Language and Globalisation
| Module title | Language and Globalisation |
|---|---|
| Module code | SMLM089 |
| Academic year | 2023/4 |
| Credits | 15 |
| Module staff | Dr Susana Pinto Cavadas Afonso (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 15 |
|---|
Module description
This module addresses the complexities of language use in a globalized world and how languages function as intercultural media of communication. You will examine the reasons for the spread of languages around the world from a historical and more contemporary perspectives. You will focus on global discourse in key domains: language, values and markets under globalization, and language, distance and identities. The module will explore globalization beyond the use of English as a language of international wider communication and explore the above key themes in relation to other world languages such as Portuguese, Spanish, etc.
Module aims - intentions of the module
The aims of the module are:
- to provide students with a comprehensive understanding of the role of language in a globalized world
- to examine the contexts of the spread of languages globally and how globalization shapes language policies
- to explore the impact of globalization on language use and identities
- to provide students with opportunities to apply theoretical frameworks to practical situations related to language and globalization
- to develop students’ skills and knowledge for further study or professional practice
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Understand the relationship between language and globalisation
- 2. Critically evaluate the impact of globalisation on language use and language policies around the world
- 3. Evaluate the role of language in globalisation processes, including the impact of language on identity and social inequality
- 4. Analyse specific case studies in which language is used as a tool of hegemony and resistance
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Demonstrate knowledge of the key theoretical approaches to understanding language and globalization, including sociolinguistic and postcolonial perspectives
- 6. Apply key theoretical approaches to language and globalization to real-world contexts
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Develop critical thinking skills through analysis of complex language use and policies in a global context
- 8. Evaluate evidence, identify assumptions, and develop reasoned arguments
- 9. Work effectively in a team to produce a tangible output
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:
- Language in a global world
- World languages: hegemony and resistance
- Language and colonialism and post-colonialism
- Global languages such as English, Portuguese, Spanish, amongst others.
- Global languages in the Global South
- Language variation, linguistic diversity and ideology
- Linguistic marketplace
- Language and soft power
- Language policy and globalization
- Superdiversity
- Language, ethnicity and identity
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 | 1 hours and 30 minute sessions combining lectures and seminars |
| Scheduled learning and teaching | 1 | Revision |
| Guided independent study | 134 | Reading and preparation for sessions, presentations and assessed coursework |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Poster presentation | 10-minute group presentation | 1-9 | Oral and written feedback |
| Written task (e.g. Literature review or analysis of data) | 700 words | 1-8 | Written feedback with opportunity for tutorial follow-up. |
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 feedback with opportunity for tutorial follow-up. |
| Group presentation | 25 | 5 minutes each student | 1-9 | Written feedback with opportunity for tutorial follow-up. |
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. The mark given for a re-assessment taken as a result of referral will be capped at 50%.
Indicative learning resources - Basic reading
Block, D. (2005). Multilingual Identities in a Global City: London Stories. London: Palgrave.
Blommaert, J. (1999). Language Ideological Debates. Berlin: Mouton De Gruyter
Blommaert, J. (2010). The Sociolinguistics of Globalization. Cambridge: CUP.
Blommaert, J., & Rampton, B. (2011). “Language and Superdiversity”. Diversities, 13(2): 1-20.
Calvet, L.-J. (2006). Towards an Ecology of World Languages. Cambridge: Polity Press.
Coupland, N. (Ed.). The Handbook of Language and Globalization. Wiley-Blackwell.
Fairclough, N. (2006). Language and Globalization. Routledge.
Fairclough, N. (2009). ‘Language and globalization’. Semiotica, 173: 317-342.
Guilherme, M., & Menezes de Souza, L. M. T. (Eds.) (2019). Glocal Languages and Critical Intercultural Awareness. The South Answers Back. Routledge.
Heller, M. (2003). “Globalization, the new economy, and the commodification of language and identity”. Journal of Sociolinguistics, 7(4): 473-492
Kaplan, R. and Baldauf, R. (2004). Language Planning and Policy in Africa (Vol. 1): Botwana, Malawi, Mozambique and South Africa. Cromwell Press Ltd.
Makoni, S., Kaiper-Marquez, A., & Mokwena, L. (Eds). (2022). The Routledge Handbook of Language and the Global South/s. Routledge.
Mazrui, A. (2004). English in Africa after the Cold War. Clevedon: Multilingual Matters.
Spotti, M., & Blommaert, J. (2017). 'Bilingualism, Multilingualism, Globalization, and Superdiversity: Toward Sociolinguistic Repertoires'. In García, O., Flores, N., & Spotti, M. (eds). The Oxford Handbook of Language and Society. Oxford Handbooks. pp.161–178.
Vertovec, S. (2007). “Super-diversity and its implications”. Ethnic and Racial Studies, 30(6): 1024-1054.
Indicative learning resources - Web based and electronic resources
- ELE – Faculty to provide hyperlink to appropriate pages
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 11/04/2023 |
| Last revision date | 05/09/2023 |
