UGS 302: Language, Politics, and Culture
University of Texas at Austin Unique #: 60265 Fall 2020 Monday, Wednesday, and Friday 8:00-9:00 – Zoom Meeting ID: Course Mode: Internet
\ 1. Contact Information \
Professor Amy Liu (she/her/hers) Email: [email protected] Office Hours: Monday and Thursday 3:30-5:00
Undergraduate Assistant: Email: Office Hours:
\ 2. Course Description \
2.1. Signature Course Mission
The Signature Courses at the University of Texas at Austin will connect students with distinguished faculty members in unique learning environments. By way of this rigorous intellectual experience, students will develop college-level skills in research, writing, speaking, and discussion through an approach that is both interdisciplinary and contemporary.
2.2. University Catalog Course Description
What is language? On the one hand, it is a tool for communication. It allows people to convey messages. On the other hand, language bring together people with a shared culture. If language marks cultural boundaries, it is not shocking that governments often designate official languages. Choosing official languages is inherently political. In the United States, for example, we do not have an official language at the federal level. Those who argue English should be official often talk about the cost-cutting benefits of having one language. Conversely, advocates for a more multilingual approach often point to the history of the country as a melting pot. We will examine these debates in this course.
2.3. Course Objectives
We will start with the United States, focusing on the role of English – vis-à-vis German historically and vis-à-vis Spanish in the contemporary. We will talk about the distinction between English Only and English Official movements. And we will talk about migrant languages, voting rights legislation, and bilingual education.
1 We will take the American case and compare it against four other cases globally – spanning four continents. In each one, the politics surrounding the English language has been framed differently. 1. Australia: English as the singular national language. 2. Canada: English and French bilingualism. 3. The European Union: Symmetrical multilingualism across twenty-four (!) languages. 4. India: Asymmetrical multilingualism with Hindi and English as official.
We will conclude by focusing on Texas. Currently, Texas is in the minority. It is one of the nineteen states that has yet to adopt an English official legislation. There have certainly been efforts; and there certainly are English official laws at the local level. But this is the state where Spanish – as a language of the indigenous Tejanos, as a language of immigrants, and as a language of trade – has a strong influence. And it is not just about Spanish: Other major global languages have also been important, including German, Vietnamese, and Chinese. Texas is also home to a large African-American population. And this is the state where our Senator Ralph Yarborough introduced a legislation at the national level to recognize the needs of limited English-speaking students. The legislation would be signed by Texas native President Lyndon B. Johnson in 1968, thereby becoming the landmark Bilingual Education Act.
2.4. Signature Course Essentials
Writing: There will be four short essays (1-2 pages) and one final paper (5-7 pages). Information Literacy: For each of the short essays, you will be required to use primary data – i.e., census, interviews, survey data, and newspaper coverage. Oral Communication: There are two oral components. First, you will be required to do interviews for one of the short essays. The second oral component is a class debate. University Gems: An essential element of all Signature Courses is the University Gems. More information will be provided via Canvas later in the semester. University Lecture Series: An essential element of all Signature Courses is the University Lecture Series. This fall we will have several distinguished speakers: Dr. Lauren Ancel Meyers and Dr. Jason McLellan will present their incredible research regarding Covid- 19, and Dr. Leonard Moore will lead a conversation around race and justice. Dates and more information will be available later in the semester.
\ 3. Course Requirements\
3.1. Required Readings
The class meets three times a week online. Reading assignments are important and should be done before each class. There are no assigned books for this course. I will place all readings on Canvas (https://canvas.utexas.edu) under the File tab (File\Readings) and hyperlink them on the Home Page.
3.2. Classroom Expectations
Attendance will not be taken in the course. You are, however, strongly encouraged to attend each class for several reasons. First, readings are not a substitute for the class lectures – which will involve
2 discussions. Second, some of the concepts covered in the readings are more difficult than others. When this is the case, I will devote significant class time going over the reading. And third, if you are absent on a quiz day (see below), you will receive a 0% on that specific quiz. I will not post lecture notes or recordings online.
3.3. Assignments
Canvas Quizzes (20%) The quizzes can be cumulative and cover both class discussion and assigned readings. Quiz dates will usually be announced in the previous class. I do, however, reserve the right to administer pop quizzes. These quizzes will test key information. On average, there will be one quiz per week, for an approximate total of fifteen quizzes for the semester. On each announced quiz, there will be a bonus question (worth 3% of the quiz) about current affairs in the United States. I strongly encourage you to read at least one the following news sources on a regular basis (note that some – but not all – have a limit on the number of free articles per month):
BBC: https://www.bbc.com/ Guardian: https://www.theguardian.com/us/ New York Times: https://www.nytimes.com/ Washington Post: http://www.washingtonpost.com/
I will drop two in-class quizzes. As such, if you are absent for whatever reason on a day a quiz is given, you will receive a 0% for that specific quiz. There are no makeup quizzes. If you miss between 40- 50% of the total in-class quizzes given, your final quiz grade for the semester will be a 0%. If you miss 50% or more of the in-class quizzes given, you will automatically fail the course.
Effects Essays (40% -- 10% for each essay) When we study the four global cases (Australia, Canada, the European Union, and India), you will write four effects essays. These essays are short: 1-2 pages, double-spaced. Each essay will discuss the implications for your hometown (or Austin, if you are not from Texas) if the United States were to adopt the language policies of each of these four cases (monolingualism, bilingualism, symmetrical multilingualism, and asymmetrical multilingualism). For each of the four effects, you must draw on the following specified data type(s):
Essay 1: Census data Essay 2: Census data and data from interviews that you conduct Essay 3: Census data and survey data from University of Texas/Texas Tribune polls Essay 4: Census data and newspaper articles that you find through archival research
For each of the four data types, we will dedicate a class for a workshop to help you familiarize. We will also have an additional lab session the class period before the essay is due should you need extra help. For each essay, I will grade along two dimensions: (1) whether the purported effects make sense; and (2) the quality of the writing. Any essay scoring below the bar on either dimension will be returned to the student – with comments – for a revision.
3 Each essay is due on Canvas by the start of class – Friday, October 2; Wednesday, October 14; Friday, October 23; and Monday, November 2. I reserve the right to penalize any late paper – even if it is one minute late – by one letter grade per 24-hour period.
Argument Paper (20%) You are to write a paper (5-7 pages) arguing which of the four language policies is best for your hometown. Your argument should cull together what you have written from the four effects essay. A good essay not only argues why a policy is best using available data, but it also demonstrates – using available data – why another policy is worse. The paper is due on Canvas on Monday, November 23, at the start of class. Again, I reserve the right to penalize any late paper.
Debate (10%) On the last day of class, Monday, December 7, we will have a debate. You will be grouped (ideally) based on the policy position that you take in your argument paper. You will be graded on the quality of your argument, how well you anticipate opposing arguments, and how convincing you are. There will be a panel of graduate students from across the College of Liberal Arts who will attend the debate and participate as judges.
Ballot Designs (10%) As part of the debate, you will need to demonstrate how your group’s policy position would translate into paper ballot designs. You will be graded on the aesthetic layout, the ease of understanding the ballot, and the perceived equality of the design. The design is due at the start of the last day of class, Monday, December 7.
3.4. Grading
The following table represents how you will demonstrate your learning and how I will assess the degree to which you have done so. Note that I round using the conventional rounding rules.
A >94% B+ 87-89% C+ 77-79% D+ 67-69% F <60% A- 90-93% B 84-86% C 74-76% D 64-66% B- 80-83% C- 70-73% D- 60-63%
\ 4. Course Policies \
4.1. Classroom Policies
Grading Policies If you believe a grade does not reflect your performance, you are welcomed to dispute the grade. I ask that all grade appeals be made in writing. In the memo, explain why you should receive a higher grade on that quiz, examination, assignment, or analysis. This should be done within a week after the grade is announced and submitted after class or in office hours. You will get a response in writing addressing your concerns.
4 Absences If you are absent or unable to participate on the day that your team meets, you are responsible for providing your team with the necessary information to compensate for your absence. It is crucial to keep in communication with your team members; you are responsible for letting both us and your team know if you cannot make it to a class.
Excused Absence: The only absences that will be considered excused are for religious holidays or extenuating circumstances due to an emergency. If you plan to miss class due to observance of a religious holiday, please let us know at least two weeks in advance. You will not be penalized for this absence, although you will still be responsible for any work you will miss on that day if applicable. Check with us for details or arrangements.
If you have to be absent, use your resources wisely. Ask your team and other classmates to get a run- down and notes on any lessons you miss. If you find there are topics that we covered while you were gone that raise questions, you may come by during office hours or schedule a meeting to discuss. Email specific questions you have in advance so that we can make the most of our time. “What did I miss?” is not specific enough.
Personal Pronoun Use Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. Class rosters are provided to the instructor with the student’s legal name, unless they have added a “preferred name” with the Gender and Sexuality Center (http://diversity.utexas.edu/ genderandsexuality/publications-and-resources/). I will gladly honor your request to address you by a name that is different from what appears on the official roster, and by the gender pronouns you use (she/he/they/ze, etc). Please advise me of any changes early in the semester so that I may make appropriate updates to my records.
University Resources for Students “Keep Learning” Resources: This course may be offered in a format to which you are unaccustomed. If you are looking for ideas and strategies to help you feel more comfortable participating in our class, please explore the resources available here: https://onestop.utexas.edu/keep-learning/ Services for Students with Disabilities: This class respects and welcomes students of all backgrounds, identities, and abilities. If there are circumstances that make our learning environment and activities difficult, if you have medical information that you need to share with me, or if you need specific arrangements in case the building needs to be evacuated, please let me know. I am committed to creating an effective learning environment for all students, but I can only do so if you discuss your needs with me as early as possible. I promise to maintain the confidentiality of these discussions. Any student with a documented disability who requires academic accommodations should contact Services for Students with Disabilities at 471-6259 (voice) or 512-410-6644 (Video Phone) as soon as possible to request an official letter outlining authorized accommodations. For more information, visit http://ddce.utexas.edu/ disability/about/.
5 Counseling and Mental Health Center: Do your best to maintain a healthy lifestyle this semester by eating well, exercising, avoiding drugs and alcohol, getting enough sleep and taking some time to relax. This will help you achieve your goals and cope with stress. All of us benefit from support during times of struggle. You are not alone. There are many helpful resources available on campus and an important part of the college experience is learning how to ask for help. Asking for support sooner rather than later is often helpful. If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. http://www.cmhc.utexas.edu/ individualcounseling.html The Sanger Learning Center: Did you know that more than one-third of UT undergraduate students use the Sanger Learning Center each year to improve their academic performance? All students are welcome to take advantage of Sanger Center’s classes and workshops, private learning specialist appointments, peer academic coaching, and tutoring for more than 70 courses in 15 different subject areas. For more information, please visit http://www.utexas.edu/ugs/slc or call 512-471-3614 (JES A332). Undergraduate Writing Center: http://uwc.utexas.edu/ Libraries: http://www.lib.utexas.edu/ ITS: http://www.utexas.edu/its/ Student Emergency Services: http://deanofstudents.utexas.edu/emergency/ BeVocal: BeVocal is a university-wide initiative to promote the idea that individual Longhorns have the power to prevent high-risk behavior and harm. At UT Austin all Longhorns have the power to intervene and reduce harm. To learn more about BeVocal and how you can help to build a culture of care on campus, go to: https://wellnessnetwork.utexas.edu/BeVocal.
Important Safety Information While we will post information related to the contemporary situation on campus, you are encouraged to stay up-to-date on the latest news as related to the student experience. https://coronavirus.utexas.edu/students. If you have concerns about the safety or behavior of fellow students, TAs or Professors, call BCAL (the Behavior Concerns Advice Line): 512-232-5050. Your call can be anonymous. If something doesn’t feel right – it probably isn’t. Trust your instincts and share your concerns.
Title IX Reporting Title IX is a federal law that protects against sex and gender-based discrimination, sexual harassment, sexual assault, sexual misconduct, dating/domestic violence and stalking at federally funded educational institutions. UT Austin is committed to fostering a learning and working environment free from discrimination in all its forms. When sexual misconduct occurs in our community, the university can: 1. Intervene to prevent harmful behavior from continuing or escalating. 2. Provide support and remedies to students and employees who have experienced harm or have become involved in a Title IX investigation. 3. Investigate and discipline violations of the university’s relevant policies (https://titleix.utexas.edu/relevant-polices/).
Beginning January 1, 2020, Texas Senate Bill 212 requires all employees of Texas universities, including faculty, report any information to the Title IX Office regarding sexual harassment, sexual assault, dating
6 violence and stalking that is disclosed to them. Texas law requires that all employees who witness or receive any information of this type (including, but not limited to, writing assignments, class discussions, or one-on-one conversations) must be reported. I am a Responsible Employee and must report any Title IX related incidents that are disclosed in writing, discussion, or one-on-one. Before talking with me, or with any faculty or staff member about a Title IX related incident, be sure to ask whether they are a responsible employee. If you would like to speak with someone who can provide support or remedies without making an official report to the university, please email [email protected]. For more information about reporting options and resources, visit http://www.titleix.utexas.edu/, contact the Title IX Office via email at [email protected], or call 512-471-0419.
Although graduate teaching and research assistants are not subject to Texas Senate Bill 212, they are still mandatory reporters under Federal Title IX laws and are required to report a wide range of behaviors we refer to as sexual misconduct, including the types of sexual misconduct covered under Texas Senate Bill 212. The Title IX office has developed supportive ways to respond to a survivor and compiled campus resources to support survivors.
4.2. University Policies
Academic Integrity Each student in the course is expected to abide by the University of Texas Honor Code: “As a student of The University of Texas at Austin, I shall abide by the core values of the University and uphold academic integrity.” Plagiarism is taken very seriously at UT. Therefore, if you use words or ideas that are not your own (or that you have used in previous class), you must cite your sources. Otherwise you will be guilty of plagiarism and subject to academic disciplinary action, including failure of the course. You are responsible for understanding UT’s Academic Honesty and the University Honor Code which can be found at the following web address: https://deanofstudents.utexas.edu/conduct/standardsofconduct.php
Q Drop Policy If you want to drop a class after the 12th class day, you’ll need to execute a Q drop before the Q-drop deadline, which typically occurs near the middle of the semester. Under Texas law, you are only allowed six Q drops while you are in college at any public Texas institution. For more information, see: http://www.utexas.edu/ugs/csacc/academic/adddrop/qdrop
Sharing of Course Materials No materials used in this class, including, but not limited to, lecture hand-outs, videos, assessments (quizzes, exams, papers, projects, homework assignments), in-class materials, review sheets, and additional problem sets, may be shared online or with anyone outside of the class unless you have my explicit, written permission. Unauthorized sharing of materials promotes cheating. It is a violation of the University’s Student Honor Code and an act of academic dishonesty. I am well aware of the sites used for sharing materials, and any materials found online that are associated with you, or any suspected unauthorized sharing of materials, will be reported to Student Conduct and Academic Integrity in the Office of the Dean of Students. These reports can result in sanctions, including failure in the course.
Class Recordings
7 Class recordings are reserved only for students in this class for educational purposes and are protected under FERPA. The recordings should not be shared outside the class in any form. Violation of this restriction by a student could lead to Student Misconduct proceedings.
4.3. Additional Policies
Zoom Etiquette Mute yourself unless you are speaking. This will cut down on background noise. Be mindful of your surroundings when on camera. Turn your camera off if you are leaving the meeting temporarily. If the video or audio is choppy, try turning off your video. Please always use reliable private or enterprise Wifi.
Email Etiquette When emailing me, address me with either “Prof” or “Dr”. Do not use messaging or Twitter language. I reserve the right to not respond to emails in the twelve hours before an assignment is due.
Course Schedule All instructions, assignments, readings, rubrics and essential information will be on the Canvas website at https://canvas.utexas.edu. Check this site regularly and use it to ask questions about the course schedule. Changes to the schedule may be made at my discretion and if circumstances require. It is your responsibility to note these changes when announced (although I will do my best to ensure that you receive the changes with as much advanced notice as possible).
8 \ 5. Course Outline \
08/26 (Wednesday) — Introduction
Week 1 1 Week 08/28 (Friday) – Housekeeping
08/31 (Monday) — What is a language? The New Yorker, “Language is music.”
09/02 (Wednesday) — September In Real Time: What’s Going on in the World?
Week 2 2 Week 09/04 (Friday) — Language as a political tool The Economist, “Languages and dialects: Of dialects, armies and navies
09/07 (Monday) — Labor Day (No Class)
English and Language Policies in the United States
09/09 (Wednesday) — Language(s) of Manifest Destiny The Atlantic, “Should English Be the Law?” Week 3 3 Week
09/11 (Friday) – English Only and the German Threat History, “When Germans Immigrants were America’s Undesirables.”
09/14 (Monday) — Voting Rights Act of 1965 History, “Voting Rights Act of 1965.”
09/16 (Wednesday) – Immigration and Nationality Act of 1965 Pew Research Center, “Key Facts about Asian Americans, a diverse and growing
Week 4 4 Week population.”
09/18 (Friday) — Bilingual Education Act of 1967 The Atlantic, “Bilingualism: When Education and Assimilation Clash”
09/21 (Monday) — English Official and English-Spanish Bilingualism The Washington Post, “When and why do US states make English their official language?”
Week 5 5 Week 09/23 (Wednesday) — Workshop: The United States Census United States Census Bureau, “The 2020 Census at a Glance.” United States Census Bureau, “Census 101: What You Need to Know.”
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English and Language Policies in a Comparative Perspective
09/25 (Friday) — Australia and English Monolingualism 1 The Sydney Morning Herald, “Minding our language.”
09/28 (Monday) — Australia and English Monolingualism 2 Australian Broadcasting Corporation, “Australia’s failure to embrace multilingualism.”
09/30 (Wednesday) — Lab Session: Effects Essay 1
Week 6 6 Week 10/02 (Friday) — October In Real Time: What’s Going on in the World?
Due: Effects Essay 1
10/05 (Monday) — Workshop: Interviews
10/07 (Wednesday) — Canada and English-French Bilingualism 1 Montreal Gazette, “History Through Our Eyes.”
Week 7 7 Week 10/09 (Friday) — Canada and English-French Bilingualism 2 The Conversation, “The English-Canadian media’s selective outrage on bilingualism.”
10/12 (Monday) — Lab Session: Effects Essay 2
10/14 (Wednesday) — Workshop: University of Texas/Texas Polls
Due: Effects Essay 2 Week 8 8 Week 10/16 (Friday) — The European Union and Symmetrical Multilingualism 1 European Parliament. “Language Policy.”
10/19 (Monday) — The European Union and Symmetrical Multilingualism 2 The New Yorker, “Eurenglish 101.”
10/21 (Wednesday) — Lab Session: Effects Essay 3
Week 9 9 Week 10/23 (Friday) — Workshop: Newspaper Archives
Due: Effects Essay 3
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10/26 (Monday) — India and Asymmetrical Multilingualism 1 The Atlantic, “India’s Masses: The Public That Can’t Be Reached.”
10/28 (Wednesday) — India and Asymmetrical Multilingualism 2 News Minute, “The history of anti-Hindi imposition movements in Tamil Nadu.” Week 10 10 Week
10/30 (Friday) — Lab Session: Effects Essay 4
11/02 (Monday) — November In Real Time: What’s Going on in the World?
Due: Effects Essay 4
11/04 (Wednesday) — Day After Election (No Class) Week 11 11 Week
11/06 (Friday) — Election 2020
English and Cultural Policies in Texas
11/09 (Monday) — Spanish: Migrant Language, Language of Trade, or Colonial Language? National Public Radio, “The Day a Texas School Held a Funeral For the Spanish Language.”
11/11 (Wednesday) — African-Americans in Texas Week 12 12 Week Bullock Museum, “African Americans.”
11/13 (Friday) — The Texas Germans National Public Radio, “Remembering the Long Lost Germans of Texas.”
11/16 (Monday) — The Vietnamese Refugees in Texas National Public Radio, “Decades after clashing with the Klan, a thriving Vietnamese community in Texas.”
11/18 (Tuesday) — The Chinese of Texas D Magazine, “Why 30,000 Chinese People Call Plano Home.”
Week 13 13 Week Texas Public Radio, “San Antonio City Council Approves Resolution Denouncing Use of ‘Chinese Virus’ to Describe Covid-19.”
11/20 (Friday) — Lab Session: Argument Paper
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11/23 (Monday) — Ballots in Texas Fast Company, “These Texas voting machines reveal a basic truth about design.” The Conversation, “Designing better ballots.”
Due: Argument Paper
Week 14 14 Week 11/25 (Wednesday) — Thanksgiving (No Class)
11/27 (Friday) — Thanksgiving (No Class)
11/30 (Monday) — Workshop: Public Speaking
12/02 (Wednesday) – December In Real Time: What’s Going on in the World? Reading: to be posted
Week 15 15 Week 12/04 (Friday) — Preparation for Class Debate
12/07 (Monday) — Class Debate
Due: Ballot Design Week 16 16 Week
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