Subject Title / Freshman Seminar in Language, Culture and Communication
Credit Value / 3
Level / 2
Pre-requisite / Co-requisite/
Exclusion / Nil
Objectives / 1. Introduce to students the nature and characteristics of language and culture studies, its contribution to the society and possible career paths
2. Cultivate students’ creativity, critical thinking and problem-solving ability through research, data collection and verification
3. Expose students to the basic concept and operational principles of entrepreneurship
4. Develop students’ global outlook
5. Engage students in desirable forms of learning at university that emphasizes self-regulation, autonomous learning and deep understanding
6. Introduce students to research strengths and current intellectual interest of the academic staff members within FH
7. Provide students with an opportunity to meet the faculty members in a small class environment
Intended Learning Outcomes
(Note 1) / Upon completion of the subject, students will be able to:
a. Explore and examine the nature and characteristics of language and culture in
depth
b. Think critically and solve problems skillfully in an improved way
c. Develop a global outlook and a positive attitudes toward multilingual and multicultural experiences
d. Identify and locate the appropriate resources, tools and facilities for learning and research purposes
e. Utilize as far as they can the research strength and intellectual interest of the academic staff members within FH
f. Explore possible business opportunities in promoting cultural industry and nurture entrepreneurship in creative culture industry
g. Develop a greater sense of Chinese identity and of the responsibility for globalizing Chinese Language and Culture
h. Engage in self-learning and problem-solving through reading, research, collection of data and verification of data
Subject Synopsis/ Indicative Syllabus
(Note 2) / Learning Activity 1:
Global English and Global Chinese
Jointly conducted by ENGL and CBS academic staff members through lectures, debate preparations (self-study) and debates, this activity aims to introduce to students key issues related to multilingualism, the globalisation of English, and the possibility that the Chinese language, e.g. spreading Confucianism globally will become a global lingua franca in the 21st century.
The seminars will be organized into group activities which will prepare students to do research on relevant topics (as shown below) and conduct small group debates on selected topics:
Indicative topics for seminars:
1. Global languages and lingua francas: past and present
2. Language choice and language shift in multilingual societies
3. What gives rise to a global lingua franca?
4. What does the future hold for English and Chinese?
5. What are the global trends affecting the learning and use of English as a second language?
6. What are the global trends in the learning and use of Chinese as a second language?
Learning Activity 2:
Appreciation of Chinese or Western Language Arts
This activity aims to help students understand the delicate use of language in performance arts and the contribution of language and cultural studies to the society. They will also learn how the creative culture can be run as a business to nurture their entrepreneurship.
Indicative topics:
1. Chinese and/or Western Art: Image and Stories
2. Sites, times, and traditions of Chinese and/or Western Art
3. Conventions, forms, and styles of Chinese and/or Western Art
4. Hybridization of East and West in Art Recreation & Production
5. The opportunities brought about by creative cultural industry
6. The operation of performance troupes
Remark: This activity may involve Cantonese/Chinese opera/play/adaptation
Learning Activity 3:
Confucius & Humanity
1. Origin of Confucianism – the Confucian Analects
2. Confucian Tradition and Its Modern-day Relevance
3. Confucian Institute – Spreading Confucianism Globally
Teaching/Learning Methodology
(Note 3) / Learning Activity 1:
Global English and Global Chinese
The teaching and learning activities for this activity will be in the form of a combination of mini-lectures, seminar group activities, group discussions and students’ self-study. Students will be organized into small groups as debating teams and will brainstorm for debating preparations.
Following the lecture, students will conduct in-depth reading based on the lecturer’s input as well as on relevant materials students will find through their own search. At the seminars, students may conduct video conferencing with language classrooms in other countries on issues related to linguistic globalization.
Learning Activity 2:
Appreciation of Chinese or Western Language Arts
Performers of language arts will be invited for demonstration as the lecturer to conduct guided appreciation of the art(s) for the students as well as to introduce the students to the organizing procedures of performances and troupes. The teaching and learning activities for this activity will be in the form of demonstration by art performers, guided appreciation by the lecturer, in-class discussion and performance practice or doing creative works.
Learning Activity 3:
Confucius & Humanity
By means of a lecture, two moderated discussions, and small group tutorials, this learning activity enables students to gain a concrete understanding of the intricate issues of Confucianism that are of great relevance to today’s world. Students will make sure not only the written medium but also cinematic works as well as field visits for a multi-faced appreciation of Confucianism at work.
Assessment Methods in Alignment with Intended Learning Outcomes
(Note 4) / Specific assessment methods/tasks / % weighting / Intended subject learning outcomes to be assessed (Please tick as appropriate)
a / b / c / d / e / f / g / h
1. Written Reflection 25% and Group Debate 20% (Activity 1) / 45% / √ / √ / √ / √ / √ / √ / √ / √
2. Group Performance or Creative Works (Activity 2) / 25% / √ / √ / √ / √ / √ / √ / √
3. Reflective Journal (Activity 3) / 30% / √ / √ / √ / √ / √ / √ / √ / √
Total / 100%
Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes:
Learning Activity 1:
Global English and Global Chinese
Group Debate: In the form of group debates and a written reflection on this learning process, the assessment will mainly be based on the students’ discussions, performance in debates and their critical understanding of the current situation and future scenarios of the use of English and Chinese globally. The assessment will result in a letter-grade for each student and contribute to ILOs a to h.
Learning Activity 2:
Appreciation of Chinese or Western Language Arts
Group Performance/Creative Works: The assessment will focus on the sense of creativity demonstrated by the students in their process of integrating language(s) and culture(s) in the creation. Each student will be given a letter-grade based on his/her performance.
Learning Activity 3:
Confucius & Humanity
Students are asked to attend a lecture, 2 moderated discussions, a film show and a field visit for this learning activity. At the end of each event, they have to submit a report detailing their learning experience, which will touch upon intended learning outcomes a, b, c, h, i, j, and k. Similarly, the summation exercise will take the form of another report on a key Confucian issue. A letter-grade will be given to each student based on the reports, which will assess intended learning outcomes from a to h.
An overall letter-grade will be derived according to “Grade Point conversion Methodology for Deriving Subject Overall Grade” in the Handbook on Academic Regulations and Procedures.
Student Study Effort Expected
(For details, please refer to the proposal)
/ Class contact: (need lecture and seminar breakdown) / 42 Hrs.
Other student study effort:
(including 12 hrs of data collection, 30 hrs for group discussion and 42 hrs self-studying) / 84 Hrs.
Total student study effort / 126 Hrs.
Reading List and References / Learning Activity 1:
Global English and Global Chinese
(English)
Bradley, D. (1992). Chinese as a pluricentric language, in M. Clyne (ed.), Pluricentric Languages: Differing Norms in Different Nations, p. 305–24. Berlin: Mouton de Gruyter.
Chen, P. (1999). Modern Chinese: History and Sociolinguistics. Cambridge: Cambridge University Press.
China Daily. (2004). ‘The legacy and future of the Chinese language.’ September 3. Online at <http://www. chinadaily.com.cn/english/doc/2004-09/03/content_371457.htm> (Accessed September 4, 2004).
Crystal, D. (2003). English as a Global Language (2nd edition). Cambridge: Cambridge University Press.
Gil, J. (2011). A comparison of the global status of English and Chinese: towards a new global language?, English Today, 27(1), p. 52-29.
Graddol, D. (2006). English Next. London: British Council.
Li, D. C. S. (2006). Chinese as a lingua franca in Greater China, Annual Review of Applied Linguistics, 26, p. 149–76.
Lyovin, A. V. (1997). An Introduction to the Languages of the World. New York: Oxford University Press.
Mauranen, A. & Ranta, E. (eds.). (2009). English as a Lingua Franca. Cambridge: Cambridge Scholars Publishing.
Murata, K. & Jenkins, J. (eds.) (2009). Global Englishes in Asian Contexts: Current and Future Debates. Basingstoke: Palgrave Macmillan.
Nettle, D. & Romaine, S. (2000). Vanishing voices: The extinction of the world’s languages. Oxford: Oxford University Press.
Ostler, N. (2005). Empires of the word: A language history of the world. London: HarperCollins.
Tam, K.L. and Weiss, T. (eds.) (2004). English and Globalisation: Perspectives from Hong Kong and Mainland China. Hong Kong: Chinese University Press.
(Chinese)
Ding, S. (2008). The dragon’s hidden wings: how China rises with its soft power. Lanham: Lexington Books.
Doherty, L. (2005). International Chinese: Preparing for the next global language. Unpublished MA thesis at University of Toronto, Canada.
Wang, N. (2010). Global English(es) and Global Chinese(s): Toward rewriting a new literary history in Chinese. Journal of Contemporary China, 19(63), p. 159-174.
王玲玲, 2006, 漢語的國際化及傳播與維護. 《語言文字應用》第三期, 34-41頁。
郭熙、祝曉宏, 2007, 海外華語傳播與《中國語言生活狀況報告》,《語言文字應用》第一期, 44-48頁。
張東波、李柳, 2010, 社會心理因素與美國華人社團的語言維護和變遷, 《 語言文字應用》第一期, 42-51頁。
Learning Activity 2:
Appreciation of Chinese or Western Language Arts
Bao, Y. (2008). A handbook of Chinese art, crafts, and culture. Lewiston, N.Y.: Edwin Mellen Press.
Siu, W.N. (1997). Chinese opera: images and stories. Vancouver: UBC Press; Seattle: University of Washington Press.
Wu, H. (2010). Reinventing the past: archaism and antiquarianism in Chinese art and visual culture. Chicago, IL: Center for the Art of East Asia, Dept of Art History: Art Media Resources.
香港特別行政區政府教育局藝術教育組編. (2009). 從文化角度認識西方藝術. 香港: 香港特別行政區政府.
Learning Activity 3:
Confucius & Humanity
Nylan Michael and Wilson Thomas (2010). Lives of Confucius. New York: Doubleday.
The Confucius Analects
Zhu Xie (朱熹), Si Shu Ji Zhu (四書集注)
Yang Bojun (楊伯峻), Lun Yu (論語)
于丹 （2008）《论语》感悟。
Note 1: Intended Learning Outcomes
Intended learning outcomes should state what students should be able to do or attain upon completion of the subject. Subject outcomes are expected to contribute to the attainment of the overall programme outcomes.
Note 2: Subject Synopsis/ Indicative Syllabus
The syllabus should adequately address the intended learning outcomes. At the same time over-crowding of the syllabus should be avoided.
Note 3: Teaching/Learning Methodology
This section should include a brief description of the teaching and learning methods to be employed to facilitate learning, and a justification of how the methods are aligned with the intended learning outcomes of the subject.
Note 4: Assessment Method
This section should include the assessment method(s) to be used and its relative weighting, and indicate which of the subject intended learning outcomes that each method purports to assess. It should also provide a brief explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes.
Last updated on 5 July 2011
(per WG’s discussion after validation)