Description of the subsystems of language and how teachers can draw on their knowledge of language and its subsystems to support ELs in their acquisition of language
Description of the subsystems of language and how teachers can draw on their knowledge of language and its subsystems to support ELs in their acquisition of language
History and Definition of Applied LinguisticsKuloNila
Applied Linguistics entails using what we know about language, about how it is used, and about how it is learned in order to solve some problem in the real world.
Field of study that identifies, investigates, and offers solutions to language related to problems
How is it different from Linguistics??
Introductory lecture on Corpus Linguistics. Contents: Corpus linguistics: past and present, What is a corpus?, Why use computers to study language? Corpus-based vs. Intuition-based approach, Theory vs. Methodology.
This lecture was based on McEnery et al. 2006. Corpus-based Language Studies. An Advanced resource book. Routlege.
History and Definition of Applied LinguisticsKuloNila
Applied Linguistics entails using what we know about language, about how it is used, and about how it is learned in order to solve some problem in the real world.
Field of study that identifies, investigates, and offers solutions to language related to problems
How is it different from Linguistics??
Introductory lecture on Corpus Linguistics. Contents: Corpus linguistics: past and present, What is a corpus?, Why use computers to study language? Corpus-based vs. Intuition-based approach, Theory vs. Methodology.
This lecture was based on McEnery et al. 2006. Corpus-based Language Studies. An Advanced resource book. Routlege.
CH 7_Behaviorial And Cogntive Approaches.pptxVATHVARY
Define learning and
describe five approaches to studying it.
Compare classical
conditioning and operant conditioning.
Apply behavior
analysis to education.
Summarize social
cognitive approaches to learning.
CH 10 Social Constructivist Approaches.pptVATHVARY
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
Chapter 4 Individual Variations, by John Santrock.pptVATHVARY
Discuss what intelligence is,
how it is measured, theories of multiple intelligences, the neuroscience of intelligence,
and some controversies and issues about its use by educators.
Describe learning and
thinking styles.
Characterize the nature of
personality and temperament.
CH 14_Writing Effective Short Reports.pptxVATHVARY
14.1 Why Short Reports Are Important
14.2 Periodic Reports
14.3 Sales Reports
14.4 Progress Reports
14.5 Employee Activity/Performance Reports
14.6 Trip/Travel Reports
14.7 Test Reports
14.8 Incident Reports
Conclusion: Some Final Thoughts on Short Reports
CH 3 Social contexts and Socioemotional development.pptxVATHVARY
Describe two contemporary
perspectives on socioemotional development.
Discuss how the
social contexts of families, peers, and
schools are linked with socioemotional
development.
Explain these aspects of
children’s socioemotional development:
self-esteem, identity, moral development,
and emotional development.
CH 2 Cognitive and Language Development.pptVATHVARY
Define development and
explain the main processes, periods, and
issues in development, as well as links
between development and education.
Discuss the development of
the brain and compare the cognitive
developmental theories of Jean Piaget and
Lev Vygotsky.
Identify the key features of
language, biological and environmental
influences on language, and the typical growth
of the child’s language.
Learning Objectives
13.1 Describe the types of situations for which
you might need to write a business
proposal.
13.2 Differentiate between various types of
proposals in a business environment and
describe how this impacts tone, style,
organization, and approach.
13.3 Summarize the eight guidelines for writing
a successful proposal.
13.4 Apply the guidelines for writing proposals
to draft an effective internal proposal.
13.5 Apply the guidelines for writing proposals
to create an effective sales proposal.
CH 1 Educational Psychology_A Tool for Efffective Teaching.pptVATHVARY
Describe some basic ideas about the field of educational psychology.
Exploring Educational Psychology
Historical Background
Teaching: Art and Science
Identify the attitudes and skills of an effective teacher.
Effective Teaching
Professional Knowledge and Skills
Commitment, Motivation, and Caring
Why Study Educational Psychology?
### Summary
This section explores how project management can effectively facilitate change and innovation within organizations. It highlights the complexity of managing change and the importance of making decisions at various levels. Project management, initially developed for large-scale projects, is presented as a valuable methodology adaptable to smaller-scale initiatives within Local Training Organizations (LTOs). The section also emphasizes that project management principles offer broader management lessons.
Three case studies illustrate different applications:
1. Designing a new academic writing course at a US university.
2. Developing e-learning materials for a not-for-profit LTO in Poland.
3. Reorganizing a computer lab at a Middle Eastern university.
These examples demonstrate the versatility of project management in diverse educational and organizational contexts.
CH 9 Summarizing at Work 12th edition.pptxVATHVARY
Identify what a good summary is;
Compare executive summary and evaluative summary;
Examine abstract and its two types including informative abstract and descriptive abstract
Discuss the news release.
CH 3 Human resource management_ELT Management.pptxVATHVARY
### Learning Objectives for Human Resource Management in Language Teaching Organizations (LTOs)
1. **Identify HRM Challenges in LTOs**: Students will be able to describe common human resource management issues faced by Language Teaching Organizations, including cultural adaptation, staff motivation, and internal conflicts.
2. **Analyze Staff Motivation Factors**: Students will learn to analyze the factors that motivate staff within LTOs, understanding how organizational culture and treatment within the workplace impact employee morale and performance.
3. **Evaluate Performance and Development Strategies**: Students will be able to evaluate various methods for assessing staff performance and facilitating professional development, ensuring that employees have opportunities for growth and advancement.
4. **Understand Effective Staffing Practices**: Students will learn about effective staffing practices, including hiring and firing procedures, and how to comply with local labor laws to maintain a stable and compliant workforce.
5. **Address Fundamental HRM Questions**: Students will be able to answer key HRM questions, such as why employees choose to work for an organization, why they apply for jobs, and why they decide to leave, using these insights to improve HR practices within LTOs.
CH 2 Organizational Behaviour and Management_LTOs.pptxVATHVARY
Summary: Introduction to Language Teaching Organizations (LTOs)
Language Teaching Organizations (LTOs) encompass a wide range of institutions varying in size, purpose, and structure. As defined by Dawson (1986), organizations share common characteristics despite their diverse forms. The following examples illustrate this diversity in LTOs:
Small Private Language School in Europe: Focused on teaching English and other languages to middle-class residents, this school is staffed by its founder and a small team.
English Language Support Unit in a Middle Eastern University: A non-faculty department offering academically focused English classes to incoming students.
School Supporting Refugee Resettlement in the US: Funded by federal and state governments, this school provides English and vocational courses.
English School in Japan: Part of a large nationwide chain, employing a significant number of teachers and administrative staff.
Intensive English Program (IEP) in the US: An outsourced business serving non-native English speakers on a university campus, unaffiliated with the university.
British Council Teaching Centre in a Provincial City: Semi-autonomous, but part of a global organization with managerial oversight from the capital.
Language School in a European Capital: Established 20 years ago, now employing over 50 teachers across five branches.
These examples demonstrate that despite their varying contexts and operational structures, all these institutions fit the definition of an organization.
CH 1 Managing in the Language Teaching Organizations (LTOs).pptxVATHVARY
Describe the diverse contexts and organizations in which English Language Teaching occurs worldwide, including commercial businesses, not-for-profit enterprises, and publicly funded institutions.
Identify and explain key management principles and practices that apply to Language Teaching Organizations, including quality assurance, efficiency, productivity, self-management, and accountability.
Compare and contrast the concepts of managerialism, which emphasizes management principles and stakeholder accountability, with professionalism, which focuses on codes of practice and client interests, and discuss how these tensions impact ESOL.
Critically assess the role of management and administration in the context of ESOL, understanding how managerial practices have evolved and their importance in various types of LTOs.
Formulate strategies for achieving a productive balance between managerial and professional priorities in the administration of ELT/ESOL programs, ensuring effective and efficient operations while maintaining high professional standards.
CH 13 The Changing Purposes of American Education.pptVATHVARY
This chapter describes the relationship between the philosophies and theories
of education and the purposes that have prevailed at different times in the
history of American education. We then examine the important changes
in educational goals of recent years that have been promoted by infl uential
policy reports. First, however, the chapter shows how we defi ne educational
purposes in terms of goals and objectives.
CH 6_Philosophical roots of Education.pptxVATHVARY
Relate philosophy’s special terminology of metaphysics, epistemology, axiology, and
logic to education.
Appraise the relevance of idealism’s goal of intellectual and spiritual growth in
contemporary education and schools.
Explain realism’s emphasis on classifying and categorising subjects in the curriculum in
relation to its view of reality.
Design lessons based on pragmatist epistemology that apply the
scientific method for problem solving.
Generalise the existentialist belief that “existence
precedes essence” to learning and social
situations in high school.
Apply postmodernist deconstruction
to a chapter in a textbook that you
are using in a college course or to
a textbook in a subject that you
are teaching.
Construct curriculum
models that reflect
essentialist principles.
Select three books that
meet the perennialist
criteria of a “great
book" for inclusion on
the reading list of a
high school class in
American literature.
Design an elementary
school field trip that is
based on the child-centred
progressive
project method.
Appraise the critical
theory argument that the
official curriculum reinforces
the domination of favoured
groups and marginalises the
contributions of disadvantaged
ones.
CH 9 Liberty and Literacy_Contemporary perspectives.pptVATHVARY
Debate the prevalence of hegemonic versus participatory democracy in modern society and examine the role of schools in promoting these ideals.
Discuss how various literacy perspectives (conventional, functional, cultural, critical) impact different social groups and ideological orientations.
Explain how the literacy perspectives (conventional, functional, critical) align with distinct educational objectives.
Explain the significance of media access and consolidation in relation to contemporary information technology trends.
Evaluate arguments for and against cultural literacy, considering its unique but interconnected nature.
CH 2 Liberty and Literacy_The Jeffersonian Ideal.pptxVATHVARY
Describe the connections between political economy, ideology, and early republic schooling.
Evaluate classical liberalism's impact on democracy and recognize its limitations regarding marginalized groups.
Examine Jefferson's educational proposals in relation to the political and ideological context of his era.
Explore diverse perspectives on democracy as both a form of government and an ideal of inclusive decision-making.
Examine potential conflicts between meritocracy and democracy, especially concerning representative merit definitions.
Critically analyze Jefferson's proposals for public schooling funding and control in Virginia, comparing them with contemporary systems.
CH 1 Introduction_Understanding School and Society.pptxVATHVARY
Describe how political economy, ideology, and schooling interact.
Challenge the notion of theory versus practice.
Differentiate between schooling, training, and education.
Explore ancient Athenian society's influence on political economy, ideology, and schooling.
Critically examine the concept of democracy within cultural contexts.
Reflect on personal development of a philosophy of education.
Develop critical reading skills through analyzing Aristotle's Politics.
CHAPTER 6 Curriculum Aims and Outcomes.pptVATHVARY
Define what curriculum aims of the curriculum are and how they guide the development of educational programs.
Differentiate between various types of curriculum objectives, such as cognitive, affective, and psychomotor objectives.
Assess how well curriculum's aims align with the specific objectives set for a particular educational program.
Demonstrate the practical application of curriculum aims and objectives in designing, implementing, and evaluating educational curricula.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. LEARNING GOALS
• Provide a broad and general outline of
applied linguistics as an academic subject.
• Discuss some of the questions that new and
prospective students of Applied linguistics
most frequently ask about the subject area.
• Discuss the history of AL and its origin.
• Examine the career opportunities under AL.
MR. VATH VARY
3. Introduction
• AL is often said
to be concerned
with solving or at
least
ameliorating
social problems
involving
language:
MR.VATHVARY
1. How can we teach languages better?
2. How can we diagnose speech pathologies better?
3. How can we improve the training of translators
and interpreters?
4. How can we write a valid language examination?
5. How can we evaluate a school bilingual program?
6. How can we determine the literacy levels of a
whole population?
7. How can we helpfully discuss the language of a
text?
8. What advice can we offer a Ministry of Education
on a proposal to introduce a new medium of
instruction?
9. How can we compare the acquisition of a
European and an Asian language?
10.What advice should we give a defense lawyer on
the authenticity of a police transcript of an
interview with a suspect?
4. MORE SPECIFIC
QUESTIONS
• What is applied
linguistics?
• What is the difference
between linguistics and
applied linguistics?
• What is the difference
between AL and
second/foreign language
teaching?
MR. VATH VARY
5. • Applied linguistics does not lend itself
to an easy definition, perhaps because,
as Vivian cook remarks:‘applied
linguistics means many things to many
people’ (cook 2006).
MR. VATH VARY
• The term Applied Linguistics (AL) is an Anglo-
American coinage.
• It was founded first at the University of
Edinburgh School of Applied Linguistics in
1956.
• Then at the Center of Applied Linguistics in
Washington D.C. in 1957.
6. Definitions of AL
• “the theoretical and empirical investigation of real-world problems in which
language is a central issue.”
Brumfit (1997, p. 93):
• is using what we know about (a) language, (b) how it is learned, and (c) how
it is used, in order to achieve some purpose or solve some problem in the
real world”
“Traditionally, second language acquisition theory,second language
pedagogy and the interface between the two are of primary concerns
Schmitt and Celce-Murcia (2002, p. 1):
• “the focus of applied linguistics is on trying to resolve language-based
problems that people encounter in the real world, whether they be learners,
teachers, supervisors, academics, lawyers, service providers, those who
need social services, test takers, policy developers, dictionary makers,
translators, or a whole range of business clients”.
Grabe (2002, p. 9):
MR.VATHVARY
7. Definitions of AL
• an interdisciplinary field of research and practice dealing
with practical problems of language and communication.
International Association for Applied
Linguistics (AILA)
• (1) the study of second and foreign language learning and
teaching.
• (2) the study of language and linguistics in relation to
practical problems
Longman dictionary of language teaching
and applied linguistics (2010):
MR.VATHVARY
8. What Is ‘Applied’
About Applied
Linguistics?
MR. VATH VARY
• Applied
subjects in
higher
education can
be divided into
two contrasting
types.
Disciplinary
Interdisciplinary
9. MR. VATH VARY
1st Applied subject type
• focuses very clearly
on the practical
applications of a
single branch of
academic
knowledge
• Ex. Applied mathematics
studies how mathematical
theories, concepts and
processes can be used to
solve practical problems
in fields as diverse as
engineering, computer
science and economics
2nd Applied subject type
• has no ‘pure’ or ‘theoretical’
equivalents, and focus instead on a
single (although often very broad)
practical domain. Engineering and
Education, for example, are not
branches of any single academic
discipline at all, but are entirely
interdisciplinary in nature.
• Ex. Education focuses on
problems, questions and issues
related to teaching and learning.
• Education draws on research in
disciplines as diverse as
psychology, sociology, philosophy,
economics and politics, but still
maintains its own distinct identity as
an academic subject area, and its
own distinctive set of goals.
10. ‘What is the
difference between
linguistics and
applied
linguistics?’
• AL is not a branch of
linguistics, or of any
other academic
discipline
AL is an academic subject area
with its own …
• right, set of concerns,
academic journals,
professional associations,
academic qualifications,
and professional pathways.
MR. VATH VARY
But finally
11. Applied Linguists
• See Linguistics
as their nearest
neighbor and
most important
source of
intellectual
inspiration
• Also look to other fields for
relevant insights into real-
world language Problems –
to biology,cultural studies,
economics,education,
philosophy,politics,
psychology and sociology .
• do not draw on linguistics
at all, but base their work
on theoretical concepts
and frameworks derived
from postmodernist
critical theory as in
‘critical’ applied linguistics’
MR. VATH VARY
What Is ‘Applied’ About
Applied Linguistics?
12. MR. VATH VARY
The scope
of applied
linguistics
Language
Teaching and
Learning
Content Areas
Real-world
problems in
which
language is a
central issue
13. MR. VATH VARY
LANGUAGE TEACHING AND LEARNING
• AL is the academic study
of second language
learning and teaching,
and it is perhaps for this
reason that the question
‘what is the difference
between applied
linguistics and TEFL?’
20th century
focus
• When AL first emerged in
the second half of 20th
century, its focus on the
learning and teaching of
foreign languages, and
experienced language
teachers wishing to do a
master’s degree for reasons
of professional development
20th century
focus
• curriculum, syllabus and
materials design,
language teaching
methodology and
classroom management.
• Specific attention:
teaching 4 ‘macro’ skills,
together pronunciation,
language testing, teacher
education
20th century
Taught program
14. Decisions about what to teach and how to teach it
need to be grounded in a strong understanding of
what language is and how learners learn it
- Phonetics
- phonology
Morphology
and syntax
- Semantics
and
pragmatics
Psycho-linguistics
Socio-linguistics
Discourse
analysis
MR. VATH VARY
LANGUAGE TEACHING AND LEARNING
15. MR. VATH VARY
Mainstream education:
educational context
By ‘mainstream’ we
mean educational
contexts, funded and
influenced by the
state, rather than the
ELT context.
Research areas:
• Bilingualism and
multilingualism and
their relation to
schooling and first
language literacy
education
Mainstream education:
Language and education in formal
context
At a micro level:
• aim to diagnose and ameliorate
communication problems arising
in a wide range of professional
and workplace contexts (and
intercultural communication).
At a macro level:
involves in the analysis of
national & international
language planning and
language policy issues.
(language maintenance & loss
as well as promoting the
concept of linguistic human
rights.)
16. Content areas
MR. VATH VARY
Issues of justice and
equity also inform
two other important
developments in
applied linguistics
Forensic
linguistics
• Focuses on
applications of
linguistic knowledge
to the legal process
Critical
discourse
analysis
• Aims to identify and critique
ways in which linguistic
choices and language
practices are used to
manipulate public opinion,
to promote the interests of
powerful groups in society,
and to oppress,
disadvantage and
discriminate against others
17. MR. VATH VARY
‘real-world problems in which language is a
central issue’
Translation
studies
Lexicography
(the study and
practice of
dictionary
compilation)
Stylistics (the
study of how
linguistic style
varies across
literary texts and
other text types)
Computational
linguistics,
clinical
linguistics and
speech therapy
The scope of applied linguistics
18. The scope of applied linguistics
MR. VATH VARY
AL …
• the study of second
and foreign
language learning
and teaching
AL …
• the study of
language and
linguistics in
relation to
practical
problems.
• Some people still understand AL in the
narrow way, while others see it in the
broader terms.
19. Applied Linguistic Approaches to Language Problems
MR. VATH VARY
Thus far, applied linguistics is defined as ‘the theoretical and empirical
investigation of real-world problems in which language is a central issue’
(Brumfit, 1995:).The aim of this final section is to consider in fairly general
terms how applied linguists go about investigating the problems, questions
and issues that interest and concern them.
• Let us imagine for a moment that you
want to investigate whether standards
of English grammar are slipping
among school leavers and university
graduates, as is currently being
claimed in many sections of the
Anglophone media throughout the
world.
• Is English
really being
‘dumbed
down’ by its
users?
20. Applied Linguistic Approaches to Language Problems
MR. VATH VARY
‘Investigating’
Involves investigating and
offering solutions to already
established problems
• Conduct a literature review
(from past paper);
• Conduct empirical research
by analyzing data from
learners, teachers and/or
other interested parties.
• Conduct theoretical
examination and critique the
ideas and assumptions that
underpin it.
Problematising
Involves creating problems – or
more precisely, about identifying
problems that have hitherto gone
unnoticed.
• ‘English as a Lingua Franca’ is
given the unique status of English
as the default language of
international communication.
• ELF refers to English as a share
language of communication taking
place between non-native
speakers, whose language are
different. Ex.Phonological and
grammatical norms.
21. MR. VATH VARY
USA Australia Britain Europe
(France)
History of AL in four
different countries:
22. History
of AL
• was founded in 1977;
• AAAL’s mission “is to facilitate the advancement
and dissemination of knowledge and
understanding regarding language-related issues
in order to improve the lives of individuals and
conditions in society.”
The American
Association of
Applied
Linguistics (AAAL)
www.aaal.org
MR.VATHVARY
AL in North America does have identifiable roots in
linguistics.
While North American AL has evolved over time, in its
orientation and scope, so has North American linguistics.
A significant amount of work directed to real-world
issues involving language can be attributed to leading
North American linguists, although not characterized as
AL.
Much of what can now be seen as groundbreaking AL
type activity was carried out prior to the formal
appearance of AL or of linguistics as recognized fields of
endeavor.
Angelis considered the
history of AL in four
different countries:
23. History of
AL
•Was founded in 1967;
• BAAL’s mission:
• aims “the advancement of education
by fostering and promoting, by any
lawful charitable means, the study of
language use, language acquisition
and language teaching and the
fostering of inter-disciplinary
collaboration in this study”
• It was largely taken for granted in the
1960s and 1970s that applied linguistics
was about language teaching.
The British
Association of
Applied
Linguistics
(BAAL)
www.baal.org.uk
MR.VATHVARY
24. History
of AL
• was founded in France in 1964, where it is
better known as Association Internationale
de Linguistique Appliquée, or AILA.
• deals with range from aspects of the
linguistic and communicative
competence of the individual such as
first or second language acquisition,
literacy, language disorders, etc. to
language and communication related
problems in and between societies such
as e.g. language variation and linguistic
discrimination, multilingualism,
language conflict, language policy and
language planning
The International
Association of Applied
Linguistics
(www.aila.info)
MR.VATHVARY
25. History
of AL
• Australian AL took as its target the AL of
mother tongue teaching and teaching English
to immigrants.
• The Australia tradition shows a strong influence of
continental Europe and of the US, rather than of
Britain.
• ALAA was established at a national congress of AL
held in August 1976.
The Applied
Linguistics
Association of
Australia
(ALAA)
www.alaa.net.au
MR.VATHVARY
• “Applied Linguistics . . . has undergone a significant broadening of
its scope and now contributes its theoretical perspectives to a range
of areas” (Baynham, 2001, p. 26).
• Mouton de Gruyter, devotes a 45-page brochure to its AL list.
• language acquisition (L1 and L2), psycho/neurolinguistics,
language teaching, sociolinguistics, humor studies, pragmatics,
discourse analysis/rhetorics, text/processing/translation,
computational linguistics – machine translation, corpus
linguistics, language control/dialectology.
27. MR. VATH VARY
• IAL is not a vocational
subject like speech
therapy or translation (or
like dentistry or law, for
that matter),
• the ‘real-world’
orientation of AL means
that is not a non-
vocational,‘pure’
academic subject like
history, sociology or
astrophysics either.
• If you want to
pursue one of
these careers then
you need to take a
vocational course
of studies in one of
these highly
specialized areas
instead.
• Textbooks and reference
sources often include
subjects such as
translation,clinical
linguistics,speech
therapy,deaf linguistics
and lexicography under
the general rubric of AL,
• a degree in AL will
not qualify you to
work as a speech
therapist,
lexicographer or
translator.
It is useful to begin by stating clearly what a degree in
applied linguistics CANNOT do for you.
28. MR. VATH VARY
• A degree in AL is not officially
recognised as a teaching
qualification per se in most
countries,
• But it constitutes one of the most
popular and prestigious avenues
for professional development
among practising language
teachers, and particularly among
those who want to work in
universities.
• The largest group of
people enrolled in AL
program (MA, PhD or BA)
will be EFL teachers
studying for a higher
degree in order to secure
better paid and more
fulfilling jobs.
• AL has an important relationship with the
English language teaching profession.