| Competences |
| Type A | Code | Competences Specific |
| A1 | Demostrar que coneix els corrents teòrics i metodològics de la lingüística i les seves aplicacions. | |
| A4 | Aprofundir en el coneixement de l’ésser humà i dels seus diversos entorns culturals. | |
| Type B | Code | Competences Transversal |
| CT5 | Communicate information clearly and precisely to a variety of audiences. | |
| CT7 | Apply ethical principles and social responsibility as a citizen and a professional. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Identifica les característiques del llenguatge humà. Valora la riquesa lingüística del món. | |
| A4 |
Realitza lectures i recensions sobre etnografies i monografies antropològiques. Realitza treballs de reflexió i síntesi a partir de la cerca en les fonts bibliogràfiques fonamentals relacionades amb la diversitat cultural i el multiculturalisme. | |
| Type B | Code | Learning outcomes |
| CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions. Draw up texts that are structured, clear, cohesive, rich and of the appropriate length. Draw up texts that are appropriate to the communicative situation, consistent and persuasive. Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation. Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length. Produce a discourse that is appropriate to the communicative situation, consistent and persuasive, and interact effectively with the audience. | |
| CT7 |
Students are aware of the inequalities and the discrimination caused by gender and other factors, and understand the reasons that account for them. Be able to identify major environmental problems. Recognise and reflect on social needs and problems, and get involved in improving the community. Recognise the ethical and deontological concepts in their field of expertise, show an ability for criticism and dialogue, and respect the rules and regulations that members of the university community must abide by. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| Unit 1. Language in History | - English as a global language. - Why English? History, cultural foundation and cultural legacy. - The future of Global English. |
| Unit 2. Multilingualism and Languages in Contact | - Language policies and planning - Multilingualism in TEFL - Linguistic landscapes |
| Unit 3. Language and Power | - Politeness - Gender - Class - Race and ethnicity |
| Unit 4. Language and the Media | - The media: the press, advertising, broadcasting, cinema and popular music. - Multimodality - Memes |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
20 | 14 | 34 | ||||||
| Seminars |
|
21 | 35 | 56 | ||||||
| Presentations / oral communications |
|
10 | 15 | 25 | ||||||
| Assignments |
|
3 | 18 | 21 | ||||||
| Personal attention |
|
1 | 0 | 1 | ||||||
| Multiple-choice objective tests |
|
4 | 8 | 12 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | - 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 |
| Lecture | - Presentation of course contents by means of explanation, exemplification and visual aids – Students' active participation: questions and contributions |
| Seminars | Practical exercises within the classroom. |
| Presentations / oral communications | An oral presentation of one of their assignments. |
| Assignments | The students will need to submit written assignments connected with the contents of the course |
| Personal attention | – 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 |
| Personalized attention |
| Description |
|
During the 2023-24 academic year, students will be assisted in individual and/or group tutoring in order to resolve possible doubts, queries and other issues related to the subject. Tutoring can be face-to-face and/or virtual. At the beginning of the year, students will be informed about how this personalized attention will be carried out (schedules, if it will be face-to-face, by email, Moodle...). |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Presentations / oral communications |
|
Students will present the content of one of their assignments in front of the class. | 20% | ||||
| Assignments |
|
Students will submit a course portfolio that will include: 1. Response papers to the compulsory reading assignments of the course (15%) 2. A reflection paper on how peer evaluation has helped improve their own work. (10%) 3. A group assignment around the topic of linguistic landscapes. (15%) More detailed instructions will be offered at the beginning of the term. |
40% | ||||
| Multiple-choice objective tests |
|
There will be four multiple-choice tests, one for each unit. Each test will have a weight of 10% in the final mark. | 40% | ||||
| Others |
| Other comments and second exam session | |||
|
First call: Continuous evaluation. Pass mark: 50% Second call: exam. Pass mark: 50% |
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| Sources of information |
| Basic |
M. Montgomery, An Introduction to Language and Society, Routledge, London 1996 |
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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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| Complementary | |||||||||
| Recommendations |
| Other comments | |
| The students will need to use the American Psychological Association (7th Ed.) conventions for their assignments. The students are encouraged to attend class and participate actively. |