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BA English Language and Japanese
Year of entry: 2023
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Course unit details:
|Unit level||Level 3|
|Teaching period(s)||Semester 1|
|Offered by||Linguistics & English Language|
|Available as a free choice unit?||Yes|
This module provides an introduction to the study of language contact both as a process (the processing of different languages by multilingual individuals) and as a result (observed language change over time as a result of multilingual language use). Both aspects will be discussed on the basis of a range of case studies involving languages from around the world and different scenarios of multilingualism, covering phenomena such as code-switching, lexical and grammatical borrowing, and calquing (i.e. loan translation or "pattern borrowing"). We will also discuss the emergence of new languages - mixed languages and creole languages - as a result of language contact.
|Unit title||Unit code||Requirement type||Description|
|English Word and Sentence Structure||LELA10301||Pre-Requisite||Compulsory|
At least one unit out of:
- LELA20021 Analysing Grammar;
- LELA20101 Societal Multilingualism;
- LELA20032 Typology;
- LELA20401 Changing English Language;
- LELA20962 Psycholinguistics–or comparable
- obtain an overview of processes of contact-induced historical language change
- get an insight into the debate surrounding the formation of new languages due to language contact
- be able to describe the relationship between multilingual language use and contact-induced language change
- critically reflect on the concept of “language” as a delimited system
- learn to analyse relevant aspects of the phonology, grammar and semantics of a range of languages, including non-European ones
Knowledge and understanding
- be able to define some key conceptual notions in language contact such as “borrowing”,“code-switching”, and “creole genesis”
- link historical processes of contact-induced change to the processing of multiple languages by multilingual speakers
- apply these concepts to data from familiar and unfamiliar languages
- identifying key points in published research papers on different subtopics
- critical evaluation of the evidence and sources of data underlying theoretical claims
- identifying conceptual links between synchronic and diachronic phenomena
- analysis of multilingual conversations
- use of glosses and translations to analyse structures of unfamiliar languages
Transferable skills and personal qualities
- interpreting and evaluating data presented in different formats, e.g. graphs, tables, sets of linguistic examples
- confidence in spoken and written discussion and argumentation
- providing explicit evidence and precise argumentation in written work
- increased appreciation of linguistic and cultural diversity
- Analytical skills
- Considerable emphasis will be placed on the interpretation and critical evaluation of data presented in various formats, e.g. graphs, tables, and sets of linguistic examples.
- The course content encourages students to critically reflect upon the world outside the university thereby providing confidence to use academic research in a variety of settings.
- Written communication
- The course will also provide key skills in critical analysis and in the dissemination of information to different audiences and therefore be of value for a range of career paths.
- The course will have particular benefits for any student interested in pursuing a career which involves teaching and learning, diversity management, intercultural communication and community cohesion.
|Contribution (as group work) to one student-led discussion during a seminar, offering a critical analysis of a published research paper, with visual aids.||10%|
|Annotated outline and preliminary bibliography for main coursework.||10%|
|Main coursework: review essay of two original research studies on any topic covered during the course||80%|
Formative or Summative
Feedback on contributions during seminars
Written feedback via Turnitin on outline of main assignment
|Formative and Summative|
Written feedback via Turnitin on main assignment
Additional one-to-one feedback during consultation hours
- Bhatia, Tej K. & William C. Ritchie (eds.) 2013. The Handbook of Bilingualism and Multilingualism, Second Edition. Oxford: Wiley-Blackwell.
- Hickey, Raymond (ed.) 2010. The Handbook of Language Contact. Oxford: Wiley-Blackwell.
- Matras, Yaron. 2009. Language contact. Cambridge: Cambridge University Press.
- Winford, Donald. 2003. An introduction to contact linguistics. Oxford: Blackwell.
- Wei, Li. ed. 2000. The bilingualism reader. London: Routledge.
|Scheduled activity hours|
|Independent study hours|
|Eva Schultze-Berndt||Unit coordinator|