UNIVERSITY OF KENT
LL845: Sociolinguistic Theory
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module:
Sociolinguistic Theory
2.
School which will be responsible for management of the module:
SECL/English Language and Linguistics (ELL)
3.
Start date of the module:
September 2012, revised September 2014
4.
The number of students expected to take the module:
12-15
5.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal:
None.
6.
Level of the module
M
7.
The number of credits and the ECTS value which the module represents:
15 (7.5 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern):
Autumn or Spring
9.
Prerequisite and co-requisite modules:
Co-requisite: LL838 Sound, LL833 Structure, LL832 Meaning and LL837 Research
Skills
10. The programme(s) of study to which the module contributes:
MA Linguistics and associated programmes
11. The intended subject specific learning outcomes
On successful completion of this module, students will:
1. Understand and use the basic conceptual terminology of variationist
sociolinguistics (e.g. variable, variant, style, indicator, hypercorrection, agegrading)
2. Be able to understand the significance of sociolinguistic data as presented in
charts and graphs
3. Demonstrate an advanced critical awareness of theories of language change
4. Be able to evaluate critically the social bases for linguistic value judgements
5. Understand the technical (and ethical) problems of sociolinguistic data
collection and analysis
6. Test theories against language data
13. The intended generic learning outcomes
On successful completion of this module, students will be able to:
1. Communicate the results of study and work accurately, with well structured and
coherent arguments in an effective and fluent manner both in speech and in
writing, to a specialist and non-specialist audience
2. Evaluate and interpret data logically and systematically
UNIVERSITY OF KENT
3. Demonstrate their ability to undertake independent learning, by taking initiative,
being organised and meeting deadlines
4. Use IT skills to present information effectively; develop and exchange relevant
information through the use of shared access to documents and web-based
learning
14. A synopsis of the curriculum
The module will begin with an examination of Labov, Weinreich and Herzog’s early
‘manifesto’ for sociologically informed linguistics, and the reasons for
dissatisfaction with structuralist and generative models in the 1960s/early 1970’s.
It will then review classic urban sociolinguistic work as exemplified by Labov (New
York), Trudgill (Norwich), and the Milroys (Belfast), before exploring in turn the
assumptions underpinning sociolinguistic methodology and some of its key
findings (for example, the sociolinguistic gender pattern). The claims of
sociolinguists regarding language change will then be considered, and some
putative sociolinguistic universals, i.e. general claims about language in society
which are presumed to be universally applicable, tested. The module will conclude
with consideration of the relationship between social and linguistic structure, and
examine some recent work in the field, which challenges the general linguistic
tenet that all languages are equally complex.
15. Indicative Reading List
Chambers, J. (2003; 2nd ed) Sociolinguistic Theory. Oxford: Blackwell.
Chambers, J.; Trudgill, P. & Schilling-Estes, N. (eds) (2002) The Handbook of
Language Variation and Change. Oxford: Blackwell.
Labov, W. (1996/2001) Principles of Linguistic Change (Vols 1 and 2). Oxford:
Blackwell.
Trudgill, P. (2004) New Dialect Formation: the Inevitablity of Colonial Englishes.
Oxford: Blackwell.
Trudgill, P. (2011) Social Determinants of Linguistic Complexity. Oxford: Blackwell.
16. Learning and Teaching Methods, including the nature and number of contact hours and
the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
One weekly 2-hour seminar for ten weeks (imparting learning outcomes 11.1-6,
12.1-4), plus a further 130 hours private study for which readings and worksheets
will be provided (imparting learning outcomes 11.1-6, 12.1-4). There will be two
reading weeks, as for all ELL modules, in weeks 5/17 and 9/21.
Total Contact Hours: 20
Total study hours: 150
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
100% Coursework
Students will be required to write a 2,500 word essay, choosing from a list of topics
which require wide reading, and a broad critical or comparative theoretical
perspective, testing learning outcomes 11.1-6 and 12.1-4.
18. Implications for learning resources, including staff, library, IT and space
UNIVERSITY OF KENT
None beyond ordering of multiple copies of core texts.
19. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the
University’s disability/dyslexia support service, and specialist support will be
provided where needed.
20. Campus(es) where module will be delivered
Canterbury