Viewing: ENG 329 : Language in Globalization

Last approved: Wed, 19 Sep 2018 15:52:47 GMT

Last edit: Wed, 19 Sep 2018 15:52:44 GMT

Changes proposed by: jswarts
Change Type
ENG (English)
Dual-Level Course
Cross-listed Course
Language in Globalization
Language in Globalization
College of Humanities and Social Sciences
English (16ENG)
English Language and Literature, General.
Term Offering
Spring Only
Offered Every Year
Spring 2019
Previously taught as Special Topics?
Course Prefix/NumberSemester/Term OfferedEnrollment
ENG 2982016 Spring8
Course Delivery
Face-to-Face (On Campus)

Grading Method
Letter Grade Only
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
Agnes Bolonyai
Associate Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
SIS Program CodeProgram TitleRequired or Elective?
16ENGBA-16LLT English BA-LiteratureElective
16ENGLBAEnglish BAElective
16ENGLBA-16ENGLCRWEnglish BA-Creative WritingElective
16ENGLBA-16ENGLFLM English BA-FilmElective
16ENGLBA-16ENGLLWREnglish BA-Language, Writing, and RhetoricElective
16ENGLBA-16ENGLTEDEnglish BA-Teacher EducationElective
16ENGLBA-16ENGLMEnglish BA-MinorElective
Introduction to the sociolinguistics of globalization. Through linguistic-semiotic practices, examine how mobility, migration, and the global circulation of information and ideologies impact people, places, and practices. Study of the interplay between global flows, (trans)local contexts, and the consequences of intense contact with linguistic and cultural otherness. Topics include: English as a global language; mobility, migration, multilingualism; youth language in mobility; multilingual hip-hop; globalization and social media; multilingual signs and linguistic landscapes in urban settings.

This course will add to the range of GEP course offerings in English. It will provide an opportunity for students to explore topics relevant to their daily lives and acquire critical tools that are increasingly important for navigating the complex conditions of contemporary globalization.  


Is this a GEP Course?
GEP Categories
Global Knowledge
Interdisciplinary Perspectives
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
Examine people’s experience under conditions of global mobility through the analysis and interpretation of the circulation of identities, information, texts, images, cultural values, norms and ideologies and their impact on linguistic practices around the world.
Essay and exam questions.
Sample essay question: Analyze the formations of immigrant and transnational youth identities (and associated linguistic practices) in at least two different genres and interactional contexts (e.g. hip-hop lyrics, social media and internet communication, multilingual urban signs).
Apply critical interpretation as a means to developing a nuanced and complex understanding of the (trans)national and (trans)local migrant experience, of global and local identities, of people living at the intersection of multiple cultural ideologies and identities, and the impact of this contemporary human experience on people’s linguistic practices.
Essay and exam questions.
Sample essay question: Compare the diverse identity practices and semiotic resources people employ in various (trans)national, (trans)local, and translinguistic contexts (e.g. identity construction and social categorization in personal migrant narratives, global hip-hop, face-book interactions, advertisements), and explain how sociolinguistic complexity, normativity and fluidity are manifested in three of these contexts.
Apply the semiotic, discursive, sociolinguistic concepts, tools and strategies (e.g., voice, framing, code-switching, agency, hybridity) used to provide insights into and make academic arguments about the central role that language plays both at the small-scale and large-scale processes of globalization and localization, including the (re)construction of identities, ideologies, cultural practices and relations of power.
Essay and exam questions.
Sample essay question: Discuss how immigrants use discourse narratives to make sense of the immigrant experience, focusing on challenges of (trans)national identification and belonging.
Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:




Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:




Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:






Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
Define and apply fundamental concepts, methods and approaches from the fields of linguistics and cultural anthropology to explore, analyze and explain processes of globalization, mobility and migration and their intersection with people’s increasingly complex socio-cultural and linguistic repertoires and practices in the contemporary era of globalization.
Essay and exam questions.
Sample essay question: Explain and illustrate how theoretical assumptions and conceptual and methodological tools of sociolinguistics, sociology and cultural/linguistic anthropology each can bring to bear insights into examining and engaging with the issue of spatial, socio-cultural and semiotic-linguistic mobility in a rapidly globalizing world.
Identify and apply connections among conceptual contributions of sociolinguistics, sociology, cultural/linguistic anthropology, cultural studies and literary theory to explore and explain how diverse communities around the world come to terms with historical-political, socio-cultural and semiotic-linguistic aspects of meaning-making, patterns of communication and identity construction across spatio-temporal boundaries and trajectories in the context of global mobility and migration.
Essay and exam questions.
Sample essay question: Identify and discuss how the notion of ‘chronotope’ (time-space) from literary theory has been employed in sociolinguistics, sociology and cultural studies to explain the relationship between identity, language and ideology, and demonstrate its usefulness for analyzing immigrant identity formation.
Explore and integrate concepts, approaches and perspectives from the disciplinary fields of Linguistics and Cultural Anthropology into a cohesive synthesis to analyze, interpret and explain major processes of globalization, mobility and migration and the role of language as a symbolic resource in the life of diverse communities and across cultural, political and geographic boundaries around the world.
Essay and exam questions.
Sample essay question: Explain the major challenges and opportunities brought about by globalization and flows of people, information and linguistic/semiotic resources across boundaries from multiple disciplinary perspectives by synthesizing insights from those different approaches and perspectives.
Linguistics and Cultural Anthropology
1 - through teaching methods, strategies as well as course readings that demonstrate, implicitly or explicitly, a cohesive integration of multiple perspectives and underscore the value of interdisciplinary perspectives in approaching and understanding complex issues; 2 - through class discussions, assignments and collaborative team work that enable students to practice interdisciplinary analytic thinking and skills and facilitate their drawing on, connecting, integrating and synthesizing insights and approaches from multiple points of view into a cohesive framework The professor holds a Ph.D. in Linguistics, with specialization in Sociolinguistics and a minor in Second Language Acquisition. Her doctoral training includes courses work in Linguistic/Cultural Anthropology.
Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:






Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:








Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
Identify and describe the interconnectedness of global systems and the repercussions of mobility, migration and globalization for the emergence of complex ways of speaking, being, and thinking in non-U.S. cultures.
Describe, analyze and explain the role of language in global movements, the links of language, national, transnational and hybrid identities, and the circulation of ideologies and values in diverse cultural contexts around the globe.
Essay and exam questions.
Sample Essay Question: Compare and explain how migration and mobility challenge monolingual language ideologies and people’s linguistic and identity practices in the context of three different immigrant communities around the world.
Please complete at least 1 of the following student objectives.
Explore and demonstrate a critical understanding of the interconnectedness of global systems that shape cultural and linguistic similarities in global forms of communication (global hip-hop, social media, internet communication) in various non-U.S. cultural contexts.
Apply a critical analytical approach to compare and analyze the relationship of power, language and culture and the sociolinguistic inequality of privileged and marginalized linguistic resources and non-U.S. groups in their cultural and historical contexts and in the wider global order.
Essay and exam questions.
Sample essay question: Compare and contrast how multilingualism and complex identity practices are manifested—in urban signs, on the internet, and/or global popular music—in the contemporary area of globalization in the sociocultural context of at least two of the following non-U.S. societies: Finland (Sámi-Finnish-Swedish-English), Ethiopia (Amharic-English), China (Mandarin-Cantonese-English), Canada (French-English-Caribbean Creoles), Nigeria (Yoruba-English), Hungary (Hungarian-English-Spanish-Greek) or South-Korea (Korean-English).




US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.








Requisites and Scheduling
a. If seats are restricted, describe the restrictions being applied.
b. Is this restriction listed in the course catalog description for the course?
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
Title and author of any required text or publications.
See syllabus
Major topics to be covered and required readings including laboratory and studio topics.
see syllabus
List any required field trips, out of class activities, and/or guest speakers.
College(s)Contact NameStatement Summary
College of Humanities and Social Sciences
No new resources needed. Course will be taught as part of regular course load.

Student Learning Outcomes

1. identify and discuss key issues and theoretical concepts in the sociolinguistic study of language in contemporary globalization;

2. describe and explain complex processes such as mobility, migration, transnationalism, globalization and localization and their consequences for language diversification and communication from multiple perspectives;

3. compare, describe, and analyze diverse sociolinguistic and semiotic practices from socio-cognitive, cultural, linguistic-anthropological and politico-historical perspectives;

4. demonstrate how scientific methods may be applied to the study of human linguistic

behavior, culture, and mental processes;

5. explain some aspect of language in globalization by collecting, analyzing and interpreting linguistic data and presenting research findings;

6. apply sociolinguistic theories and concepts to analyze and explain theoretical and real-world problems, including the underlying origins of such problems;

7. explain multilingualism as a normal and complex phenomenon both at the individual and societal level, and as a global resource of linguistic and cultural diversity.

Evaluation MethodWeighting/Points for EachDetails
Major Paper35 pointsWrite a research paper (10-12 pages) on a topic of your choice relevant to the course content. The paper should be based on original, empirical research. Present a shorter, ‘conference’ version of your paper (10-15 minutes) at the end of the semester. Meet with me at least once during the semester to discuss progress on the paper. Alternatively, you may create a final (e.g. multimodal, visual, computational) project that demonstrates the role of language in globalization
Exam30 pointsmidterm exam
essay questions
The exam will require a critical analytical understanding of our readings and class discussions.
Homework25 pointsRespond to readings and post your response on Moodle before each class. Provide
(a) a brief (1-2 paragraphs) critical discussion of a major point in the reading, and
(b) two questions for in-class discussion of the readings. Responses posted on Moodle Discussion Forum
-- participation
-- short HW essays, analyses, and in-class assignments
Oral Presentation10 pointsPresent and lead a critical-analytical discussion of a selected research article from the reading list on the syllabus

aeherget (Tue, 14 Aug 2018 16:50:15 GMT): AECHH: Uploading updated syllabus at initiator's (& instructor's) request via email 8/14/2018.
aeherget (Thu, 30 Aug 2018 20:22:00 GMT): AECHH: Approved at Aug 29, 2018 UCCC meeting. Members made the following friendly suggestions: -Switching the British spelling of the word "catalogue" to the American spelling "catalog" - Establish consistency in the font which currently shifts between black and light grey in the syllabus -Provide percentages for the grading graph provided in the syllabus - Include language clarifying that the course is unavailable for S/U
Key: 17802
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