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
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. As a subject that is part of the Indonesian language major, many of the case studies of language and globalization will be drawn from Indonesia to exemplify some of the concepts that we will be working with.
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 List 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
|
50% (10 weekly tasks @ 5%) |
24/07/2024 2:00 pm 31/07/2024 2:00 pm 7/08/2024 2:00 pm 15/08/2024 9:00 am 21/08/2024 2:00 pm 28/08/2024 2:00 pm 4/09/2024 2:00 pm 11/09/2024 2:00 pm 18/09/2024 2:00 pm 2/10/2024 2:00 pm 9/10/2024 2:00 pm 16/10/2024 2:00 pm 23/10/2024 2:00 pm
Only 10 out of 13 Tasks required. |
| Presentation |
Oral book review
|
50% |
9/10/2024 - 24/10/2024
Students will be selected randomly to present, so they must be ready to present on Week 11. Students need to submit a PDF copy of their presentation by Wednesday Week 11, 2pm via the Turnitin link provided in the UQ learn site for this subject. |
Assessment details
Weekly task
- Online
- Mode
- Written
- Category
- Quiz
- Weight
- 50% (10 weekly tasks @ 5%)
- Due date
24/07/2024 2:00 pm
31/07/2024 2:00 pm
7/08/2024 2:00 pm
15/08/2024 9:00 am
21/08/2024 2:00 pm
28/08/2024 2:00 pm
4/09/2024 2:00 pm
11/09/2024 2:00 pm
18/09/2024 2:00 pm
2/10/2024 2:00 pm
9/10/2024 2:00 pm
16/10/2024 2:00 pm
23/10/2024 2:00 pm
Only 10 out of 13 Tasks required.
- Learning outcomes
- L01, L02
Task description
There are thirteen (13) weekly tasks in the UQ learn site (Blackboard) for this subject. You only have to do ten (10).
Each correct task receives 5 marks (5 x 10 = 50 marks in total). Of course, you are encouraged to do all thirteen and we will use the result of your best ten 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 are designed to help you understand the lecture each week and you need to complete them before attending the lecture. The questions asked in these tasks relate to: 1) the topic of each chapter, 2) the argument made in each chapter, 3) the theories used or cited in each chapter, 4) the methods used or cited in each chapter, 5) the concepts developed in each chapter, 6) the types of data used in each chapter, and 7) the contribution of the chapter to the field of sociolinguistics.
Tasks open on Monday at 9am and are due by the time class starts each week.
Week 1, Chapter 1 of Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Week 2, Chapter 2 of Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Week 3, Chapter 3 of Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Week 4, Chapter 4 of Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Week 5, Chapter 5 of Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Week 6, Chapter 6 of Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Week 7, Chapter 7 of Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Week 8, Chapter 1 of Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: chronicles of complexity. Bristol: Multilingual Matters.
Week 9, Chapter 2 of Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: chronicles of complexity. Bristol: Multilingual Matters.
Week 10, Chapter 3 of Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: chronicles of complexity. Bristol: Multilingual Matters.
Week 11, Chapter 4 of Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: chronicles of complexity. Bristol: Multilingual Matters.
Week 12, Chapter 5 of Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: chronicles of complexity. Bristol: Multilingual Matters.
Week 13, Chapter 6 of Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: chronicles of complexity. Bristol: Multilingual Matters.
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
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 10 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.
Oral book review
- Online
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- 50%
- Due date
9/10/2024 - 24/10/2024
Students will be selected randomly to present, so they must be ready to present on Week 11. Students need to submit a PDF copy of their presentation by Wednesday Week 11, 2pm via the Turnitin link provided in the UQ learn site for this subject.
- Learning outcomes
- L01, L02, L03
Task description
Instructions: You are to select a book from the library list for this subject. You are then to prepare an oral review of this book. In the first class you will be randomly allocated to a presentation week and day. So that I can have a record of all presentations, our presentations are to be done during class hours via ZOOM.
You need to present a fifteen minute oral review of the book you have chosen. 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 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 on practice runs of your presentations. Doing this will also help you further refine your review. We will also have work on this in class the week before presentations are due. 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.
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
So that I can have a record of all presentations, our presentations are to be done during class hours via ZOOM.
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: 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 readings are held in the library. 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 (22 Jul - 28 Jul) |
General contact hours |
Transnationalism, Globalization, and Superdiversity Individual, pair, and group work activities working on tasks, problem-solving, and reflection on course material. Course reading: Blommaert 2010. The Sociolinguistics of Globalization. Cambridge University Press. Chapter 1; Recommended reading: 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. Learning outcomes: L01 |
Week 2 (29 Jul - 04 Aug) |
General contact hours |
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. Case Study 1: Case Study 1, Working with concepts through an examination of ethnicity in Indonesia: superdiversity, participation frameworks, scales, orders of indexicality, and markets. Course reading: Blommaert 2010. The Sociolinguistics of Globalization. Cambridge University Press. Chapter 2. Recommended reading: Goebel 2015. Language and Superdiversity. Oxford University Press. Chapter 1 Learning outcomes: L01, L02 |
Week 3 (05 Aug - 11 Aug) |
General contact hours |
Centers, Peripheries & Inequality Individual, pair, and group work activities working on tasks, working with data, problem-solving, reflection on course material. Case study 2: The discursive creation of a new centre in Indonesia. Course reading: Blommaert 2010. The Sociolinguistics of Globalization. Cambridge University Press. Chapter 3; Recommended reading: Goebel, Z. (2019). Re-territorialisation and the changing social value of ethnic languages in Indonesia. In S. Kroon & J. Swanenberg (Eds.), Language and culture on the margins: global/local interactions (pp. 27-52). New York: Routledge. Learning outcomes: L01, L02 |
Week 4 (12 Aug - 18 Aug) |
General contact hours |
Repertoires and Competence Individual, pair, and group work activities working on tasks, working with data, problem-solving, reflection on course material. Case Study 3: 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. Recommended reading: Goebel, Z. (2010). Identity and social conduct in a transient multilingual setting. Language in Society, 39(2), 203-240 Learning outcomes: L01, L02, L03 |
Week 5 (19 Aug - 25 Aug) |
General contact hours |
Language, Globalization, and History Individual, pair, and group work activities working on tasks, working with data, problem-solving, and reflection on course material. Case Study 4: Understanding rapport through scalar reflexivity or extending our understanding of synchronization Course readings: Blommaert 2010. The Sociolinguistics of Globalization. Cambridge University Press. Chapter 5. Recommended reading: Goebel 2020. Global Leadership Talk. Oxford University Press. Chapters 1-3. Learning outcomes: L01, L02, L03 |
Week 6 (26 Aug - 01 Sep) |
General contact hours |
Old and New Inequalities Individual, pair, and group work activities working on tasks, working with data, problem-solving, and reflection on course material. Course readings: Blommaert 2010. The Sociolinguistics of Globalization. Cambridge University Press. Chapter 6 Learning outcomes: L01, L02, L03 |
Week 7 (02 Sep - 08 Sep) |
General contact hours |
Reflections Individual, pair, and group work activities working on tasks, working with data, problem-solving, and reflection on course material. Students engage in using ethnographic observation at the UQ Museum exhibition - Hoda Afshar: A Curve is a Broken Line Course readings: Blommaert 2010. The Sociolinguistics of Globalization. Cambridge University Press. Chapter 7. Learning outcomes: L01, L02, L03 |
Week 8 (09 Sep - 15 Sep) |
General contact hours |
Ethnographic Linguistics Landscapes Individual, pair, and group work activities working on tasks, working with data, problem-solving, reflection on course material. Course readings: Blommaert 2013. Ethnography, Superdiversity and Linguistic Landscapes. Multilingual Matters. Chapter 1. Recommended readings: Goebel, Z., Jukes, A., & Morin, I. (2017). Linguistic enfranchisement. Bijdragen tot de Taal, Land- en Volkenkunde, 173, 273-295. Goebel, Z. (2020). Semiotic landscapes: scaling Indonesian multilingualism. Humanoria, 32(3), 191-205. Learning outcomes: L01, L02, L03 |
Week 9 (16 Sep - 22 Sep) |
General contact hours |
Globalization and Branding Individual, pair, and group work activities working on reviews. Workshop on review presentations in tutorial. Course readings: Blommaert 2013. Ethnography, Superdiversity and Linguistic Landscapes. Multilingual Matters. Chapter 2. Recommended reading: Agha, A. (2021). Place branding in its place. In I. Theodoropoulou & J. Tovar (Eds.), Research companion to language and country branding (pp. 332-347). London: Routledge. Learning outcomes: L01, L02, L03 |
Week 10 (30 Sep - 06 Oct) |
General contact hours |
Sociolinguistics, globalization and environmental change Individual, pair, and group work activities working on tasks, working with data, problem-solving, reflection on course material. Workshop on book review presentations in tutorial. Course readings: Blommaert 2013. Ethnography, Superdiversity and Linguistic Landscapes. Multilingual Matters. Chapter 3. Recommended readings: 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., & Dewi, U. (Under review). Creating common knowledge about the cause of tidal flooding in Kendal Regency, Indonesia International Journal of Disaster Risk Reduction. Learning outcomes: L01, L02, L03 |
Week 11 (07 Oct - 13 Oct) |
General contact hours |
Book review presentations Book review presentations. Course reading: Blommaert 2013. Ethnography, Superdiversity and Linguistic Landscapes. Multilingual Matters. Chapter 4. Learning outcomes: L01, L02, L03 |
Week 12 (14 Oct - 20 Oct) |
General contact hours |
Book review presentations Book review presentations. Course reading: Blommaert 2013. Ethnography, Superdiversity and Linguistic Landscapes. Multilingual Matters. Chapter 5. Learning outcomes: L01, L02, L03 |
Week 13 (21 Oct - 27 Oct) |
General contact hours |
Book review presentations Book review presentations. Course reading: Blommaert 2013. Ethnography, Superdiversity and Linguistic Landscapes. Multilingual Matters. Chapter 6. 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 - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.