Module QCB-1113:
Iaith a Chymdeithas

Module Facts

Run by School of Languages, Literatures, Linguistics and Media

20 Credits or 10 ECTS Credits

Semester 1

Organiser: Dr Peredur Webb-Davies

Overall aims and purpose

Bydd y modiwl sylfaen hwn yn cyflwyno myfyrwyr i gysyniadau a dulliau creiddiol maes sosioieithyddiaeth, sef yr astudiaeth o’r berthynas rhwng iaith a chymdeithas. Bydd y ffocws ar yr iaith Saesneg, fel y mae’n cael ei ddefnyddio yn ei amryw ffyrdd ar draws y byd, a’r iaith Gymraeg. Bydd nifer o gategorïau cymdeithasol yn cael eu hystyried sy’n arwain at amrywiaeth (gan gynnwys dosbarth cymdeithasol, oed a rhyw cymdeithasol), ynghŷd â’r ffyrdd y caiff amrywiaeth ei adlewyrchu yn strwythurol o fewn y Saesneg a’r Gymraeg (o ran acen, tafodiaith ac arddull) ac mewn defnydd (gan gynnwys materion fel cwrteisi, cymodi a chyd-destun).

Amcanion y cwrs hwn ydy:
• Ymgyfarwyddo myfyrwyr gyda’r cysyniadau a’r termau sylfaenol sy’n cael eu defnyddio yn y maes pwysig hwn o ieithyddiaeth.
• Galluogi myfyrwyr i feddwl yn feirniadol am rôl iaith mewn cymdeithas ac i allu rhoi sylwadau mewn modd gwybodus ar y pwnc.
• Codi ymwybyddiaeth myfyrwyr o wahaniaethau ieithyddol ac i’w hystyried yn y modd sy’n arferol ym maes sosioieithyddiaeth.

This foundational module will introduce students to the core concepts and methods of sociolinguistics, the study of the relationship between language and society. The focus will be on English as it is used in many varieties across the world, and Welsh. Various social categories will be considered that determine variability (including socio-economic class, age, and gender), as well as the ways in which variability is reflected in the English language and Welsh language structurally (in terms of accent, dialect and style) and in usage (including issues of politeness, accommodation, and context).

The aims of this course are:
• To familiarise students with the fundamental concepts and terminology used in this important field of linguistics.
• To enable students to think critically about the role of language in society and be able to comment in an informed manner on approaches to this subject.
• To raise students’ awareness of linguistic differences and consider them along the lines identified in sociolinguistics.

Course content

Mae amrywiaeth sosioieithyddol yn golygu bod pobl yn defnyddio iaith mewn gwahanol ffyrdd, yn dibynnu ar eu cefndir cymdeithasol a’r sefyllfa maen nhw ynddi ar hyn o bryd.

Bydd y modiwl hwn yn ystyried y ffenomen hon gan ddefnyddio tri safbwynt cysylltiedig o astudio amrywiaeth:
• Newidynnau ieithyddol: pa agweddau o iaith sy’n gallu amrywio?
• Newidynnau cymdeithasol (a rhanbarthol): sut mae siaradwyr yn amrywio a pha agweddau cymdeithasol sy’n arwain at ddefnyddio iaith mewn ffyrdd gwahanol?
• Newidynnau cyd-destunol: Pryd mae siaradwyr yn defnyddio pa ffurfiau ar iaith?

Bydd y modiwl hefyd yn ystyried materion fel adfywio a chynnal ieithoedd lleiafrifol, symud a marwolaeth iaith, a’r deiaspora Cymraeg yn yr Ariannin.

Yn hyn o beth, bydd y terminoleg sylfaenol sy’n cael ei ddefnyddio yn y maes hwn yn cael ei gyflwyno a’i ddefnyddio ar gyfer trafod, a bydd y darganfyddiadau empirig a wnaed gan sosioieithyddion yn cael eu harchwilio yn feirniadol.

Sociolinguistic variability means that people use language in various different ways, depending on their social background and the current situation they are in.

This module will consider this phenomenon using three interrelated perspectives of studying variability:

• Linguistic variables: which aspects of language are variable?
• Social (and regional) variables: how do speakers differ & which social aspects lead to using a language in different ways?
• Situational variables: When do speakers use which variants of a language?

The module will also consider issues such as minority language revitalization and maintenance, language shift and death, and the Welsh diaspora in Argentina.

Along these lines, the basic terminology used in this field will be introduced and employed for discussion, and empirical insights gained by sociolinguists will be examined critically.

Assessment Criteria

threshold

D:
Gafael sylfaenol ar y materion sylfaenol sy’n ymwneud â sosioieithyddiaeth. Gallu digonol i ddeall sut mae data ieithyddol yn cael ei gasglu a’i gofnodi. Gallu cyfyngedig i ddadansoddi data ieithyddol ar lefel syml, gan dynnu ar beth gwybodaeth bersonol. Yn gwneud defnydd sylfaenol o arddull ysgrifennu academaidd ac yn arddangos gallu cyfyngedig i gyflwyno syniadau a chysyniadau perthnasol ar ffurfiau ysgrifenedig a llafar. Gallu sylfaenol i gymharu sosioieithyddiaeth chyd-destunau.

Basic grasp of basic issues pertaining to the sociolinguistics. Adequate ability in understanding how linguistic data is collected and stored. Limited ability to analyse sociolinguistic data at the simple level, drawing on some personal experience. Makes basic use of academic writing style and shows limited ability in presenting relevant ideas and concepts in written and oral form. Basic ability in comparing sociolinguistics contexts.

excellent

A:
Gafael ardderchog ar y materion sylfaenol sy’n ymwneud â sosioieithyddiaeth. Gallu uchel i ddeall sut mae data ieithyddol yn cael ei gasglu a’i gofnodi. Gallu da i ddadansoddi data ieithyddol ar lefel syml, gan dynnu ar wybodaeth bersonol ac ymchwil yn y maes sy’n bodoli’n barod. Yn gwneud defnydd ardderchog o arddull ysgrifennu academaidd ac yn arddangos gallu uchel i gyflwyno syniadau a chysyniadau perthnasol ar ffurfiau ysgrifenedig a llafar. Gallu uchel i gymharu sosioieithyddiaeth chyd-destunau sosioieithyddol.

Excellent grasp of basic issues pertaining to the sociolinguistics of Welsh. High ability in understanding how linguistic data is collected and stored. Good ability to analyse sociolinguistic data at the simple level, drawing on both personal experience and existing research in the field. Makes excellent use of academic writing style and shows high ability in presenting relevant ideas and concepts in written and oral form. High ability in comparing sociolinguistics contexts.

good

B:
Gafael dda ar y materion sylfaenol sy’n ymwneud â sosioieithyddiaeth. Gallu uchel i ddeall sut mae data ieithyddol yn cael ei gasglu a’i gofnodi. Gallu dadansoddi data ieithyddol ar lefel syml, gan dynnu ar wybodaeth bersonol a pheth ymchwil yn y maes sy’n bodoli’n barod. Yn gwneud defnydd da o arddull ysgrifennu academaidd ac yn arddangos gallu mewn cyflwyno syniadau a chysyniadau perthnasol ar ffurfiau ysgrifenedig a llafar. Gallu i gymharu sosioieithyddiaeth chyd-destunau.

Good grasp of basic issues pertaining to the sociolinguistics of Welsh. Ability in understanding how linguistic data is collected and stored. Ability to analyse sociolinguistic data at the simple level, drawing on personal experience and some existing research in the field. Makes good use of academic writing style and shows ability in presenting relevant ideas and concepts in written and oral form. Shows good knowledge of the differences between various dialects of Welsh. Ability in comparing sociolinguistics from the Welsh perspective with other sociolinguistic contexts.

Learning outcomes

  1. Bydd myfyrwyr yn gallu adrodd ar ddarganfyddiadau sosioieithyddol am amrywiaeth ieithyddol mewn Saesneg a/neu Gymraeg.
    Students will be able to give an account of sociolinguistic insights about linguistic variability in English and/or Welsh.

  2. Bydd myfyrwyr yn arddangos dealltwriaeth ddatblygiadol o rôl iaith mewn cymdeithas, a rhoi sylw mewn modd dysgiedig ar ddulliau o astudio'r maes hwn.
    Students will show a developing understanding of the role of language in society, and comment in an informed manner on approaches to this subject.

  3. Bydd myfyrwyr yn gallu nodi newidynnau ieithyddol, cymdeithasol/rhanbarthol a chyd-destunol a gwahaniaethu'n glir rhyngddynt.
    Students will be able to specify linguistic, social/regional, and situational variables and differentiate clearly between them.

  4. Bydd myfyrwyr yn arddangos dealltwriaeth ddatblygiadol o'r prif feysydd mewn sosioieithyddiaeth gyfoes.
    Students will show a developing understanding of the main areas of contemporary sociolinguistics.

  5. Bydd myfyrwyr yn gallu dangos eu bod yn datblygu cynefindra gyda, a'r gallu i ddefnyddio mewn modd addas, terminoleg arbenigol sy'n gysylltiedig gyda sosioieithyddiaeth.
    Students will be able to demonstrate a developing familiarity with and an ability to use appropriately the specialist terminology associated with sociolinguistics.

Assessment Methods

Type Name Description Weight
Aseiniad 2: Arholiad ar-lein 60
Aseiniad 1: Cwestiynau a thraethodau 40

Teaching and Learning Strategy

Hours
Private study

Darllen penodol - bydd myfyrwyr yn derbyn darlleniadau angenrheidiol bob wythnos (o tua 2 awr) ar bwnc darlith yr wythnos honno (bydd rhai mewn Cymraeg a rhai mewn Saesneg).
Directed Reading - students are given required reading each week (of about 2 hours) on the topic of that week's lecture (some in Welsh and some in English).

 22
Lecture

Darlith 2 awr bob wythnos am 11 wythnos yn Saesneg.
One 2 hour lecture per week for 11 weeks in English.

 22
Seminar

Seminar 1 awr bob pythefnos yn Gymreag (5 dros 11 wythnos).
One 1 hour seminar per fortnight in Welsh (5 over the 11 weeks).

 5
Tutorial

Anogir myfyrwyr i weld eu darlithydd ar sail un-i-un yn ystod eu horiau swyddfa sy'n cael eu hysbysebu (neu drwy apwyntiad) er mwyn trafod materion sy'n ymwneud â chynnwys y modiwl, i gael eglurhad ar bynciau a thrafodaethau, ac i drafod adborth ar aseiniadau ac ymarferion dosbarth.
Students are encouraged to see the lecturer on a one-to-one basis during published office hours (or by appointment) to discuss issues with the module content, seek clarification on topics and discussions, and discuss feedback on assessments and class exercises.

2
Private study

Yn eu hamser eu hun, disgwylir i fyfyrwyr wneud darllen pellach, i fynd drwy'r deunyddiadu a drafodwyd yn y dosbarth ac i wneud ymchwil pellach ar y pynciau, ac i baratoi aseiniadau.
In their own time, students will be expected to do further reading, go through materials covered in class and do further research on the topics, and prepare assignments.

 149

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

  • Writing & scholarly conventions - students will be able to present data, argumentation, findings and references in written form in keeping with the conventions current in language science and English language studies.
  • Analysis & interpretation skills - students will be able to analyse, interpret data accurately, and draw appropriate conclusions based on the application of appropriate analytic and theoretical frameworks available in linguistics and English language studies.
  • Evaluation & reflection - students will be able to critically evaluate a particular position, viewpoint or argument in relation to a specific area of investigation. They will be able to reflect on the efficacy of a particular approach, practice or performance, and moderate these as a consequence in order to achieve specific goals.
  • Fluency, confidence and proficiency in the use of English -students will demonstrate their ability and proficiency to use and understand and instruct others in English in a range of academic and classroom contexts.
  • Effective communication - students will develop the ability to communicate effectively, appropriately and confidently, in a range of contexts, to different audience types, and making use of a range of supporting materials
  • Awareness of and appreciation for linguistic and cultural differences - students will develop an awareness of and an appreciation for the range and nature of linguistic and cultural diversity
  • Knowledge of the nature of language origins, change and use - students will demonstrate familiarity with phenomena and findings relating to the nature of language origins, the way language changes, and factors involved in and affecting language use.
  • Knowledge of the relationship between language and society, culture, and/or embodied experience - students will demonstrate detailed knowledge of phenomena and findings relating to the complex interdependent relationship between language, society culture and/or embodied experience.
  • Proficiency in the use of English in reading, writing, speaking and/or listening - students will demonstrate proficiency in their ability to use and understand English in a range of different contexts and via different media.
  • Understanding of the nature and organization of language - students will demonstrate familiarity with observations and findings relating to various aspects of linguistic phenomena and organization.
  • Understanding the nature of commonalities and differences across languages - students will demonstrate familiarity with phenomena and findings relating to universals and diversity exhibited by and across languages.

Resources

Resource implications for students

None

Reading list

A Talis reading list is under construction, but it will contain books from the English medium equivalent module (http://readinglists.bangor.ac.uk/modules/qxl-1113.html) as well as some from http://readinglists.bangor.ac.uk/modules/qcl-1017.html

Courses including this module

Compulsory in courses:

Optional in courses: