“SOCIOLINGUISTICS: DISCRIMINATION AND MAJORITY VERSUS MINORITY LANGUAGES”
The is to give students a comprehensive understanding of the sociolinguistic dynamics surrounding majority and minority languages. Students will explore the complex interplay between these languages in various social, cultural, and political contexts, gaining insights into language variation, change, and maintenance.
(a) Aim of the Course:
- Understand the fundamental concepts of majority and minority languages in sociolinguistics.
- Analyse the sociocultural, historical, and political factors influencing the dynamics between majority and minority languages.
(b) Specific Objectives:
- Examine the language variation and change patterns in majority and minority languages, emphasising how linguistic norms are established.
- Evaluate the factors contributing to language maintenance and shift and assess strategies for preserving minority languages.
- Investigate language contact and bilingualism scenarios, analysing how languages influence each other and exploring the impact on linguistic identity.
- Analyse language policies and planning concerning majority and minority languages, including their effects on language vitality.
- Explore the role of language in shaping individual and group identities and understand the concept of linguistic prestige.
- Assess language attitudes held by speakers towards majority and minority languages and their implications for language choices.
- Investigate internal linguistic variation within minority language communities, considering social, cultural, and demographic factors.
- Examine language revitalisation efforts and strategies to combat language endangerment, including educational and community-based initiatives.
- Explore the power dynamics associated with majority and minority languages, including linguistic inequality and resistance issues.
- Analyse the impact of migration on language maintenance, shift, and contact, and study the linguistic practices of migrants in new contexts.
(c) Methodology of Research and Teaching:
The course will employ a combination of lectures, seminars, readings, and case studies to engage students in critical discussions and hands-on analysis of sociolinguistic phenomena. Teaching methods will include guest speakers, language surveys, and fieldwork to provide practical insights into sociolinguistic research. Assignments and group projects will encourage students to apply sociolinguistic concepts to real-world scenarios, promoting critical thinking and research skills.
(d) Assessment Modules:
- Participation and Discussion: Active engagement in class discussions, debates, and seminars will be assessed, encouraging critical thinking and interaction with peers.
- Group Projects: Collaborative projects focused on language policy analysis, language revitalisation plans, or sociolinguistic surveys will assess teamwork and problem-solving skills.
- Oral Presentations: Students will give presentations on case studies or research findings, fostering practical communication skills and the ability to convey complex sociolinguistic concepts.
- Written Assignments: Students will submit research papers and essays on topics related to majority and minority languages, showcasing their analytical and research abilities.
(e) Allocation of hours
(1) Contact Hours: Contact hours refer to the time spent in lectures, seminars, and other formal instructional settings. In a 90-hour course, a substantial portion of time should be dedicated to contact hours to ensure that students receive adequate instruction and engage with course content. A reasonable allocation could be:
- Lectures: 45 hours
- This accounts for half of the course duration and provides ample time for delivering core content, theories, and concepts related to sociolinguistics and majority/minority languages.
- Seminars/Group Discussions: 20 hours
- These sessions can involve in-depth discussions of readings, case studies, and student presentations. They provide an opportunity for active learning and critical thinking.
- Guest Speakers/Fieldwork: 10 hours
- Inviting guest speakers with expertise in sociolinguistics or organising fieldwork activities can enhance the learning experience and expose students to practical research in the field.
(2) Research Work: Research work includes assignments, projects, and independent study related to the course content. This aspect is essential for developing research skills and applying sociolinguistic concepts.
- Research Assignments: 10 hours
- These assignments could involve literature reviews, data analysis, or small research projects that help students explore specific sociolinguistic topics.
- Group Projects: 5 hours
- Group projects encourage collaboration and problem-solving. Students can work on language policy analyses, language revitalisation plans, or sociolinguistic surveys.
- Independent Study: 10 hours
- Some time for students to conduct independent research on a topic of their choice related to majority and minority languages. This fosters autonomy and deeper exploration.
(3) In-Class Activities/Participation: In-class activities and participation are essential for engaging students, reinforcing learning, and promoting critical thinking[1]:
- In-Class Exercises: 5 hours
- Activities like language attitude surveys, language variation analyses, or sociolinguistic data collection provide hands-on experience.
- Discussion and Debates: 5 hours
- Engaging students in discussions and debates related to sociolinguistic issues. Encouraging active participation and critical analysis.
- Student Presentations: 5 hours
- Allowing time for students to present their research findings, group projects, or case studies and promoting public speaking skills and peer learning.
[1] Not please that the allocation of hours may vary upon the exact timing and group size.
