Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Languages & Cultures School
Migration and mobility are an increasingly visible feature of social life across the globe, leading many to describe social life as superdiverse. This observation, and the recognition that we are not exact replicas of our families, friends, and significant others, means that all social life involves contact with others who do not share the same rules as us for social interaction. In turn, this raises the question of how we cope with this constant unfamiliarity with others' social practice. In this course, we will examine the ways that discourse works to manage this unfamiliarity. Using and analysing their own data, students will see that spoken and written commentaries about sameness and difference in social practice manage this unfamiliarity, while creating, modifying, and disassembling local laws for social practice.
Before and after COVID-19 migration and mobility were an increasingly visible feature of social life across the globe. Wars and human induced climate change continue to ensure people remain mobile. This observation, and the recognition that we are not exact replicas of our families, friends, and significant others, means that all social life involves contact with others who do not share the same rules as us for social interaction. In turn, this raises the question of how we cope with this constant unfamiliarity with others’ social practice and the ideologies that underly our everyday encounters. In this course, we will examine the ways that discourse works to manage this unfamiliarity, how the ideologies informing this discursive work are formed and their relationship to inequality. As an introduction to a sub-field of sociolinguistics, linguistic anthropology, students will get a chance to gather and analyse their own data, while pursuing topics that align with their areal preferences.
Course requirements
Assumed background
Prerequisites: at least 8 units of BA courses.
Recommended: HUMN2500 plus second language experience.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
8 units of BA courses
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
HUMN2500, second language experience
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
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
This course aims to familiarise students with a body of sociolinguistic research that focuses on how language is implicated in phenomenon referred to as "globalisation". It seeks to introduce students to the theories used to think about this question and the methods used to find answers to this question. Much of what we will do will be transferable to other contexts, including a specialist knowledge of the field of the sociolinguistics of globalisation, the ability to take responsibility for your own learning through activities, such as sourcing, synthesising, and evaluating a body of work in order to create and present a clear, coherent and independent evaluation of a book's contribution to the field of the sociolinguistics of globalisation.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Recognise how human mobility creates uncertainty around how to engage in everyday communicative activities.
LO2.
Recognise and discover how these same activities also function to solve some of the uncertainty for some, marginalize others, while creating rules for social conduct.
LO3.
Evaluate and explain how these communicative activities relate to larger processes of policy formation.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz |
Weekly task
|
35% (7 weekly tasks @ 5%) |
1/08/2025 2:00 pm 8/08/2025 2:00 pm 15/08/2025 2:00 pm 22/08/2025 2:00 pm 29/08/2025 2:00 pm 5/09/2025 2:00 pm 12/09/2025 2:00 pm 19/09/2025 2:00 pm 26/09/2025 2:00 pm
Tasks open on Mondays at 9am and are due on Friday 2pm each week (Weeks 1-9). Only 7 out of 9 Tasks required. |
| Essay/ Critique |
Written book review
|
25% |
12/09/2025 2:00 pm
Friday, WEEK 7 |
| Paper/ Report/ Annotation, Presentation |
Oral research proposal presentation
|
25% |
8/10/2025 - 29/10/2025
WEEK 10 - WEEK 13 Presentations will be done via ZOOM with video on so that they can be recorded for assessment security purposes and for double marking. This means that you do not need to be on campus, but you are required to attend the ZOOM presentations of your peers (see the learning journal hurdle assessment below). These ZOOM presentations will all run during the normal timetabled class time for this subject. They will be recorded to enable double marking. All presenters must show their student ID at the start of their presentation. If I cannot verify your identity, then I cannot assess your work resulting in a fail grade being recorded for this assessment. |
| Reflection |
Learning Portfolio
|
15% |
31/10/2025 2:00 pm
Friday, WEEK 13 |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Weekly task
- Online
- Mode
- Written
- Category
- Quiz
- Weight
- 35% (7 weekly tasks @ 5%)
- Due date
1/08/2025 2:00 pm
8/08/2025 2:00 pm
15/08/2025 2:00 pm
22/08/2025 2:00 pm
29/08/2025 2:00 pm
5/09/2025 2:00 pm
12/09/2025 2:00 pm
19/09/2025 2:00 pm
26/09/2025 2:00 pm
Tasks open on Mondays at 9am and are due on Friday 2pm each week (Weeks 1-9). Only 7 out of 9 Tasks required.
- Learning outcomes
- L01, L02
Task description
There are nine (9) weekly tasks in the UQ learn site (Blackboard) for this subject. You only have to do seven (7).
Each correct task receives 5 marks (5 x 7 = 35 marks in total). Of course, you are encouraged to do all nine and we will use the result of your best seven to calculate your mark. Typically each task is made up of either multiple choice or true/false questions. These tasks help you assess your understanding of the weekly readings which are all contained in the compulsory and recommended books for this course. These tasks help you assess your understanding of the weekly readings and seminar content. Many of the questions asked in these tasks relate to: 1) the topic of a chapter/paper/seminar, 2) the argument made in a chapter/paper/seminar, 3) the theories used or cited in a chapter/paper/seminar, 4) the methods used or cited in each chapter/paper/seminar, 5) the concepts developed in a chapter/paper/seminar, 6) the types of data used in each chapter/paper/seminar, and 7) the contribution of a chapter/paper to the field of sociolinguistics.
Tasks open on Monday at 9am and are due on Friday 2pm each week.
WEEK 1
Chapter 1 of Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Goebel, Z. 2020. Transnationalism, globalisation, and superdiversity. In A. De Fina & A. Georgakopoulou (Eds.), Handbook of discourse studies (pp. 377-393). Cambridge: Cambridge University Press.
Goebel, Z. (2019). "Contact Discourse." Language in Society 48(3): 331-351
WEEK 2
Chapter 2 of Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Goebel, Z. and H. Manns (2020). Chronotopic relations: chronotopes, scale, and scale-making. Language & Communication 70(1): 82-93.
WEEK 3
Chapter 3 of Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Bauman, R. and C. Briggs (1990). Poetics and performance as critical perspectives on language and social life. Annual Review of Anthropology 19: 59-88.
Williams, N. (2020). Deixis and Indexicals. In J. Stanlaw (Ed.) The International Encyclopedia of Linguistic Anthropology: 1-9.
WEEK 4
Chapter 4 of Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Goebel, Z. (2014). Doing leadership through signswitching in the Indonesian bureaucracy. Journal of Linguistic Anthropology 24(2): 193-215.
WEEK 5
Chapter 5 of Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Bauman, R. (2005). Commentary: Indirect indexicality, identity, performance: Dialogic observations. Journal of Linguistic Anthropology 15(1): 145-150.
Irvine, J. (2005). Knots and Tears in the Interdiscursive Fabric. Journal of Linguistic Anthropology 15(1): 72-80.
Toni, A. Address Terms and Addressivity. The International Encyclopedia of Linguistic Anthropology: 1-4.
WEEK 6
Chapter 6 of Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Weidman, A. (2014). Anthropology and voice. Annual Review of Anthropology 43: 37-51.
WEEK 7
Chapter 7 of Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Agha, A. (2003). The social life of cultural value. Language and Communication 23(3-4): 231-273.
Briggs, C. (2005). Communicability, racial discourse, and disease. Annual Review of Anthropology 34(1): 269-291.
Goebel, Z. and U. Dewi (2025). Creating common knowledge about the causes of tidal flooding in Kendal Regency, Indonesia. Signs in Society Early view (Just pages 2-6).
WEEK 8
Fine, J. C., & Love-Nichols, J. (2021). Language and climate justice: A research agenda. Journal of Sociolinguistics, 25(3), 453-473. doi:https://doi.org/10.1111/josl.12469
Goebel, Z. and U. Dewi (2025). Creating common knowledge about the causes of tidal flooding in Kendal Regency, Indonesia. Signs in Society Early view: 1-20
WEEK 9
Chapters 1-4 of Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: chronicles of complexity. Bristol: Multilingual Matters.
AI/MT Statement:
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
To be accessed and submitted via Blackboard.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
No extensions are allowed for this series of tasks as students are given a seven-day period to complete them. Only best 7 results are used to calculate overall mark for this task. Individual results and correct answers are automatically released on a weekly basis. Timely engagement with these tasks supports sequential nature of learning in this course.
Late submission
You will receive a mark of 0 if this assessment is submitted late.
Written book review
- Online
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 25%
- Due date
12/09/2025 2:00 pm
Friday, WEEK 7
- Learning outcomes
- L01, L02, L03
Task description
Instructions: Choose one book from a list of around forty books published between 2020 and 2025. These books are in the learning resources under “Course Reading List”. These books build upon the work we cover in the semester. You need to write a critical evaluation of its worth. Reviews focus on how the book adds to what we already know about topic (e.g. Does it tell us something new? Does it provide us with a new way of looking at old problems?)
The marking rubric for this task presents you with a guideline on the types of things you need to cover in your review. You can find this rubric in the assessment folder in the blackboard site for this subject. You can use this criteria sheet to assess your own work once you think it is finished and do a practice run. Alternatively, you might like to work with another student and use the marking criteria sheet to assess and provide feedback to each other. Doing this will also help you further refine your review. If you are unsure of what the categories mean or what is entailed in doing a review, then it is recommended that you read pages 126-137 and 199-212 of Hay, I., Bochner, D., and Dungey, C. 2012. Making the Grade: A Guide to Successful Communication and Study (4th Edition). Melbourne: Oxford University Press. If you are still unsure of the task after reading the guide, then please come and see me and/or ask in class.
When you write your review, please include headings covering Description, Analysis, and Evaluation. To get some idea of what a finished review looks like you might like to look at number of book reviews found in international academic journals in this field. Such journal include Language in Society, Journal of Sociolinguistics, Journal of Linguistic Anthropology, Language and Communication, Signs and Society. All are available online in the library.
Length: 1200 words
Format: 12pt font, 2.5cm margins, double-spaced. Use the following headings “Description”, “Analysis”, “Evaluation”.
Referencing system: in text citations and list of references cited using APA 5th.
AI/MT Statement:
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Students need to submit their review via the Turnitin link provided in the UQ learn site for this subject.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 calendar 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.
Oral research proposal presentation
- Identity Verified
- Online
- Mode
- Oral
- Category
- Paper/ Report/ Annotation, Presentation
- Weight
- 25%
- Due date
8/10/2025 - 29/10/2025
WEEK 10 - WEEK 13
Presentations will be done via ZOOM with video on so that they can be recorded for assessment security purposes and for double marking. This means that you do not need to be on campus, but you are required to attend the ZOOM presentations of your peers (see the learning journal hurdle assessment below). These ZOOM presentations will all run during the normal timetabled class time for this subject. They will be recorded to enable double marking. All presenters must show their student ID at the start of their presentation. If I cannot verify your identity, then I cannot assess your work resulting in a fail grade being recorded for this assessment.
- Learning outcomes
- L01, L02, L03
Task description
This assignment gives you a chance to apply some of the ideas we have covered this semester through using them to design a research project, preferably one which you find very interesting. Starting in Week 10 (Wednesday 8/10) you will each get twenty minutes to give an oral PowerPoint assisted presentation on your project. There will be five minutes for questions afterwards. Please do time your presentation because presentations that go over typically do not meet the criteria in the bottom section of the assessment rubric. You can find this rubric in the assessment folder in the blackboard site for this subject. You can use this criteria sheet to assess your own work once you think it is finished and do a practice run. Alternatively, you might like to work with another student and use the marking criteria sheet to assess and provide feedback to each other. Doing this will also help you further refine your presentation. As the semester progresses, you will get some to work on your project in class, and bounce your ideas off me and your peers.
In terms of the order of presentations, we will simply do this in alphabetical order of your surnames. Please note that the order of presentations is fixed, so if you can’t present on your allocated day and time, then you need to officially seek an extension with appropriate documentation.
AI/MT Statement:
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
This maximum extension length will allow for students' suitable progression with their sequence of learning and preparation for the following assessment submission.
Learning Portfolio
- Hurdle
- Online
- Mode
- Written
- Category
- Reflection
- Weight
- 15%
- Due date
31/10/2025 2:00 pm
Friday, WEEK 13
- Learning outcomes
- L01, L02, L03
Task description
Instructions: Create a learning portfolio. Your learning portfolio consists of ten 200-word reflections about the take home in ten areas. The first six cover seminars that you have attended in the first nine weeks. For example, what did you learn about linguistic anthropology in this seminar. It also requires you to do four other 200-word reflections. The first relates to your take-home from one of the chapters from the online tasks. The second relates to the take home from your book review assignment. The third relates to the take home from doing your research project presentation, while the fourth relates to the take home from one of your peers’ presentations in terms of what you learned about potential research topics on language in social life. Each reflection is worth 1.5 marks. So, 10x1.5% = 15%. Note that the structure of each 200-word reflection should be 100-word description of your take home followed by a 100-word example of language in social life that illustrates this take home.
Important – this learning portfolio is a hurdle which means to pass this subject you must submit a learning portfolio which covers the ten areas above. It must be submitted via Turnitin on Friday 31 October 2pm.
AI/MT Statement:
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Hurdle requirements
This learning portfolio is a hurdle which means to pass this subject you must submit a learning portfolio which covers the ten areas above. It must be submitted via Turnitin on Friday 31 October 2pm.Submission guidelines
Students need to submit their review via the Turnitin link provided in the UQ learn site for this subject.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 calendar 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: The student's work is very uneven and/or of very limited merit, showing an inability to master the concepts and material of the course. Student has participated in very few classes. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: The student's work is uneven and of limited merit, showing an inability to master the concepts and material of the course. Student has participated in few classes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: The student has shown some understanding of the concepts and material covered in the course, but has not demonstrated a coherent, soundly based comprehension of the subject, its concepts and approaches. Student has participated in less than half of the classes. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The student's work shows a basic level of understanding of concepts and methods; some ability to communicate and argue; and some ability to link ideas to practice. This understanding, however, is not extended or sophisticated. Student has attended very few classes. Student has participated in more than half of the classes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The student shows a richer, deeper and more articulated level of understanding than for a result of 4, with better interdisciplinary links and a more critical approach to the literature and its interpretation. Student has regularly participated in classes at a good level. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: The student shows a firm understanding of the key concepts of the course; has shown some originality in developing the themes of the course and exploring them further; and in relating the literature to practice. Student has regularly participated in classes at a high level. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: The student shows originality and initiative in approaching the themes of the course, together with an advanced level of understanding and ability to synthesise diverse material, to link the literature to ideas and practice, and to engage in discourse about the course at an advanced level. Student has regularly participated in classes at a very high level. |
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
Electronic copies of the required book is held in the library. Electronic version of the required articles are held in the library and students will be required to use their research skills to acquire them. The library list for this subject lists the books that you can choose from for your review presentation.
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 (28 Jul - 03 Aug) |
Seminar |
Transnationalism, Globalization, and Superdiversity Individual, pair, and group work activities working on tasks, problem-solving, and reflection on course material. Sociolinguistic approaches to transnationalism, globalization, and superdiversity. Working with concepts: transnationalism, globalization, superdiversity, and contact discourse Course reading: Blommaert (2010). The Sociolinguistics of Globalization. Cambridge University Press. Chapter 1; Goebel, Z. (2020). Transnationalism, globalisation, and superdiversity. In A. De Fina & A. Georgakopoulou (Eds.), Handbook of discourse studies (pp. 377-393). Cambridge: Cambridge University Press. Goebel, Z. (2019). "Contact Discourse." Language in Society 48(3): 331-351. Learning outcomes: L01 |
Week 2 (04 Aug - 10 Aug) |
Seminar |
Contact Zones: How and who defines what constitutes a language? Individual, pair, and group work activities working on tasks, problem-solving, and reflection on course material. Working with concepts: participation frameworks, scales, chronotopes, strangerhood, and orders of indexicality. Course reading: Blommaert (2010). The Sociolinguistics of Globalization. Cambridge University Press. Chapter 2. Goebel, Z. and H. Manns (2020). Chronotopic relations: chronotopes, scale, and scale-making. Language & Communication 70(1): 82-93. Learning outcomes: L01, L02 |
Week 3 (11 Aug - 17 Aug) |
Seminar |
Centers, Peripheries & Inequality Individual, pair, and group work activities working on tasks, working with data, problem-solving, reflection on course material. Working with concepts: translocalization, entextualization, recontextualization, and deictic. Course reading: Blommaert (2010). The Sociolinguistics of Globalization. Cambridge University Press. Chapter 3; Bauman, R. and C. Briggs (1990). Poetics and performance as critical perspectives on language and social life. Annual Review of Anthropology 19: 59-88. Williams, N. (2020). Deixis and Indexicals. In J. Stanlaw (Ed.) The International Encyclopedia of Linguistic Anthropology: 1-9. Learning outcomes: L01, L02, L03 |
Week 4 (18 Aug - 24 Aug) |
Seminar |
Repertoires and Competence Individual, pair, and group work activities working on tasks, working with data, problem-solving, reflection on course material. Working with concepts: repertoires, truncated competence, trajectories of socialization, language mixing, social identification. Case Study 1: Neighborhood talk, imitation, repertoires, and the management of social life in conditions of superdiversity. Course readings: Blommaert (2010). The Sociolinguistics of Globalization. Cambridge University Press. Chapter 4. Goebel, Z. (2014). Doing leadership through signswitching in the Indonesian bureaucracy. Journal of Linguistic Anthropology 24(2): 193-215. Learning outcomes: L01, L02, L03 |
Week 5 (25 Aug - 31 Aug) |
Seminar |
Language, Globalization, and History Individual, pair, and group work activities working on tasks, working with data, problem-solving, and reflection on course material. Working with concepts: intertextuality, interdiscursivity, synchronization, language ideology, addressivity, polyphonic Course readings: Blommaert (2010). The Sociolinguistics of Globalization. Cambridge University Press. Chapter 5. Bauman, R. (2005). Commentary: Indirect indexicality, identity, performance: Dialogic observations. Journal of Linguistic Anthropology 15(1): 145-150. Irvine, J. (2005). Knots and Tears in the Interdiscursive Fabric. Journal of Linguistic Anthropology 15(1): 72-80. Toni, A. Address Terms and Addressivity. The International Encyclopedia of Linguistic Anthropology: 1-4. Learning outcomes: L01, L02, L03 |
Week 6 (01 Sep - 07 Sep) |
Seminar |
Old and New Inequalities Individual, pair, and group work activities working on tasks, working with data, problem-solving, and reflection on course material. Working on the relationship of state practices in the realm of language policy and the relationship of these practices to inequality. Working with concepts: inequality, voice, responsibility, speakership, and monoglot Course readings: Blommaert (2010). The Sociolinguistics of Globalization. Cambridge University Press. Chapter 6 Weidman, A. (2014). Anthropology and voice. Annual Review of Anthropology 43: 37-51. Recommended readings: Blommaert, J. (2006). Applied ethnopoetics. Narrative Inquiry 16(1): 181-190. Blommaert, J. (2008). Bernstein and poetics revisited: voice, globalization and education. Discourse & Society 19(4): 425-451. Learning outcomes: L01, L02, L03 |
Week 7 (08 Sep - 14 Sep) |
Seminar |
Reflections Individual, pair, and group work activities working on tasks, working with data, problem-solving, and reflection on course material. Working with concepts of enregisterment and communicability Course readings: Blommaert (2010). The Sociolinguistics of Globalization. Cambridge University Press. Chapter 7. Agha, A. (2003). The social life of cultural value. Language and Communication 23(3-4): 231-273. Briggs, C. (2005). Communicability, racial discourse, and disease. Annual Review of Anthropology 34(1): 269-291. Goebel, Z. and U. Dewi (2025). Creating common knowledge about the causes of tidal flooding in Kendal Regency, Indonesia. Signs in Society Early view (Just pages 2-6). Learning outcomes: L01, L02, L03 |
Week 8 (15 Sep - 21 Sep) |
Seminar |
Sociolinguistics, globalization and environmental change Individual, pair, and group work activities working on tasks, working with data, problem-solving, reflection on course material. Course readings: Fine, J. C., & Love-Nichols, J. (2021). Language and climate justice: A research agenda. Journal of Sociolinguistics 25(3), 453-473. Goebel, Z. and U. Dewi (2025). Creating common knowledge about the causes of tidal flooding in Kendal Regency, Indonesia. Signs in Society Early view: 1-20 Learning outcomes: L01, L02, L03 |
Week 9 (22 Sep - 28 Sep) |
Seminar |
Ethnographic Linguistics Landscapes Individual, pair, and group work activities working on tasks, working with data, problem-solving, reflection on course material. Working with subfields of linguistic, semiotic and ethnographic linguistic landscapes Course readings: Blommaert (2013). Ethnography, Superdiversity and Linguistic Landscapes. Multilingual Matters. Chapters 1-4. Learning outcomes: L01, L02, L03 |
Mid Sem break (29 Sep - 05 Oct) |
Seminar |
MID SEMESTER BREAK Mid semester break - no classes |
Week 10 (06 Oct - 12 Oct) |
Seminar |
Research report presentations via ZOOM Research report presentations, practicing constructive critique through questioning, reflections for learning portfolio Learning outcomes: L01, L02, L03 |
Week 11 (13 Oct - 19 Oct) |
Seminar |
Research report presentations via ZOOM Research report presentations, practicing constructive critique through questioning, reflections for learning portfolio. Learning outcomes: L01, L02, L03 |
Week 12 (20 Oct - 26 Oct) |
Seminar |
Research report presentations via ZOOM Research report presentations, practicing constructive critique through questioning, reflections for learning portfolio. Learning outcomes: L01, L02, L03 |
Week 13 (27 Oct - 02 Nov) |
Seminar |
Research report presentations via ZOOM Research report presentations, practicing constructive critique through questioning, reflections for learning portfolio. Learning outcomes: L01, L02, L03 |
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 for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.