This course explores popular myths about language and languages weaved together by linguists and non-linguists. They are myths concerning the nature of language (the essence of human language, language as speech, the postulation of a language faculty, various accounts of universal language, assumptions about language acquisition), as well as myths taking root in the innumerable attempts at generalizing our differing, everchanging and irreconcilable linguistic behaviour (the concepts of separate ‘languages’, ‘sublanguages’ and also their ‘standards’, the intricate language-thought relationship, the proliferation of different terms to comprehend our multilingual reality – ‘linguistic identity’, ‘linguistic equality’, etc.).

In outlining the aforementioned myths about language and languages, the course not only introduces students to a brief history of linguistic studies as a mythical discourse but also prompts them to contemplate their part in perpetuating and debunking the myths. Should we hone our language consciousness through acquiring more empirical evidence via sociolinguistic and psycholinguistic analyses, or by reflecting on our lay linguistic experience? It is hoped that by the end of the course, students will decide for themselves through developing a heightened awareness of our deep-rooted, mythical thinking about language(s) and of the values and functions (sociocultural, political, ideological, personal) of upholding it and demythologizing it.

No prior knowledge or background in linguistics is required for partaking in this introductory course.

 

This course is divided into two modules, each encompassing certain topics, as listed below:

Module I: Language in unity

What is language itself? Do we have language by nature? What makes language exclusive to humans? Or is it not? [What can we be sure about our language?]

How do we all come to ‘have language’? Does it have to do with genetic factors, cognitive factors, socioeconomic factors, sociocultural factors, etc.? [Is language a matter of nature or nurture or both? Can the Critical Period Hypothesis be verified?]

Where is language? Does it come from within? [Is there a language module in our brain? Is language an instinct?]

Is language oral in essence/in origin? Is language primarily written/textual in present times? [Who is more deprived of language, a mute person or a traditionally/digitally illiterate person? Are they necessarily less competent in language?]

Do we all share some general features of language? [Is Universal Grammar real? Does it allow universal communication?]

 

Module II: Language in diversity

What do terms like linguistic diversity and multilingualism mean – differences between languages, stemming from different nationalities/ethnicities/places of origin? What are the consequences of understanding language in terms of languages? [Are languages real? In what way?]

Do we enjoy linguistic equality? What does it really mean? Do we have the same language rights? [In other words, do we truly respect linguistic diversity?]

Does the language we speak shape the way we think? [Is linguistic relativism/linguistic determinism real?]

Do we use the same language differently? Do we adopt different language styles, registers, or accents? Or do we each have our own idiolect? If that is the case, how do we communicate? [Are different ways of languaging, ‘lects’, accents, etc., our linguistic reality?] Is there a standardized or cosmopolitan form of our language which we all acknowledge? [Are Received Pronunciation, General American English, Standard English, Global English, etc., real?]

Do the aforementioned differences arise from our identification with different ages, genders, or other social circles (and hence we come to develop netspeak, slang, women’s language)? [Are sublanguages essentially identities? Are identities linguistic in nature?]

1. To introduce students to the variegated myths about language sponsored by both lay and non-lay linguistic practices.

2. To create an awareness of how entrenched our mythical thinking about language is in our daily lives and what values/purposes/functions it serves in our communication.

3. To encourage students to critically reflect on the practicality, immanence and prolonged impact of perpetuating myths about language as well as calling them into question.

By the end of the course, students are expected to:

1. have a basic understanding of the various myths about language and of how they came about and remain in our lay/non-lay linguistic practices.

2. be informed of the different attempts at bolstering and debunking the language myths (by lay and non-lay speakers alike) and have developed their own ways of evaluating these attempts.

3. be ready to reflect on the diverse programmes of activities enabled or catalysed by the perpetuation of the language myths and the disenchantment with them.

4. be able to formulate a case study based on what they have learnt and to deconstruct a linguistic discourse through a demythologizing lens.
 

The course will be conducted in the format of weekly, 2-hour lectures. No tutorials will be held, but consultation sessions can be scheduled with the instructor upon request.

 

A short quiz	20%
Case study and presentation (in a group or solo)	35%
Final research paper developed from case study	35%
In-class participation and contribution to discussions	10%

Primary texts will be extracted from works such as The Oxford Handbook of the History of Linguistics (Allan, 2013), Language Awareness and Multilingualism (Cenoz et al., 2017), The Reflexivity of Language and Linguistic Inquiry (Duncker, 2019), Landmarks in Linguistic Thought Volume I (Harris & Taylor, 1997) and Landmarks in Linguistic Thought Volume II (Joseph et al., 2001). Some journal articles and online materials will also be provided in due course.

Weekly assigned readings can be downloaded from the course Moodle page and students are encouraged to look for additional materials via the HKU Library digital databases.