Type of Credit: Elective
Credit(s)
Number of Students
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 reading guide, panel discussion, independent study, and learning portfolio, are adopted to help students examine their own experience of identity formation and language acquisition, define the identity-language correlation, 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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Week1：9/11 |
Course Introduction: Syllabus, schedule, and requirements |
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Week2：9/18 |
Cultivation Theory & Social Identity Theory: Taiwan Images and Identity Issues |
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Week3：9/25 |
Social Identity Theory: from Four to Five Core Ethnic Groups in Taiwan & Intergroup Relations |
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Week4：10/2 |
Language Use, Language Attitude and Ideology: Taiwan’s ‘National’ Languages and Language Policy |
Assignment (1) |
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Week5：10/9 |
‘Chinese’ Languages, Dialects, Mandarin Varieties, and Other Language Issues in Taiwan |
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Week6：10/16 |
Second Languages, Bilingualism, Bilingual ‘Nation’ Policy, Code- Switching, and Other Language Issues in Taiwan |
Assignment (2) |
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Week7：10/23 |
Independent Study I: Student presentations on language acquisition, language use/choice, language policy, language attitudes, or language varieties |
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Week8：10/30 |
First Nations/ Indigenous Peoples & Early Immigrants (Hakka): demographics, stereotypes, social issues, linguicism (mock Hakka), and language revitalization (language nest). |
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Week9：11/6 |
Early Immigrants (Hokkien) & Late Immigrants/ WàiShĕngRén: demographics, stereotypes, social issues, and language ideology |
Mid-Term Week |
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Week10：11/13 |
No Class |
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Week11：11/20 |
Guest Speech on ‘Teaching Mandarin Chinese as Second Language in Taiwan’ by Dr. JUNG-YUEH TU |
Assignment (3) |
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Week12：11/27 |
New Residents/ Immigrants: demographics, stereotypes, social issues, speech accents, and politically correct terms |
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Week13：12/4 |
Independent Study II: Student presentations on linguicism, speech accents, language preservation/ revitalization, or language ideology |
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Week14：12/11 |
Gender Minorities and Gendered Speech Style: demographics, stereotypes, and critical social issues |
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Week15：12/18 |
Independent Study III: Gender differences in speech style, language change, euphemism & politically correct terms, or the debate on speech freedom |
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Week16：12/25 |
Final Presentations on the correlation between social identity & language use/ choice |
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Week17：1/1 |
No Class（National Holiday：New Year Day） |
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Week18：1/8 |
No Class（16+2 Flexible Schedule） |
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(i) Class Participation & Panel Discussions: 20%
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 15 to 20 mins long.
(iii) Assignments: 30%
-(1) Self Evaluation on Language Competence: evaluate one’s own language competence (i.e., communication and literacy skills) by means of various criteria (i.e., subjective and objective scales) in 300 to 500 words.
-(2) Self Evaluation on Language Attitudes: evaluate one’s own language choices by means of various attitudinal dimensions (i.e., solidarity and status parameters) in 300 to 500 words.
-(3) Reflections on Guest Speech: after the guest speech, please share one’s own reflections on the topic as an essay, highlighting at least three key takeaways and interpreting them in your own words (i.e., summary as a topic sentence, three takeaways and your interpretations, personal thoughts, and concluding remarks, 250 to 300 words).
(vi) Final Presentation: 20%
Based on your own language use and experience, present three to five arguments for the potential correlation between social identity and language use in approximately 8 to 10 mins (Week 16). (deadline for submission: Week 18).
Week02:
2-1: 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.
2-2: 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.
Week03:
3-1: Wei, Jennifer M. (2008). Language Choice and Identity Politics. Lanham, MD: Rowman & Littlefield Pub Inc.
3-2: Chen, Chun-Hua. & Kao, Evelyn. (2024, May 7). Amendments Easing Naturalization Rules Clear Legislative Floor. Focus Taiwan- CNA English News, Retrieved from https://focustaiwan.tw/politics/202405070018
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
4-3: Yeh, His-Nan., Chan, Hui-Chen. & Cheng, Yuh-Show. (2004). Journal of Taiwan Normal University: Humanities & Social Sciences, 49 (1), 75-108.
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.
Week08:
8-1: 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.
8-2: Vollmann, Ralf & Soon, Tek Wooi. (2022). Convergence of Hakka with Chinese in Taiwan. Global Chinese, 8 (2), 211–229.
8-3: 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.
Week09:
9-1: 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
9-2: Klöter, Henning. (2004). Language Policy in the KMT and DPP Eras. China Perspectives, 56. https://doi.org/ 10.4000/chinaperspectives.442
Week12:
12-1: Hansen, Fedrik. (2022). Non-native Mandarin Accents and Representation of Indonesians in Taiwan (Unpublished master’s thesis). National Chengchi University, Taipei City, Taiwan.
12-2(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.
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: 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.
14-3: Halmari, Helena. (2011). Political correctness, euphemism, and language change: The case of ‘people first’. Journal of Pragmatics, 43 (3), 828-840.
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