Universität Wien

080070 VU B220 Selected Field of Research: Everyday Multilingualism (2022W)

5.00 ECTS (2.00 SWS), SPL 8 - Kunstgeschichte und Europäische Ethnologie
Continuous assessment of course work
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 30 participants
Language: German, English

Lecturers

Classes (iCal) - next class is marked with N

  • Wednesday 05.10. 16:15 - 17:45 Seminarraum 1 (2.Stock, rechts) EE Hanuschgasse
  • Wednesday 12.10. 16:15 - 17:45 Seminarraum 1 (2.Stock, rechts) EE Hanuschgasse
  • Wednesday 19.10. 16:15 - 17:45 Seminarraum 1 (2.Stock, rechts) EE Hanuschgasse
  • Wednesday 09.11. 16:15 - 17:45 Seminarraum 1 (2.Stock, rechts) EE Hanuschgasse
  • Wednesday 16.11. 16:15 - 17:45 Seminarraum 1 (2.Stock, rechts) EE Hanuschgasse
  • Wednesday 23.11. 16:15 - 17:45 Seminarraum 1 (2.Stock, rechts) EE Hanuschgasse
  • Wednesday 30.11. 16:15 - 17:45 Seminarraum 1 (2.Stock, rechts) EE Hanuschgasse
  • Wednesday 07.12. 16:15 - 17:45 Seminarraum 1 (2.Stock, rechts) EE Hanuschgasse
  • Wednesday 14.12. 16:15 - 17:45 Seminarraum 1 (2.Stock, rechts) EE Hanuschgasse
  • Wednesday 11.01. 16:15 - 17:45 Seminarraum 1 (2.Stock, rechts) EE Hanuschgasse
  • Wednesday 18.01. 16:15 - 17:45 Seminarraum 1 (2.Stock, rechts) EE Hanuschgasse
  • Wednesday 25.01. 16:15 - 17:45 Seminarraum 1 (2.Stock, rechts) EE Hanuschgasse

Information

Aims, contents and method of the course

The Austrian linguist Mario Wandruzka made the point in 1979 that one is already multilingual in his or her "mother tongue". Similarly, Hermann Bausinger concluded in 1986, that to speak of the "German" language in singular is a shortcoming - to be accurate one should think of "Germans", meaning plural.
This seminar encourages the students critically reflect upon what preconceptions of "multilingualism" exist and what other ways there are to theorise this phenomenon. Is one only bi- or multilingual when they proficiently speak more than one language - or what about dialects? What influences do several spoken languages have on the way one experiences the world? Can you have more than one "mother tongue" or is it only possible to be a "native speaker" in one language? And whatever does the latter even entail? Is mixing languages together a deficit and evidence, that you are not proficient? All these questions shall be discussed in this seminar. Through reading we shall compare the theory with practise - this by looking at our own language practices and how we position ourselves depending on in which language we communicate. In light of this the seminar will be held in both english and german, which will depend on the topic at hand.

The aim of this seminar is to develop a critical understanding of the many facets of multilingualism (whichever way this is defined and experienced). We will consider how being multilingual affects the day to day experience and influences one's options. We will discuss a number of possibilities how to incorporate this topic into research.

Assessment and permitted materials

The course is immanent to the examination. (Attendance compulsory, 2 x absences allowed).

Points will be awarded as follows:
40 points: written homework
30 points: (Group) presentation / lesson design
30 points: Active participation, text reading and discussion

Minimum requirements and assessment criteria

The requirements of the seminar include the reading of texts and active participation in the seminar, an presentation in the form of a (group) paper or three reading notes distributed over the semester on the given texts, as well as the independent written preparation of a small empirical exercise.

For the successful completion of the course at least 50 out of 100 possible points have to be achieved.
Grading scale:
= > 87.5 very good (1)
= > 75 good (2)
= > 62,5 satisfactory (3)
= > 50 sufficient (4)
< 50 not sufficient (5)

Examination topics

Active participation, text reading and participation in the discussion is the basis for successful completion of the seminar.

The lesson design in the form of a (group) presentation or three reading notes reflect the given texts and raise discussion and comprehension questions.

The written final paper in the sense of an empirical exercise includes the development of an own topic with field access, a research question and the reflection on the contents of the course.

Reading list

Bausinger, Hermann. 1983. Mehrsprachigkeit in Alltagssituationen. In: Wortschatz und Verständigungsprobleme: was sind "schwere Wörter" im Deutschen: Jahrbuch 1982 des Instituts für deutsche Sprache, hg. von Helmut Henne und Wolfgang Mentrup.Bausinger, Hermann. 1986. Deutsch für Deutsche: Dialekte, Sprachbarrieren, Sondersprachen. Orig.-Ausg. Fischer-Taschenbücher 6491. Frankfurt am Main: Fischer-Taschenbuch-Verl.Blommaert, Jan und Ad Backus. 2013. Superdiverse Repertoires and the Individual. In: Multilingualism and Multimodality. Current Challenges for Educational Studies, 1132. Busch, Brigitta. 2021. Mehrsprachigkeit. 3., vollständig aktualisierte und erweiterte Auflage., facultasCook, Vivian. 2016. Premises of Multi-Competence. In: Cook, Vivian und Li Wei. The Cambridge handbook of linguistic multi-competence. Hg. von Vivian Cook und Li Wei. The Cambridge Handbook of Linguistic Multi-Competence. Cambridge University Press. De Florio-Hansen, Inez & Hu, Adelheid (Hrsg.). 2003. Plurilingualität und Identität: zur Selbst- und Fremdwahrnehmung mehrsprachiger Menschen. Stauffenburg-Verl.Rosello, Mireille. 2012. Introduction. In: Maracz, Laszlo und Rosello, Mireille. Multilingual Europe, Multilingual Europeans. Paper Knowledge. Toward a Media History of Documents. BRILL. Wandruszka, Mario. 1979. Die Mehrsprachigkeit des Menschen. Piper. München: Piper.

Association in the course directory

Last modified: We 28.09.2022 20:28