Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Languages & Cultures School
This course is designed for students who speak Mandarin Chinese as their first language and for students who are studying advanced Mandarin Chinese in Australia. The course covers language issues related to policy, place, history, ideology, and social practice that concern users of Mandarin Chinese in everyday life.
In this course, we will explore the personal and social meaning of using Chinese in the lives of multilingual and multicultural people. We will analyse and discuss language use by people with various backgrounds, experiences, and histories. These will include language data about growing up in multilingual families, migration in childhood and adulthood, voluntary learning of Chinese as a second language during study abroad, commodifying Chinese language in the tourism industry in Kathmandu, and describing people with mental illness in news articles. Along the way, we will encounter inspiring stories, tragic stories, nutty stories, and tender stories. In these stories, we will develop a new understanding of the relationship between language, cultural, and personal identity in a multilingual and multicultural world.
Course requirements
Assumed background
This course is intended for students who speak Mandarin Chinese as their first language and for students who are advanced users of Mandarin Chinese.ᅠ
Incompatible
You can't enrol in this course if you've already completed the following:
CHIN2610
Course staff
Course coordinator
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
The course is not recorded. If you cannot attend the classes, make sure to check course PowerPoint slides.
Public holidays:
Alternative arrangements for affected students will be announced through the Blackboard site.
Class allocation:
In order to optimise the student experience, it may be necessary to reallocate students to a different class from their first choice.
Before this happens, every effort will be made to enable students to voluntarily change into an alternative class that is suitable.
Please note: Teaching staff do not have access to the timetabling system to help with class allocation. Therefore, should you need
help with your timetable and/or allocation of classes, please ensure you email hass.mytimetable@uq.edu.au from your UQ
student email account with the following details:
- Full name,
- Student ID, and
- the Course Code
Additional information and support can be found here.
Aims and outcomes
The course covers language issues related to policy, place, history, ideology and social practice that concern users of Mandarin Chinese in everyday life. It aims to help students understand why and how language use is simultaneously social and individual choices. Students will be guided through analysing language use in different social settings of their everyday lives, which helps students develop linguistic and intercultural skills valued in their future workplace and by employers alike.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
analyse the form, meaning, and function of languages with regard to their contexts in everyday life, including workplace interactions.
LO2.
develop a comprehensive understanding of the historical development of Chinese languages.
LO3.
understand its social and regional variances.
LO4.
become a skilful user of languages and an intercultural communicator.
Assessment
Assessment summary
Category | Assessment task | Weight | Due date |
---|---|---|---|
Presentation |
Video presentation
|
40% |
16/09/2024 3:00 pm |
Paper/ Report/ Annotation |
Final report
|
60% |
4/11/2024 3:00 pm |
Assessment details
Video presentation
- Online
- Mode
- Product/ Artefact/ Multimedia
- Category
- Presentation
- Weight
- 40%
- Due date
16/09/2024 3:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Purposes: Identify a real-world and language-centered problem. Use the theories or concepts learned in class to explain the problem. Communicate your preliminary findings to others. Prepare you for writing a language analysis paper as the final course paper.
Task Description:
Make a video explaining to others (instructors and students in CHIN2600) how the theories/concepts you have learned from CHIN2600 can be used to explain a problem in your social life. You are highly encouraged to develop this video project into your final analysis report, which will focus on data analysis and proposed solutions.
Details: You will need to identity a research topic about real-world, language-based problems; explain why it is a problem by including all aspects; justify why the problems are critical by reviewing existing discussions; connect the problems to an aspect of Chinese language discussed in the class; explain which theory or concept taught in class can better explain the problems; collect some “social interactional” data to illustrate the problem (e.g., recordings of social interactions or online discussion); use concepts/theories taught in class to analyse two examples from the data; and present your findings.
Format: You will need to create a video using voice-over-powerpoint (or similar). Zoom recording can support this purpose. You also want to make sure that your face is shown in the video.
Submission: Upload your video to Blackboard (CHIN2600 Blackboard > Assessment > Video Project > Video Submission). If you are unable to upload the video to blackboard, copy and paste and submit the URL of the video to blackboard. Make sure the link works!
What to include in your video:
1. What is your topic? Why is a problem? Why is it important?
2. What is the current discussion about the problem (e.g., news media, online survey, or ethnographic interview)?
3. Which aspects of language use covered in CHIN2600 are relevant to the problem?
4. What theories or concepts taught in the class can be used to better understand the problem (and help you come up with solutions in the final project)?
5. What is your language data? How will they be collected?
6. Use theories or concepts taught in the class to analyze two examples from the data.
7. What did you learn from this project (e.g., reflect critically on your analysis or the strengths, weaknesses, or problems of the theories)?
8. What is the take-home message of the presentation?
You should make extensive research on your topic and show your understanding in the presentation with social interactional examples. Make your presentation engaging and insightful.
Language: English or Mandarin Chinese
Length: 8 minutes. (Anything after 8 minutes will not be viewed or marked).
Assessment criteria:
- Demonstrate understanding of theories or concepts discussed in the class and able to use them to explain real-world, language-based problem in social life
- clear coherent expression, engaging communication style
- effective use of visuals/multimedia/Powerpoint
- Check Blackboard for marking criteria
STATEMENT ON GENERATIVE AI & MT
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Upload your video to Blackboard (CHIN2600 Blackboard > Assessment > Video Project > Video Submission).
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Final report
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 60%
- Due date
4/11/2024 3:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Purpose: Synthesize your learning, both theoretical and practical, and propose solutions to the identified problem.
Description: Write a problem-solution essay analysing social interactional data you have collected from your social life and relating them to themes, theories, or concepts discussed in the class. You are encouraged to write this essay based the problem you have identified in the video project. It is ok if you want to focus on a topic different from your video project.
What to include:
- The paper should have at least the following components:
1) a cover page that includes your name, student ID number, and class session (day and time, e.g., Monday 4:00-6:00 pm). Check APA student sample paper on Blackboard for additional requirements;
2) an introduction that introduces a real-world and language-based problem, an aspect of the Chinese language you are focusing on, and the importance of the problem;
3) a theoretical section that briefly explains what theories or concepts you used in analysing the data and why they are the best theories or concepts for analysing the data. The theories or concepts need to be from the content covered in class;
4) a data section that briefly explains how the data are collected and selected;
5) a data analysis section that presents your analysis with rich and illustrative examples. This is the main part of the paper;
6) a solution section that presents practical solutions to or suggestions for the identified problem. The solutions or suggestions should be based on the findings of the data analysis. This also the main part of the paper;
7) conclusion section that summarizes your findings, arguments, and any reflections or suggestions;
8) a reference list in the end that includes sources you referenced in the paper. In the reference list, provide the URL to your interview/interactional recordings if you use them as your data.
- The paper should follow APA https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
- Make sure to relate the analysis to the themes, theoretical frameworks, or concepts studied in the class.
- Your data analysis must include transcripts (interactional data) or texts (screenshots). Transcripts should have Chinese characters.
Length: Approximately English 2000—2500 words, excluding references, the cover page, and Chinese transcripts.
Format: Microsoft Word.
Submission: Upload your paper to Blackboard Turnitin (CHIN2600 Blackboard > Assessment > Final paper > Final paper Submission). You have unlimited attempts for submission before the due date, so make sure to check the similarity report and make changes when you submit your paper to Turnitin. Turnitin does NOT email a submission receipt to you. But you can screenshot your online submission or download digital receipts from the Assignment Dashboard.
Assessment criteria: Check Blackboard for marking criteria
STATEMENT ON GENERATIVE AI & MT
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Upload your paper to Blackboard Turnitin (CHIN2600 Blackboard > Assessment > Final paper Submission). You have unlimited attempts for submission before the end of the due date, so make sure to check the similarity report and make changes when you submit your paper to Turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
Grade | Cut off Percent | Description |
---|---|---|
1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: No submission of assignment or the submitted work is illegible. |
2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: The student is able to produce course work with the following attributes: Content is irrelevant to the course. Does not demonstrate any learning about the course. No theories or applications discussed in the class. No analysis, only description. Paper is full of language errors. Did not follow conventions taught in class. |
3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: The student is able to produce course work with the following attributes: Content lacks in substance and depth. Serious problems in organizing ideas. Does not demonstrate basic understanding of the theories discussed in class. Explanations of ideas and quotations are unclear / inaccurate/ oversimplified. Problems in identifying examples of theoretical or conceptual issues OR presentation lacks ideas OR statements are asserted without evidence OR points are unclear / illogical / oversimplified. A general lack of structure or clarity in the writing OR inability to construct sentences OR an unacceptable number of grammatical errors. Serious lapses in tone, referencing, formatting or essay length OR essay tends to stray from the topic. |
4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The student is able to produce course work with the following attributes: Content fulfils requirements of the assignment. Ideas do not always flow coherently and cohesively. Most references to theories are appropriate, and demonstrate knowledge and basic understanding of the theories discussed in class. Relevant ideas are explained adequately (i.e. more or less clearly and accurately). Provides examples that relate to theories or concepts to some extent, but examples are perhaps hackneyed, or described rather than analysed, or rely on simple stereotypes. Analysis is too descriptive. Generally expressed clearly and logically. Although there are regular errors in sentence construction, grammar, or vocabulary, the meaning remains clear. Academic conventions and task requirements are generally respected. A clear attempt to use a recognised referencing style. |
5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The student is able to produce course work with the following attributes: Most of the content demonstrates substance and depth. Some ideas do not flow coherently and cohesively. Demonstrates general understanding of theories discussed in class and ability to apply them to analyse language data. Relevant ideas and quotations are explained clearly and mostly accurately. Provides original examples that relate to theories or concepts, and analyses them, making clear links to concepts. Statements are supported by evidence. Analysis is in general sound although some parts can be further analysed. Generally expressed clearly, but a few minor lapses, e.g. some unclear or poorly constructed sentences or half a dozen small errors. Almost always correct although academic convention is not always followed consistently (e.g. academic versus everyday registers, or sources are credible and appropriately cited). Essay usually follows the convention taught in the class. |
6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: The student is able to produce course work with the following attributes: Goes beyond clichés. Demonstrate substance and depth. Ideas are always supported with evidence and illustrative examples, and flow coherently and cohesively. Demonstrates detailed understanding of theories/concepts discussed in class and ability to apply them to analyse language data. Relevant ideas and quotations are explained clearly and accurately. Convincingly critique the strengths and weaknesses in theories/concepts or information presented in class. Provides illustrative examples that relate to theories or concepts, and analyses them clearly with some detail. Points are logically argued and supported by evidence. The analysis goes beyond class discussions. As for excellent with a minor lapse. As for excellent with a very minor lapse. Essay follows all conventions taught. |
7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: The student is able to produce course work with the following attributes: Goes beyond clichés. Demonstrate substance and depth. Ideas are well supported with evidence and illustrative examples, and flow coherently and cohesively. Demonstrates mastery of the theories/concepts discussed in the course and ability to apply them to analyse language data. Ideas are explained clearly and accurately. Shows intellectual engagement with theories. Masterfully critique the strengths and weaknesses in theories/concepts or information discussed in class. Provides original, illustrative, and convincing examples that relate closely to theories or concepts, and analyses them perceptively and in depth. The analysis goes beyond obvious examples and class discussions to make an original contribution. Clear, coherent paragraphs composed of well structured sentences; variety in sentence structure (not repetitive). Impeccable grammar, spelling, and choice of wording. Accurate use of referencing style. Academic conventions of tone and referencing are respected. Essay is correctly formatted and within 10% of specified length. All points made are relevant. Essay carefully follows all conventions taught in the class. |
Additional course grading information
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
Supplementary assessment
Supplementary assessment is available for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
No required textbook. PPT slides, weekly reading and hand-out materials will be provided by instructors.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
Learning period | Activity type | Topic |
---|---|---|
Week 1 (22 Jul - 28 Jul) |
General contact hours |
Week 1: Language ideology Overview of the course and framework of language ideology Learning outcomes: L01, L02, L03 |
Week 2 (29 Jul - 04 Aug) |
General contact hours |
Week 2: Social identity Identity framework; naming practices Learning outcomes: L01, L02, L03 |
Week 3 (05 Aug - 11 Aug) |
General contact hours |
Week 3: Social identity Relationship between language and place. Learning outcomes: L01, L02, L03 |
Week 4 (12 Aug - 18 Aug) |
General contact hours |
Week 4: Unpacking social interaction Transcription Learning outcomes: L01, L02, L03 |
Week 5 (19 Aug - 25 Aug) |
General contact hours |
Week 5: Multimodality Geosemiotics Learning outcomes: L01, L02, L03 |
Week 6 (26 Aug - 01 Sep) |
General contact hours |
Week 6: Emotion Stance-taking in Chinese Learning outcomes: L01, L02, L03 |
Week 7 (02 Sep - 08 Sep) |
General contact hours |
Week 7: Pragmatics I Language use Learning outcomes: L01, L02, L03 |
Week 8 (09 Sep - 15 Sep) |
General contact hours |
Conferences Group conferences Learning outcomes: L02, L04 |
Week 9 (16 Sep - 22 Sep) |
General contact hours |
Week 9: Pragmatics II Language use Learning outcomes: L01, L02, L03 |
Week 10 (30 Sep - 06 Oct) |
General contact hours |
Week 10: Critical discourse analysis Analyze news articles. Learning outcomes: L01, L02, L03 |
Week 11 (07 Oct - 13 Oct) |
General contact hours |
Week 11 Health Health discourse Learning outcomes: L01, L02, L03 |
Week 12 (14 Oct - 20 Oct) |
General contact hours |
Week 12: Conferences Final project conferences with students Learning outcomes: L02, L04 |
Week 13 (21 Oct - 27 Oct) |
General contact hours |
Week 13: Conferences Final project conferences with students Learning outcomes: L02, L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.