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Linguistics/Asia 122-01: English as a World Language
Spring 2013
Section: 1 Room: BBC 122
Instructor: Thom Huebner Times: MW 1:30-2:45
Telephone: 408-924-1315 Office: Clark 402A
Office Hours: MW 8:30-8:45, 12:00-1:00, 4:15-4:30 and by appointment
Email: HYPERLINK "mailto:thom.huebner@sjsu.edu" thom.huebner@sjsu.edu
Required Texts:
Kachru, Yamuna & Larry E. Smith. 2008. Cultures, Contexts, and World Englishes. Routledge.
Rickerson, E. M. and Barry Hilton, eds. The 5-Minute Linguist. Equinox.
A Course Reader, available at Maple Press (San Carlos between 10th and 11th; 408-297-1001)
Course Description:
This course surveys the ways in which and the purposes for which English is used in diverse societies and cultures around the world, including the United States. It also examines social, cultural, economic, and political implications of the spread of English for international and cross-cultural communication. [This course satisfies three units of 91 Studies under category V: Culture, Civilization and Global Understanding. Prerequisites are upper division standing (at least 56 units completed), completion of Core GE requirements, passage of the Writing Skills Test (WST), and completion of or concurrent enrollment in 100W.]
Student Learning Outcomes (GE):
Upon completion of this course, students should be able to:
GELO1: Compare systematically the ideas, values, images, cultural artifacts, economic structures, technological developments, or attitudes of people from different societies.
GELO2: Identify the historic context of ideas and cultural practices in their dynamic relations to other historical contexts..
GELO3 Explain how a culture changes in response to internal and external pressures.
Course Learning Outcomes (CLO):
In meeting these general 91 Studies objectives, upon completion of the course students will be able to:
CLO1: Identify the historical context in which English has been introduced and spread across societies, and to recognize the dynamic relationships between these language changes and other social, political, economic, religious, and cultural changes.
CLO2: Compare systematically the linguistic forms and the communicative functions of English as it is used by diverse societies and cultures, both in Western and non-Western countries.
CLO3: Identify the distribution of political and economic power as it is correlated with proficiency in Standard English in diverse societies around the world.
CLO4: Compare systematically patterns and purposes of language variation among cultural groups, such as code-mixing and code-switching with English in India and the Philippines, and lexical borrowing from English in Mexico, Japan, and Korea.
CLO5: Explain how attitudes toward English change in response to internal and external pressures.
CLO6: Identify the ways in which varieties of English from around the world influence patterns of language use among immigrant communities in the United States.
Course Requirements and Grading Information:
This course must be taken for a letter grade. Participation is required.
Assignments are valued as follows:
1. Linguistic Heritage Paper 15 points
2. Reflective Response paper (Video: Story of English) 5 points
3. Reflective Response Paper (Video: American Tongues) 5 points
4. Reflective Response Paper (Video: Cross-Talk) 5 points
5. Reflective Response Paper (Video: He Said, She Said) 5 points
5. Course Project 15 points
6. Oral Presentation of Course Project 10 points
7. Mid-term Exam 10 points
8. Final Exam 15 points
9. Participation 15 points
Total 100 points
Linguistic Heritage Paper (3-5 pages, 15% of final grade), due April 22, 2013: In this assignment you will identify the dynamics of your language identity. You will write about the languages you know and use and the linguistic heritage of your family. (GELO 3)
Reflective Response papers (Videos: The Story of English, American English, Cross-Talk and He Said, She Said; 2-3 pages each, 5 % each of final grade), due February 4, March 4, April 11, and April 29 respectively. (GELO 1 & 2)
In these assignments, you will write the responses after viewing videos. Your papers should include each of the levels in interactive response:
Descriptive A detailed summary of the highlights of the video: a personal story, historical information, and/or perspective that you viewed in the video.
Personal/Interpretive New insights gained from the content of the video: how you felt viewing the video: Was it easy? Difficult? Fun? Frustrating?
Critical/Analytical Evidence in the video to support or dispute concepts or knowledge that you already have.
Creative/Application Insights gained which may be applied to your interactions with your fellow students and citizens of the world.
6. Individual Course Project and Written Project Report (Minimum 8 pages, 15% of final grade), due May 13, 2013. In this assignment, you will either
a) design and carry out a research project involving empirical data. Possibilities will be described and discussed about midway through the course; or
b) write a critical, in-depth review of a pre-approved chapter from one of the following:
Edward Finegan and John Rickford, eds., 1998. Language in the USA: Themes fro the Twenty-First Century. Cambridge;
Dallin D. Oaks, ed. 1998. Linguistics at Work: A Reader of Applications. Harcourt Brace.
Jenny Cheshire, ed. 1991. English Around the World: Sociolinguistic Perspectives. Cambridge University Press.
Christian Mair, ed. 2003. The Politics of English as a World Language: New Horizons in Postcolonial Cultural Studies. Editions Rodopi B.V.
Ofelia Garcia and Ricardo Otheguy, eds. 1989. English Across Cultures, Cultures Across English: A Reader in Cross-Cultural Communication. Berlin: Mouton de Gruyter.
The paper should include the detailed summary and critical analysis of the chapter.
7. Oral Presentations (10% of final grade, May 1 8, 2013)
8. Mid-Term Exam (10% of final grade, March 20, 2013)
An in-class mid-term exam requiring paragraph-length answers on topics covered during the first half of the course.
9. Final Exam during Final Exam Week (15% of final grade, May 21, 12:15-14:30)
An in-class final exam requiring paragraph-length answers on topics covered during the entire course.
10. Active participation in class discussions and activities, showing evidence of having read the assigned readings (15% of final grade).
NOTE: All written work must be printed on 8.5x11 paper, double spaced, with 12-point font and one-inch margins all around.
In order to earn a grade of A on written assignments, you must complete all parts of the assigned tasks, you must formulate original and insightful generalizations and support them with relevant facts and details, and you must discuss the implications of your observations for human communication. In addition, to earn an A on out-of-class written assignments, your writing must be nearly free of errors in grammar and mechanics, and must demonstrate clear cohesion and coherence. To the degree that a written assignment does not satisfy one or more of these criteria, it will receive a lower grade.
Grades will be based on the percentage of total points earned in the class:
A+ = 99-100
A = 90-98
B+ = 89
B = 80-88
C+ = 79
C = 70-78
D+ = 69
D = 60-68
F = below 60
Late papers will not be accepted except in the case of a documented medical crisis.
Things come up, both good and bad. Computers crash, you have an argument with your fan, your friend offers you a free ride down to LA. Sp plan ahead. Have your assignments done two days ahead of time just in case because while I sympathize with you, I simply cannot make any exceptions.
There will be NO extra credit work in this course.
Course Policies
Disability Accommodations: If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities register with the Disability Resource Center (DRC, ADMIN 110) to establish a record of their disability.
Academic Integrity: Your own commitment to learning, as evidenced by your enrollment at San Jos State University, and the Universitys Academic Integrity Policy requires you to be honest in all your academic course work. Faculty are required to report all infractions to the Office of Judicial Affairs. The policy on academic integrity can be found at: HYPERLINK "http://sa.sjsu.edu/judicial_affairs/faculty_and_staff/academic_integrity/index.html" http://sa.sjsu.edu/judicial_affairs/faculty_and_staff/academic_integrity/index.html
I will make every reasonable effort to foster honest academic conduct in this course. Students who are caught cheating will be reported to the Judicial Affairs Officer of the University, as prescribed by HYPERLINK "http://www2.sjsu.edu/senate/S04-12.pdf" \t "_parent" Academic Senate Policy S04-12.
Statement on Plagiarism: The Department of Linguistics and Language Development would like to emphasize that we adhere strictly to the rules against plagiarism as set forth in the 91 Catalog. The Catalog defines plagiarism as follows:
Catalog. The Catalog defines plagiarism as follows:
1.2 Plagiarism. At 91, plagiarism is the act of representing the work of another as ones own (without giving appropriate credit) regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at 91 includes but is not limited to:
1.2.1 The act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of anothers work, without giving appropriate credit, and representing the product as ones own work; and
1.2.2 Representing anothers artistic/scholarly works such as musical compositions, computer programs, photographs, paintings, drawing, sculptures or similar works as ones own.
(available at http://info.sjsu.edu/static/catalog/policies.html Student Responsibilities Discipline Policy on Academic Dishonesty 1.0 Definitions of Academic Dishonesty)
Should a student plagiarize in any Linguistics or LLD course, the instructor will report the student to the Universitys Office of Student Conduct and Ethical Development.
How to avoid plagiarism. It is not always easy to recognize whether you are legitimately citing the work of others or whether you have crossed the line into plagiarism. To become acquainted with what plagiarism is and how to avoid it, the following 91 website offers definitions, policies, and links to useful websites offering guidelines in plagiarism prevention.
HYPERLINK "http://www.sjlibrary.org/services/literacy/info_comp/plagiarism.htm" www.sjlibrary.org/services/literacy/info_comp/plagiarism.htm
Cell Phones: Students will turn their cell phones off or put them on vibrate mode while in class. They will not answer their phones in class.
Rescheduling: The instructor reserves the right to reschedule assignments and exams with adequate advance notice.
Tentative Course Calendar
This plan is tentative. K&S refers to your textbook, Cultures, Contexts and World Englishes; CR refers to your course reader. (Readings average less that 25 pages per lecture.)
DATE TOPIC / READING / ASSIGNMENTS
1 / 23 Organizational Meeting
1 / 28 Video: The Story of English, Part I: An English Speaking World
1 / 30 English as a World Language: What and Why?
Readings: Crystal, Why a Global Language? (CR, p. 504-19)
K & S, Introduction (p. 1-13)
2 / 4 English as a World Language: The History of English
Readings: Algeo, Where did English come from? (5-M, p. 210-13)
Roberts, A Brief History of English (CR, p. 420-30)
2 / 4 DUE: Reflection Paper 1: The Story of English (5% of final grade)
2 / 6 English as a World Language: Your Linguistic Heritage
Reading: Hinton, Involuntary Language Loss (CR, p. 203-52)
2 / 11-13 Language: Framework and Relevant Concepts
Reading: K & S. Chapter 1 (p. 15-29)
Childs, Whats the difference between dialects and languages? (5-M, p. 16-20)
2 / 18 Language: Standards, Dialects, Accents
Readings: Wolfram & Schilling-Estes, The Reality of Dialects. 1-19; CR)
Smith, Talking Wrong (CR, p. 275-77)
Rickford, Suite for Ebony and Phonics (CR, p. 278-88)
2 / 20 Language: Culture and Background Knowledge
Readings: K & S, Chapter 2 (p. 31-39)
Cunha, Talking in the New Land (CR, p. 3-12)
Hong Kingston, Finding a Voice (CR, p. 13-18)
2 / 25 Video: American Tongues
Reading: Preston, Whats the right way to put words together? (5M, p.75-8)
2 / 27 Cross-Cultural Communication: Politeness
Readings: K & S, Chapter 3 (p. 41-58)
Park, Characteristics of Korea English as a Globalized Variety (CR, p. 94-107)
3 / 4 Cross-Cultural Communication: Intelligibility
Reading: K & S, Chapter 4 (p. 59-70)
3 / 4 DUE: Reflection Paper 2: American Tongues (5% of final grade)
3 / 6 Native Speaker & Non-Native Varieties of English: Sounds & Rhythms
Readings: K & S, Chapter 5 (p. 71-84)
Weinberger, What causes foreign accents? (5-M, p. 120-23)
Esling, Everyone Has an Accent Except Me (CR, p. 169-75)
3 / 11 Native Speaker & Non-Native Varieties of English: Phrases & Sentences
Readings: K & S, Chapter 6 (p. 85-101)
Zuengler, Kenyan English (CR, p. 112-124)
3/ 13 Native Speaker & Non-Native Varieties of English: Words & Collocations
Readings: K & S, Chapter 7 (p. 103-111)
McKean, How are dictionaries made? (5-M, p. 188-91)
Lowenberg, Variation in Malaysian English (CR, p. 364-75)
3 / 18 Review for Mid-Term
3 / 20 MID-TERM (10% of final grade)
3 / 25 29 SPRING RECESS (Campus Closed)
4 / 1 Cesar Chavez Day (Campus Closed)
4 / 3 Video: Cross-Talk
4 / 8 Native Speaker & Non-Native Varieties of English: Conversational Interaction
Readings: K & S, Chapter 8 (p. 119-34)
Barna, Stumbling Blocks in Intercultural Communication (BCIC, p. 173-89; CR)
4 / 11 Language Contact: Bilingualism and Code Switching
Readings: Johnson, What does it mean to be bilingual? (5-M, p. 88-92)
Zentella, The Hows and Whys of Spanglish (CR, p. 213-32)
4 / 11 DUE: Reflection Paper 3: Cross-Talk (5% of final grade)
4 / 15 Language Contact: Cross Linguistic Influence
Reading: Huebner, Framework for the Linguistic Analysis of Linguistic Landscapes (CR, p. 70-87)
4 / 17 Language Contact: Pidgins and Creoles
Reading: Lipski, Are Pidgins and Creoles Real Languages? (5-M, p. 37-40)
Crystal, Pidgins and Creoles (CR, p. 321-27)
Holman, What is Cajun and where did it come from? (5-M, p. 166-69)
4 / 22 Video: He Said, She Said
4 / 22 DUE: Linguistic Heritage Paper (15% of final grade)
4 / 24 Language and Gender
Readings: Holmes, Women Talk Too Much (CR, p. 41-49)
Bucholtz, Language, Gender, and Sexuality (CR, p. 410-29)
4 / 29 Workshop
4 / 29 DUE: Reflection Paper 4: He Said, She Said (5% of final grade)
5 / 1 Oral Presentations
5/ 6 Oral Presentations
5/8 Oral Presentations
5 / 13 Review for Final Exam
5 / 13 DUE: Individual Course Project Report
5 / 21 12:15-14:30 FINAL EXAM (15% of final grade)
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