Introductory description

MultiDiv is a specialised and highly intensive summer programme for students and academic/non-academic stakeholders interested in Multilingualism, Diversity and Social Justice pedagogy, policy and research from a Linguistics, Modern Languages and Translation Studies angle. MultiDiv is a unique hub which brings together senior academics as well as UG (undergraduate) /PG (postgraduate) research developed through the formal curriculum and relevant extracurricular activities. It takes the form of an intensive, three-week-long activity and involves workshops, data training and sessions on interpreting research for wider audiences, policy makers and the media most notably.
MultiDiv is, by design, relevant to curriculum content directly addressing issues related to multilingualism in society. MultiDiv has already brought together Warwick/Monash students and it is an opportunity to develop a global network which can organically grow through the interests of its community.
Structure: 1 week of preparation, 2 weeks of activities + independent study & group work. We expect full participation in the synchronous activities during the 3 weeks of MultiDiv, as well as all asynchronous activities. After the preparatory week, students will work for 2 weeks in cross-university teams to design and conduct their own research project. At the end of the two weeks, they will present their project as a group. Then, they will have until the first week of October to turn their presentation into a group blog post.
Please note, this description is indicative only and subject to change.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Core issues on Multilingualism and Diversity;
Translation and exophony;
Linguistic Landscaping;
Language and power;
Designing and carrying out a linguistic landscaping project; Census training; Multilingual fieldwork & observation design; Data analysis methods.

Learning outcomes

By the end of the module, students should be able to:

• demonstrate understanding of key concepts, terminology, research methods and theories related to multilingualism
• demonstrate ability to critically discuss different approaches to multilingualism and diversity. Show awareness of key issues around intercultural interaction and the relationship with multilingualism and multiculturalism
• evaluate critically how different theoretical & methodological approaches and concepts help to study multilingualism and diversity
• design and carry out an original small scale study on multilingualism, typically from a linguistic landscape angle
• communicate the results of their study to an audience.

Indicative reading list

1. Angouri, Jo. 2013. “The Multilingual Reality of the Multinational Workplace: Language Policy and Language Use.” Journal of Multilingual and Multicultural Development 34 (6). Routledge: 564–81.

2. Angouri, Jo. 2018. "Quantitative, qualitative, mixed or holistic research? Combining methods in linguistic research". Research methods in linguistics, London: Bloomsbury Publishing: 35-55.

3. Backhaus, P. (2006). “Multilingualism in Tokyo: A look into the linguistic landscape.” In Linguistic Landscape: A New Approach to Multilingualism (pp. 52-66). Channel View Publications.

4. Blackledge, Adrian, and Kiran Trehan. 2018. “Language, Superdiversity, and Self-Employment.” In The Routledge Handbook of Language and Superdiversity, edited by Adrian Blackledge and Angela Creese, 299–311. London: Taylor & Francis.

5. Clyne, Michael, Louisa Willoughby, and Julia Bradshaw. 2009. “Linguistic Diversity in South-East Melbourne.” People and Place 17 (1): 55–62.

6. Creese, Angela, and Adrian Blackledge. 2019. “Translanguaging and Public Service Encounters: Language Learning in the Library.” The Modern Language Journal 103 (4): 800–814.

7. Heller, M., Pietikäinen S. & Pujolar J. (2018). Critical Sociolinguistic Research Methods. Studying language issues that matter. Routledge; -- section 3.2; Observing: Finding out what people do (p. 77-85), & -- section 3.3; Eliciting: Finding out what people say (p. 85-92)

8.Musgrave, Simon, Steve Wright, Tom Denison, and Louisa Willoughby. 2020. “Managing Multilingual Collections: Insights from Data Analytics Research.” Journal of Librarianship and Information Science 52 (3). SAGE Publications Ltd: 853–63.

Research element

The programme is tailored around original research. This involves the design as well as the carrying out of projects on linguistic landscapes.

Interdisciplinary

The module is designed to provide the students with an understanding of relationships between the different disciplinary areas within multilingualism, particularly linguistics, modern languages and translation studies. It also invites the students to make connections with other disciplinary areas covered in their main study programme. It provides the students with a critical understanding of dominant traditions and methodologies associated with the main phenomena covered in the module and enables the students to transcend disciplinary boundaries. The interdisciplinary course cohort provides contact opportunities and learning to see from different perspectives is a core aspect of the learning experience.

International

The module draws on cases from different contexts, including different geopolitical areas, professional environments and linguistic contexts. The content and assessment invite the students to reflect on the societal relevance in different environments of the phenomena covered in the module. The assessment involves students working in groups with academic and ideally non-academic stakeholders which (will) allow for a global and local outlook to be built into the module’s work. The international and diverse course cohort provides contact opportunities and learning to see from different perspectives is a core aspect of the learning experience.

Subject specific skills

• Design and carry out research.
• Identify different approaches to research and the paradigmatic orientations underlying these.
• State the criteria, considerations and procedures necessary to ensure that ethical requirements are met.
• Identify and describe core methods for collecting data in multilingualism and diversity research.
• Describe relevant procedures for analysing data for linguistic landscaping project.
• Identify key issues in research on multilingualism.
• Demonstrate familiarity with and ability to use appropriately features of research designs and procedures found in relevant published research articles.

Transferable skills

Work effectively with others in group tasks and in teams; Plan and manage time in projects; Develop strong analytical skills; Find, evaluate and use previous research at a level appropriate for an intermediate year module. Use a range of tools and resources effectively in the preparation of course work. Use appropriate analytic methods to analyse research data on multilingualism. Read academic papers effectively in the context of an intensive programme; Communicate clearly and effectively in discussions; Communicate ideas effectively in writing.