Faculty of Translation and Interpreting Course syllabus Year 20152016 Language Planning (23210) Degree/studies: Bachelor's Degree in Translation and Interpreting Year: Fourth Term: first Number of ECTS credits: 4 ECTS Student dedication time: 100 hours Course type: Elective Plenary session teachers: Vicent Climent Language of instruction: Catalan 1. Course presentation T his course has been conceived to provide the students with the necessary elements for a complete comprehension of the scientific paradigm of language planning and politics as autonomous disciplines born from the contact between sociolinguistics and subjects like politology or strategic planning. These subjects cannot be dissociated from the willpower of regulatory intervention over linguistic diversity in a specific territory and its close bond with politics. This course goes over the different types of language planning and policies, emphasising in the different European territories states and regions and also de different international institutions such as the European Union, the European Council or the European Centre for Modern Languages, among many other. We will deal with concepts such as the difference between language policy and planning, linguistic rights and the legal status of different languages in different territories, and its impacts, the different elements and phases of language planning, formal planning and functional planning (a language's corpus and status), among others. 2. Competencies to be attained: Upon completing the degree programme a host of skills should be attained and this subject addresses the following skills defined in the form of learning outcomes: 2.1. General skills: 2.1.1. We will also see the different approaches for discourse analysis, focusing in both the semantic and discursive macrostrategies and the lexicalsemantic and rhetoricalargumentative microstrategies. Formulating and delimiting what needs to be analysed. Choosing the most appropriate methodology for the analysis of an specific discursive situation. Drawing the appropriate conclusions regarding the concepts seen in class in a holistic manner. 2.1.2. Critical reasoning (G.3) Evaluating the contents taking into account the diversity of the theoretical approaches. Explaining the decisions made. Building discursive ways alternative to the dominant ideologies. 2.1.3. Recognition and understanding of cultural diversity and multiculturalism Observing the social and cultural effects of several differences (genre, social position, linguistic, ethnic, etc.) Differentiating the processes that favour good multicultural or intercultural cohabitation of those who make it problematic. 2.2 Specific competencies: 2.2.1. Ability to analyse communicative acts (with its complexity and necessary level of detail) (S.18) Describing communicative interaction processes at a "macro" and "micro" approach. Establishing a series of social interactions that require language planning and reflecting on the best way to carry it out. 2.2. Ability to reflect on language planning (S.20) Applying sociolinguistic concepts to language planning both in monolingual contexts and multicultural contexts. Managing the communicative difficulties emerging from linguistic diversity. Preparing language plans and various proposals of standardisation and normativisation. 3. Contents The course is divided into two modules: a theoretical one and a practical one. The theoretical module presents the main concepts related to language planning and policy while the practical module analyses these concepts applied in various context, from international contexts such as the European Union or the European Council to a local and regional level. Theoretical module 1. Language planning 1.1 The concept of language community 1.1. The concept of language policy and political nature of languages social function. 1.2. The concept of language planning. Differences between language policy and language planning. 1.3. The concept of language substitution and standardisation. 1.4. The historical nature of language policy and language planning. 2. Types of language planning 2.1 The goals of language policy and language planning 2.2 The elements of language policy and language planning 2.3 The stages and models of language planning 3. Linguistic rights 3.1 Linguistic rights and socilingualism in multilingual states 3.2 The concepts of official language, native tongue and its political and social consequences 3.2 Linguistic rights as individual rights and collective rights 3.3 The principles of entity and territoriality in language policies Practical module 4. Universal Declaration of Linguistic Rights of Barcelona. Its effects on language policy and planning. 5. Language policies of the European Union. 5.1. Institutional multilingualism in the European Union 5.2. Language planning of European Union regulations 5.3. Language planning of European Union corpora 5.4. Language teachinglearning planning of European Union 6. Language policy in Spain 6.1 Spain's language policy towards coofficial languages 6.2 Catalan language policy in the different Catalanspeaking territories. 7. Language policies in a migratory context. New language policy and planning paradigms for new demolinguistic and sociolinguistic realities. 4. Evaluation and reassessment Evaluation Final mark Requirements Evaluation activity Percentage of the final mark ABP1 25 % group ABP2 25 % ABP3 25 % ABP4 25 % group group Individual Assessment criteria: 1 Systematic knowledge of the several orientations of applied languages 2 Posing a question on sociolinguistic aspects, linguistic policies or linguistic management and planning. 3 Knowledge of the existing methods of data collection as well as its application (collecting data, designing research projects). 4 Critical analysis of data 5 Ability to compare linguistic politics and planning phenomena and multilingualism in different contexts, while using several approaches on incomplete and abstract information. 6 Ability to analyse the sociolinguistic, glottopolitical and language policies and planning issues. 7 Ability to come up with solutions to sociolinguistic problems. 8 Ability to innovate from the knowledge gained through the design of solutions to sociolinguistic problems. 9 Ability to learn in a proactive way through both practice and the available information sources. 10 Ability to pose questions and answer them selfsufficiently and ability to synthesise (knowing what to look for, how and where). This competency will be especially useful for the final paper of the course. 5. Methodology: training activities Problembased learning methodology (ABP for its initials in Catalan: aprenentatge basat en problemes) The course will follow the 7 steps of ABP: 1) 2) 3) 4) 5) 6) Terms and concepts explanation Definition of the problem Suggestion of explanations (brainstorming) Structuring the explanations suggested Drawing up learning goals (work plan) Research of learning resources (established in the work plan) [autonomous study] 7) Pooling of ideas, group discussion, knowledge abstraction and evaluation of the knowledge acquired. The contents of the programme will be developed by way of the following activities: ▪ theoretical explanations, enlightened with practical cases, to help the students structure the readings ▪ discussions about the readings (dossier) and the tasks carried out previously ▪ short oral presentation (in group); ▪ presentation and discussion of research papers ▪ 6. Basic course bibliography Spolsky, Bernard. (2012). The Cambridge Handbook of Language Policy . Cambridge: Cambridge University Press Ginebra, Jordi (2012). “Planificació, codificació i estandardització de les llengües”. A: Ginebra, Jordi; Bernal, Elisenda; Costa, Joan; Paloma, David. La normativa de la llengua catalana , Barcelona, F[undació de la] U[niversitat] O[berta de] C[atalunya], p. 167. [“Mòdul didàctic 1”, amb numeració independent.] [Consultable a http://materials.cv.uoc.edu/continguts/PID_00178298/index.html?ajax=true ] Querol, E. (coord.) (2007). Llengua i societat als territoris de parla catalana a l’inici del segle XXI: L’Alguer, Andorra, Catalunya, Catalunya Nord, la Franja, Illes Balears i Comunitat Valenciana. Barcelona: Generalitat de Catalunya, Secretaria de Política Lingüística, 226 pp. (Sèrie Estudis; 12). ISBN 9788439375159. URL: http://www20.gencat.cat/docs/Llengcat/Documents/Publicacions/Publicacions%20en%20line a/Arxius/llenguaisocietat_inicisXXI.pdf . Montoya, Brauli (2006). Normalització i estandardització . Alzira: Bromera. Pueyo, M. i Turull, A. Diversitat i política linguística en un món global. Barcelona: UOC;. Pòrtic, 2003 Boix i Fuster, Emili; Vila i Moreno, F. Xavier “Polítiques i planificació lingüístiques”. A: —. Sociolingüística de la llengua catalana . Barcelona: Ariel, 1998, p. 271339. Cooper, Robert L. (1989). Language Planning and Social Change . Cambridge: Cambridge University Press. [Reimprès el 1996. Trad. espanyola: La planificación lingüística y el cambio social . Madrid: Cambridge University Press, 1997.]
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