DATOS IDENTIFICATIVOS 2020_21
Asignatura (*) LENGUA Y SOCIEDAD Código 12274011
Titulación
Grado en Inglés (2009)
 Ciclo 1º
Descriptores Cr.totales Tipo Curso Periodo
6 Formación básica Primer 2Q
Lengua de impartición
Català
Departamento Estudios Ingleses y Alemanes
Filología Catalana
Filologías Románicas
Coordinador/a
GALLEGO BALSÀ, LÍDIA
 Correo-e lidia.gallego@urv.cat
Profesores/as
GALLEGO BALSÀ, LÍDIA
Web
Descripción general e información relevante <p>This course offers an introduction to the study of the relationship between language, society and the indivuidual. In this course, language is perceived as a social practice, focusing on different aspects of its role in social life. The topics reviewed include language in history, language and power, language and the media and multilingualism and English as a global language.&nbsp;</p><div><br /></div><div>This subject combines face-to-face and blended learning in a percentage that has yet to be confirmed. When the academic year starts, the calendar with all of the planned teaching activities (with timetables and classrooms) will be available from the Moodle online campus for each subject.</div><div><br /></div><div>If there is a new lockdown and/or any modification to the sections of the teaching guide, the adjustments that need to be made to teaching practices will be announced via Moodle</div>

Competencias
Tipo A Código Competencias Específicas
 A1 Demostrar que conoce las corrientes teóricas y metodológicas de la lingüística y sus aplicaciones
 A4 Profundizar en el conocimiento del ser humano y de sus diversos entornos culturales
Tipo B Código Competencias Transversales
 CT5 Comunicar información de manera clara y precisa a audiencias diversas.
 CT7 Aplicar los principios éticos y de responsabilidad social como ciudadano y como profesional.
Tipo C Código Competencias Nucleares

Resultados de aprendizaje
Tipo A Código Resultados de aprendizaje
 A1 Identifica las características del lenguaje humano.
Valora la riqueza lingüística del mundo.
 A4 Realiza lecturas y recensiones sobre etnografías y monografías antropológicas.
Realiza trabajos de reflexión y síntesis a partir de la búsqueda en las fuentes bibliográficas fundamentales relacionadas con la diversidad cultural y el multiculturalismo.
Tipo B Código Resultados de aprendizaje
 CT5 Producir un texto de calidad, sin errores gramaticales ni ortográficos, con una presentación formal esmerada y un uso adecuado y coherente de las convenciones formales y bibliográficas.
Construir un texto estructurado, claro, cohesionado, rico y de extensión adecuada.
Elaborar un texto adecuado a la situación comunicativa, consistente y persuasivo.
Usar los mecanismos de comunicación no verbal y los recursos expresivos de la voz necesarios para hacer una buena intervención oral.
Construir un discurso estructurado, claro, cohesionado, rico y de extensión adecuada.
Producir un discurso consistente, persuasivo y adecuado a la situación comunicativa e interactuar de manera efectiva con el auditorio.
 CT7 Conocer las principales desigualdades y discriminaciones que se producen por razón de género y comprender sus causas.
Identificar los principales problemas ambientales.
Reconocer y reflexionar sobre las necesidades y problemáticas sociales e implicarse en la mejora de la comunidad.
Reconocer los conceptos éticos y deontológicos del área de conocimiento, mostrar capacidad crítica y de diálogo, y hacer un uso responsable de las normas que le afectan como miembro de la comunidad universitaria.
Tipo C Código Resultados de aprendizaje

Contenidos
tema Subtema
Tema 1. La historia social de la lengua.
Tema 2. Lengua, política y poder.
Tema 3. Lengua, medios de comunicación y TIC.
Tema 4. Multilingüismo y lenguas de contacto.

Planificación
Metodologías  ::  Pruebas
  Competencias (*) Horas en clase
 Horas fuera de clase
 (**) Horas totales
Actividades introductorias
1 0 1
Sesión magistral
A4
 14 5 19
Seminarios
A1
A4
CT5
CT7
 21 30 51
Prácticas de campo / salidas
A1
A4
CT5
CT7
 3 12 15
Presentaciones/exposiciones
A1
CT5
CT7
 10 15 25
Portafolios / Carpeta de aprendizaje
A1
CT5
 3 6 9
Trabajos
A1
CT5
CT7
 3 14 17
Atención personalizada
1 0 1
 
Pruebas objetivas de tipo test
A1
 4 8 12
 
(*) En el caso de docencia no presencial, serán las horas de trabajo con soporte virtual del profesor.
(**) Los datos que aparecen en la tabla de planificación son de carácter orientativo, considerando la heterogeneidad de los alumnos

Metodologías
Metodologías
  descripción
Actividades introductorias - Course presentation: objectives, contents, methodology, course planning, assessment, bibliographical references and relation to the rest of the degree program.
- Instructions to carry out exercises, tasks and assignments
– Feedback to whole group on work done and tests taken
Sesión magistral - Presentation of course contents by means of explanation, exemplification and visual aids

– Students' active participation: questions and contributions
Seminarios Practical exercises within the classroom.
Prácticas de campo / salidas Fieldwork in the URV Campus Catalunya and outside to capture data about the linguistic landscapes of the university and the city of Tarragona.
Presentaciones/exposiciones Oral presentation of one of the assignments that the students need to complete during the course (either a reading or writing assignment).
Portafolios / Carpeta de aprendizaje Compilation of the work of the students during the course. They need to include a summary of each compulsory reading assignment and the homework.
Trabajos The students will need to submit three written assignments connected with the contents of the course.
Atención personalizada – Solve doubts concerning course contents, mechanics or evaluation
– Provide feedback
– Provide additional support
– Make suggestions for improvement
– Provide advice on remedial work
– Check on student progress

Atención personalizada
descripción

Due to the current emergency health situation, in the 2020-21 academic year students will be able to consult their teachers in individual and/or group tutorials if they have any questions or queries on subject-related issues. Students will receive a schedule for these tutorials at the start of the course and be informed what form they will take (i.e. whether they will be held face-to-face, online, via email or on Moodle, etc.).


Evaluación
Metodologías Competencias descripción Peso        
Prácticas de campo / salidas
A1
A4
CT5
CT7
 In small groups, students will collect data on the linguistic landscapes of a geographical area that they choose (a city, neighbourhood, building, etc.) and will write an essay about what they could observe and how they interpret their findings.

As preparation for the fieldwork, the students will have conducted the same kind of practice with their teacher taking the URV - Campus Catalunya as a case in point. 		15%
Presentaciones/exposiciones
A1
CT5
CT7
 Students will present the content of one of their written or reading assignments in front of the class. They can choose which assignment they would like to present. 5%
Portafolios / Carpeta de aprendizaje
A1
CT5
 Students will keep a portfolio during the course where they will include a summary of each reading assignment (4 in total, one for each unit) and all their homework. As a requirement to submit the portfolio, the students need to attend 75% of the classes. 5%
Trabajos
A1
CT5
CT7
 Students will submit three short written assignments: (1) a commentary on a film that will be watched in class, (2) a linguistic autobiography and (3) a linguistic diary with a reflection on the student's own linguistic practices. Each assignment will have a weight of 5% in the final mark. 15%
Pruebas objetivas de tipo test
A1
 There will be four on-line multiple-choice tests, one for each unit. Each test will have a weight of 15% in the final mark. 60%
Otros  

Class attendance is compulsory. The students need to attend a minimum of 75% of the classes to be able to submit their portfolios.

 
Otros comentarios y segunda convocatoria

This teaching guide is provisional only. If any health emergency arises it will be adapted in order to comply with the directives issued by the competent bodies. Any modification will be announced via the news forum on the Moodle online campus.

First call: Continuous evaluation

Class attendance is compulsory. The students need to attend a minimum of 75% of the classes to be able to submit their portfolios.


Pass mark: 50%
Second call: exam
Students will have to complete a multiple choice test based on the four units of the course and also, they need to complete a written exercise around a topic included in the course.

Fuentes de información

Básica

Bathia, Aditi (2020) Exploring the Englishes of world politics. World Englishes (published ahead of print). https://doi.org/10.1111/weng.12495

Crystal, David (2012) English as a Global Language. 2nd Ed. Cambridge University Press.

Gorter, Durk  (Ed.) (2006) Linguistic Landscape: A New Approach to Multilingualism. Clevelon: Multilingual Matters.

Danesi, Marcel (2016). Language, Society, and New Media: Sociolinguistics Today. New York and London: Routledge.

Fairclough, N. (2015). Language and Power. 3rd Edition. New York, London: Routledge.

Hiramoto, Mie (2015) Inked nostalgia: displaying identity through tattoos as Hawaii local practice, Journal of Multilingual and Multicultural Development, 36:2, 107-123, DOI:10.1080/01434632.2013.804829

Jaffe, A. (2009). Stance: Sociolinguistic Perspectives. Oxford University Press. 

Jenkins, J. (2007)  English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.

Johnson, Sally and Ensslin, Astrid (Eds.) (2018)  Language in the Media Representations, Identities, Ideologies. Bloomsbury.

Llurda, E. (2009) Attitudes towards English as an international language: The pervasiveness of native models among L2 users and teachers. In Farzad Sharifian (ed.) English as an International Language: Perspectives and Pedagogical Issues (pp. 119-134). Multilingual Matters.

Martin, C. W. (2020) The Social Semiotics of Tattoos: Skin and Self. Bloomsbury.

Mesthrie, R., Swann, J., Deumert, A., Leap, W.L. (2009) Introducing Sociolinguistics. Edinburgh: Edinburgh University Press.

Meyerhoff, M. (2006). Introducing Sociolinguistics. London and New York: Routledge.

Ochs, Elinor (1992) Indexing gender. In Alessandro Duranti, Charles Goodwin (Eds.) Rethinking Context: Language as an Interactive Phenomenon. Cambridge University Press.

Ramjattan, V. A. (2019). Racializing the problem of and solution to foreign accent in business, Applied Linguistics Review (published online ahead of print). doi: https://doi.org/10.1515/applirev-2019-0058

Romaine, Suzanne (2000) Language in society : an introduction to sociolinguistics. 2. ed.: Oxford: Oxford University Press.

Rosa, Jonathan & Flores, Nelson (2017) Unsettling race and language: Toward a raciolinguistic perspective.

Spolsky, B. (2014). Language Policy. Cambridge University Press. 

Trudgill, Peter (2000). Sociolinguistics: An Introduction to language and society (4th edition). UK: Pearson. 

Wardhaugh, R., & Fuller, J. M. (2015). An Introduction to Sociolinguistics (7th edition). UK: Blackwell.

Van Herk, G. (2012) What Is Sociolinguistics? Chichester: Wiley-Blackwell
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Otros comentarios
The teacher will provide the students with the course readings via Moodle.
(*)La Guía docente es el documento donde se visualiza la propuesta académica de la URV. Este documento es público y no es modificable, excepto en casos excepcionales revisados por el órgano competente o debidamente revisado de acuerdo la normativa vigente.