assessment Mid-point assignment (500 words) 20%, Tutorial oral presentation 25%, Post-presentation paper 45%, Attendance & contribution 10%
    Course Staff

    Course Coordinator: Afifa Eve Ferro

    Dr Afifa Eve Kheir Ferro
    Office: 08 8313 2225
    Consultations: By appointment only. Napier 912a (level 9) (emails read regularly)

    Professor Ghil’ad Zuckermann, D.Phil. (Oxford)
    Chair of Linguistics and Endangered Languages
    Office: 08 8313 5247 (emails read regularly)
    Course Timetable

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


    Monday, 12:10pm-2pm. Engineering Nth, N158, Chapman Lecture Theatre


    TU03-Monday: 4:10pm-5:00pm-Engineering & Maths Building, Room: EMG07 (Beginning on 1 August).
    TU06-Monday: 4:10pm-5:00pm-Online, MyUni (Echo 360) (Beginning on 1 August).
    TU01-Tuesday: 9:10am-10:00am-Nexus10 Building, Room: 102 (Beginning on 2 August).
    TU04-Tuesday: 9:10am-10:00am-Online, MyUni (Echo 360) (Beginning on 2 August).
  • 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 Course Learning Outcome(s)
    Deep discipline knowledge

     informed and infused by cutting edge research, scaffolded throughout their program of studies
     acquired from personal interaction with research active educators, from year 1
     accredited or validated against national or international standards (for relevant programs) 1,2,3,4
    Critical thinking and problem solving

     steeped in research methods and rigor
     based on empirical evidence and the scientific approach to knowledge development
     demonstrated through appropriate and relevant assessment 5,7,8,10
    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 5,6,10
    Career and leadership readiness

     technology savvy
     professional and, where relevant, fully accredited
     forward thinking and well informed
     tested and validated by work based experiences 8,9,10
    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 5,6,7,8
    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 6,7,10

    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 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.


    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:

    Kheir, Afifa Eve 2019. 'The Matrix Language Turnover Hypothesis: the case of the Druze language in Israel'. Journal of Language Contact 12(2): 479-512. DOI:

    Zuckermann, Ghil‘ad 2003. ‘Language Contact and Globalisation: The Camouflaged Influence of English on the World’s Languages – with special attention to Israeli (sic) and Mandarin’. Cambridge Review of International Affairs 16.2: 287-307. Available online:

    Zuckermann, Ghil‘ad & Monaghan, Paul 2012. ‘Revival linguistics and the new media: Talknology in the service of the Barngarla language reclamation’, pp. 119-26, Proceedings of the sixteenth conference of the Foundation for Endangered Languages: Language Endangerment in the 21st Century—Globalisation, Technology & New Media. Auckland, New Zealand. w_Media_Talknology_in_the_service_of_the_Barngarla_Language_Reclamation
  • Learning & Teaching Activities
    Learning & Teaching Modes

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

    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 × 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

    1. Introduction to Language in a Global Society

    2. Language & Globalization                            Zuckermann 2003

    3. Language, Culture and Framing                   Zuckermann, Ghil‘ad et al. 2015

    4. Bilingualism & Multilingualism                     Aronin, L., & Singleton, D. 2012.

    5. Language Contact and Change                    Haugen 1950

    6. Contact Phenomena                                   Kheir 2019

    7. English as a Global Language                      Zuckermann 2003

    8. Language Variation

    9. Language and identity

    10. Language planning & Constructed Languages

    11. Language & Ethnicity                                 Kheir 2019

    12. Language & Technology                             Zuckermann & Monaghan 2012
  • 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.
    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 ( 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

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