The Ecology of Language Use

EDUC33032 The Ecology of Language Use 20 Semester 2 Undergraduate Level 3 Juurd Stelma Unit coordinator School of Environment, Education and Development 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 The course unit content includes:·         exemplification and theory addressing the relationship between individual cognitive processes and language use in context, including metaphor, intonation units and narrative;·         exemplification and theory addressing the relationship between social processes and language use in context, including linguistic repertoires, intercultural and multilingual factors, as well as notions of scale and space in language use;·         exemplification and theory addressing recent technological developments that challenge existing understandings of language use in context, including online language use and interacting with artificial intelligence.·         discussion of how the ecology of language use perspective may pose particular challenges for different levels of education;  The course unit content includes: <ul> <li> exemplification and theory addressing the relationship between individual cognitive processes and language use in context, including metaphor, intonation units and narrative;</li> </ul> <ul> <li> exemplification and theory addressing the relationship between social processes and language use in context, including linguistic repertoires, intercultural and multilingual factors, as well as notions of scale and space in language use;</li> <li> exemplification and theory addressing recent technological developments that challenge existing understandings of language use in context, including online language use and interacting with artificial intelligence.</li> </ul> <ul> <li> discussion of how the ecology of language use perspective may pose particular challenges for different levels of education;</li> </ul> This unit explores how language use is enabled by the coupling of cognitive, social and technological factors, and how this coupling may be understood as the ecology of language use. The unit presents theory to understand language use from an ecological perspective, provides illustrations of real world ecologies of language use, and provides opportunities for the participants to explore one or more such ecologies of language use in detail. Specific learning aims include:·         to develop an overall understanding of the ecology of language use perspective;·         to develop awareness of the role of cognitive, social and technological processes in shaping an ecology of language use;to develop understanding of how an ecology of language use perspective may pose challenges for education; <table border="1" cellpadding="0" cellspacing="0" width="621"> <tbody> <tr> <td style="width:158px;"> Knowledge and understanding</td> <td style="width:463px;"> ·         theoretical understanding of an ecology of language use perspective;·         knowledge and awareness of the role of cognitive, social and technological processes in shaping an ecology of language use;·         awareness of how ecologies of language use may pose particular challenges for different levels of education. </td> </tr> <tr> <td style="width:158px;"> Intellectual skills</td> <td style="width:463px;"> ·         identify and describe the respective and combined roles of cognitive, social and technological processes in the shaping of ecologies of language use.·         analyse the more specific role of a particular cognitive, social or technological process in the shaping of a selected real world ecology of language use.·         critically reflect on how an ecological perspective on language use may pose challenges for education. </td> </tr> <tr> <td style="width:158px;"> Practical skills</td> <td style="width:463px;"> ·         identify sources of data that may be used to describe a particular ecology of language use;·         organise data in ways that support an analysis of a particular ecology of language use;·         organise and carry out a presentation that describes an ecology of language use, and report on a subsequent analysis of this ecology through academic writing.</td> </tr> <tr> <td style="width:158px;"> Transferable skills and personal qualities</td> <td style="width:463px;"> ·         use theory to understand language use in the real world;·         communicate new understanding to an audience of peers. </td> </tr> </tbody></table>    <ul> <li> theoretical understanding of an ecology of language use perspective;</li> </ul> <ul> <li> knowledge and awareness of the role of cognitive, social and technological processes in shaping an ecology of language use;</li> <li> awareness of how ecologies of language use may pose particular challenges for different levels of education.</li> </ul>     <ul> <li> identify and describe the respective and combined roles of cognitive, social and technological processes in the shaping of ecologies of language use.</li> <li> analyse the more specific role of a particular cognitive, social or technological process in the shaping of a selected real world ecology of language use.</li> <li> critically reflect on how an ecological perspective on language use may pose challenges for education.</li> </ul>   <ul> <li> identify sources of data that may be used to describe a particular ecology of language use;</li> <li> organise data in ways that support an analysis of a particular ecology of language use;</li> <li> organise and carry out a presentation that describes an ecology of language use, and report on a subsequent analysis of this ecology through academic writing.</li> </ul>   <ul> <li> use theory to understand language use in the real world;</li> <li> communicate new understanding to an audience of peers.</li> </ul>  The course unit content includes: <ul> <li> exemplification and theory addressing the relationship between individual cognitive processes and language use in context, including metaphor, intonation units and narrative;</li> </ul> <ul> <li> exemplification and theory addressing the relationship between social processes and language use in context, including linguistic repertoires, intercultural and multilingual factors, as well as notions of scale and space in language use;</li> <li> exemplification and theory addressing recent technological developments that challenge existing understandings of language use in context, including online language use and interacting with artificial intelligence.</li> </ul> <ul> <li> discussion of how the ecology of language use perspective may pose particular challenges for different levels of education;</li> </ul>  The course is taught in two blocks. The first block introduces theories and perspectives on cognitive, social and technological processes that combine to create ecologies of language use. This includes exemplification focusing on metaphor, intonation units, narrative, ethnolinguistic repertoires, notions of scale and space, as well as recent technological developments impacting on real world language use. The second block involves more independent work with participants identifying a real world ecology of language use, then describing the cognitive, social and technological processes at play in this ecology of language use, including a more targeted analysis of a particular cognitive, social or technological aspect of this ecology, and finally reflecting on how knowledge of the identified ecology of language may pose challenges for education. This independent work is supported by individual presentations by participants, describing the ecology of language use they have selected. 0 Other 100% <table border="1" cellpadding="0" cellspacing="0" width="0"> <tbody> <tr> <td style="width:329px;height:7px;"> Assessment task</td> <td style="width:133px;height:7px;"> Word Length or Equivalent</td> <td style="width:133px;height:7px;"> Weighting within unit </td> </tr> <tr> <td style="width:329px;height:57px;"> Presentation:A presentation that provides a description of a selected ecology of language use.</td> <td style="width:133px;height:57px;"> A 10 minute presentation</td> <td style="width:133px;height:57px;"> 20%</td> </tr> <tr> <td style="width:329px;"> Written Assignment:An essay that identifies a real world ecology of language use, describes the respective and combined roles of cognitive, social and technological processes in the shaping of this ecology, analyses the more specific role of a particular cognitive, social or technological process in the shaping of the ecology, and finally offers reflections on how the insights developed may pose challenges for education.</td> <td style="width:133px;"> 3000 words</td> <td style="width:133px;"> 80%</td> </tr> </tbody></table>   The course is taught in two blocks. The first block introduces theories and perspectives on cognitive, social and technological processes that combine to create ecologies of language use. This includes exemplification focusing on metaphor, intonation units, narrative, ethnolinguistic repertoires, notions of scale and space, as well as recent technological developments impacting on real world language use. The second block involves more independent work with participants identifying a real world ecology of language use, then describing the cognitive, social and technological processes at play in this ecology of language use, including a more targeted analysis of a particular cognitive, social or technological aspect of this ecology, and finally reflecting on how knowledge of the identified ecology of language may pose challenges for education. This independent work is supported by individual presentations by participants, describing the ecology of language use they have selected. BA (Hons) Eng Lang for Educ BA (Hons) Eng Lang for Educ Third Year Optional Y Benor, S.B. (2010). Ethnolinguistic repertoire: Shifting the analytic focus in language and ethnicity. Journal of Sociolinguistics, 14(2): 159-183.Blommaert, J., Collins, J. and Slembrouck, S. (2005). Spaces of multilingualism.  Language & Communication, 25: 197-216.Bruner, J.. (2004). Life as Narrative. Social Research, 71(3), 691–710. Retrieved from <a href="http://www.jstor.org/stable/40971721">http://www.jstor.org/stable/40971721</a>Chafe, W. (1994). Discourse, Consciousness, and Time: the Flow and Displacement of Conscious Experience in Speaking and Writing. Chicago, IL: Chicago University Press.Kramsch, C. (2008). Ecological perspectives on foreign language education. Language Teaching, 41(3), 389–408.Lakoff, G. and Johnson, M. (1980 and 2003). Metaphors we live by. Chicago: University of Chicago Press.Warschauer, M., & Grimes, D. (2007). Audience, authorship, and artifact: The emergent semiotics of Web 2.0. Annual Review of Applied Linguistics,27, 1-23.Warwick, K., & Shah, H. (2015). Can machines think? A report on Turing test experiments at the Royal Society. Journal of Experimental & Theoretical Artificial Intelligence, 1-19. Lectures 25 0 175 <table border="1" cellpadding="0" cellspacing="0" width="0"> <tbody> <tr> <td style="width:303px;"> Activity</td> <td style="width:312px;"> Hours Allocated</td> </tr> <tr> <td style="width:303px;"> Staff/student contact</td> <td style="width:312px;"> 25</td> </tr> <tr> <td style="width:303px;"> Directed reading</td> <td style="width:312px;"> 25</td> </tr> <tr> <td style="width:303px;"> Independent reading and research</td> <td style="width:312px;"> 60</td> </tr> <tr> <td style="width:303px;"> Preparation of presentation</td> <td style="width:312px;"> 15</td> </tr> <tr> <td style="width:303px;"> Preparation of assignment</td> <td style="width:312px;"> 75</td> </tr> <tr> <td style="width:303px;"> Total hours</td> <td style="width:312px;"> 200</td> </tr> </tbody></table>