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1. Applied linguistics impact on language teachers
Dr. Irida HOTI
University “Luigj Gurakuqi”, Faculty of Social Sciences, iridahoti2000@yahoo.com
Abstract
Applied linguistics is generally perceived as an interdisciplinary field of research for the
study of all aspects of language use. In contrast to (pure) linguistics, it is driven by real-world
problems rather than theoretical explorations. There is no doubt that early applied linguistics was
largely associated with language teaching and learning, seeking to bridge the gap between the
theoretical achievements of linguistics and the reality of classroom pedagogical practice.
Applied linguistics has a lot to offer to language teachers. Widdowson states that “applied
linguistics must be practiced by teacher too if it is to have an effective operational relevance at
all”. In this paper will be analyzed various definitions of applied linguistics, its description as a
new field considering major issues within its focus, the involvement of applied linguistics in the
subject of language teaching and its impact on language teachers. Applied linguistics impact on
language teachers can be seen in two directions, firstly, on the development of language
textbooks and on its application, secondly on the nature of the activities suggested by teacher to
enhance learning. The teacher can (and must) test not only the implementation of the linguistic
theory and description, but also enhance the pupils in what they like and in what they know to
do.
Key words: applied linguistics, impact, language teacher, linguistic
1. History and definitions of Applied linguistics
Applied linguistics is not a new discipline. “Through the whole history of formal teaching
there has been an applied linguistics, as known today.”(Mackey, 1965:253). Applied linguistics
emerged in the United States in 1941 after the establishment of the English Language Institute at
the University of Michigan. The term was used to label a course applying a so-called “scientific
approach” to teaching foreign languages. The popularity of the term rapidly grew in the 1950s
and 1960s when other new journals and institutes in many countries emerged with this
designation. In the middle of 1950-s, started Applied Linguistics in the University of Edinburgh
(in 1956s) and was founded the Center for Applied linguistics1
(CAL, 1959) in USA. Through
the year 1960, the term was institutionalized in Applied Linguistics International Association
(AILA, 1964).
Charles Fries and Robert Lado are associated with the beginning of the field. Their initiative
resulted in the publication of a new journal Language Learning: A Quarterly Journal of
Applied Linguistics in 1948, which, since then, has always had a prominent position in the
development of applied linguistics.
Applied linguistics is developed in two phases: 1940 - 1973; 1973-:
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CAL: (The Center for Applied linguistics) – Center for applied linguistics in Washington, founded in 1959 by
Dr. Charles A. Ferguson. CAL was created as an interaction between the academic world of linguistics and the
practical world of language learning and issues related to language. Since its beginnings, CAL has played a principal
role in the research on language usages language learning and effective teaching methods, for a successful learning.
(Teresa Naves, Applied linguistics what it is and the history of the discipline, 2008, f.17.)
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2. First phase
1941 - The Appearance of the term “Applied linguistics”.
1956 – The Applied linguistics school in Edinburgh University.
1959 – The Foundation of Center of Applied linguistics. (CAL)
1960 – Institutionalise of the term by the creation of International Society of Applied Linguistics.
(AILA)
1967 – The evolution of some applied linguistics societies of applied linguistics in Britain.
1973 – The publication of “Introducing Applied Linguistics” (Corder, 1973).
“The Edinburgh Course in “Applied Linguistics” (Allen and Corder 1973/1975).
Second Phase
From the year 1973 excepts the schools, associations, journals there have also been many
publications, especially from Henry Widdowson: Learning Purpose and Language Use, (1973);
An Applied Linguistic Approach To Discourse Analysis, (1973); Exploration in applied
linguistics 2, (1984), some publication on his honour. We can also mention a series of
publications from Alan Davies, Catherine Elder, Nat Bartle, Robert Kaplan, Michael McCarthy
etc. and also dictionaries in applied linguistics, as from Richard and Schmidt and Keith and
Helen Johnsons.
So the first phase deals with its beginning as a science, with the opening of some schools, the
evolution of some societies the study of applied linguistics at school. The second phase is deepen
in studies, is accepted as a science, the contributions are spread in international dimensions with
the first principle, its status as a linguistics science.
This development of this discipline promote it as a successful and necessary science into the
linguistics science.
 Applied linguistics definitions
“Applied linguistics includes: What we know about language?, How it is learned?, How it is
used?.” Alan Davies
“Applied linguistics has to do with the relation through knowledge, theory and practice in the
linguistic field.” Michael McCarthy
“Applied linguistics means many things for many people.” Vivian Cook
“Applied linguistics in an interdisciplinary field closely related to language and based in
language with the aim to a deeper meaning of human language interaction in different context
and in explorative ways to help the improvement of the quality of the growth and the
development of human communicative development.” De Gomes
“In addition to what has been traditionally regarded as applied linguistic territory – language
education (first, second and foreign language teaching and learning) this definition extends
coverage to areas such as clinical and forensic linguistics, lexicography, critical linguistics and
translation theory and practice.” Christopher Brumfit
“Applied linguistics is a branch of linguistics where the primary concern is the application of
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3. linguistic theories, methods and findings to the elucidation of language problems which
have arisen in other areas of experience. The most well-developed branch of applied linguistics
is the teaching and learning of foreign languages, and sometimes the term is used as if this
were the only field involved”. David Crystal
“Linguistics decontextualised language from reality, and applied linguistics re-contextualised
it, and reconstructed reality in the process. In this respect, linguistics was the science (like
physics) and applied linguistics its technology (like engineering).” Henry
Widdowson
2. Language teaching and learning and Applied linguistics
Language teaching is closely related to applied linguistics. Cristopher Campell (1980:7)
states that the applied linguistics is the mediator between the practitioner and the theorist.
Theoretician Mediator Practitioner
He claims that the term ‘applied’ suggests an activity rather than a state or attribute. The
implied activity is usually a problem solving than one that requires the practitioner to
demonstrate some skills or some shared knowledge. He argues that most of the problems
applied linguistics face center around the definitions of the relationships or the connections
between theories and the nature of language and the establishment of the optimal conditions for
teaching or learning languages. Thus, applied linguistics stands as a mediator between
descriptions, grammar, analyses, explications of linguistic phenomena on the one hand and the
syllables, textbooks and curriculum on the other.
Based on Campell’s statement we emphasize that the language textbooks apply grammar
knowledge in writing, speaking so a reading part is related to a written or spoken topic to
enhance communicating abilities.
For example
Reading topic: Fotografia
Grammar knowledge applied: Shkruani foljet që u korrespondojnë këtyre emrave:
shamatë, sorollatje, parandjenjë, tronditje
Writing: Prindërit tanë
Reading topic: Kur Uendi u rrit
Grammar knowledge applied: Duke u nisur nga fjalët që i thotë Uendi vajzës gjeni
mbiemrat që tregojnë ndryshimet ndërmjet një miku dhe fëmijës. (Usht. 10. f.28)
Speaking: Ritregim i përmbajtjes
(Albanian textbook, VI-th grade, p. 29)
Widdowson states that the language teachers have the responsibility to mediate changes in
pedagogic practice so as to increase the effectiveness of language learning, and that such
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Linguistics Applied Linguistics Pedagogy

4. mediation depends on understanding the relationship between theoretical principle and practical
technique. (Widdowson 1984).
According to him is true that it’s a great importance the teacher’s role. He/she is not only the
mediator but also the main leader to increase effectiveness in language teaching. The teachers
must have the abilities to know to interpret and even instruct on the right way the pupils in
understanding the knowledge explained.
3. Applied linguistics through Albanian school curriculum
Albanian school curriculum is closely related to applied linguistic. The term ‘curriculum’ is
used in its wide meaning to include aims and objectives, as well contents and methods. A right
curriculum can be seen as a presentation of tools/methods from which a number of objectives
must be achived and at the same time and operative definition how to understand these
objectives. In the dictionary of language teaching and applied linguistics of Richards and
Schmidt (2002) is emphasized that the curriculum includes:
1. an overall plan for a course or program, Such a program usually states;
a the educational purpose of the program, in terms of aims or goals and
b the content of the program and the sequence in which it will be taught, (also known as the
syllabus)
c. the teaching procedures and learning activities that will be employed (i.e. methodology)
d. the means used to assess student learning (i.e. assessment and testing)
e. the means used to assess whether the program has achieved its goals (i.e. evaluation)
2. the total program of formal studies offered by a school or institution,
as in the secondary school curriculum. (Richards and Schmidt, 2002: 139)
In Albanian Curriculum the grammar knowledge are in linear and chronological order. It means
that in the elementary is not learned grammar but is applied through different exercises.
-The topics are retaken from grade to grade expanding the grammar knowledge.
-Language learning through language textbooks is a cyclic circle which is formed by Reading-
Grammar- Speaking-Writing-Orthography, with the same objective- language learning at school.
- Each grade consist of these lines expanding theoretically and practically. Language learning
continues for the whole life but grammar knowledge learned at school is the base which would
be the linguistics regularities equilibrium in spoken and written. (Hoti, 2014: 184).
4. Applied linguistics impact on language teachers
Applied linguistics and language teaching at school are closely related to theory-practice and the
teacher-textbook-pupil in which they coact together for a linguistics formation of the pupil. This
is applied and realisable in every step of learning process.
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5. Applied linguistics impact on language teachers can be seen in two directions, firstly, on the
development of language textbooks and on its application, secondly on the nature of the activities
suggested by teacher to enhance learning. The teacher can (and must) test not only the implementation of
the linguistic theory and description, but also enhance the pupils in what they like and in what they know
to do.
Conclusion
Applied linguistics has a lot to offer to language teachers. As a new discipline its impact on
teachers consists on:
- Teaching role
- Methodology
- Application of all aspects of language use
- On the relation to the lessons with the real life problems.
The teacher has to unfold the ability to interpret and even to exercise in the right way the
pupils in understanding the grammar knowledge and even in writing a topic, reading and
speaking.
REFERENCES
- Abderrahim,F., (2011). The Impact of Applied Linguistics on the Development of Language
Textbooks, in The Impact of Applied Linguistics, University of the West of England,
Published by Scitsiugnil Press, 2012 U.K.
- Brumfit, C.J. (1991). ‘Applied Linguistics in Higher Education: Riding the Storm’, BAAL
Newsletter 38: 45-49.
- Catford, J.C. (1998) ‘Language Learning and Applied Linguistics: A Historical Sketch’,
Language Learning 48(4): 465-496.
- Hoti, I., Gjuhësia e zbatuar përmes kurrikulës së gjuhës shqipe, (2013). Shtëpia Botuese
“Progresi”, Shkodër.
- Hoti, I., Gjuhësia e zbatuar dhe mësimdhënia e gjuhës, (2014), Studime Albanologjike, Tiranë.
- Mackey, W., (1965). Language teaching analysis, London: Longman.
-McDonough, S., (2002). Applied linguistics in Education, London, Arnold.
- Naves, T., (2008). Applied linguistics what it is and the history of the discipline.
- Jo Angouri, Michael Daller, & Jeanine Treffers-Daller, The Impact of Applied Linguistics,
Proceedings of the 44th Annual Meeting of the British Association for Applied Linguistics 1-3
September 2011, University of the West of England, Published by Scitsiugnil Press, 2012 U.K.
-Widdowson, H.G. (1979) Explorations in Applied Linguistics, Oxford: Oxford University
Press.
-Widdowson, H.G. (1991) Aspects of Language Teaching, Oxford: Oxford University Press.
- Widdowson, H.G. (2000) ‘On the Limitations of Linguistics Applied’, Applied
Linguistics 21(1): 3-25.
- Widdowson, H.G. (1984). The Incentive Value of Theory in Teacher Education. English Language
Teaching Journal, 38/2
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