This module emphasises the relevance of (socio)linguistic and discourse studies to questions of central importance to the course, such as identity formation and cultural and social policy. It is envisaged that students who take the module will develop an enhanced understanding of the social significance of language and some of the mechanisms whereby this significance is established, maintained, negotiated and contested.

Relevant aspects of the centrality of language to notions of culture and text are explored. The work of authors such as Saussure and Sapir and Whorf is examined and its relevance to power, ideology and later developments in sociolinguistics is highlighted. These themes are further developed through discussion of the interaction of language with social variables of key importance to the course overall, such as identity, gender, age and ethnicity. Attention is also paid to crucial sites such as the media and public organisations and issues of language planning and policy are addressed with reference to notions such as standardisation, authority, cultural dominance and capital, conflict and accommodation. This will entail exploration of the concepts of standard and dialectal Englishes, including that of Hiberno-English. Issues in translation theory, with reference to aspects such as culture, gender and identity will also be used to exemplify further some of the issues dealt with.

On successful completion of this module, studetns will be able to: 1. Demonstrate understanding of the centrality of language to notions of culture and text from a comparative perspective and in a number of different cultural backgrounds. 2. Illustrate systematic awareness of the relevance to power, ideology and later developments in sociolinguistics of the work of authors such as Saussure, Sapir and Whorf. 3. Demonstrate critical appreciation of the interaction of language with social variables of key importance to the course overall, such as identity, gender, age and ethnicity. 4. Analyse issues of language planning and policy with reference to concepts such as standardisation, authority, cultural dominance and capital, conflict and accommodation. 5. Provide evidence of having explored the concepts of standard and dialectal Englishes, including that of Hiberno-English. 6. Debate critically issues in translation theory, with reference to aspects such as culture, gender and identity.

1. Demonstrate critical appreciation of the interaction of language with social variables of key importance to the course overall, such as identity, gender, age and ethnicity. 2. Analyse issues of language planning and policy with reference to concepts such as standardisation, authority, cultural dominance and capital, conflict and accommodation.

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The approach is interactive and participatory. The module will be taught in three-hour weekly sessions over the course of twelve weeks. Each week, new theories and concepts will be introduced in the first half of the lecture, while in the second half students will be presented with material in order to apply the theories and concepts and to facilitate discussion. The learning experiences of the students will be one of discursive exploration of theory and texts, in which lecture format will be combined with group discussion. These discussions will in turn devolve into individual and group presentations on specific cases. The students complete a written essay assignment on a relevant topic.