This document provides an overview of applied linguistics and how knowledge of linguistics can help teachers support English learners. It defines applied linguistics as investigating and addressing language-related problems in both first and second language acquisition. The document outlines key aspects of linguistics including phonology, morphology, syntax, semantics, and pragmatics. It explains that while teachers do not need the same depth of knowledge as applied linguistics experts, they should understand language acquisition theories and how knowledge of linguistics can help them teach English, support communication skills, evaluate students appropriately considering their backgrounds, and socialize students into the school culture.

1. What is Applied
Linguistics?

2. Objectives: 1. Define language and its subsystems;
including phonology, morphology,
semantics, syntax, discourse and
pragmatics.
2. Describe how teachers can draw on
their knowledge of language and its
subsystems to support ELs in their
acquisition of language

3. Before we address
Applied Linguistics, it’s
important to understand
LINGUISTICS

4. What is Linguistics?

5. LINGUISTICS
“Broadly defined,
linguistics is the study of
language.” (Freeman &
Freeman, 2014, p. 9)
And language is “the systematic,
conventional use of sounds, signs,
or written symbols in a human
society for communication and
self-expression.” (Crystal, 2001, p.
184)
The goal of linguistics is
to describe the varieties of
languages and explain
the unconscious
knowledge all speakers
have of their language.

6. LINGUISTICS
Linguistics involves the analysis of the form, meaning,
and context of language.
Language Form:
● Phonology
● Morphology
● Syntax
Language Meaning:
● Semantics
Language Context:
● Pragmatics

7. Traditionally studied by linguists
These are known as the subsystems of language
Phonology
Syntax
Morphology
Semantics
Pragmatics

8. SUBSYSTEMS OF LANGUAGE
Phonology
❖ “The study of the sound systems of language”
(Wright, 2015, p. 31)
❖ Includes phonemes: the smallest unit of sound
❖ Knowledge of phonology helps teachers
understand issues related to pronunciation,
accents, and regional varieties of English
SOURCE: Wright, W. E. (2015) Foundations for teaching English language learners: Research, theory, policy, and
practice. PA: Caslon

9. SUN
/s/ /u/ /n/
MOON
/m/ /oo/ /n/
Phonemes
English Alphabet
26 letters
44 phonemes

10. Make a list of the
letters of the alphabet
and their phonemes
How many phonemes did you find? Check out the answer here!

11. SUBSYSTEMS OF LANGUAGE
❖ “The study of the structure of words” (Wright,
2015, p. 32)
❖ Includes morphemes: the smallest unit that
carry meaning or have grammatical function
❖ Knowledge of morphology helps teachers
teach students how to change verb tenses,
make compound words, plurals and
possessives, comparatives and superlatives,
and how to use contractions.
SOURCE: Wright, W. E. (2015) Foundations for teaching English language learners: Research, theory, policy, and
practice. PA: Caslon
Morphology

12. Morphemes nonperishable
1 2 2
prefix base suffix
5 Syllables →
3 Morphemes →
Morphemes ≠ Syllables

13. The girl hardly touched
her food.
How many morphemes did you find?

14. SUBSYSTEMS OF LANGUAGE
❖ “The study of the rules governing the way
words are combined to form sentences and
rules governing the arrangement of sentences
in sequence.” (Wright, 2015, p. 33)
❖ It is the relationship between words
❖ Knowledge of syntax helps teachers teach
students how to produce grammatically
correct sentences
SOURCE: Wright, W. E. (2015) Foundations for teaching English language learners: Research, theory, policy, and
practice. PA: Caslon
Syntax

15. Into the
pole the car
red
crashed.
The red car
crashed into
the pole.
Use these two sentences to explain what syntax means

16. SUBSYSTEMS OF LANGUAGE
❖ “The study of the meaning of words, phrases,
and sentences.” (Wright, 2015, p. 33)
❖ Includes the relationship between words:
■ Synonyms
■ Antonyms
■ Homophones
■ Homonyms
❖ Also addresses mood and cognates
❖ Knowledge of semantics helps teachers
teach students to know and infer the
meaning of words in isolation and in context
SOURCE: Wright, W. E. (2015) Foundations for teaching English language learners: Research, theory, policy, and
practice. PA: Caslon
Semantics
■ Hyponyms
■ Converseness
■ Polysemy
■ Part/Whole Relationships

17. Use the examples to define the terms
What is... Examples
Polysemy? Bank Mole
Converseness? Boss - employee Married - single
Hyponyms? Utensil: spoon Shape: triangle
Rational Pairs? Buy - sell Push - pull

18. SUBSYSTEMS OF LANGUAGE
❖ “The study of language from the point of view
of the users, especially in terms of the choices
they make, the constraints they encounter in
using language in social interaction, and the
effects their language use has on the other
participants in an act of communication..”
(Wright, 2015, p. 34)
❖ Language in context
❖ Knowledge of pragmatics helps teachers
teach students how to understand how
language users interpret language
SOURCE: Wright, W. E. (2015) Foundations for teaching English language learners: Research, theory, policy, and
practice. PA: Caslon
Pragmatics

19. Before moving on, try to answer
the following questions:
1. What is linguistics?
2. What is language?
3. What are the subsystems of
language?

20. If you couldn’t answer the three
questions, please do not continue.
Instead, revisit slides 4-18

21. What is Applied
Linguistics?

22. Video: What is Applied Linguistics?
As you view this video, pay attention to how applied
linguistics is different from linguistics

23. APPLIED LINGUISTICS
Applied linguistics is the
field of study that
identifies, investigates,
and offers solutions to
language related
problems.
It deals with both
native and second
language acquisition
Applied linguistics
describes the language
and teaches how it is
learned and used.

24. APPLIED LINGUISTICS
● Taking language and language theories as the basis from which
to explain how communication is actually carried out in real life
● Identifying problematic or challenging issues involving language
in many different contexts
● Analyzing these issues in order to draw out practical
understandings and implications that are useful for the people in
those contexts
● Offering practical and helpful insights into how language and
communication contribute to interaction between people
● Attempting to work with language in a critical and reflective
way, with an ultimate practical goal in mind
Means...

25. APPLIED LINGUISTICS
Applied linguistics is one of several academic disciplines that
focuses on how language is acquired and used in the modern world
However, teachers of English learners do not need the same
detailed knowledge about applied linguistics that a teacher of
applied linguistics would need. Instead, they need to understand the
basic concepts of linguistics, language acquisition, and pedagogical
language knowledge.
For teachers of English learners

26. How can teachers draw on their
knowledge of language and its
subsystems to support ELs in
their acquisition of language?

27. Teachers of ELs Need to Know
Basics of
Linguistics
● The subsystems of language
Language
Acquisition
● First language acquisition theories and
principles
● Second language acquisition theories
and principles
Pedagogical
Language
Knowledge
● How to teach the English language
required to read, write, listen and speak
in the different content areas

28. The Roles of Teachers of English Learners
Teacher as
Communicator
Teachers need to understand their students. This requires an understanding of alternate
discourse patterns. Teachers also need to know how to provide comprehensible oral input.
Teacher as
Educator
Teachers need to understand language development. This allows teachers to distinguish
between cognitive problems and second language problems. In addition, teachers need to teach
students to read and write in the different content areas.
Teacher as
Evaluator
Teachers often group students for instruction. English learners may have different ways of using
language and of interacting than middle class native English speakers do. In evaluating students,
then, it is important to understand the differences between ways students from different
backgrounds use language.
Teacher as
Educated
Human Being
A knowledge of linguistics should be part of the general knowledge that any educated person
develops. Teachers need to understand how language works, the history of their language, and
differences between their language and that of their students.
Teacher as
Agent of
Socialization
For many English learners, schools represent a different culture than their home culture. Teachers
are the agents who help socialize children into a new culture. Teachers need to understand
children’s home cultures and languages in order to help them accommodate to the school culture.
Children can make this accommodation without losing their home culture and language.

29. Knowledge of the Basics of Linguistics
Phonology
Knowledge of phonology helps teachers understand issues related to pronunciation,
accents, and regional varieties of English
Morphology
Knowledge of morphology helps teachers teach students how to change verb tenses,
make compound words, plurals and possessives, comparatives and superlatives, and
how to use contractions.
Syntax
Knowledge of syntax helps teachers teach students how to produce grammatically
correct sentences
Semantics
Knowledge of semantics helps teachers teach students to know and infer the meaning
of words in isolation and in context
Pragmatics
Knowledge of pragmatics helps teachers teach students how to understand how
language users interpret language