Learning outcomes
The course focuses on content outcomes relating to the field of linguistics (Knowledge about language). However, two other types of learning outcome are embedded into the learning design: Skills for linguistics and Communication. By hosting the majority of resources and activities on Moodle, it is possible to supplement the core content with the additional skills and communication components, rather than reducing what is covered.
The course focuses on content outcomes relating to the field of linguistics (Knowledge about language). However, two other types of learning outcome are embedded into the learning design: Skills for linguistics and Communication. By hosting the majority of resources and activities on Moodle, it is possible to supplement the core content with the additional skills and communication components, rather than reducing what is covered.
Weekly schedule
Every week of the course is designed to provide students with 10 learning hours. 8 of these hours are allocated for specific learning resources and activities, following the same schedule and layout each week, while the remaining 2 are allocated for independent work towards assignments. Support for academic literacy is embedded throughout.
Every week of the course is designed to provide students with 10 learning hours. 8 of these hours are allocated for specific learning resources and activities, following the same schedule and layout each week, while the remaining 2 are allocated for independent work towards assignments. Support for academic literacy is embedded throughout.
Embedded support:
Supporting academic listening
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Assessment
10% of the grade is allocated to weekly mini assessed tasks:
50% of the grade is allocated to five major assignments:
40% of the grade is allocated to a final exam, comprising:
All assessments, with the exception of the unseen writing task in Week 2, assess the content learning outcome (State fundamental principles about language and languages) and the skills learning outcome (Use the expected conventions of the linguistics discipline). All assessments assess the communication learning outcome (Express ideas orally or in writing, using clear, academically-appropriate English). |
Modes of delivery
The course is offered in two modes: Blended and Online. The Blended mode, offered at Laucala Campus, combines a 2 hour face-to-face tutorial each week with online resources and activities. The Online mode, offered at all campuses, provides all resources and activities (including tutorial activities) online.
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Section 1: Becoming a linguist
The first three weeks of the course introduce students, firstly, to the course design and expectations, and, secondly, to some of the practices, activities and topics that linguists engage in. The mini weekly assessed tasks begin in Week 2, and the first major assessment (an unseen writing task to assess English proficiency only) is completed during the Week 2 tutorial.
The first three weeks of the course introduce students, firstly, to the course design and expectations, and, secondly, to some of the practices, activities and topics that linguists engage in. The mini weekly assessed tasks begin in Week 2, and the first major assessment (an unseen writing task to assess English proficiency only) is completed during the Week 2 tutorial.
Section 2: Describing linguistic diversity
The next four weeks focus on linguistic diversity, starting with language families across the whole world, and then zooming in on the Pacific region. Topics cover languages and dialects, language change, and the differences between spoken, signed and written language. The tutorial activities in Weeks 4, 5 and 6 heavily scaffold the assignment that is due in Week 7, a written summary of the reasons why it is hard to know exactly how many languages there are in the world, supported only by the three texts that we have read together.
The next four weeks focus on linguistic diversity, starting with language families across the whole world, and then zooming in on the Pacific region. Topics cover languages and dialects, language change, and the differences between spoken, signed and written language. The tutorial activities in Weeks 4, 5 and 6 heavily scaffold the assignment that is due in Week 7, a written summary of the reasons why it is hard to know exactly how many languages there are in the world, supported only by the three texts that we have read together.
Section 3: Applying linguistics to real world issues
In Weeks 8 to 10, the course focuses on language learning and teaching. This is just one branch of Applied Linguistics, but the one that is most relevant to English teachers for whom the course is core. The content is quite challenging for students, as some of what we cover goes against many widespread beliefs about the best way to learn a second language. This content forms the basis for the remaining three assignments of the course: the group oral presentation, the essay plan and the final essay.
In Weeks 8 to 10, the course focuses on language learning and teaching. This is just one branch of Applied Linguistics, but the one that is most relevant to English teachers for whom the course is core. The content is quite challenging for students, as some of what we cover goes against many widespread beliefs about the best way to learn a second language. This content forms the basis for the remaining three assignments of the course: the group oral presentation, the essay plan and the final essay.
Section 4: Linguistic debates
The final section of the course introduces a series of debates within the field, such as the perceived tension between descriptivism and prescriptivism, the dominance of English as a global language, and who gets to claim English as their own. The content of this section is less important than the skills that can be acquired by analysing spoken and written texts as good models for ways to put forward and support a reasoned argument. Students work on their essay plan and final essay throughout this section.
The final section of the course introduces a series of debates within the field, such as the perceived tension between descriptivism and prescriptivism, the dominance of English as a global language, and who gets to claim English as their own. The content of this section is less important than the skills that can be acquired by analysing spoken and written texts as good models for ways to put forward and support a reasoned argument. Students work on their essay plan and final essay throughout this section.
Learning resources and activities
Every week is structured in the same way, using a Moodle book to present the materials and activities in the sequence that will best support the learning. Backup copies of readings, lecture slides (with and without audio) and links to mini assessed tasks are provided separately in case of challenges with internet connectivity.
Every week is structured in the same way, using a Moodle book to present the materials and activities in the sequence that will best support the learning. Backup copies of readings, lecture slides (with and without audio) and links to mini assessed tasks are provided separately in case of challenges with internet connectivity.