LANGUAGE DIVERSITY - 2019/0

Module Overview

This module, which assumes no prior knowledge of languages other than English, is intended to give students an insight into the diversity of human communication systems found throughout the world. In order to understand how language works, we need to examine the variety of systems to be found, some of which differ drastically from what we know and what we might expect.

Module provider

School of Literature and Languages

Module Leader

BOND Oliver (Lit & Langs)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 6

Module cap (Maximum number of students): 20

Module Availability

Semester 2

Prerequisites / Co-requisites

None. This module has a capped number and may not be available to ERASMUS and other international exchange students. Please check with the departmental exchange coordinator.

Module content

Indicative content includes:

• the distinctive properties of animal and human communication


• the similarities and differences between signed languages and spoken languages


• regional and social language variation


• multilingualism and codeswitching


• pidgins and creole languages


• the development of lingua francas


• language endangerment


• differences in colour and spatial categorisation across languages

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate achievement of the module learning outcomes.

 

Seminar discussion with ongoing tutor feedback is designed mainly to assess transferable skills in working independently as well as part of a group and to develop skills in formulating, defending and sustaining arguments.

 

Both the essay and exam assess subject knowledge in (i) the different types of data and empirical methodologies used to study human languages and (ii) the factors that contribute to the way in which different languages or linguistic structures are used in different social contexts. They also assess cognitive/analytical skills in evaluating the outcomes of scientific experiments and case studies from linguistics within their historical and cultural context.

 

The essay further assesses professional/practical skills, namely the ability to conduct research for written work in an organized and critical fashion. The exam further assesses professional/practical skills, namely the ability to present ideas coherently under time constraint.

 

 

Thus, the summative assessment for this module consists of:

• 2000-word essay (deadline in Week 7)


• 2-hour exam

 

Formative assessment and feedback

• Seminar discussion with ongoing tutor feedback in seminar


• Feedback on formative student presentations linked to their essay topic

 

The deadline for the essay is normally in Week 7. Students receive verbal feedback on formative presentations in Week 5 before submitting their essay. Students receive both written feedback and verbal feedback in tutorials that informs the final summative assessment, i.e. the exam.

Module aims

• the defining characteristics of our major mode of communication, namely language;
• data from linguistic systems which differ radically from those with which they are already familiar;
• the diversity of human language from a social, linguistic and cognitive perspective.
• using different types of data to understand a field of inquiry;
• critical thinking about the types of evidence that can be used to support a scientific argument;
• oral and written communication;
• independent work and group work in seminars;
• time management through essay submission and revision planning.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to deliver subject knowledge, to develop cognitive/analytical skills, and to develop in-depth transferable, practical and professional skills. Specifically, the weekly lectures deliver subject knowledge related to linguistic diversity and develop cognitive/analytical skills in interpreting the outcomes of scientific experiments and case studies from linguistics within their historical and cultural context. The weekly seminars offer student-led discussions that develop skills in formulating arguments, presenting ideas and analysis coherently while under a time constraint, and working as part of a group.

 

This relates to the programme learning and teaching strategy, which at FHEQ Level 6, is designed to further develop students’ analytical and rhetorical skills. As these are research-led modules, there is also more emphasis on developing students’ knowledge of critical and theoretical discourses.

 

The learning and teaching methods include:

• 1-hour lecture per week x 11 weeks


• 1-hour seminar per week x 11 weeks


• 2-hour revision session in Week 12

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: ELI3039

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2019/0 academic year.