EUN644 Sociolinguistics
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN644 |
|---|---|
| Equivalent(s): | LCN612, EUZ644 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUN644 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN612, EUZ644 |
| Coordinator: | Ronan Kelly | ronan.kelly@qut.edu.au |
Overview
In the context of teacher education, there is increasing acknowledgement of the importance of studying the relationships between language, pedagogy and society. This unit will provide you with understandings of these relationships and how they impact communities and educational settings, notably schooling in Australian and overseas contexts. At a time of increasing migration and diversity, understanding the social and cultural influences on language use is crucial for ensuring educational access and social participation by all learners. It is also vital for understanding language choices and rights in multicultural, pluralistic societies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of key concepts including their foundations and current relevance to professional practice diverse teaching and learning contexts (CLO1.1, CLO2.1, CLO3.1).
- Critically apply knowledge, understandings and skills to explain language choices and the relevance of this knowledge to teachers and educational leaders working with second language users (CLO2.2, CLO2.3, CLO2.4, CLO3.1).
- Demonstrate scholarship and adherence to academic conventions for the purposes of building an argument for people's sociolinguistic choices and reflecting on these choices in professional practice (CLO2.3).
Content
This unit includes the following topics:
- The history and systems of English; Global English and learning it as a first/second/additional/foreign language or dialect;
- Languages, dialects, pidgins and creoles: Their origins and implications for education;
- Bilingualism, code-switching and translanguaging: What do they mean for classrooms?
- Language and social variables that influence how language is used: Social class, gender and generation;
- Pragmatics, politeness and other language-in-interaction considerations; and
- Language policy and planning.
Learning Approaches
Lectures, seminars and unassessed student-led discussions will facilitate a collaborative approach to learning in this unit. You will be encouraged to relate your reading and assessment tasks to your experience and professional context. Also you will be encouraged to participate actively with others in discussing the theoretical and practical implications of the topics covered.
Feedback on Learning and Assessment
Feedback is provided in multiple ways in this unit. Formative feedback is crucial for promoting scaffolded learning and will be available to you through peer comments and academic feedback in discussions and on written tasks. Summative feedback enables evaluation of learning outcomes and will be provided through written comments on assignments.
Assessment
Overview
There are two summative assessment tasks in this unit. Key principles operating in the task design are that tasks promote learning and are linked to real-world practice. The first assignment requires you to demonstrate foundational knowledge of a sociolinguistic concept and to argue for its relevance to TESOL professional practice. The second assessment task builds on the first and asks you to use three foundational sociolinguistic concepts to explain the language choices of people in particular social contexts. Again, arguing the relevance to TESOL professional practice is a required part of the assessment.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Sociolinguistic concepts in action
This task requires you to provide a literature review on a key sociolinguistic concept e.g. bilingualism, explicating its foundations and current relevance to TESOL as a concept that relates language use to social context. The assignment is intended to build your knowledge about a sociolinguistic concept and its relationship to your professional practice.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs - 1.1, 2.1, 2.2, 2.3, 2.4, 3.1
Assessment: Understanding sociolinguistic choices
This task requires you to demonstrate understanding of people's language choices in particular sociocultural contexts through examination of three relevant sociolinguistic concepts. A critical argument is then provided on the ways that these choices have relevance for TESOL and professional practice.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs - 1.1, 2.1, 2.2, 2.3, 2.4, 3.1
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
In EUN644 you will engage extensively with content through face-to-face and online resources as well as the unit textbook.
Resource Materials
Prescribed text(s)
Wardhaugh, R., & Fuller, J.M. (2021). An introduction to sociolinguistics (8th ed.). West Sussex, UK: Wiley Blackwell.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.Workplace health and safety protocols in relation to computer use will apply.
Unit Outline: Semester 1 2024, Online
| Unit code: | EUN644 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN612, EUZ644 |
Overview
In the context of teacher education, there is increasing acknowledgement of the importance of studying the relationships between language, pedagogy and society. This unit will provide you with understandings of these relationships and how they impact communities and educational settings, notably schooling in Australian and overseas contexts. At a time of increasing migration and diversity, understanding the social and cultural influences on language use is crucial for ensuring educational access and social participation by all learners. It is also vital for understanding language choices and rights in multicultural, pluralistic societies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of key concepts including their foundations and current relevance to professional practice diverse teaching and learning contexts (CLO1.1, CLO2.1, CLO3.1).
- Critically apply knowledge, understandings and skills to explain language choices and the relevance of this knowledge to teachers and educational leaders working with second language users (CLO2.2, CLO2.3, CLO2.4, CLO3.1).
- Demonstrate scholarship and adherence to academic conventions for the purposes of building an argument for people's sociolinguistic choices and reflecting on these choices in professional practice (CLO2.3).
Content
This unit includes the following topics:
- The history and systems of English; Global English and learning it as a first/second/additional/foreign language or dialect;
- Languages, dialects, pidgins and creoles: Their origins and implications for education;
- Bilingualism, code-switching and translanguaging: What do they mean for classrooms?
- Language and social variables that influence how language is used: Social class, gender and generation;
- Pragmatics, politeness and other language-in-interaction considerations; and
- Language policy and planning.
Learning Approaches
Lectures, seminars and unassessed student-led discussions will facilitate a collaborative approach to learning in this unit. You will be encouraged to relate your reading and assessment tasks to your experience and professional context. Also you will be encouraged to participate actively with others in discussing the theoretical and practical implications of the topics covered.
Feedback on Learning and Assessment
Feedback is provided in multiple ways in this unit. Formative feedback is crucial for promoting scaffolded learning and will be available to you through peer comments and academic feedback in discussions and on written tasks. Summative feedback enables evaluation of learning outcomes and will be provided through written comments on assignments.
Assessment
Overview
There are two summative assessment tasks in this unit. Key principles operating in the task design are that tasks promote learning and are linked to real-world practice. The first assignment requires you to demonstrate foundational knowledge of a sociolinguistic concept and to argue for its relevance to TESOL professional practice. The second assessment task builds on the first and asks you to use three foundational sociolinguistic concepts to explain the language choices of people in particular social contexts. Again, arguing the relevance to TESOL professional practice is a required part of the assessment.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Sociolinguistic concepts in action
This task requires you to provide a literature review on a key sociolinguistic concept e.g. bilingualism, explicating its foundations and current relevance to TESOL as a concept that relates language use to social context. The assignment is intended to build your knowledge about a sociolinguistic concept and its relationship to your professional practice.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs - 1.1, 2.1, 2.2, 2.3, 2.4, 3.1
Assessment: Understanding sociolinguistic choices
This task requires you to demonstrate understanding of people's language choices in particular sociocultural contexts through examination of three relevant sociolinguistic concepts. A critical argument is then provided on the ways that these choices have relevance for TESOL and professional practice.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs - 1.1, 2.1, 2.2, 2.3, 2.4, 3.1
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
In EUN644 you will engage extensively with content through face-to-face and online resources as well as the unit textbook.
Resource Materials
Prescribed text(s)
Wardhaugh, R., & Fuller, J.M. (2021). An introduction to sociolinguistics (8th ed.). West Sussex, UK: Wiley Blackwell.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.Workplace health and safety protocols in relation to computer use will apply.