Type of Credit: Elective
Credit(s)
Number of Students
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This course tries to explore the correlation between social identity and language use within the multicultural and multilingual society of Taiwan, by means of an interdisciplinary approach, not limited to social psychology, communication, and linguistics. With the advance of various media platforms and discourses, certain learner-centered teaching practices, such as readings guide, panel discussion, and learning portfolio, are adopted to help students examine their own experience of identity development and language acquisition, define the identity-language interaction, and then build up a more culturally, linguistically diverse and friendly media environment for Taiwan. |
能力項目說明
Through the lenses of various social minorities and corresponding language issues in Taiwan’s media, this course expects learners to understand those critical determinants that shape social identity and language use on various levels, and to account for the potential correlation between the two attributes, namely how social identity impacts language use and how language use reveals social identity. By actively engaging in class discussions, assigned tasks, and individual reflections, learners should be able to (i) acquire better understanding of ideology-related conflict and language choice from an individual level, nationwide, to across the border, (ii) develop sensitivity to various minority topics and word choices, and (iii) help themselves assess their own identity development and language attitude. With these learning objectives achieved, they are expected to be better qualified for taking on media practices, enhancing cultural diversity and multilingualism in Taiwan’s media.
| 教學週次Course Week | 彈性補充教學週次Flexible Supplemental Instruction Week | 彈性補充教學類別Flexible Supplemental Instruction Type |
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Date |
Topics |
Notes & Assignments |
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Week1：2/21 |
Course Introduction: Syllabus, schedule, and requirements |
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Week2：2/28 |
228 Memorial Day （National Holiday） |
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Week3：3/6 |
Cultivation Theory, Stereotype, Stereotype Threat, and Social Identity: Terminology, examples, and implications for social conflicts and identity development |
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Week4：3/13 |
Language Use, Language Attitude and Ideology: Terminology, examples, and implications for language issues |
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Week5：3/20 |
‘Chinese’ Languages, Dialects, Mandarin Varieties, and Other Language Issues in Taiwan |
Language Diary I |
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Week6：3/27 |
Second Languages, Bilingualism/Multilingualism, Code- Switching, and Bilingual Nation Policy in Taiwan |
Language Diary II |
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Week7：4/3 |
Intercollegiate Activities（No Class） |
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Week8：4/10 |
Independent Study I: Student presentations on language choice and language policy |
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Week9：4/17 |
First Residents & Early Immigrants in Taiwan: Demographics, stereotypes, and issues of indigenous peoples and Hakka |
Language Diary III |
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Week10：4/24 |
Late Immigrants & New Residents in Taiwan: Demographics, stereotypes, and issues of migrant workers and Asian minorities |
Language Diary IV |
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Week11：5/1 |
Mock Hakka, Mock Indigenous Languages, Speech Accents, Language Preservation, and Language Revitalization: Language issues of ethnic minorities in Taiwan |
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Week12：5/8 |
Independent Study II: Student presentations on native languages and migrant workers |
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Week13：5/15 |
Guest Talk on ‘Ethnic Identity and Language Use of Heritage Students from Chinese Courses in US Colleges’ by Dr. Chiung-Yao WANG |
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Week14：5/22 |
Gender Minorities, Ageism, and People with Physical & Mental Impairments in Taiwan: Demographics, stereotypes, and critical social issues |
Language Diary V |
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Week15：5/29 |
Independent Study III: Euphemism & Politically Correct Terms: Terminology, examples, critical issues of political correctness, and the debate on speech freedom |
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Week16：6/5 |
Final Report: Self assessment of the correlation between identity & language |
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Week17：6/12 |
Course Portfolio（Flexible Schedule: No Class） |
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Week18：6/19 |
Language Portfolio（Flexible Schedule: No Class） |
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(i) Class Participation & Panel Discussions: 15%
Attendance is not necessary only if someone can finish all class requirements in a timely manner. As one cannot attend some class, please keep the instructor/ TA informed via email before the class. Each one could have two excuses to be absent from the regular classes; otherwise, provide with a reasonable proof for absence. During the classes, positively engaging in class activities of various forms will definitely help establish a more ideal and comfortable learning environment for all of us.
(ii) Reading Guide & Independent Study: 30%
Each student is required to practice two individual presentations in class, one for defining/ interpreting critical terms and concepts from relevant theory and studies and the other for conducting an independent study on relevant language issues that the presenter feels interested in or consider to be critical. The sign-up schedule for in-class presentations shall be announced online shortly after the add-drop period (Week 2).
The definition of critical terms and concepts should include: (1) its literal meaning, (2) the context where it applies to, (3) the presenter’s own interpretation, (4) two to three examples, and (5) one example retrieved from traditional or social media, approximately 10 to 15 mins long.
The independent study on relevant language issues could focus on: (1) descriptive analysis of various media contents (i.e., news article, commercials, live-streaming programs, short clips, movies, etc.), (2) presentation of one research article (i.e., public survey/report, academic paper, etc.), or (3) self-constructed study on some specific issue, ideally 20 to 30 mins long.
(iii) Language Diary: 20%
-Language Diary I: think about your experience with different Mandarin Chinese accents (varieties), and reveal your own language attitude toward them (solidarity & status) in 150 to 200 words.
-Language Diary II: think about your choice of second language(s), and reveal your own language attitude toward the preference (solidarity & status) in 150 to 200 words.
-Language Diary III: think about your experience with Taiwan’s ‘native’ languages (i.e., Southern Min/Taiwanese, Hakka, and indigenous languages), discuss about your choice of native language acquisition, and reveal your own language attitude toward those languages (solidarity & status) in 200 to 250 words.
-Language Diary IV: think about your experience with non-native Mandarin accents or ASEAN languages (i.e., Indonesian/Malaysian, Vietnamese, or Thai), and reveal your own language attitude toward those accents/languages (solidarity & status) in 150 to 200 words.
-Language Diary V: discuss about your perspective on those politically correct terms and the concerns about speech freedom in 150 to 200 words.
(iv) Course Portfolio: 15%
Following each course outline (Week 2-6, 8-9, 11-12, and 15; 10 total), annotate/ highlight three to five main points meaningful to you (deadline for submission: Week 18).
(v) Final Presentation: 20%
Based on your own language use and experience reflected from five language diary assignments above, as well as some additional data collected from media contents, literature review, or independent studies, present three to five arguments for the potential correlation between social identity and language use in approximately 8 to 10 mins (Week 16). The final report, approximately 500 to 800 words, should be compiled with five language diary assignments as an individual’s Language Portfolio (deadline for submission: Week 17).
(vi) No plagiarism of any kinds. Using ChatGPT, OpenAI or any sort of ‘citation apps’ is considered an efficient way of data collection, but the information retrieved needs to be revised and paraphrased accordingly.
Week03:
3-1: Tajfel, Henri. & Turner, C. John. (1979). An integrative theory of intergroup conflict. In William G. Austin & Stephen Worchel (Eds.), The Social Psychology of Intergroup Relations, 33-47. Monterey, CA: Brooks/Cole.
3-2: Stangor, Charles., Jhangiani, Rajiv. & Tarry, Hammond. (2014). Stereotypes, Prejudice, and Discrimination. In Charles Stangor, Rajiv Jhangiani & Hammond Tarry (Eds.), Principles of Social Psychology- 1st International Edition. BCcampus OpenEd, Minneapolis: Open Textbook Library.
Week04:
4-1: Marko Dragojevic , Fabio Fasoli, Jennifer Cramer, and Tamara Rakić (2021). Toward a Century of Language Attitudes Research: Looking Back and Moving Forward. Journal of Language and Social Psychology, 2021, Vol. 40(1) 60–79.
4-2: Albury, N. J. (2020). Language attitudes and ideologies on linguistic diversity. In A. C. Schalley & S. A. Eisenchlas (Eds.), Handbooks of Applied Linguistics (pp. 357-376). Berlin/Boston: De Gruyter Mouton. doi:10.1515/9781501510175-018
Week05:
5-1(CHS): Khoo, Hui-Lu. (2019). The Language Attitudes in Post Guoyu Movement Era in Taiwan- A Study of Taiwanese Young People’s Attitudes Towards Five Mandarin Varieties. Journal of Taiwanese Languages and Literature, 14 (2), 217-253.
5-2: Liu, Chun-Hung. (2018). Taiwanese University Students’ Language Attitude Towards English, Mandarin, and Southern-Min (Unpublished master’s thesis). Providence University: Taichung City, Taiwan.
Week06:
6-1: Rigby, Kaitlin A. (2021). Evolution and Impact of English Language Policy in Taiwan (Unpublished honors theses). University of Mississippi: Oxford, MS.
6-2: Ngangbam, Shantikumar Meetei. (2022). Taiwan’s Bilingual Nation Policy 2030: Concerned Issues and Suggestions. European Journal of Literature, Language and Linguistics Studies, 6 (2), 1-18.
6-3: Tu, Ching-Yi C. (2008). Language Attitudes towards English Code-Mixing in Mandarin Newspapers in Taiwan: A Study in Keelung and Taipei Areas (Unpublished master’s thesis). Fu Jen Catholic University: New Taipei City, Taiwan.
6-4: Hatch, Adam. (2021, Jan). Taiwan doesn't really want to be a "bilingual country." CommonWealth Magazine. Retrieved from: https://english.cw.com.tw/article/article.action?id=2907
Week09:
9-1: Yang, Chen-Yi. (2018). A Study of Taiwan’s Junior High Students’ Language Proficiency, Use, and Attitude: Mandarin Chinese, Indigenous Languages, and English (Unpublished PhD Dissertation). National Tsing Hua University: Hsinchu City, Taiwan.
9-2: Li, Tianxin., Ke, Xigang & Li, Jin. (2023). Public Attitudes towards Dialects: Evidence from 31 Chinese Provinces. PLoS ONE, 18 (10): e0292852. https://doi.org/10.1371/journal.pone.0292852
Week10:
10-1: Lin, Hsiao-Chun. (2023). An Exploration of Taiwanese Multilingual Students’ Linguistic Identities. Linguistics and Education, 78: 101248. https://doi.org/10.1016/j.linged.2023.101248
10-2(CHS): Chen, Chih-Jou & Ng, Ka-u. (2017). Public Attitudes toward Marriage Migrants in Taiwan: The Ten-Year Change, 2004–2014. Journal of Social Sciences and Philosophy, 29 (3), 415–452.
Week11:
11-1: Hansen, Fedrik. (2022). Non-native Mandarin Accents and Representation of Indonesians in Taiwan (Unpublished master’s thesis). National Chengchi University, Taipei City, Taiwan.
11-2: Chambers, Natalie A. (2015). Language nests as an emergent global phenomenon: Diverse approaches to program development and delivery. The International Journal of Holistic Early Learning and Development, 1, 25-38.
Week14:
14-1: Chang, Heng-hao & Wang, Jing-yi. (2016). From “Handicapped” to “Disabled”: A Content Analysis of Disability Labels and Discourse in Taiwanese Newspapers. Taiwanese Sociology, 31, 1-41.
14-2: Ronsumbre, Febriani N. & Kuntjara, Esther H. (2015). Speech Styles Used by Young Female and Male Teachers in Teaching English to Their Older Students. Journal of Language, Literature, and Teaching, 3 (2), 20-26.
14-3: Popp, Danielle., Donovan, Roxanne A., Crawford, Mary., Marsh, Kerry L. & Peele, Melanie. (2003). Gender, Race, and Speech Style Stereotypes. Sex Roles, 48 (7/8), 317-325.
Week15:
15-1: Halmari, Helena. (2011). Political correctness, euphemism, and language change: The case of ‘people first’. Journal of Pragmatics, 43 (3), 828-840.
15-2: Wei, Jennifer M. (2008). Language Choice and Identity Politics. Lanham, MD: Rowman & Littlefield Pub Inc.
Other References:
George Carlin - Euphemisms & political correctness
https://www.youtube.com/watch?v=G9n8Xp8DWf8
Political correctness: a force for good? A Munk Debate
https://www.youtube.com/watch?v=ST6kj9OEYf0&list=PLF11399DDE64A7727&index=10
George Carlin - The Control of Language
https://www.youtube.com/watch?v=zGAh6zVFJ8U
*Noted: The syllabus is simply tentative, which the instructor has rights to change throughout the semester. Please follow the weekly pre-/post-class notes for the latest update accordingly.
George Carlin - Euphemisms & political correctness https://www.youtube.com/watch?v=G9n8Xp8DWf8 Political correctness: a force for good? A Munk Debate https://www.youtube.com/watch?v=ST6kj9OEYf0&list=PLF11399DDE64A7727&index=10 George Carlin - The Control of Language https://www.youtube.com/watch?v=zGAh6zVFJ8U