ling6001 language analysis and language in society...

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Unit study package code: LING6001

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Workshop: 1 x 2 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator:

Title: DrName: Toni DobinsonPhone: +618 9266 4311Email: [email protected]: Building: 501 Floor 4 - Room: WSA 77Consultation times: By appointment- phone or email

Teaching Staff:

Administrative contact: Name: Bentley Generic EnquiriesPhone: +61892662158Email: [email protected]: Building: 501 Bentley Campus - Room: Floor 3

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

LING6001 Language Analysis and Language in Society Semester 2, 2016

Faculty of HumanitiesSchool of Education

LING6001 Language Analysis and Language in SocietyBentley Campus 24 Jul 2016 School of Education, Faculty of Humanities

Page: 1 of 14CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

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Syllabus Sociolinguistics and the role(s) and status of English in multicultural societies, with a particular focus on Asia. Introduction to sociolinguistic research and its importance to language teaching.

Introduction Welcome to LING 6001 Language Analysis and Language in Society. The aim of this unit is to familiarise students with issues concerning language and society. Emphasis is given to how various sociolinguistic factors impact upon multicultural societies, particularly those in the Asia-Pacific region.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

Learning Activities Classes of two hours duration will be held weekly throughout the semester. They will consist of a series of mini - lectures, videos, student-led tutorials, and discussions based on set readings.

Learning Resources Essential texts

The required textbook(s) for this unit are:

l Van Herk, G. (2012). What is sociolinguistics? Chichester, West Sussex: Wiley-Blackwell.

(ISBN/ISSN: 978-1-4051-9318-4)

On successful completion of this unit students can: Graduate Attributes addressed

1 Relate socio-linguistic theories to constructions of lived social reality

2 Examine a socio-linguistic topic of personal or professional interest

3 Discuss the complexities and ambiguities surrounding various key concepts surrounding language analysis and language in society

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au

Faculty of Humanities School of Education




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Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l Wardhaugh, R. (2010). An introduction to sociolinguistics. Malden, MA: Blackwell. 6th edition (5th edition is also okay and in electronic form in the Robertson library)

(ISBN/ISSN: 978-1-4051-3559-7)

l Nakayama, T.K., & Halualani, R.T. (Eds.) (2013). The handbook of intercultural communication. Malden, MA: Wiley-Blackwell.

(ISBN/ISSN: 9781118400081)

Other resources Weekly readings are taken from: Journals Language in Society P301 55805 E-Journals: Language Variation and Change World Englishes Books Auld, G., Snyder, I., & Henderson, M. (2012). Using mobile phones as placed resources for literacy learning in a remote Indigenous

community in Australia. Language and Education, 26(4), 279-296. Biber, D., & Conrad, S.(2009). Register , genre and style. Cambridge: CUP. Bratt Paulston,C., Kiesling,S.F., & Rangel, E.S. (Eds.) (2012). The handbook of intercultural discourse and communication. Malden, MA:

Wiley-Blackwell. Bucholtz, M., Lopez,. Mojarro, A., Skapoulli, E., VanderStouwe, C., & Wraner-Garcia, S. (2014). Sociolinguistic justice in the schools:

Student researchers as linguistic experts. Language and Linguistics Compass, 8(4), 144-157. Byram, M. (2008). From Foreign Language Education to Education for Intercultural Citizenship: Essays and Reflections.

Clevedon:Multilingual Matters. Byram, M. (2013). Foreign language teaching and intercultural citizenship. Iranian Journal of Language Teaching Research, 1(3), 53-62. Cameron, D. (2005).Language, gender and sexuality: Current isssues and new directions. Applied Linguistics, 26(4), 482-502.

Retrieved from http://seas3.elte.hu/coursematerial/SzalayKrisztina/WEEK2_Cameron._(2005)._Cameron_Language,_gender,_and_sexuality.pdf

Canagarajah, S. (Ed.) (2013). Literacy as Translingual Practice Between Communities and Classrooms. London & New York: Routledge. Coates, J. (2016). Women, men and language: A sociolinguistic account of gender difference in language. 3rd edition. London:

Routledge. Coulmas, F. (2005). Sociolinguistics: The study of speakers’ choice. Cambridge: CUP. Cox, F. M. (2006). Australian English Pronunciation into the 21st Century, Prospect: Australian Journal of TESOL, 21, 3-21. Esch, E., & Solly, M. (Eds.) (2012b). The Sociolinguistics of Language Education in International Contexts. Linguistic Insights. Bern: Peter

Lang. Fairclough, N. (2013). Critical discourse analysis: The critical study of language. Abingdon, Oxon: Routledge. Haig, T., & Oliver, R. (2003). Language variation and education: Teachers’ perceptions. Language and Education, 17(4), 266-280. Herring, S.C., Stein, D., & Virtanen, T. (Eds.) (2013). Handbook of the Pragmatics of CMC . Berlin & New York: Mouton de Gruyter. Johnson, G., & Oliver, R. (2014). Small screen technology use among Indigenous boarding school adolescents from remote regions of

Western Australia. The Australian Journal of Indigenous Education, 43(2), 75-84. Kiesling, S.F., & Bratt Paulston, C. (Eds.) (2005). Intercultural discourse and communication. Malden, MA: Blackwell Publishing. Labov, W. (1997). The stratification of (r) in New York City department stores. In W. Labov (Ed.). Sociolinguistic patterns (pp. 40-57).

Cambridge: CUP. Nakayama, T.K., & Halualani, R.T. (Eds.) (2013). The handbook of critical intercultural communication Malden, MA: Wiley-Blackwell. Schlesinger, J. (1991). The wax and wane of Whorfian views. In R.I. Cooper & B. Spolski (Eds.). Language, society and thought. Essays in

honour of Joshua. A. Fishman’s sixty- fifth birthday (pp. 7-44). Berlin: Mouton de Gruyter Sharifian, F.(Ed.) (2015). The Routledge handbook of language and culture. Abingdon, Oxon: Routledge. Spencer-Oatey, H. (Ed.) (2008). Culturally speaking: Culture, communication and politeness theory. 2ndedition. London: Continuum. Thurlow, C. (2012). Generation Txt? The sociolinguistics of young people's text-messaging. Retrieved from http://extra.shu.ac.uk/daol/articles/v1/n1/a3/thurlow2002003-paper.html *Van Herk, G. (2012). What is sociolinguistics? Chichester, West Sussex: Wiley-Blackwell. Wardhaugh, R. (2010). An introduction to sociolinguistics. Malden, MA: Blackwell. 6th edition. Wei, L., & Cook, V. (Eds.) (2009). Contemporary applied linguistics: Language for the real world. Vol. 2. London: Continuum.





http://journals.cambridge.org/action/displayJournal?jid=JIE

Wodak, R., & Meyer, M. (Eds.) (2001), Methods of critical discourse. London: Sage. Wodak, R., & Meyer, M. (Eds.) (2016). Methods of Critical Discourse Studies (pp. 1-22). 3rd edition. London: Sage.

Assessment Assessment schedule

Detailed information on assessment tasks

1. Literature Review 40% Due week 6

For this assignment you are required to survey literature and research which is connected with the topic you have chosen to investigate in Assessment 2 and to summarise and discuss this research critically (reviewing literature and research which may have arrived at different conclusions). For example, if you wish to look at code switching between Mandarin and English by Chinese teenagers you might first discuss the issue of code switching in general and in doing so define terms etc. You might then move on to look at research conducted on code switching from Mandarin to English (or vice versa) stating any findings from this research. Finally you would mention any research done on this with Chinese teenagers. In-text references should be consistent throughout the Review and in APA style. The review should be of approximately 2,500 -3000 words.

2. Report on Sociolinguistic Investigation 60%. Due week 12

For this assignment, which will be theoretically grounded in Assignment 1, you are required to conduct and then present findings from a sociolinguistic investigation. You should attach the Literature Review conducted for Assignment 1 to your report and discuss your findings in terms of the findings of the Literature Review. Unusual findings or implications for teaching should be addressed and discussed if appropriate. The referencing style to be used should be the same as that used in the Literature Review (APA). The final report, excluding the Literature Review, should be of approximately 3,500 -4000 words.

Your study will be one which does not involve having to gain ethics clearance. This means a study of texts or pre-existing data readily available on the internet or in public space. Studies reliant on interviews or observation of participants require permission and ethics clearance and cannot be attempted in the short time frame of the assignment. Moreover, natural data is difficult to gather and transcribe in a short time frame.

Some topics undertaken in the past by students are:

l Description of the job interview as a speech event l Analysis of the structure of talkback radio l Style shifting between sporting and academic settings l Children’s bedtime rituals as speech events l Comparisons of spoken and written accounts of the same speech event l Examining Motherese in Australia l The occurrence of code switching from Bahasa Malaysian to AusE

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Literature review 40 percent Week: 6 Day: Friday September 9th Time: 11.59pm WST

1,2

2

Report on socio-linguistic investigation 60 percent Week: 12 Day: Friday October 21st Time: 11.59pm WST

1,2,3





l Comparing news readers’ styles across TV channels l Analysis of the features of Black English in female rap music. l Sexism in Iranian English language course books. l Code-switching in Malaysian films. l The use of loan words in Japanese cosmetic advertisements. l The language used in the reporting of news events concerned with terrorism. l Texts used in the advertising of beer

Pass requirements

To pass this unit all assessment tasks must be submitted and an overall mark of 50% or more must be achieved.Assessments are not considered as submitted if any required sections are incomplete, or if the electronic file is unreadable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format.

A student who has received a fail (less than 50%) for an assessment but achieves at least 40% of the possible mark for an assessment that was handed in on time will be offered the opportunity to resubmit. The maximum a resubmission can be awarded is 50% of the possible mark and only one assessment resubmission per unit is possible.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission (eg a

mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.





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Deferred assessments

Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





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Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

None

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





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Additional information Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Assessment Extension

The unit coordinator is responsible for determining whether the reason a student was not able to complete an assessment task was due to exceptional circumstances beyond a student’s control. Such exceptional circumstances that may warrant approval of an Assessment Extension include, but are not limited to:

l Injury, illness or medical condition l Family issues l Commitments to participate in elite sport l Commitments to assist with emergency service activities l Unavoidable and unexpected work commitments

Students must apply for an Assessment Extension on the appropriate form located at: http://students.curtin.edu.au/administration/forms.cfm The form with supporting documentation must be submitted to the unit coordinator before the assessment date/time or due/time. An application may be accepted up to five working days after the due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date.

The unit coordinator shall notify the student of the outcome of their application for Assessment Extension within five working days of the application.

For assignments or other submitted work an extension will normally be up to seven working days after the initial due date/time unless the circumstances warrant a longer delay.

If an application for Assessment Extension is rejected, the unit coordinator must provide reasons for his or her decision. Students have the right of appeal (to the Head of School).

Assessment Appeals

Any student dissatisfied with the mark awarded for an assessment task or the final result for a unit because they feel the mark or result is unfair or incorrect, may request a review of the mark or final result and if still dissatisfied, may lodge a formal assessment appeal.

In all cases, the process involves an initial review by either the lecturer, marker or unit coordinator and if still dissatisfied, a formal appeal. It is expected that most situations will be able to be resolved without the need for a formal appeal.

l Step 1 – Initial Request for Review l Step 2 – Formal Appeal

Corrupted or Unreadable Files

Assessments are not considered as submitted if the electronic file is not readable. It is a student’s responsibility to ensure that assessments have been successfully uploaded in a readable format. If a lecturer encounters a problem with a submitted file the student will be notified and must provide a readable file within 48 hours of this notification, after which it is considered late.

Student Support

Learning Centre

l Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre http://unilife.curtin.edu.au/learning_support/learning_centre.htm

Uni English

l This website has been designed to support students whose first language is not English. The Curtin University UniEnglish website contains English language resources, activities, support information, and links to diagnostic





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assessment tests.

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Counselling

l All Curtin students are entitled to access Curtin Counseling for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates). http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





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http://students.curtin.edu.au/rights/

mailto:[email protected]

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Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

l inclusion of more recent sociolinguistic publications on the reading list l limiting of Ass 2 research paper to sociolinguistic research which does not require ethics clearance l change of text book to a more recent text l significant change of content and related readings

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





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Program calendar

Week Begin date

Lecture/seminar Pre-readings Ass due

1 1st Aug Ethnicity, identity and language

Van Herk, G. (2012). What is sociolinguistics? Chichester, West Sussex: Wiley-Blackwell Chapter 15

Tsuda, Y. (2013). Speaking against the hegemony of English: problems, ideologies and solutions. In T.K. Nakayama & R.T. Halualani (Eds.) (2013). The handbook of critical intercultural communication (pp.248-269). Malden, MA: Wiley-Blackwell.

Thurlow, C. (2013). Speaking of difference: language, inequality and interculturality. In T.K. Nakayama & R.T. Halualani (Eds.) (2013). The handbook of critical intercultural communication (pp. 227-247). Malden, MA: Wiley-Blackwell.

Jackson 11, R.L., & Moshin, J. (2013). Identity and difference: Race and the necessity of the discriminating subject. In T.K. Nakayama & R.T. Halualani (Eds.) (2013). The handbook of critical intercultural communication (pp. 348-363). Malden, MA: Wiley-Blackwell.

2 8th Aug

Language variety: World Englishes

Atkinson, D. (2015). Writing across cultures: ‘Culture’ in second language writing studies. In Sharifian, F.(Ed.) (2015). The Routledge handbook of language and culture (pp. 417-430). Abingdon, Oxon: Routledge.

Cox, F. M. (2006). Australian English Pronunciation into the 21st Century, Prospect: Australian Journal of TESOL, 21, 3-21.

Kirkpatrick, A. (2015). World Englishes and local cultures. In Sharifian, F.(Ed.) (2015). The Routledge handbook of language and culture (pp. 460- 470 ). Abingdon, Oxon: Routledge.

Yiakoumetti, A. (2012a). Harnessing Linguistic Variation to Improve Education. Rethinking Education. Oxford: Peter Lang.

Yiakoumetti, A. (2012b). Bidialectism and Aboriginal language education: sociolinguistic considerations pertinent to Australia's Aborignal communities. In E. Esch & M. Solly, M. (Eds.) The Sociolinguistics of Language Education in International Contexts. Linguistic Insights (pp. 169-196). Bern: Peter Lang.

3 15th Aug

Language contact: codeswitching, code- meshing, and trans-languaging

Van Herk, G. (2012). What is sociolinguistics? Chichester, West Sussex: Wiley-Blackwell Chapter 10 pp 130-133 Chapter 11 pp 136-139.

Wardhaugh, R. (2010). An introduction to sociolinguistics. Malden, MA: Blackwell. 6th edition. Chapter 4.

Canagarajah, S. (Ed.) (2013). Literacy as Translingual Practice Between Communities and Classrooms. London & New York: Routledge. Part 111 Code-meshing orientations.

Young, V.A. (2010). Should Writer’s Use They Own English? Retrieved from http://ir.uiowa.edu/cgi/viewcontent.cgi?article=1095&context=ijcs

Young, V.A., Barratt, R Young-Rivera, Y., & Lovejoy, K.B. (2013). Other People’s English: Code Meshing, Code Switching, and African American Literacy. New York: Teachers’ College Press.

4 22nd Aug

Language contact: pidgins and creoles

Van Herk, G. (2012). What is sociolinguistics? Chichester, West Sussex: Wiley-Blackwell. Chapter 11 pp139-143

Wardhaugh, R. (2002). An introduction to sociolinguistics. Malden, MA: Blackwell. 6th edition .Chapter 3- Pidgin and creole languages.

Alexander, B.K. (2013). Br(other) in the classroom: Testimony,reflection and cultural negotiation. In T.K. Nakayama & R.T. Halualani (Eds.) (2013). The handbook of critical intercultural communication (pp.





364-381). Malden, MA: Wiley-Blackwell.

Perkinson, J. (2013). When frankness goes funky: Afro-proxemics meets Western polemics at the border of the suburb. In T.K. Nakayama & R.T. Halualani (Eds.) (2013). The handbook of critical intercultural communication (pp. 382-399). Malden, MA: Wiley-Blackwell.

5 29th Aug

STUDY BREAK

6 5th Sept

Language planning, policy and teaching: intercultural competence and citizenship

Adami, E. (2012b). English language education in India today. In E. Esch & M. Solly, M. (Eds.) The Sociolinguistics of Language Education in International Contexts. Linguistic Insights (pp. 147-168). Bern: Peter Lang.

Byram, M. (2008). From Foreign Language Education to Education for Intercultural Citizenship: Essays and Reflections. Clevedon:Multilingual Matters. Part 2 Intercultural citizenship education.

Byram, M. (2013). Foreign language teaching and intercultural citizenship. Iranian Journal of Language Teaching Research, 1(3), 53-62.

Ass 1

7 12th Sept

School as a sociolinguistic community

Fortanet-Gomez, I. (2012b). The implications of language choice in education. In E. Esch & M. Solly, M. (Eds.) The Sociolinguistics of Language Education in International Contexts. Linguistic Insights (pp. 245-258). Bern: Peter Lang.

He, J. (2016). The myths of English proficiency: The socially constructed Ideas

about English in China. In E. Esch & M. Solly, M. (Eds.) The Sociolinguistics of Language Education in International Contexts. Linguistic Insights (pp.47-68). Bern: Peter Lang.

Bucholtz, M., Lopez,. Mojarro, A., Skapoulli, E., VanderStouwe, C., & Wraner-

Garcia, S. (2014). Sociolinguistic justice in the schools: Student researchers as linguistic experts. Language and Linguistics Compass, 8(4), 144-157.

Haig, T., & Oliver, R. (2003). Language variation and education: Teachers’ perceptions. Language and Education, 17(4), 266-280.

8 19th Sept

Language and power/social status: attitudes to language

Van Herk, G. (2012). What is sociolinguistics? Chichester, West Sussex: Wiley-Blackwell. Chapters 12 and 14

Coulmas, F. (2005). Sociolinguistics: The study of speakers’ choice. Cambridge: CUP. Chapter 12

De Turk, S. (2013). “Quit whining and tell me about your experiences!”: (In) tolerance, pragmatism, and muting in intergroup dialogue. In T.K. Nakayama & R.T. Halualani (Eds.) (2013). The handbook of critical intercultural communication (pp. 565-584). Malden, MA: Wiley-Blackwell.

Godley, A.J. (2012). Intercultural discourse and communication in education. In C. Bratt Paulston, S.F. Kiesling, E.S. Rangel (Eds.) (2012). The handbook of intercultural discourse and communication (pp. 449-481). Malden, MA: Wiley-Blackwell.

Romaine, S. (2009). Linguistic diversity and poverty: Many languages and poor people in a globalizing world. In L. Wei & V. Cook, V. (Eds.) (2009). Contemporary applied linguistics: Language for the real world (pp. 46-64). Vol. 2. London: Continuum.

9 26th Sept

STUDY BREAK

10 3rd Oct Language and gender Van Herk, G. (2012). What is sociolinguistics? Chichester, West Sussex: Wiley-Blackwell. Chapter 7

Cameron, D. (2005).Language, gender and sexuality: Current isssues and new directions. Applied Linguistics, 26(4), 482-502. Retrieved





from http://seas3.elte.hu/coursematerial/SzalayKrisztina/WEEK2_Cameron._(2005)._Cameron_Language,_gender,_and_sexuality.pdf

Coates, J. (2016). Women, men and language: A sociolinguistic account of gender difference in language. 3rd edition. London: Routledge. Chapters 6, 7, 8 and 12.

Tanaka, L. (2015). Language , gender and culture. In Sharifian, F.(Ed.) (2015). The Routledge handbook of language and culture (pp. 100-112). Abingdon, Oxon: Routledge.

11 10th Oct

Language style- genre, register, politeness, face

Biber, D., & Conrad, S.(2009). Register , genre and style. Cambridge: CUP. Chapter 1. Labov, W. (1997). The stratification of (r) in New York City department stores.

In W. Labov (Ed.). Sociolinguistic patterns (pp. 40-57). Cambridge: CUP. Chapter 3.

Mills, S. (2015). Language , culture and politeness. In Sharifian, F.(Ed.) (2015). The Routledge handbook of language and culture (pp. 129-140). Abingdon, Oxon: Routledge.

Spencer-Oatey, H., & Xing, J. (2008). Issues of face in a Chinese business visit to Britain. In H. Spencer-Oatey (Ed.). Culturally speaking: Culture, communication and politeness theory (pp. 258-273). 2nd edition. London: Continuum.

12 17th Oct

Critical discourse analysis

Wodak, R., & Meyer, M. (2016). Critical Discourse Studies: History, Agenda, Theory, and Methodology. In R. Wodak & M. Meyer (Eds.). Methods of Critical Discourse Studies (pp. 1-22). 3rd edition. London: Sage.

Jancsary,D., Höllerer, M.A., & Meyer, R.E. (2016). Critical Analysis of Visual and Multimodal Texts. In R.Wodak & M. Meyer (Eds.). Methods of Critical Discourse Studies (pp. 180-204). 3rd edition. London: Sage.

Fairclough, N. (2013). Critical discourse analysis: The critical study of language. Abingdon, Oxon: Routledge. Chapters 1,2,4

Scollon, R. (2001). Action and text: towards an integrated understanding of the place of text in social (inter)action, mediated discourse analysis and the problem of social action. In R.Wodak and M.Meyer (Eds.), Methods of critical discourse (pp. 139-183). Abingdon, Oxon: Routledge.

Jäger, S., & Maier, F. (2016). Analysing discourses and dispositives: a Foucauldian approach to theory and methodology. In R.Wodak & M. Meyer (Eds.). Methods of Critical Discourse Studies (pp. 109-136 ). 3rd

edition. London: Sage.

Ass 2

13 24th Oct

Language and thought: media and propaganda

Schlesinger, J. (1991). The wax and wane of Whorfian views. In R.I. Cooper & B. Spolski (Eds.). Language, society and thought. Essays in honour of Joshua. A. Fishman’s sixty- fifth birthday (pp. 7-44). Berlin: Mouton de Gruyter

Wardhaugh, R. (2010). An introduction to sociolinguistics. Malden, MA: Blackwell. 6th edition. Chapter 9.

Dedrick, D. (2015). Colour language, thought and culture. In Sharifian, F.(Ed.) (2015). The Routledge handbook of language and culture (pp.294-308). Abingdon, Oxon: Routledge.

KhosraviNik, M., & Unger, J.W. (2016). Critical discourse studies and social media: power, resistance and critique in changing media ecologies. In R. Wodak & M. Meyers (2016). Methods of Critical Discourse Studies (pp. 205-

233) 3rd edition. London: Sage.

14 31st Oct

Video – Language and Thought





http://seas3.elte.hu/coursematerial/SzalayKrisztina/WEEK2_Cameron._(2005)._Cameron_Language,_gender,_and_sexuality.pdf

http://seas3.elte.hu/coursematerial/SzalayKrisztina/WEEK2_Cameron._(2005)._Cameron_Language,_gender,_and_sexuality.pdf

Students present their research briefly– Ass 2

15 7th Nov

STUDY WEEK

16 14th Nov

EXAMINATION WEEK

17 21st Nov

EXAMINATION WEEK





ling6001 language analysis and language in society...

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