General Information
World Languages introduces you to a fascinating world of human languages and the benefits of learning additional languages. This innovative subject prepares you for the challenges of language learning and explores how languages and their learning connect communities and their cultures. You will investigate why we all sound differently and how the languages we speak shape our world view. The subject outlines potential difficulties in learning languages other than your own and reviews the extraordinary advantages of acquiring an additional language. You will also have a unique opportunity to sample learning languages other than your own. Designed to enhance International Relations and Global Studies students’ awareness of language learning, use, and how languages express cultures, this subject can also be taken as an elective to complement any degree undertaken at Bond University.
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Details
Academic unit: Faculty of Society & Design Subject code: LING11-102 Subject title: World Languages Subject level: Undergraduate Semester/Year: May 2025 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
- Forum: x12 (Total hours: 24) - Weekly Forum
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
Attendance and learning activities: As successful completion of this subject is heavily dependent on participation during all scheduled sessions, attendance will be monitored. Most sessions build on the content of the previous one. It is difficult for a student to recover the information if a session is missed. It is the responsibility of the student to view the recordings of the weekly live sessions in order to catch up on any content missed and to complete set work outside class. In addition to synchronous sessions, students should plan to spend a minimum of 84 hours undertaking preparation/out of class work/personal study for this subject. This is intended as a general guide only for workload planning and more time may be required depending on factors such as the familiarity of the content. Please note: If you study on-campus, always bring your laptop to class. When you participate in the online sessions, always choose a private quiet place, with reliable internet and working microphone and camera, as you will use them regularly for class participation and activities. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Class recordings: The primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | LING11-102 |
| Subject title: | World Languages |
| Subject level: | Undergraduate |
| Semester/Year: | May 2025 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
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| Attendance and learning activities: | As successful completion of this subject is heavily dependent on participation during all scheduled sessions, attendance will be monitored. Most sessions build on the content of the previous one. It is difficult for a student to recover the information if a session is missed. It is the responsibility of the student to view the recordings of the weekly live sessions in order to catch up on any content missed and to complete set work outside class. In addition to synchronous sessions, students should plan to spend a minimum of 84 hours undertaking preparation/out of class work/personal study for this subject. This is intended as a general guide only for workload planning and more time may be required depending on factors such as the familiarity of the content. Please note: If you study on-campus, always bring your laptop to class. When you participate in the online sessions, always choose a private quiet place, with reliable internet and working microphone and camera, as you will use them regularly for class participation and activities. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate knowledge of the diversity of human languages and the cultural contexts in which they are used.
- Analyse the benefits of language learning through the critical assessment of the advantages of learning additional languages and the potential difficulties encountered in the process.
- Explore the connections between language and world view by investigating how different languages shape speakers’ perceptions of the world and their cultural identity
- Apply language learning strategies for learning new additional languages and using them to overcome common obstacles in language acquisition.
- Reflect on personal language use and learning through an examination of own experiences with language learning and use, and articulating the impact of these experiences on their understanding of their own and other cultures.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Project Report Reflective Journal and Project Report on experiencing learning different languages and cultures in the subject (Report: 1500 words). 40.00% Week 7 1,2,3,4 Project Part 1: Seminar presentation promoting the study of the language and culture of your choice for a specific professional group. Part 2: Written report for stakeholder group summarising recommendations and justification as outlined in presentation (1000 words) 50.00% Week 11 1,2,3,5 Student Engagement Participation in class discussion and activities. 10.00% Weekly 1,2,3,4 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Project Report | Reflective Journal and Project Report on experiencing learning different languages and cultures in the subject (Report: 1500 words). | 40.00% | Week 7 | 1,2,3,4 |
| Project | Part 1: Seminar presentation promoting the study of the language and culture of your choice for a specific professional group. Part 2: Written report for stakeholder group summarising recommendations and justification as outlined in presentation (1000 words) | 50.00% | Week 11 | 1,2,3,5 |
| Student Engagement | Participation in class discussion and activities. | 10.00% | Weekly | 1,2,3,4 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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World Languages
Introduction to the subject and the languages of the world.
SLOs included
- Demonstrate knowledge of the diversity of human languages and the cultural contexts in which they are used.
- Analyse the benefits of language learning through the critical assessment of the advantages of learning additional languages and the potential difficulties encountered in the process.
- Explore the connections between language and world view by investigating how different languages shape speakers’ perceptions of the world and their cultural identity
- Reflect on personal language use and learning through an examination of own experiences with language learning and use, and articulating the impact of these experiences on their understanding of their own and other cultures.
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Why is it so difficult to learn languages?
Difficulties and barriers in learning additional languages.
SLOs included
- Demonstrate knowledge of the diversity of human languages and the cultural contexts in which they are used.
- Analyse the benefits of language learning through the critical assessment of the advantages of learning additional languages and the potential difficulties encountered in the process.
- Explore the connections between language and world view by investigating how different languages shape speakers’ perceptions of the world and their cultural identity
- Reflect on personal language use and learning through an examination of own experiences with language learning and use, and articulating the impact of these experiences on their understanding of their own and other cultures.
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Snapshot I
Our first experience of a global language focusing on its sounds, writing and basic communication occurring over two weeks.
SLOs included
- Demonstrate knowledge of the diversity of human languages and the cultural contexts in which they are used.
- Analyse the benefits of language learning through the critical assessment of the advantages of learning additional languages and the potential difficulties encountered in the process.
- Explore the connections between language and world view by investigating how different languages shape speakers’ perceptions of the world and their cultural identity
- Apply language learning strategies for learning new additional languages and using them to overcome common obstacles in language acquisition.
- Reflect on personal language use and learning through an examination of own experiences with language learning and use, and articulating the impact of these experiences on their understanding of their own and other cultures.
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Snapshot II
Our second experience of a global language focusing on its sounds, writing and basic communication occurring over two weeks.
SLOs included
- Demonstrate knowledge of the diversity of human languages and the cultural contexts in which they are used.
- Analyse the benefits of language learning through the critical assessment of the advantages of learning additional languages and the potential difficulties encountered in the process.
- Explore the connections between language and world view by investigating how different languages shape speakers’ perceptions of the world and their cultural identity
- Apply language learning strategies for learning new additional languages and using them to overcome common obstacles in language acquisition.
- Reflect on personal language use and learning through an examination of own experiences with language learning and use, and articulating the impact of these experiences on their understanding of their own and other cultures.
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How to become an effective language learner?
Introduction to and application of language learner strategies.
SLOs included
- Demonstrate knowledge of the diversity of human languages and the cultural contexts in which they are used.
- Analyse the benefits of language learning through the critical assessment of the advantages of learning additional languages and the potential difficulties encountered in the process.
- Explore the connections between language and world view by investigating how different languages shape speakers’ perceptions of the world and their cultural identity
- Apply language learning strategies for learning new additional languages and using them to overcome common obstacles in language acquisition.
- Reflect on personal language use and learning through an examination of own experiences with language learning and use, and articulating the impact of these experiences on their understanding of their own and other cultures.
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Snapshot III
Our final experience of a global language focusing on its sounds, writing and basic communication occurring over two weeks.
SLOs included
- Demonstrate knowledge of the diversity of human languages and the cultural contexts in which they are used.
- Analyse the benefits of language learning through the critical assessment of the advantages of learning additional languages and the potential difficulties encountered in the process.
- Explore the connections between language and world view by investigating how different languages shape speakers’ perceptions of the world and their cultural identity
- Apply language learning strategies for learning new additional languages and using them to overcome common obstacles in language acquisition.
- Reflect on personal language use and learning through an examination of own experiences with language learning and use, and articulating the impact of these experiences on their understanding of their own and other cultures.
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Why learn languages?
Reasons and advantages of learning additional languages.
SLOs included
- Demonstrate knowledge of the diversity of human languages and the cultural contexts in which they are used.
- Analyse the benefits of language learning through the critical assessment of the advantages of learning additional languages and the potential difficulties encountered in the process.
- Explore the connections between language and world view by investigating how different languages shape speakers’ perceptions of the world and their cultural identity
- Apply language learning strategies for learning new additional languages and using them to overcome common obstacles in language acquisition.
- Reflect on personal language use and learning through an examination of own experiences with language learning and use, and articulating the impact of these experiences on their understanding of their own and other cultures.
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Becoming a Global Citizen
Developing Intercultural Competence.
SLOs included
- Demonstrate knowledge of the diversity of human languages and the cultural contexts in which they are used.
- Analyse the benefits of language learning through the critical assessment of the advantages of learning additional languages and the potential difficulties encountered in the process.
- Explore the connections between language and world view by investigating how different languages shape speakers’ perceptions of the world and their cultural identity
- Apply language learning strategies for learning new additional languages and using them to overcome common obstacles in language acquisition.
- Reflect on personal language use and learning through an examination of own experiences with language learning and use, and articulating the impact of these experiences on their understanding of their own and other cultures.
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Technology in language learning
Using Artificial intelligence and Mobile Learning for additional language development.
SLOs included
- Demonstrate knowledge of the diversity of human languages and the cultural contexts in which they are used.
- Analyse the benefits of language learning through the critical assessment of the advantages of learning additional languages and the potential difficulties encountered in the process.
- Explore the connections between language and world view by investigating how different languages shape speakers’ perceptions of the world and their cultural identity
- Apply language learning strategies for learning new additional languages and using them to overcome common obstacles in language acquisition.
- Reflect on personal language use and learning through an examination of own experiences with language learning and use, and articulating the impact of these experiences on their understanding of their own and other cultures.