LING 1102 - Introduction to Language in Culture and Society
North Terrace Campus - Semester 2 - 2023
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General Course Information
Course Details
Course Code LING 1102 Course Introduction to Language in Culture and 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 Assessment Practical task 20%, oral presentation 20%, essay 50%, reflective journal 10% Course Staff
Course Coordinator: Afifa Eve Ferro
COORDINATOR, CONVENER, LECTURER, Tutor and Assessor:
Dr Eve Afifa KHEIR
eveafifa.kheir@adelaide.edu.au (emails read regularly)
Student Consultations: Office 912a, Napier Building: by appointment
Course Founder:
Professor Ghil‘ad ZUCKERMANN, D.Phil. (Oxford), Ph.D. (Cambridge)
ghilad.zuckermann@adelaide.edu.au (emails read regularly)
COURSE LIBRARY:
Barr Smith Library
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.
Further particulars:
http://www.zuckermann.org/
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
BBC World, 2023: People Fixing the World: Bringing dead languages back to life:
https://podcasts.apple.com/au/podcast/bringing-dead-languages-back-to-life/id1177590377?i=1000593599718
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
Lectures:
Thursdays: 10.10pm - 12 noon: Napier G03; or via Echo 360, embedded within MyUni.
TUTORIALS:
Thursdays and FridaysPlease see ACCESS Adelaide
Tutorials will begin in Week 2.
PASS SESSION: TBA -
Learning Outcomes
Course Learning Outcomes
On completing this course students will:
1 Begin to notice how language is used and how it varies across the array of contexts in which we engage daily. 2 Understand the theoretical underpinnings of the tradition of Sociolinguistics. 3 Understand different perspectives on context, including identities, social institutions, cultural values and their relationships with language 4 Engage with the technical discourse and metalanguage within the field of Sociolinguistics. 5 Make the clear link between the use of language and the context of that use. 6 Link theory to the practical reality of language variation in the community. 7 Articulate why and how some varieties of language are more highly valued than others. 8 Generate, collate and analyse samples of authentic language use. 9 Undertake small-scale research, with a focus on language variation in the community. 10 Engage productively and respectfully with their peers. 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.
6,7,8 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.
9,10 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.
8,6, 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.
8,9,10 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.
1,3 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
4,9 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.
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Learning Resources
Required Resources
Whilst the most important source of insights in this course are the actual lectures, the following books would be of relevance:
1. For the entire course: BLUM, Susan D. (ed.) (2012), Making Sense of Language: Readings in Culture and Communication, 2nd Edition.
http://www.oup.com/us/catalog/he/subject/Anthropology/CulturalandSocialAnthropology/LinguisticAnthropology/?view=usa&sf=toc&ci=9780199840922
Available at the BSL:
https://librarysearch.adelaide.edu.au/permalink/61ADELAIDE_INST/18vpbuh/alma99193138401811
2. For our exploration of Language and Nationhood: CHAPTER 3 (pp. 112-149) of 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
Available at the BSL:
https://librarysearch.adelaide.edu.au/permalink/61ADELAIDE_INST/rinku3/alma9927991312001811
3. For our exploration of Cross-Cultural (Mis)Communication: 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.
http://www.zuckermann.org/guide.html
4. For our exploration of Contact Phenomena: Kheir, A. E. (2019). The Matrix Language Turnover Hypothesis: The Case of the Druze Language in Israel, Journal of Language Contact, 12(2), 479-512. doi: https://doi.org/10.1163/19552629-01202008Recommended Resources
AIATSIS (Australian Institute of Aboriginal and Torres Strait Islander Studies): Guidelines for Ethical
research in Australian Indigenous Studies. https://aiatsis.gov.au/research/ethical-research/guidelines-ethical-research-australian-indigenous-studies
Australian Code for the Responsible Conduct of Research. https://www.nhmrc.gov.au/guidelines-publications/r39
Cameron, Deborah et al. (1993), ‘Ethics, Advocacy and Empowerment: Issues of Method in Researching Languages’ Language & Communication 13(2) pp 81-94
doi: 10.1016/0271-5309(93)90001-4 http://www.sciencedirect.com/science/article/pii/0271530993900014
Fitzgerald, H. (2002). How Different Are We? Spoken Discourse in Intercultural Communication. Clevedon: Multilingual Matters.
Jackson, Jane (2014), Introducing Language and Intercultural Communication. London – New York: Routledge.
Jandt, F. E. (2012). An Introduction to intercultural communication: Identities in a global community. Thousand Oaks, CA: Sage.
Kheir, A. E. (2022). Passing the Test of Split: Israbic-A New Mixed Language, Journal of Language Contact, 15(1), 110-156. doi: https://doi.org/10.1163/19552629-15010003
Kheir, E. A. (2023). Codeswitching as an Index and Construct of Sociopolitical Identity. Leiden, The Netherlands: Brill. doi: https://doi.org/10.1163/9789004534803
Kotthoff, H., & Spencer-Oatey, H. (Eds.). (2007). Handbook of intercultural communication. New York: Mouton de Gruyter.
Lai, Jessica Christine (2012), ‘Maori Traditional Cultural Expressions and the Wai 262 Report: Looking at the
Details’,i-call Working Paper doi: 10.2139/ssm.1996384 http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1996384
New South Wales (NSW) Department of Community Services(2009), ‘Working with Aboriginal People and Communities’ http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_aboriginal.pdf
Nicholls, Christine(2005), 'Death by a thousand cuts: Indigenous language bilingual education programmes in the Northern
Territory of Australia, 1972-1998', in N. H. Hornberger, C. Baker (eds), International Journal of Bilingual Education and Bilingualism special issue on Heritage /Community Language Education: US and Australian Perspectives, Multilingual Matters, UK. vol. 8, no. 2 &3 pp 160-177.
Rice, Keren (2004), ‘Ethical Issues in Linguistic Fieldwork’ 2006 Journal of Academic Ethics 4, pp 123-155
doi: 10.1007/s10805-006-9016-2 http://www.hrelp.org/events/workshops/aaken2013/assets/Rice_Fieldwork_Ethics.pdf
Scollon, R., Scollon, S., & Jones, R. H. (2011). Intercultural communication: A discourse approach (3rd ed.). Oxford: Blackwell.
Spencer-Oatey, H., & Franklin, P. (2009). Intercultural interaction: A multidisciplinary approach to intercultural communication. London: Palgrave Macmillan.
Tannen, D. (1979). Ethnicity as conversational style (No. 55). Southwest Educational Development Laboratory.
Torres Strait Regional Authority (2011), ‘Cultural Protocols Guide’. http://www.tsra.gov.au/__data/assets/pdf_file/0005/1778/tsra20cultural20protocols20guide.pdf
Troy, Jaky (1992) http://www.williamdawes.org/docs/troy_paper.pdf
UNDRIP (United Nations Declaration on the Rights of Indigenous Peoples) (2007-8). http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf
Walsh, Michael (1997). ‘Cross Cultural Communication Problems in Aboriginal Australia’, Darwin: North Australia
Research Unit. Discussion Paper No.7.
Wilkins, David (1992), ‘Linguistic Research under Aboriginal Control: A Personal Account of Fieldwork in Central Australia’. Australian Journal of Linguistics 12.1: 171-200.
Zuckermann, Ghil‘ad 2003. Language Contact and Lexical Enrichment in Israeli Hebrew, Palgrave Macmillan.
Zuckermann, Ghil‘ad (2003), ‘Hideous Spectre of Censorship’. The Times Higher Education Supplement, 15 August, p. 14.
Zuckermann, Ghil‘ad (2006), ‘“Etymythological Othering” and the Power of “Lexical Engineering” in Judaism, Islam and Christianity. A Socio-Philo(sopho)logical Perspective’, pp.237-58 (Chapter 16) of ‘Tope Omoniyi and Joshua A. Fishman(eds), Explorations in the Sociology of Language and Religion (Discourse Approaches to Politics, Society and Culture series). Amsterdam: John Benjamins.
http://www.zuckermann.org/pdf/ENGINEERING.pdf.
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 (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
Special Friend's 30% Discount Promo Code: AAFLYG6Online Learning
An interview with Stolen
Generation Barngarla man Howard Richards and his wife Isabel: https://www.youtube.com/watch?v=H-lURCA_ErM
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
Additional course-related material will be posted on MyUni including Announcements and other resources.
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Learning & Teaching Activities
Learning & Teaching Modes
This course is delivered through a two-hour lecture (on campus and online) and one-hour tutorial (in-person or online) each week. Lectures will provide much of the content, but will also provide opportunity for discussion of issues. 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.
1 x 2 hour lecture per week (12 weeks) = 24 hours
1 x 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 preparation per week (12 weeks) = 60 hours
Total = 154 hours
Learning Activities Summary
Lectures:
Week 1: Language in Culture & Society: Introduction to the Course.
Week 2: Language & Globalization: Languages in the Global Community
Week 3: Language & Culture: Culturally Influenced Aspects of Language
Week 4: Language & Communication: Cross-Cultural Miscommunication
Week 5: Language & Health: Language Reclamation and Indigenous Wellbeing.
Week 6: Language & Bilingualism: The Bilingual Brain.
Week 7: Language Contact & Change.
Week 8: Language & Creativity: Constructed Languages (ConLangs).
Week 9: Language & Bilingual Contact: Borrowing and Indirect Borrowing
Week 10: Language & Contact Phenomena: Codeswitching and Language Mixing.
Week 11: Language Variation & Regional Variation.
Week 12: Language, Law & Politics: The Politics of Language.Specific Course Requirements
Attendance to the 80% of tutorials is compulsory. Students will be expected to contribute to class discussions during the lectures and tutorials. Application to these tasks will contribute to the 10% awarded to attendance and contribution (positive participation). -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Mid-Point Assignment--20%
Oral Presentation (during tutorials)--25%
Post-Presentational Paper--45%
Attendance & Contribution--10%
(Positive Participation)Assessment Related Requirements
Attendance to the 80% of tutorials is compulsory. Students will be expected to contribute to class discussions during the lectures and tutorials. Application to these tasks will contribute to the 10% awarded to attendance and contribution (positive participation).Assessment Detail
Each assignment will be discussed in class meetings. Details are available on MyUni.
(1) Mid-point Assignment (20%)
Students will maintain a journal with entries each week (for the first 4 weeks) that reflect on -- rather than to regurgitate the Professor's -- observations of language and sociolinguistics as related to the content of this course. Students will have an opportunity to share their observations in the tutorials.
Journals will be submitted online (TurnItIn, MyUni).
(2) TUTORIAL ORAL PRESENTATION (25%)
Presentation Date: various
Students are required to give a 10-minute Scholarly, Clear, Original & Thoughtful (SCOT) oral presentation (with accompanying PowerPoint slides), EITHER (1) making an in-depth analysis of any topic related to language in culture and 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 culture and 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 criticism positively.
(3) POST-PRESENTATIONAL PAPER (45%)
Students should submit a Scholarly, Clear, Original & Thoughtful (SCOT) 2,000-word post-presentation paper – further analysing the topic chosen for the tutorial oral presentation, incorporating the feedback received on the presentation.
(4) Attendance & Positive Contribution (10%)
Attendance to the 80% of tutorials is compulsory. Students will be expected to contribute to class discussions during the lectures and tutorials. Application to these tasks will contribute to the 10% awarded to attendance and contribution (positive participation).
Submission
The Department of European Languages, and 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.
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.