Minority Languages: Maintenance, Revitalisation and Endangerment
| Module title | Minority Languages: Maintenance, Revitalisation and Endangerment |
|---|---|
| Module code | SMLM090 |
| Academic year | 2023/4 |
| Credits | 15 |
| Module staff | Professor Francesco Goglia (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 15 |
|---|
Module description
This module will introduce you to key concepts and topics related to the sociolinguistic situation of minority languages. These include language maintenance and shift, language planning, language revitalization, as well as language attitudes and identity. Throughout the course, we will examine a range of local and global case studies that illustrate these concepts in action. For example, we will explore the revitalization of Cornish at the doorsteps of Exeter, regional and minority languages across Europe, as well as other examples from around the world that demonstrate either successful revitalization or endangerment. You are encouraged to delve into specific case studies based on your own interests and background.
Module aims - intentions of the module
This module examines the sociolinguistic aspects of minority languages, including their maintenance, revitalization, and endangerment. Students will explore the causes and consequences of language shift, as well as the factors that contribute to the survival and revitalization of minority languages. The module also examines the role of language policies and planning in the protection and promotion of minority languages.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Critically evaluate the theories surrounding language shift and delve into the elements influencing the preservation, revitalization, and endangerment of minority languages
- 2. Assess various methods for determining a language's vitality or level of endangerment
- 3. Understanding the methods used to preserve and revitalize minority languages
- 4. Analyse the impact of language policies and planning on the protection and promotion of minority languages.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Evaluate and apply a range of sociolinguistic critical approaches to case studies
- 6. Use both printed and electronic learning resources recommended by the course tutor(s) in a critical manner. Additionally, you may independently seek out other relevant materials to supplement your learning, included first-hand data.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Enhance your understanding of linguistic diversity by engaging with a range of readings and case studies.
- 8. To summarise, choose and arrange information in order to create a clear and persuasive point within a specified deadline.
- 9. Work as a team to produce a group presentation
Syllabus plan
Whilst the content may vary from year to year, it is envisioned that it will cover some or all of the following topics:
- Introduction to minority languages
- Language Shift and Endangerment
- Language Maintenance and Revitalization
- Language Policies and Planning
- Minority Languages and Identity
- Minority Languages and Education
- Minority Languages, language attitudes and ideologies
- Language Rights and Linguistic Justice
- Minority Languages and Migration
- Case Studies of Minority Languages
- Researching Minority Languages
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 16 | 134 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 15 | 10 x 1.5 hour lectures (1h) and seminar (30 minutes) |
| Scheduled Learning and Teaching | 1 | Revision |
| Guided Independent Study | 134 | Private study and preparation for the seminars through reading and research |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Essay plan | 600 words | 1-8 | Written and oral |
| Group presentation plan | 300 words | 1-9 | Written and oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay | 75 | 3000 words | 1-8 | Written |
| Group presentation | 25 | 5 minutes each student | 1-9 | Written and oral |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay | Essay | 1-8 | Referral/Deferral period |
| Group presentation | Recorded individual presentation | 1-9 | Referral/Deferral period |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 50%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 50%.
Indicative learning resources - Basic reading
Coulmas, Florian. 2005. Sociolinguistics: the study of speakers’ choice. Cambridge: CUP.
Edwards, J. 2010. Minority languages and group identity: Cases and categories. John Benjamins Publishing.
Extra, Guus and Durk Gorter. 2001. The other languages of Europe. Multilingual Matters.
Extra, Guus and Durk Gorter. Multilingual Europe: facts and policies. Berlin/New York: Mouton de Gruyter.
Fishman, J. A. 1991. Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages. Multilingual Matters.
Gorter, D. (Ed.). 2017. Minority languages and multilingual education: Bridging the local and the global. Springer.
Grenoble, L. A., & Whaley, L. J. (Eds.). 2006. Endangered languages: Language loss and community response. Cambridge: Cambridge University Press.
Hogan-Brun, Gabrielle and Stefan, Wolff (Eds.). 2003. Minority languages in Europe. Framework, Status Prospects. Hampshire: Palgrave Macmillan.
Holmes, Janet. 2008. An introduction to sociolinguistics. Harlow: Pearson-Longman.
Mesthrie, Rajend, Swann, Joan, Deumert, Ana & Leap, William, L. 2010. Introducing sociolinguistics. Edinburgh: Edinburgh University Press.
Hornberger, N. H. 2010. Can schools save indigenous languages? Policy and practice on four continents. Palgrave Macmillan.
Lee, W. O. (2018). Language endangerment and language revitalization in East and Southeast Asia. Routledge.
May, S. 2012. Language and minority rights: Ethnicity, nationalism, and the politics of language. London: Routledge.
Myers-Scotton, Carol. 2006. Multiple Voices: an introduction to bilingualism. Oxford: Blackwell O'Reilly,
Sallabank, J. 2013. Endangered languages: A toolkit for students and teachers. John Wiley & Sons.
Skutnabb-Kangas, T., & Phillipson, R. (Eds.). 2010. Language rights and linguistic justice: International perspectives. London: Routledge.
Tsunoda, T. 2012. Language endangerment and language revitalization: An introduction. Mouton de Gruyter.
Wardhaugh, Ronald. 2010. An introduction to Sociolinguistics. Oxford: Blackwell.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 11/04/2023 |
| Last revision date | 05/09/2023 |
