Sociolinguistics portfolio 2016

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FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“SOCIOLINGUISTICS
Student: Andrea Astudillo
AMBATO – ECUADOR
Año Lectivo
2015-2016

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Index
Contenido
MISIÓN ............................................................................................................................ 3
VISIÓN............................................................................................................................. 3
PERFIL DE EGRESO (EXIT PROFILE) ........................................................................ 4
CURRICULUM VITAE................................................................................................... 5
SÍLABO ............................................................................................................................ 6
I. SYLLABUS GENERAL INFORMATION.............................................................. 7
 II. PROFESSOR'S TEACHING PROFILE .............................................................. 7
III. COURSE DESCRIPTION AND OBJECTIVES ...................................................... 8
IV. COURSE STUDY PROGRAM ................................................................................. 9
V. NORMATIVE STANDARDS EVALUATION ....................................................... 14
VI. BIBLIOGRAPHY .................................................................................................... 15
STATEMENT AND PERSONAL LEARNING GOALS ............................................. 18
EVIDENCE FOR ELEMENT 1 ..................................................................................... 19
EVIDENCE FOR ELEMENT 4..................................................................................... 32
SOCIOLINGUISTICS PORTFOLIO RUBRIC............................................................. 36

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CARRERA DE IDIOMAS
MISIÓN
Formar profesionales líderes competentes, con visión humanista y pensamiento crítico
a través de la Docencia, la Investigación y la Vinculación, que apliquen, promuevan y
difundan el conocimiento respondiendo a las necesidades del país.
VISIÓN
La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación de la
Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un
centro de formación superior con liderazgo y proyección nacional e internacional

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PERFIL DE EGRESO (EXIT PROFILE)
Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y
desarrollado las siguientes competencias, capacidades, habilidades, destrezas y desempeños
como resultados de su formación profesional:
1. Usa el idioma inglés a un nivel B2 del Common European Framework.
2. Maneja competentemente los métodos y estrategias metodológicas para la enseñanza del
idioma inglés según las exigencias del Teaching Knowledge Test (TKT)
3. Diseña programas o cursos específicos y sus respectivos materiales didácticos.
4. Elabora materiales didácticos mediante la utilización de NTIC´s.
5. Transforma el contexto educativo a tráves de la práctica de valores.
6. Genera escenarios de aprendizaje significativos dando lugar a la investigación
participativa, el aprendizaje basado en problemas y el trabajo en equipo.
7. Maneja leyes y reglamentos de Educación Ecuatoriana.
8. Aplica técnicas de valoración de los aprendizajes, así como también de su propio
desempeño docente.
9. Manejo de los aspectos sociales, intelectuales y psicológicos de los estudiantes para
promover el aprendizaje.
La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de ingreso
dos simulaciones de exámenes con estándares internacionales. Siendo así, Teaching
Knowledge Test (TKT) test de acreditación internacional para la enseñanza del inglés y
Test of English as a Foreign Language (TOEFL) para la competencia comunicativa.
Para ello la Coordinación de Carrera de Idiomas organizará dentro de los módulos optativos
seminarios taller de preparación para dichos tests, los mismos que podrán ser aprobados a
partir del séptimo semestre.

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CURRICULUM VITAE
PERSONAL INFORMATION
LAST NAMES: Neto Astudillo
NAME: Andrea Carolina
MARITAL STATUS: Single
DATE OF BIRTH: 30 July 1992
AGE: 19 Years
IDENTITY CARD: 180440491-9
ADDRESS: Labandera Street and Isaias Sánchez
PHONE: 0995080736
STUDIES:
ELEMENTARY: Carmen Barona School(1 and 2 level)
"Rodriguez Albornoz" School
SECONDARY: Instituto Técnico Superior "Rumiñahui" (1st scholar year)
Instituto Superior Tecnológico "Hispanic America"
DEGREE OBTAINED
Bachiller en Ciencias Administrativas especialización Secretariado Bilingüe
WORK EXPERIENCE
Professional Practices : Secretary in"Julio Enrique Paredes" School (1 year)
Interships in Bolivar High School: English Teacher (5 months)
English Teacher Sergio Quirola High School (3 months)
PERSONAL REFERENCES
 Sr. Carlos Mora Telf.: 032520-332
 Lic. Cristina Astudillo Cel. 083059484
 Lic. Myriam Núñez Cel. 0981283037

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UNIVERSIDAD TÉCNICA DE AMBATO
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
SÍLABO
SOCIOLINGUISTICS
Octubre 2015 - Marzo 2016
RUTH ELIZABETH INFANTE PAREDES
Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas
AMBATO - ECUADOR
2015

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I. SYLLABUS GENERAL INFORMATION
Subject: Sociolinguistics
Program: Carrera de Idiomas
Code: FCHE/I/MP/02129/09/06 Prerequisites:
Study Modality: On Campus Subject Code
Educational Psychology I FCHE/I/MP/02129/05/01
Educational Psychology II FCHE/I/MP/02129/06/03
Psycholinguistics FCHE/I/MP/02129/07/05
Curricular Organization Unit: Formación Profesional
Credits: 4
Level: Ninth Semester
Correquisites:
Subject Code
NONE
Hours per Week
Class Hours:
4
Theoretical:
2
Practical:
2
Tutoring Student
Hours: 0
On Campus: 0 Virtual: 0
TOTAL LEARNING HOURS: 160
Week hours: 4
Hours during the semester: 64
Working independent hours: 96
Academic Tutoring hours: 0
 II. PROFESSOR'S TEACHING PROFILE
Professor's name: Ruth Elizabeth Infante Paredes
Academic degree: Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Knowledge area: (01) Educación
Bachelor's degree: Lingüística Aplicada a la Enseñanza de Lenguas
Knowledge area: (01) Educación
Professional experience: 12 years
Teaching experience: 12 years
Program Academic area: Competencia Comunicativa, Competencia Pedagógica y Psicosociolinguistica
Professsor's schedule (practical application and learning experimentation) : Mondays
from 11h00 to 13h00 Tuesdays from 7h00 to 9h00
Professor's schedule (Academic tutoring): 0
Phone numbers: 0995721088
E-mail: rutheinfantep@uta.edu.ec

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III. COURSE DESCRIPTION AND OBJECTIVES
Purpose
The aim of the course is to introduce students to the relationship between language and
society. That knowledge will let them make teaching desicions when planning,
organizing and evalauating the English Teaching and Learning process.
Course Description:
This course is an advanced set of lessons and readings in Sociolinguistics, the
relationship, interaction and dynamics between language and society. Through this
course, we shall look into variations, nuances and possibilities of language evolution
and development. A deeper analysis of social constructs will be of particular
importance in understanding societal and language development. A comprehensive
evaluation of the political, anthropological and educational implications of
sociolinguistic facts will also be carefully considered in all discussions.
The methodology that will be applied in the development of the syllabus is Kolb´s
strategies and basically ABP, ABPRO, and English methodology as cognitive and
meta-cognitive strategies that may help students develop an independent learning.
Some of the evaluation instruments such a mind maps, charts, oral presentations will
be applied in order to get critical thinking and students´ own conclusion according to
each topic.
The development and achievement of the syllabus will contribute with the basis of
teaching itself since methods and techniques are what teachers need to know in order
to apply them in the class. The use of these methods will give students input for
teaching and reasons for teaching depending on the level of students and the
environment of the learning process.
At the end of the level, students will have developed the competencies corresponding
to B2 Level, described in the Common European Framework of Reference.
Course General Objective:
Make use of linguistic elements, psychological processes, and the sociocultural
aspects in order to apply them in the teaching-learning process in an effective way.
Course Specific Objectives :
1.- Define sociolinguistic terms to develop awareness of social aspects in the English
class
2.- Analyze vernacular, standard, national official languages and varieties in order to
infer language varieties in Ecuadorian contexts.
3.- Study gender and age speech features in order to make pedagogical decisions when
teaching English in Ecuador.
4.- Evaluate style, context, register , speech functions, politeness, stereotypes in order
to give sustainable opinions, considering gender differences.
5.- Propose a theory to improve the English language teaching process in Ecuador.

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IV. COURSE STUDY PROGRAM
Curricular Units
U.1 Define sociolinguistic terms to develop awareness of social aspects in the English class .
Thematic Units
Class Hours Tutoring
Hours
Independent hours including
research and community
service
Assessment tools
Theoretic
al
Practical
1. 1What do sociolinguists study? Diagnostic Observation
What is a sociolinguist? 1 0 2 Workshops
Why do we say the same thing in different ways? 1 0 1 Questionnaires
What are the different way we say things 1 0 1 Mind maps
Social factors, dimensions and explanation 1 0 3 Essays
1.2 Multilingual speech community: Language choice in
multilingual communities
Quiz
Choosing your variety or code 1 0 2 Projects
Diglossia 1 0 1 Presentations
Code-switching or code-mixing 1 0 2
1. 3 Language maintenance and shift
Language shift in different communities 1 0 1
Language death and language loss 1 0 1
Factors contributing to language shift 1 1 0 2
How can a minority language be maintained? 1 1 0 1
Language revival 1 0 1
SUBTOTAL HOURS 9 5 0 18 TOTAL HOURS 32
Learning outcome: Outline sociolinguistic terms from a cultural point of view.
Learning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.

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U.2 Analyze vernacular, standard, national official languages and varieties in order to infer language varieties in Ecuadorian contexts.
Thematic Units
Class Hours
Hours of
Tutoring
Independent studyincluding
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical Practical
2.1 Linguistic varieties and multilingual nations Workshops
Vernacular language 1 0 1 Questionnaires
Standard languages 1 1 0 2 Mind maps
Lingua Francas 1 0 1 Essays
Pidgins and creoles 1 1 0 2 Quiz
2.2 National languages and language planning Projects
National and official languages 1 0 2 Presentations
Planning for a national official language 1 0 2
Developing a standard variety in Norway 1 0 2
The linguist’s role in language planning 1 0 1
2.3 Regional and social dialects
Regional and social variation 1 0 4
Social dialects 1 1 0 2
Unit Learning outcome: Framework how Spanish became an official language in Ecuador from a historical point of view
Educational Strateg2ies: Discussions, Mind Maps, Lectures,Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebookand e-books.

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U.3 Study gender and age speech features in order to make pedagogical decisions when teaching English in Ecuador.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
with the society
toolsTheoretical Practical
3.1 Gender and age
Gender-exclusive speech differences: highly structure communities 1 0 3 Workshops
Gender-preferential speech features: social dialect research 1 1 0 3 Questionnaires
Gender and social class 1 1 0 4 Mind maps
Explanation of women’s linguistic behavior 1 0 1 Essays
Age-graded features of speech 1 0 1 Quiz
Age and social dialect data 1 0 1 Projects
Age grading and language change 1 0 1 Presentations
3.2 Ethnicity and social networks
Ethnicity 1 0 1
Social networks 1 0 1
3.3 Language change
Variation and change 1 0 1
How do changes spread? 1 0 1
How do we study language change? 1 0 1
Unit Learning outcome: Schematize the history of genderdiscrimination in Ecuador from a linguistic point of view.
Educational Strategies: Discussions, Mind Maps, Lectures,Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.

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U.4 Evaluate style, context, register , speech functions, politeness, stereotypes in order to give sustainable opinions, considering gender differences.
Thematic Units
Class Hours
Hours of
Tutoring
with the society
4.1 Style, context and register
Addressee as an influence on style 1 0 2 Workshops
Accomodation theory 1 0 2 Questionnaires
Context, style, class and register 1 0 2 Mind maps
4.2 Speech functions, politeness and cross-cultural communication Essays
The functions of speech 1 0 2 Quiz
Politeness and address forms 1 1 0 2 Projects
Linguistic politeness in different cultures 1 0 2 Workshops
4.3 Gender, politeness and stereotypes Presentations
Women’s language and confidence 1 0 1
Interaction and Gossip 1 0 2
The construction of gender 1 0 2
Sexist language 1 1 0 3
Unit Learning outcome: Analyze sexism in Spanish Language in real ecuadorian contexts from a linguistic perspective

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U.5 Propose a theory to improve the English language teaching process in Ecuador.
Thematic Units
Class Hours
Hours of
Tutoring
with the society
5.1 Language, cognition and culture
Language and perception 1 0 2 Workshops
Whorf 1 1 0 2 Questionnaires
Linguistic categories and culture 1 0 2 Mind maps
Discourse patterns and culture 1 Essays
Language, social class and cognition 1 0 2 Quiz
5.2 Analysing discourse Projects
Pragmatics and politeness theory 1 0 2 Workshops
Ethnography of speaking 1 3 Presentations
5.3 Attitudes and applications
Attitudes to language 1 0 2
Sociolinguistics and education 1 0 2
Unit Learning outcome: Develop a theory form a pedagogical point of view.

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V. NORMATIVE STANDARDS EVALUATION
Specific Objectives Diagnostic
Evaluation
(Conocimientos previos)
Formative
Evaluation
(Grado de logro de
destrezas)
Summative
Evaluation
(valorar los objetivos generales
alcanzados y el logro de
destrezas)
1. Define sociolinguistic terms to develop awareness of social aspects in the English class
Techniques and
instruments:
Interview
Knowledge survey
Oral Presentations
Written Works
Task-basedactivities
Portfolio
Quiz
Questionnaires
Oral presentations
2. Analyze vernacular, standard, national official languages and varieties in order to infer
language varieties in Ecuadorian contexts.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
3. Study gender and age speech features in order to make pedagogical decisions when teaching English
in Ecuador.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
4. Evaluate style, context, register , speech functions, politeness, stereotypes in order to give
sustainable opinions, considering gender differences.
Techniques and
instruments:
Observation
Rubric
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
5. Propose a theory to improve the English language teaching process in Ecuador.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test

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VI. BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER
OF
PAGES
Spolsky, B. 2010 Sociolinguistics Oxford University United Kingdom 128
CODE/ DATABASE LOCATION: COMMENTARY:
The book provides a brief framework of Sociolinguistics which helps students get familiar
with the new subject of the program.
NUMBER
OF
ISSUES
PRINTED: 801= 20 S762) Inventario
(8644 )
x
DIGITAL: x 1
VIRTUAL:
URL: https://apyfil.files.wordpress.com/2014/01/4o3dj87.pdf
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER
OF
PAGES
Wardhaugh,R. 2010 An Introduction to Sociolinguistics 6th MA: Blackwell Malden 415
The book provides an outline on how sociolinguistics can serve as a means for educational
reasearch. It is also a compilation of many diferente authors that provides students with a lot
of ideas on how to develop projects focused on social and linguistic aspects.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: x 1
VIRTUAL:
URL: http://faculty.mu.edu.sa/public/uploads/1393439953.5135An_Introduction_to_Sociolinguistics__Blackwell_Textbooks_in_Linguistics_.pdf
AUTHOR (S) ISSUED
YEAR
BOOK TITLE EDITION
NUMBER
EDITORIAL
CITY/COUNTRY
NUMBERO
F PAGES
Holmes, J. 2008 An Introduction to Sociolinguistics 3rd Longman Group United Kingdom 482
It provides a further opportunity for students to practice every unit with examples that
contain a kind of practice. The book includes practice and theory, the two components
needed for reaching the learning outcome.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: x 1
VIRTUAL:
URL: https://abudira.files.wordpress.com/2012/08/full_summary_an_introduction_to_sociolinguistics.pdf

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ADDITIONAL BIBLIOGRAPHY
AUTHOR/S
ISSUED
YEAR BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF
PAGES
Carli, S. 2011 La memoria de la infancia 1ra Paidos Buenos Aires
/Argentina
189
CODE/ DATA BASE: COMMENTARY:
This book will help for students to analyze the way a society is socially constructed so that
they will be able to establish conclusions.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: x
VIRTUAL:
URL: http://www.scielo.org.ar/pdf/histed/v13n2/v13n2a09.pdf
AUTHOR/S
ISSUED
YEAR BOOK TITLE
EDITION
NUMBER
OF
PAGES
Tagliamonte, Sali A. 2011 Language in Society : Variationist
Sociolinguistics: Change,
Observation, Interpretation
1ra Wiley-Blackwell USA 426
This book provides students with different ideas about language in society.It also shows the
relationship between languag and society and the social aspects to be considered.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL:
VIRTUAL: x
http://site.ebrary.com/lib/uta/docDetail.action?docID=10494659&p00=sociolinguistics
AUTHOR/S
ISSUED
YEAR BOOK TITLE
EDITION
NUMBER
OF
PAGES
Chambers, J.K. Schilling,
Natalie
2013 Blackwell Handbooksin
Linguistics: Handbook of
Language Variation and Change
2nd Wiley-Blackwell USA 618
The book help students with a different perspective about how language change.The book
also focuses on variation of language with lots of examples.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL:
VIRTUAL: x
http://site.ebrary.com/lib/uta/docDetail.action?docID=10777211&p00=sociolinguistics

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VII. SYLLABUS APPROVAL
Date prepared: September 21st, 2015
-------------------------------------
Lic. Mg. Ruth Elizabeth Infante Paredes
SUBJECT PROFESSOR
Date of approval: September 23rd, 2015
-------------------------- -------------------------------
Lic. Mg. Dorys Cumbe Mg. Verónica Chicaiza Ph.D
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
--------------------------------
Dr. Marcelo Nuñez
Faculty Sub-Dean
Approval

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STATEMENT AND PERSONAL LEARNING GOALS
Essay 1
Practically this is my last semester of the Career, and I have new subjects that I think
will be useful to my future professional life. One of them is Sociolinguistics that I am
going to talk about next.
According to my teacher Sociolinguistics is a subject which determines linguistics in
Society or vice versa. And until now it seems interesting with the examples and the
explanation that she has gave us and all the vocabulary related with the subject. Besides
that I really have some expectations about Sociolinguistics that I would like to explain
like; it will be easy, take advantage of it for my job, and develop my speaking skills.
First, I hope it will be easy because as it is one of the subjects gave in the last
semester of the Career it apparently can be more complicated being that, we are to one
step to finish the career. And I don’t have problems during this semester.
Second, I know it will be useful for my job, because I think us as language teachers
had to make students know that a new language has a historical or cultural background
like the mother tongue is learnt. In that way for them will be easier to learn the second
language.
Finally, I am sure that Sociolinguistics always generates debates as at the beginning
the teacher explained that it studies linguistic in society or vice-versa according to some
authors that have both ideas which I consider it caused a debate and I think it can occurs
the same in the classroom. Then, it will be my opportunity to develop my oral skills
giving my points of view.
As a conclusion, l have a lot of expectations but this semester I hope I can achieve the
main ones proposes above because I consider are relevant to being English teachers

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EVIDENCE FOR
ELEMENT 3
ANALYSING DISCOURSE
Astudillo Andrea
Guaygua Leonardo
Romero Daniel
UNIVERSIDAD TÉCNICA DE AMBATO

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INSTITUTION: UNIDAD EDUCATIVA “LUIS A. MARTINEZ”
POPULATION: 23 STUDENTS
LEVEL: THIRD OF BACHILLERATO
AGE: FROM 17 TO 18 YEARS OLD
PLACE: AMBATO
1. INTRODUCTION
It is well-known that languages have been in a continuous development since the
beginning of our history, and it has been modified according to people’s necessity,
creating, thus, different accents and dialects in the same country or a city, by not
seeing the language as an isolated element, but rather giving it a close relationship
with the society. Therefore, sociolinguists have concerned in analyzing its discourse
which is a tool to identify the norms of talking among different social and cultural
groups in various contexts in a spoken or a written way. Thereby, our work is based
in the discourse analysis of the typical conversations in a high school with students
from 17 and 18 years old, and getting interesting results through interviews and
observations made in a week. In this analysis we observed the conversation with
different points of view by using a variety of approaches like pragmatics, the
conversational and implicatures, the politeness and so on. This observation also
occurred by analyzing the discourse used by the students in different contexts. As a
result, the following objectives were set up according to the results got.
2. GENERAL OBJECTIVE
- Analyze students´ discourse in typical conversations from third of Bachillerato
at Unidad Educativa “Luis A. Martinez”.

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3. SPECIFIC OBJECTIVES
- Interpret conversational interaction based on an ethnographic context.
- Infer conversational implicatures in a normal conversation.
- Differentiate students' pragmatics way of using discourse in the classroom.
- Describe the different use of politeness discourse among students and in other
settings.
4. VARIANTS
- Inference
- Analysis of meaning in interaction
- Politeness
- Understand explicitly
- Disrupt interruptions
5. PROCESS
This project was conducted in different stages. The first one was
choosing an institution and select a determined number of students, 20 in this
case, in which we could analyze the different types of discourse. Then, we
planned to talk to the director of "Unidad Educativa Luis A. Martinez" in order
to have the respective permission to talk to the students and ask them some
questions. After having talked and got the permission, we looked for the specific
course to do the research. Once we have found a suitable course, "Third of
Bachillerato", we got into the classroom and we told them that they will be
observed by us and they had to answer 2 questions. When the English teacher
got in the classroom we took out our tools to carry out the analysis. Once we

26
have observed the class of approximately 20 students, we could detail all the
aspects we planned about the research.
6. METHODOLOGY
Since analyzing discourse is not an easy matter, and it involves more
than one simple sentence, we paid extra attention to the some phrases or words
used by the students in a routinary conversation. The conversations were not
long but it was easy to identify the characteristic in current conversation among
teenagers. Therefore, the analysis was based on Pragmatics, which is focus on
meaning; Ethnography, which deals with the socio-cultural backgrounds; and
finally we analyzed the filler in Spanish “ve”, that is added at the end of most of
the phrases, and which is also characteristic in spoken language among teens and
young adults. In the graphics below it is explained how and why the participants
used that language. Finally, it is included a checklist, and its graph analysis, that
we used during the observation according to the type of discourse chosen by
students. Later, we took some pictures as an evidence to endorse it.

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Graphic 1
Author: Andrea Astudillo-Guaygua Leonardo-Romero Daniel
Date: 21-12-2015
Analysis: In the following graphic the 40% of students use no politeness discourse,the
30% of them include implicatures in a typical conversation, on the other hand, the
politeness have the 20% and the 10% of students use pragmatics.

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Graph 2: When you need a favor, which of the following sentences in Spanish would
you use when talking to your parents/friends/someone you do not know?
Date: 21-12-2015
Analysis: According this graphic the 50% of the students use the phrase “oye puedes
acolitarme” with friends, the 40% of them use “necesito un favor ayúdame” with their
parents, and only the 10% use a more formal way to ask for help “me estaba
preguntando, podrías hacerme un favor”

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Graph 3: When you arrive to a place and see someone, do you greet (G), shake
hands/kiss (S) or both (B)?
Date: 21-12-2015
Analysis: In this graphic we can see that the 50% of the students use a greeting and
shake hands at home, in contrast to 20% of them use only a greeting at the school and
the 20% and the 10% of the people only shake hands or give a kiss on the cheek.

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Graph 4 : In which situations/places do you use the Spanish filler “ve”?
Date: 21-12-2015
Analysis: In this case people use the filler “ve” in conversations about the 40% at home,
at the school and talking to friends we have the 100%, at job there are only the 20%
and finally the 30% talking to adults.

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7. CONCLUSIONS:
After analyzing the students’ discourse, we conclude the following:
- People discourse depends on the age they are. Teenagers speak really different
from adult or children.
- The setting plays an important role at the moment of choosing students
discourse.
- The students can infer meaning in their discourse when they speak among them.
- Politeness depends on the situation and the setting since students use a different
discourse depending of that.
8. RECOMMENDATIONS
Many facts have been analyzed in order to carry out our project, hence we have
observed a class of 20 students and some situations have been identified when
interacting, taking out some recommendations from this research as the following:
 Regarding to the interaction among students, we can recommend that we as
future English teachers should instruct our students to talk formally in Spanish.
This is because they are in an institution, in which they have to express correctly
towards their mates and teachers.
 Another recommendation would be that we need to pay attention students'
interaction in order to analyze which type of discourse they use. This is for
having a good class not just by teaching but also analyzing students' discourse
when speaking.

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EVIDENCE FOR
ELEMENT 5
THEORY
Andrea Astudillo – Evelyn Garcés
To know that Spanish language is or not a sexist language has been a topic that has
generated a debate between different theorists, due to the variations of language and its
genre for objects and people. Then, according to Freed and Greenwood (1996) who
focused on the use of you know and questions found no differences saying ‘Women
and men of the same speech community don’t differ either in the frequency of the use of
you know or in the number of questions uttered’. Then based on this theory we are
totally against it because it is clear that ‘The morphology of the Spanish Language is
a main factor in order to the sexism be developed emphasizing the genre of people
and things ’

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ESSAY 2
The semester is almost finishing and I would like to say that all my
expectations that I had at the beginning of the semester were accomplished,
so I learnt a lot as I want. During this period I learnt a lot about
Sociolinguistic and many things of my own country that I didn’t know and
I think is important as Ecuadorians that we are.
However, talking about my speaking skills I think I have developed it a
lot because I consider now, I am able to talk about topics related to
sociolinguistics and now I have a clear idea according to my perspective
how the society influence in linguistics aI think is necessary that an English
teacher know all that content, in order to help our students and also it
would be a good idea that sociolinguistic be taught at the moment to teach
a language
There are few days left in order to the semester finish, and I can say I
have gain a lot of knowledge, I haven’t gotten bad grades and I have got
along with my partners as the past semester and I feel great for that reason
because it hasn’t being a bad time.

36
CARRERA DE IDIOMAS
SOCIOLINGUISTICS PORTFOLIO RUBRIC
Student´s name: Andrea Astudillo
Syllabus: Sociolinguistics
Date: February 13th, 2016
ASPECTS TO BE
EVALUATED
EXEMPLARY
2,5
GOOD
2
OK
1,5
POOR
1
Format, completeness
and Organization
(1. Cover page & index,
(2. Vision statement, Mision statement,
Exit profile
(3. C.V.
(4. Syllabus
(5. Statement of personal goals
according to each syllabus.
(6. Five evidences
(7. Final Essay
8. Rubric with grade of portfolio)
The portfolio contains
all the elements (8
elements described
below) in a very
organized way.
The portfolio is
somewhat organized and
may miss one or two
elements.
The portfolio shows
little organization and
may miss three or
four elements.
The portfolio shows
no organization and
may miss more than
four elements.
Statement of Personal
Learning Goals
Demonstrates honest
and complex
understanding of
learning goals, relates
goals to current
syllabus, few or no
language errors.
Good reflection about
future goals, some parts
could use elaboration or
further analysis,some
language errors that
don´t affect
comprehension.
Statement may be
short and insincere,
demonstrates little
reflection about goals
and how it relates to
class, many language
errors.
Many language errors
that make it difficult
to understand,little or
no reflection about
future goals and
current syllabus.
Final essay
(Students from 3rd to
9th semester)
The final essay
explains how the
learning outcomes of
the current syllabus
respond to the
Program´s exit profile
in a very clear and
complete way.
The final essay explains
how the learning
outcomes of the current
syllabus responds to the
Program´s exit profile in
a very good way.
The final essay
explains how the
learning outcomes of
the current syllabus
responds to the
in a good way.
The final essay does
not give a good
explanation of how
the learning outcomes
of the current syllabus
responds to the
in a good way.
Mechanics grammar,
punctuation,
capitalization and
spelling.
The portfolio does not
have major
mistakes that distract
the reader from the
context. One to three
minor mistakes in
grammar, punctuation,
capitalization, or
spelling are tolerated.
The portfolio has four to
six mistakes in
grammar,
punctuation,
capitalization, or
spelling.
The portfolio has
seven to ten mistakes
in grammar,
punctuation,
capitalization, or
spelling.
The portfolio has
more than ten
mistakes in grammar,
punctuation,
capitalization, or
spelling. It is difficult
for the reader to
understand the
content.
Total /10
Comments About Portfolio:
PLAGIARISM in any section of the portfolio will be PENALIZED with the grade of zero.
Authors: Professors of the Academic Area of theEnglish Language TeachingProgramat UTA

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