This document discusses educational linguistics and the concept of norms within that field. It begins by defining educational linguistics as the study of language and education that integrates linguistic and social science research tools. While related to applied linguistics, educational linguistics focuses specifically on educational issues. The document then discusses how norms, both linguistic and social, play an important role in education as schools help shape which behaviors and language varieties are considered standard and acceptable. Finally, it notes there is no single definition of what constitutes a norm and that descriptive versus prescriptive senses of norms must be considered, especially regarding standards versus nonstandard language varieties in educational contexts.
Applied linguistics uses knowledge from linguistics and other fields like psychology, sociology, and anthropology to investigate and solve practical language-related problems in various contexts. It applies linguistic theories and methods to issues in areas such as education, workplace communication, language planning, and translation. While linguistics studies language in the abstract, applied linguistics is problem-driven and seeks to understand how language operates in real-world situations. It establishes a reciprocal relationship between theoretical expertise and practical experience with language issues. Applied linguistics plays an important role in language education by drawing on linguistic theories to inform teaching methods and stimulate innovation in language pedagogy.
This document summarizes an academic paper presented at an international conference on language teaching. The paper discusses an approach to ESL/EFL instruction that integrates an understanding of how language varies across communication contexts, uses corpus-based descriptive grammar, and incorporates scaffolded language learning activities based on sociocultural theory. It argues this approach can help bridge the gap between theoretical knowledge and classroom application for teachers by providing specific models of language use.
Lesson 1. linguistics and applied linguistics 2Prisci Jara
Applied linguistics is the interdisciplinary study of language and its applications in the real world. It uses theories and findings from linguistics and applies them to practical problems involving language. Some key areas applied linguistics addresses include second language acquisition, language teaching methodology, language assessment, clinical linguistics concerning language disorders, and sociolinguistics regarding the relationship between language and society. The goal of applied linguistics is to understand and solve language-related issues in various contexts such as education, healthcare, law, and technology.
A HISTORICAL DEVELOPMENT OF CONTRASTIVE ANALYSIS: A RELEVANT REVIEW IN SECOND...ijejournal
This document provides a historical overview of contrastive analysis (CA) and its use in second language teaching from the 1950s to the 1990s. It discusses:
1) How CA originated in the 1950s as a way to compare learners' first and second languages to predict difficulties and inform teaching materials. It was widely used through the 1960s.
2) CA was later criticized for having weak and strong versions that did not accurately account for learner errors. This led to a moderate version being proposed.
3) In response, newer approaches to CA emerged in the 1990s focusing on exposing learners to contrastive linguistic inputs between the languages and strengthening this with activities, showing CA can still be useful with
This document provides an introduction to applied linguistics. It defines applied linguistics as an interdisciplinary field that addresses real-world language-related problems in a practical way using empirical methods. It discusses the scope of applied linguistics, including language teaching, language planning and policy, language pathology therapy, and more. The document also outlines the process applied linguists use to address language problems, including identifying the problem, asking questions, measuring the problem, consulting relevant disciplines, proposing solutions, implementing solutions, and assessing results. It provides an example of how this process might be applied to address a country's literacy problem.
A language teacher is considered an applied linguist as they put linguistic theories into practice through language pedagogy and teaching. Other applied linguists include speech language pathologists and translators who also apply linguistic knowledge to solve real world problems in areas like communication disorders, language teaching, and translation. While language teachers draw on aspects of different roles, they are primarily scientists who systematically study and apply knowledge of language acquisition and teaching methods based on linguistic and educational research.
This document discusses the origin and definitions of educational linguistics. It begins by explaining that educational linguistics emerged at the intersection of linguistics and education. Applied linguistics originated in the 1940s focusing on language teaching but has since expanded to include other fields like educational linguistics. The author argues that educational linguistics studies how education relates to linguistics and vice versa. The document also outlines different views on whether educational linguistics is distinct from applied linguistics or a subfield of it.
The document discusses several topics related to globalization and language teaching:
1) The rise of Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) as approaches that have spread globally over the past few decades.
2) How CLT/TBLT have become global phenomena through the flows of ideas, technologies, and people described by globalization theories. However, they have also been adapted locally through processes of "glocalization".
3) How global English language textbooks aim to give learners commodified identities as cosmopolitan consumers, but this risks overlooking local contexts and power dynamics. The document questions how teachers can critically reflect on textbooks and materials.
Applied linguistics uses knowledge from linguistics and other fields like psychology, sociology, and anthropology to investigate and solve practical language-related problems in various contexts. It applies linguistic theories and methods to issues in areas such as education, workplace communication, language planning, and translation. While linguistics studies language in the abstract, applied linguistics is problem-driven and seeks to understand how language operates in real-world situations. It establishes a reciprocal relationship between theoretical expertise and practical experience with language issues. Applied linguistics plays an important role in language education by drawing on linguistic theories to inform teaching methods and stimulate innovation in language pedagogy.
This document summarizes an academic paper presented at an international conference on language teaching. The paper discusses an approach to ESL/EFL instruction that integrates an understanding of how language varies across communication contexts, uses corpus-based descriptive grammar, and incorporates scaffolded language learning activities based on sociocultural theory. It argues this approach can help bridge the gap between theoretical knowledge and classroom application for teachers by providing specific models of language use.
Lesson 1. linguistics and applied linguistics 2Prisci Jara
Applied linguistics is the interdisciplinary study of language and its applications in the real world. It uses theories and findings from linguistics and applies them to practical problems involving language. Some key areas applied linguistics addresses include second language acquisition, language teaching methodology, language assessment, clinical linguistics concerning language disorders, and sociolinguistics regarding the relationship between language and society. The goal of applied linguistics is to understand and solve language-related issues in various contexts such as education, healthcare, law, and technology.
A HISTORICAL DEVELOPMENT OF CONTRASTIVE ANALYSIS: A RELEVANT REVIEW IN SECOND...ijejournal
This document provides a historical overview of contrastive analysis (CA) and its use in second language teaching from the 1950s to the 1990s. It discusses:
1) How CA originated in the 1950s as a way to compare learners' first and second languages to predict difficulties and inform teaching materials. It was widely used through the 1960s.
2) CA was later criticized for having weak and strong versions that did not accurately account for learner errors. This led to a moderate version being proposed.
3) In response, newer approaches to CA emerged in the 1990s focusing on exposing learners to contrastive linguistic inputs between the languages and strengthening this with activities, showing CA can still be useful with
This document provides an introduction to applied linguistics. It defines applied linguistics as an interdisciplinary field that addresses real-world language-related problems in a practical way using empirical methods. It discusses the scope of applied linguistics, including language teaching, language planning and policy, language pathology therapy, and more. The document also outlines the process applied linguists use to address language problems, including identifying the problem, asking questions, measuring the problem, consulting relevant disciplines, proposing solutions, implementing solutions, and assessing results. It provides an example of how this process might be applied to address a country's literacy problem.
A language teacher is considered an applied linguist as they put linguistic theories into practice through language pedagogy and teaching. Other applied linguists include speech language pathologists and translators who also apply linguistic knowledge to solve real world problems in areas like communication disorders, language teaching, and translation. While language teachers draw on aspects of different roles, they are primarily scientists who systematically study and apply knowledge of language acquisition and teaching methods based on linguistic and educational research.
This document discusses the origin and definitions of educational linguistics. It begins by explaining that educational linguistics emerged at the intersection of linguistics and education. Applied linguistics originated in the 1940s focusing on language teaching but has since expanded to include other fields like educational linguistics. The author argues that educational linguistics studies how education relates to linguistics and vice versa. The document also outlines different views on whether educational linguistics is distinct from applied linguistics or a subfield of it.
The document discusses several topics related to globalization and language teaching:
1) The rise of Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) as approaches that have spread globally over the past few decades.
2) How CLT/TBLT have become global phenomena through the flows of ideas, technologies, and people described by globalization theories. However, they have also been adapted locally through processes of "glocalization".
3) How global English language textbooks aim to give learners commodified identities as cosmopolitan consumers, but this risks overlooking local contexts and power dynamics. The document questions how teachers can critically reflect on textbooks and materials.
General Linguistics is concerned with the scientific study of language in general rather than specific languages. It aims to understand language's role in human life and how it is organized to serve human needs and functions. General Linguistics has four main goals: 1) describe and trace the history of observable languages, 2) determine universal forces that shape all languages, 3) define its scope and relationship to other fields, and 4) provide data to social sciences.
This document summarizes research into intercultural factors that act as barriers to communicative language teaching, focusing on Japanese students. The research used questionnaires, focus groups, interviews, and classroom observation to analyze how cultural communication styles impact the effectiveness of communicative language teaching activities. The research found that communicative language teaching methods are based on Western individualist communication styles and do not fully account for differences in Eastern collectivist styles. As a result, communicative activities often broke down due to negative character assessments between students from different cultures, rather than actual communication difficulties. Accounting for differing cultural communication styles could help improve the effectiveness of communicative language teaching in multicultural classrooms.
The document summarizes Phil Benson's process for writing the second edition of his book on autonomy, which includes three new areas: the sociocultural implications of autonomy, teacher autonomy, and autonomy and new technologies. While much research and thinking on autonomy has emerged in the past decade, the core definition of autonomy and claims about its benefits have remained consistent. Some new developments include a focus on the social aspects of autonomy, the concept of teacher autonomy, and the impact of new technologies on autonomous language learning.
This presentation is an introduction to semiotics as a basis for teaching English as a Foreign Language (TEFL). It makes a case for semiotics as a inter-cultural language learning theory. Main theorists in the field are explained and a connection to the mechanics of English teaching is made.
Linguistics is the scientific study of language, including areas like phonetics, phonology, morphology, syntax, and semantics. Applied linguistics [1] identifies and addresses language-related problems, [2] can be applied to all aspects of language use such as acquisition of first, second, and foreign languages, and [3] extends into practical fields including clinical linguistics, language teaching, lexicography, and computational linguistics. The key difference is that linguistics studies language itself, while applied linguistics examines the relationship between language and other domains.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document outlines the schedule and content for Week 2 of a course on transgressive theories and performativity around language. Part I includes a blog discussion and introduces theories of language and ideology from Gee and issues of English and globalization from Pennycook. Part II focuses on transgressive theories of language as performance from Pennycook and includes a sign-up for student presentations. Reflection questions are provided asking students to discuss their evolving theories of language and literacy.
The document provides an overview of Bonny Norton's foundational work on identity, investment, and imagined communities in language learning. It then discusses efforts to enhance this model of investment and apply it to digital contexts. Specifically, it describes several digital storybook projects - Storybooks Canada, Global Storybooks, and Storybooks Norway/Denmark - that aim to promote multilingual literacy. These projects allow for the democratization of knowledge between the global north and south by making stories available in many languages. The document raises questions about how these resources can best support language learners and questions for further research.
The document discusses the need for a pluralistic approach to composition and world Englishes that embraces linguistic diversity. It critiques earlier approaches that promoted a monolingual model and segregated language codes. Scholars like Canagarajah argue students should learn communicative strategies for negotiating diverse language contexts, and that composition pedagogy should legitimize the use of vernacular varieties and code-meshing in academic writing. This represents a shift toward a translingual approach that prepares students for linguistic flexibility and pluralism in a globalized world.
The document summarizes key points from two sessions of an English language teaching foundations course. It outlines the agenda, course objectives, materials and assignments. Regarding first language acquisition, it discusses the typical developmental stages children progress through, from babbling to one-word sentences and eventually two to three word sentences by ages 3 to 5. It also briefly covers different theories of first language acquisition from behaviorist, innatist and interactionist perspectives.
This document discusses context and culture in applied linguistics. It covers several key topics:
1. Discourse analysis examines language use in context, taking into account paralanguage, pragmatics, and genres. Paralanguage includes tone of voice and body language. Pragmatics studies implied meaning. Genres are categories of language use.
2. Culture refers to shared practices, values and beliefs that affect communication between groups. Differences in cultural norms can easily lead to misunderstandings.
3. Teaching culture and language rights in linguistics raises complex issues. When teaching English as a global language, what cultural content should be included? Linguistic minorities also seek rights to preserve their own languages.
Integrating global issues in genre based approachTitik Winarti
1) The document discusses introducing culture into the EFL (English as a foreign language) classroom through a genre-based approach and integrating global issues.
2) It explains that culture and language are intertwined and students need linguistic and intercultural competence. A genre-based approach categorizes texts into seven genres like narratives and reports.
3) Integrating global issues can enhance students' language skills while providing knowledge to address world problems in an interdependent world. Teachers should foster cultural awareness and tolerance between diverse cultures.
This document provides an overview of the field of second language acquisition (SLA) research over the past several decades. It discusses how SLA research has addressed questions about language acquisition processes while retaining its original applied and linguistic interests. The document notes that SLA research has become increasingly bidirectional, with findings applying to both educational concerns and further research. It has also become multifaceted, drawing on multiple disciplines like linguistics, psychology, and education.
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug (Department of English) & Dr. Souhila Benzerroug (Department of French),
Teacher Training College of Bouzareah, Algiers, Algeria
Many scholars argue that language and culture are closely related to each other and hence the teaching of a foreign language cannot take place without the teaching of its corresponding culture which helps promoting language learning and enhancing learners’ motivation and performance (Corbett, J. (2003); (1996); Hinkel, E. (1999); Kramsch, C. (2006)). This being the case, the present study aims at putting emphasis on the importance and significance of integrating culture teaching in foreign language classroom in the Algerian school. It seeks to investigate whether foreign language teachers grant significant value and interest to the foreign language culture. Therefore, a descriptive analysis of the English and French textbooks of the secondary education was carried out to identify and examine the way the cultural dimensions are being dealt with. In addition, a survey was conducted by addressing a questionnaire to a number of secondary school teachers of English and French to investigate to what extent they consider culture teaching in their classroom. The research results revealed that despite the fact that there is a move towards fostering culture teaching, the textbooks still offer few tasks that deal with cultural aspects and teachers are still unfamiliar with the techniques to promote it in the classroom, thus they neglect culture teaching and prefer to focus on other aspects in the class like accuracy, fluency and language skills development. In light of these findings, a number of considerable implications and recommendation are presented to foreign language teachers and language policy decision-makers to stress the importance of integrating culture teaching and adequately implement it in the classroom.
Keywords: Foreign Language, Culture, Teaching, Integrating, Classroom
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The document discusses a class that focuses on understanding the influence of culture on writing. It introduces contrastive rhetoric, which examines differences in writing across cultures. While Kaplan's early work in this area made broad generalizations, later scholars recognized that writing is influenced by many factors beyond just one's native language and culture. The class considers how to apply contrastive rhetoric insights to teaching English as a second language in a way that is critically aware of issues of power and discourse. It also discusses responding effectively and sensitively to international students' writing assignments in English.
Sociocultural Factors in Language Teaching and Learningqowimganteng
This document discusses the role of sociocultural factors in language teaching and learning. It defines culture and explains how it shapes our worldviews and behaviors. Stereotypes about languages and their cultures are common, but developing understanding of different cultural perspectives is important. Second language learning involves acquiring aspects of a new culture and identity, which can cause culture shock as learners adjust. The degree of social distance between the learner's native culture and target culture affects language acquisition. Teachers should incorporate cultural understanding and activities like role-plays to promote engagement and reduce feelings of alienation in the classroom.
1) The document analyzes and summarizes the structure and arguments of an article by Cem Alptekin titled "Target-language culture in EFL materials".
2) The article presents a problem-solution structure, first describing how target language culture can impact language learning and cause problems for EFL learners, then offering potential solutions.
3) The flow of arguments in Alptekin's article is analyzed in detail, first establishing the role of culture in language learning, then describing how cultural differences can cause conflicts for learners and issues in EFL materials, before concluding with rationales and potential problems.
Relationship between Creativity and Tolerance of Ambiguity to Understand Metaphorical Polysemy: A Pilot Study
Maha Ounis,
University of Sfax, Tunisia
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
This video discusses different types of sources that can be used for research, including primary and secondary sources. It provides examples of various source types such as books, encyclopedias, dissertations, newspapers, reports, and journal articles. For each source type, key identifying features are outlined, such as the book cover, copyright page, and table of contents for books. The video encourages students to visit their library to explore examples of different source materials like books, edited books, encyclopedias, and dissertations.
This document provides an overview of English for Specific Purposes (ESP). It is divided into 4 main sections that cover course design, application, and the role of the ESP teacher. The first section defines ESP and traces its origins and development. It distinguishes ESP as an approach rather than a strictly defined methodology or product. The second section discusses considerations for course design including needs analysis, theories of learning, and language descriptions. The third section focuses on applying ESP principles through syllabus design, materials evaluation and design, methodology, and evaluation. The final section examines the orientation and role of ESP teachers.
General Linguistics is concerned with the scientific study of language in general rather than specific languages. It aims to understand language's role in human life and how it is organized to serve human needs and functions. General Linguistics has four main goals: 1) describe and trace the history of observable languages, 2) determine universal forces that shape all languages, 3) define its scope and relationship to other fields, and 4) provide data to social sciences.
This document summarizes research into intercultural factors that act as barriers to communicative language teaching, focusing on Japanese students. The research used questionnaires, focus groups, interviews, and classroom observation to analyze how cultural communication styles impact the effectiveness of communicative language teaching activities. The research found that communicative language teaching methods are based on Western individualist communication styles and do not fully account for differences in Eastern collectivist styles. As a result, communicative activities often broke down due to negative character assessments between students from different cultures, rather than actual communication difficulties. Accounting for differing cultural communication styles could help improve the effectiveness of communicative language teaching in multicultural classrooms.
The document summarizes Phil Benson's process for writing the second edition of his book on autonomy, which includes three new areas: the sociocultural implications of autonomy, teacher autonomy, and autonomy and new technologies. While much research and thinking on autonomy has emerged in the past decade, the core definition of autonomy and claims about its benefits have remained consistent. Some new developments include a focus on the social aspects of autonomy, the concept of teacher autonomy, and the impact of new technologies on autonomous language learning.
This presentation is an introduction to semiotics as a basis for teaching English as a Foreign Language (TEFL). It makes a case for semiotics as a inter-cultural language learning theory. Main theorists in the field are explained and a connection to the mechanics of English teaching is made.
Linguistics is the scientific study of language, including areas like phonetics, phonology, morphology, syntax, and semantics. Applied linguistics [1] identifies and addresses language-related problems, [2] can be applied to all aspects of language use such as acquisition of first, second, and foreign languages, and [3] extends into practical fields including clinical linguistics, language teaching, lexicography, and computational linguistics. The key difference is that linguistics studies language itself, while applied linguistics examines the relationship between language and other domains.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document outlines the schedule and content for Week 2 of a course on transgressive theories and performativity around language. Part I includes a blog discussion and introduces theories of language and ideology from Gee and issues of English and globalization from Pennycook. Part II focuses on transgressive theories of language as performance from Pennycook and includes a sign-up for student presentations. Reflection questions are provided asking students to discuss their evolving theories of language and literacy.
The document provides an overview of Bonny Norton's foundational work on identity, investment, and imagined communities in language learning. It then discusses efforts to enhance this model of investment and apply it to digital contexts. Specifically, it describes several digital storybook projects - Storybooks Canada, Global Storybooks, and Storybooks Norway/Denmark - that aim to promote multilingual literacy. These projects allow for the democratization of knowledge between the global north and south by making stories available in many languages. The document raises questions about how these resources can best support language learners and questions for further research.
The document discusses the need for a pluralistic approach to composition and world Englishes that embraces linguistic diversity. It critiques earlier approaches that promoted a monolingual model and segregated language codes. Scholars like Canagarajah argue students should learn communicative strategies for negotiating diverse language contexts, and that composition pedagogy should legitimize the use of vernacular varieties and code-meshing in academic writing. This represents a shift toward a translingual approach that prepares students for linguistic flexibility and pluralism in a globalized world.
The document summarizes key points from two sessions of an English language teaching foundations course. It outlines the agenda, course objectives, materials and assignments. Regarding first language acquisition, it discusses the typical developmental stages children progress through, from babbling to one-word sentences and eventually two to three word sentences by ages 3 to 5. It also briefly covers different theories of first language acquisition from behaviorist, innatist and interactionist perspectives.
This document discusses context and culture in applied linguistics. It covers several key topics:
1. Discourse analysis examines language use in context, taking into account paralanguage, pragmatics, and genres. Paralanguage includes tone of voice and body language. Pragmatics studies implied meaning. Genres are categories of language use.
2. Culture refers to shared practices, values and beliefs that affect communication between groups. Differences in cultural norms can easily lead to misunderstandings.
3. Teaching culture and language rights in linguistics raises complex issues. When teaching English as a global language, what cultural content should be included? Linguistic minorities also seek rights to preserve their own languages.
Integrating global issues in genre based approachTitik Winarti
1) The document discusses introducing culture into the EFL (English as a foreign language) classroom through a genre-based approach and integrating global issues.
2) It explains that culture and language are intertwined and students need linguistic and intercultural competence. A genre-based approach categorizes texts into seven genres like narratives and reports.
3) Integrating global issues can enhance students' language skills while providing knowledge to address world problems in an interdependent world. Teachers should foster cultural awareness and tolerance between diverse cultures.
This document provides an overview of the field of second language acquisition (SLA) research over the past several decades. It discusses how SLA research has addressed questions about language acquisition processes while retaining its original applied and linguistic interests. The document notes that SLA research has become increasingly bidirectional, with findings applying to both educational concerns and further research. It has also become multifaceted, drawing on multiple disciplines like linguistics, psychology, and education.
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug (Department of English) & Dr. Souhila Benzerroug (Department of French),
Teacher Training College of Bouzareah, Algiers, Algeria
Many scholars argue that language and culture are closely related to each other and hence the teaching of a foreign language cannot take place without the teaching of its corresponding culture which helps promoting language learning and enhancing learners’ motivation and performance (Corbett, J. (2003); (1996); Hinkel, E. (1999); Kramsch, C. (2006)). This being the case, the present study aims at putting emphasis on the importance and significance of integrating culture teaching in foreign language classroom in the Algerian school. It seeks to investigate whether foreign language teachers grant significant value and interest to the foreign language culture. Therefore, a descriptive analysis of the English and French textbooks of the secondary education was carried out to identify and examine the way the cultural dimensions are being dealt with. In addition, a survey was conducted by addressing a questionnaire to a number of secondary school teachers of English and French to investigate to what extent they consider culture teaching in their classroom. The research results revealed that despite the fact that there is a move towards fostering culture teaching, the textbooks still offer few tasks that deal with cultural aspects and teachers are still unfamiliar with the techniques to promote it in the classroom, thus they neglect culture teaching and prefer to focus on other aspects in the class like accuracy, fluency and language skills development. In light of these findings, a number of considerable implications and recommendation are presented to foreign language teachers and language policy decision-makers to stress the importance of integrating culture teaching and adequately implement it in the classroom.
Keywords: Foreign Language, Culture, Teaching, Integrating, Classroom
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The document discusses a class that focuses on understanding the influence of culture on writing. It introduces contrastive rhetoric, which examines differences in writing across cultures. While Kaplan's early work in this area made broad generalizations, later scholars recognized that writing is influenced by many factors beyond just one's native language and culture. The class considers how to apply contrastive rhetoric insights to teaching English as a second language in a way that is critically aware of issues of power and discourse. It also discusses responding effectively and sensitively to international students' writing assignments in English.
Sociocultural Factors in Language Teaching and Learningqowimganteng
This document discusses the role of sociocultural factors in language teaching and learning. It defines culture and explains how it shapes our worldviews and behaviors. Stereotypes about languages and their cultures are common, but developing understanding of different cultural perspectives is important. Second language learning involves acquiring aspects of a new culture and identity, which can cause culture shock as learners adjust. The degree of social distance between the learner's native culture and target culture affects language acquisition. Teachers should incorporate cultural understanding and activities like role-plays to promote engagement and reduce feelings of alienation in the classroom.
1) The document analyzes and summarizes the structure and arguments of an article by Cem Alptekin titled "Target-language culture in EFL materials".
2) The article presents a problem-solution structure, first describing how target language culture can impact language learning and cause problems for EFL learners, then offering potential solutions.
3) The flow of arguments in Alptekin's article is analyzed in detail, first establishing the role of culture in language learning, then describing how cultural differences can cause conflicts for learners and issues in EFL materials, before concluding with rationales and potential problems.
Relationship between Creativity and Tolerance of Ambiguity to Understand Metaphorical Polysemy: A Pilot Study
Maha Ounis,
University of Sfax, Tunisia
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
This video discusses different types of sources that can be used for research, including primary and secondary sources. It provides examples of various source types such as books, encyclopedias, dissertations, newspapers, reports, and journal articles. For each source type, key identifying features are outlined, such as the book cover, copyright page, and table of contents for books. The video encourages students to visit their library to explore examples of different source materials like books, edited books, encyclopedias, and dissertations.
This document provides an overview of English for Specific Purposes (ESP). It is divided into 4 main sections that cover course design, application, and the role of the ESP teacher. The first section defines ESP and traces its origins and development. It distinguishes ESP as an approach rather than a strictly defined methodology or product. The second section discusses considerations for course design including needs analysis, theories of learning, and language descriptions. The third section focuses on applying ESP principles through syllabus design, materials evaluation and design, methodology, and evaluation. The final section examines the orientation and role of ESP teachers.
Research Article on Teaching English Globally_ShanawazShanawaz Mohammed
The seminar discussed opportunities and requirements for teaching English globally. It focused on the growing demand for English teachers around the world, highlighting popular destinations like China, Saudi Arabia, and Thailand. The seminar emphasized that an MA in English is typically required, along with 1-2 years of teaching experience or an English teaching certification. It provided resources for exploring further opportunities, including teaching job websites and the importance of developing an online portfolio through blogging and social media.
This document discusses the importance of intuitive listening skills to have productive conversations. It argues that truly listening to understand the speaker's meaning is more important than focusing on what you will say. It provides tips for intuitive listening like observing the speaker's presentation style, emotional context, body language, tone, and actions to understand the deeper meaning beyond just their words. Developing thoughtful silence and observing these clues is key to discerning meaning, managing emotions, and bringing about mutually beneficial outcomes in discussions.
using subtitles for inference production while viewing a movie ECP 2013 Stock...Jean-Marc Lavaur
This document discusses a study that evaluated the effects of native language subtitles on comprehension of a foreign language film. The study showed that subtitles facilitated comprehension of both visual and dialogue information. Participants who watched the film with subtitles produced more correct inferences and more elaborate inferences, indicating subtitles support the creation of a richer situation model. This enhanced comprehension and allowed more resources to be devoted to processing other information in the film. The presence of subtitles overall improved inference production, a sign of deep comprehension of the full film.
Previously, one of the vital tasks of English learning is to find new methods and resources to make the EFL students
more stimulating and productive. Recently, the usage of movies (in DVD format) in courses became popular or
supplementary resources to learn English among EFL learners. Many researchers stated that authentic video is an
advantage and inspiring tool in language learning. However, there have been quite few studies on the relationship
between effective learning and students’ movie preferences. This research aims at finding the relationship between
effective learning and students’ movie preferences. To this end, data were collected by using posttests. Participants were
students from a Iraqi school in Kuala Lumpur. The researchers uncovered that the participants had insight into the
subtitles/captions which are used in the movie in classrooms. The implications of these findings and suggestions are
discussed.
This research proposal aims to investigate the effect of using English documentary videos with English subtitles on students' listening comprehension abilities. The researcher plans to conduct an experiment comparing students' listening test scores after watching documentaries with and without subtitles. Previous studies have found that subtitles can help learners understand content while also improving listening and reading skills simultaneously. However, subtitles in students' native language may distract from developing English listening skills. The researcher intends to determine if English subtitles specifically can boost listening comprehension for diploma students in Malaysia compared to no subtitles. The proposal outlines the research questions, objectives, methodology, and significance of addressing this gap in knowledge about optimal listening instruction tools.
This document provides a summary of the contents of a book titled "Study Skills for Academic Writing: Student's Book". It contains 5 units that cover various skills needed for academic writing such as surveying materials, note-taking, summarizing, incorporating sources, writing paragraphs and introductions/conclusions, and the process of writing extended essays. The book is dedicated to Don McGovern and acknowledges contributions from various teachers and publications that allowed excerpting of certain materials.
Cambridge academic english student's book intermediatelasa green
The document discusses the history and development of artificial intelligence over several decades. It outlines milestones in AI such as the creation of logic theories, machine learning algorithms, and neural networks. Recent advances in deep learning now allow AI to perform complex tasks like object recognition.
Principles of teaching listening and speaking skillsNasir Mohammad
The document discusses listening as an important English language skill that is often overlooked in ESL classrooms. It provides definitions of listening and describes the various sub-skills involved, such as discriminating sounds, recognizing words, and using context clues. Effective listening requires both bottom-up processing of linguistic elements and top-down use of background knowledge. A survey of students found that regular listening practice in a language lab improved their speaking confidence, vocabulary, and cultural understanding. The document argues that teachers should provide structured listening activities with clear objectives, such as preparing students with background information and guiding them to focus on key details, in order to develop students' listening comprehension.
هو الة من الالات الزراعية …. كان يستخدم فى عملية درس القمح …مصنوع من الأخشاب و أعجال حديديةفبعد حصاد القمح يجمع فى مكان واحد على هيئة دائرة و يربط النورج ببقرة او ثور و يقوم الفلاح بركوبه و السير به على الدائرة حتى يصير القمح تبنا …
و بعد ذلك تتم عملية التدرية بألة اسمها المدراة او المذراة وهى الة تشبه شوكة الطعام ….و يقوم الفلاح برفح التبن بها عاليا فى الهواء …. فتتم عملية الفصل … عن طريق الرياح … بأخذ التبن بعيدا و بسقوط القمح فى مكانه … نظرا لخفة وزن التبن نوعا عن الغلال …..و تتم بعد ذلك عملية التخزين …وهى عملية مشابهة جدا لما نراه منقوش فى المقاير المصريةولكن مع ظهزر الالة الحديثة اختفى النورج
This short document contains 6 photos from various photographers with captions related to medicine, nature, and design. It concludes by inviting the reader to create their own presentation using Haiku Deck on SlideShare.
Kisi-kisi soal ulangan harian fisika kelas 3 memuat standar kompetensi dan materi tentang pemuaian zat padat, cair, dan gas. Beberapa indikator yang akan diujikan meliputi kemampuan siswa menentukan alat dan zat yang mengalami pemuaian, menghitung panjang logam setelah dipanaskan, serta manfaat pemuaian dalam kehidupan sehari-hari. Soal akan berupa pilihan ganda dan esai.
The document discusses various types of breakpoints available in Xcode such as setting breakpoints to print variables, continue execution automatically, execute based on a condition, play a sound, run a shell command, log or talk, execute multiple actions, set multiple breakpoints on one line, use symbolic breakpoints, catch exceptions, swift errors, OpenGL errors, or test failures. It also acknowledges that the content was copied from another source.
The document outlines the agenda for CNO Financial Group's 2012 Investor Day, including presentations on CNO's strategy, segment growth strategies, target markets and distribution, investments, and financial overview. Speakers include the CEO, CBO, presidents of the company's business segments, and CFO. The event was intended to provide investors with an update on CNO's business and strategic direction.
Cenário Botafogo, Lançamento Mozak, Apartamentos no Rio, 2 quartos em Botafog...Suely Maia
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This document discusses the "Four P's" framework for maximizing an internet sales department. It identifies the four key areas or "quadrants" as Products, People, Process, and Promotions. For each area, it provides examples of factors to consider such as tools, training, social media strategies, and processes for phone calls, follow up, and handling objections. It emphasizes that the four areas must work together synergistically. The document concludes with a case study example of a dealership that created an internet sales department but is struggling to increase sales. It prompts the reader to suggest changes the dealership could make within each of the four quadrants to help the department succeed.
The group had to choose a song for a music video that appealed to all their different music tastes, and they selected "Hall of Fame" by The Script. They developed a narrative about a boy trying to get his girlfriend back and improve himself after a breakup. The document outlines their plans for the music video's target audience, locations, props, characters, and clothing.
The document outlines the agenda and logistics for the Coach Retreat Boston 2014 event. It provides details about the facilitators, event sponsors, and describes that the retreat will involve coaching exercises and techniques like free style coaching, click rewind, yes and coaching, appreciative inquiry, solution focused coaching, crucial conversations, and real options. It concludes with information on how to stay connected after the event.
This document analyzes the cultural content in English language textbooks used in Turkish elementary schools. It finds that the 3rd grade textbook contains more total cultural items than the 4th grade textbook. Both textbooks contain more target and international cultural items than native Turkish cultural items. The document concludes that the textbooks do not present cultural aspects in a well-balanced way between native, target, and international cultures. It suggests textbooks could benefit from richer and more diverse cultural content.
Sociolinguistics studies the relationship between language and society. It examines how social structures influence language use and how language variations are used to convey social meanings. Sociolinguists collect data on linguistic variations and their social contexts through methods like observation, elicitation, interviews, and statistical analysis of large speech samples. Their goal is to understand the systematic social patterns underlying linguistic variation and language use.
This article discusses an approach to ESL/EFL teaching that aims to help teachers bridge the gap between theoretical knowledge and practical application in the classroom. It proposes integrating an understanding of language variation across communication contexts, using corpus-based descriptive grammar, and incorporating scaffolded language learning activities based on sociocultural theory. This specific approach is intended to address challenges faced by K-12 teachers in connecting theory to practice by providing concrete models of language use.
This document discusses the importance of teaching culture as part of language learning. It provides background on the historical debate around incorporating culture in language teaching. Several experts are cited arguing that language and culture are intrinsically linked, and that fully understanding a language requires understanding the cultural contexts and perspectives of its speakers. The document also summarizes several benefits of teaching culture according to experts, such as motivating students and helping them communicate more effectively with native speakers.
This document provides an overview of key concepts in sociolinguistics. It discusses how sociolinguistics examines language variation according to social factors like age, gender, education level, occupation, and social class. Some key findings are:
1) Social dialects vary regionally and according to social class. Working class speakers tend to use features that differ from middle class speakers, marking social status.
2) Social markers like pronunciation patterns (e.g. dropping /r/ sounds) can signify membership in social groups. Features associated with less education often indicate lower class.
3) Basil Bernstein identified "elaborated codes" used by middle/upper classes that emphasize individual expression, and "restricted codes
Second language acquisition and english language teachingOsnovna šola Pivka
This document discusses theories of second language acquisition and their influence on English language teaching. It examines key theories that have attempted to influence SLA over time, from behaviourism to cognitive approaches. While early theories focused on linguistic and psycholinguistic factors, more recent theories emphasize the importance of social and sociolinguistic factors in language learning. The document also discusses factors that influence the amount and type of language input learners receive, and how this impacts the development and success of second language acquisition.
This document discusses the importance of including culture in English as a foreign language (EFL) teaching. It outlines the development of incorporating culture into language teaching over time, from an early focus on literature to the rise of communicative language teaching. The document argues that culture and language are inseparable, so language teaching is inherently cultural teaching. It also notes that developing communicative competence, a key goal of language education, requires understanding cultural contexts. Overall, the document makes the case that teaching culture is inevitable for effective EFL instruction.
An Introduction To Applied Linguistics IntroductionLori Moore
Applied linguistics (AL) is a new interdisciplinary field that draws on theories from linguistics and other disciplines like psychology and sociology to address real-world language problems. While there is no single agreed upon definition, AL generally involves using knowledge about language learning and use to solve practical problems. It is problem-driven rather than theory-driven. Common areas of focus include second language acquisition, literacy, language policy, and translation. Theories in AL come from various contributing disciplines. AL approaches problems by asking questions from linguistics, psychology, and other fields to better understand the issue and potential solutions.
How Culture And Perception Are Directly Influenced By...Tiffany Graham
Here are some key special factors and issues an EL professional faces in identifying if an EL student's problem indicates a special education issue or normal language acquisition:
- Lack of appropriate assessment tools that are culturally and linguistically relevant for EL students at different English proficiency levels. Standardized tests may not accurately reflect an EL student's skills.
- Difficulty distinguishing between a learning disability versus normal second language acquisition challenges. Features of SLA like errors in grammar/pronunciation can mask an underlying disability.
- Impact of sociocultural/linguistic differences that can place ELs at an academic disadvantage regardless of cognitive abilities. Cultural norms around learning may differ.
- Scarcity of qualified EL professionals with expertise
Linguistics is the scientific study of human language including its structure, use, and the implications of these. It can be divided into theoretical linguistics, which studies the structural properties of language through topics like phonetics, phonology, morphology and syntax, and experimental and applied linguistics, which studies language in relation to other fields through topics like bilingualism, dialectology, historical linguistics, and language acquisition. Linguistics allows for many different approaches including descriptive/theoretical, synchronic/diachronic, and functional. It has wide applications in fields such as artificial intelligence, forensic linguistics, lexicography, machine translation, speech therapy, speech recognition, and language teaching.
This is a presentation on the challenges of Applied Linguistics. Specifically, it tackles on the Standard Language, The Differing Views of Native Speakers and Sociocultural Theory
The Input Learner Learners Forward Throughout...Tiffany Sandoval
This document provides an analysis of Robert Frost's poem "Stopping by Woods on a Snowy Evening" through a linguistic and stylistic lens. It introduces stylistics as the study of appropriate language use and style in writing. The analysis will examine Frost's style and how it shapes the interpretation of the poem. It describes Frost as an American poet known for his philosophical poetry dealing with existential questions about life, death, and humanity's place in the universe. The analysis will observe Frost's style in this particular poem.
Applied linguistics is the study of language in relation to practical problems. It originated in language education but now applies to other fields like speech therapy and translation. According to the document, applied linguistics aims to investigate language problems and find practical solutions. It draws from various disciplines like linguistics, psychology, and sociology. Applied linguistics covers areas like second language teaching and learning, as well as language disorders, therapy, and professional language uses. The overall goal is to better understand language's role in human affairs and provide knowledge to make language-related decisions.
1. Contrastive analysis involves comparing pairs of languages to identify their differences and similarities, with the goal of informing fields like language teaching and translation. It provides a link between linguistic theory and practical application.
2. In the mid-20th century, contrastive analysis was explicitly formulated and widely used to predict difficulties in foreign language learning based on comparisons of the native language and target language. However, it lacked foundations in learning psychology and its predictions proved unreliable.
3. More recent contrastive analysis focuses less on direct applications and more on theoretical questions of why languages differ, informed by linguistic typology. It aims to increase language awareness for learners rather than predict errors.
1. Contrastive analysis involves comparing pairs of languages to identify their differences and similarities, with the goal of informing fields like language teaching and translation. It provides a link between linguistic theory and practical application.
2. In the mid-20th century, contrastive analysis was explicitly formulated and widely used to predict difficulties in foreign language learning based on comparisons of the native language and target language. However, it lacked foundations in learning psychology and its predictions proved unreliable.
3. More recent contrastive analysis focuses less on direct applications and more on theoretical questions of why languages differ, informed by linguistic typology. It aims to create language awareness and remains relevant despite early shortcomings.
9300AWEEK 1 What is language Our relationship with language. T.docxblondellchancy
9300A
WEEK 1: What is language? Our relationship with language. The Study of L2 Acquisition.
Readings:
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford
University Press. Chapter 1.
· As never before, people have had to learn a second language, not just as a pleasing pastime, but often as a means of obtaining an education or securing employment. At such a time, there is an obvious need to discover more about how second languages are learned. (学习二语的原因:why do you need to learn English? Is there have some special reason to learn [academic, daily life])
· ‘L2 acquisition’, then, can be defined as the way in which people learn a language other than their mother tongue, inside or out side of a classroom, and ‘Second Language Acquisition’ (SLA) as the study of this. [do you think you are a successful second language learner? Why? How you did it?]
· What are the goals of sla: learner language [how learners’ accents change over time. Another might be the words learners use; how learners build up their vocabulary.]
· What type of input facilitates learning? [do learners benefit more from input that has been simplified for them or from the authentic language of native-speaker communication?
· The goals of SLA, then, are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others.
·
WEEK 2: First Language Acquisition
Readings:
Yule, G. (2016). The study of language. Cambridge university press. P.170-181 Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford
University Press. Chapter 1
Yule: By the age of two-and-a-half, the child’s vocabulary is expanding rapidly and the child is initiating more talk while increased physical activity includes running and jumping. By three, the vocabulary has grown to hundreds of words and pronunciation has become closer to the form of adult language. At this point, it is worth considering what kind of influence the adults have in the development of the child’s speech.
Morphology; syntax
Lightbown: How do children accomplish this? What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language?
【Which stage do you think is the fastest progress in your second language?】
【How the interviewee’s knowledge of English grammar developed during the time? (if you cannot remember the learning processes, you can think what did you do, how does you try to learn an L2)】p.008
[学习者有没有背单词,是long-term memory 还是working memory?(cognition)]
Negation对立面p.9
WEEK 3: Behaviourism and Contrastive Analysis Hypothesis
Readings:
Brown, H. D. (2000). Principles of language learning and teaching. P.69-71
Ellis, R. (2015). Understanding second ...
The document discusses the history and evolution of language teaching methodology over the 20th century. It begins by explaining how the concept of systematic language teaching methods emerged. It then defines methodology and distinguishes between methods and approaches. Several influential methods from the mid-20th century are described, including Situational Language Teaching, Audio-Lingualism, and Communicative Language Teaching. The document concludes by speculating about potential future directions for language teaching methodology.
Foreign language speaking anxiety among Algerian students Germany 2008
1.
2. 1 Norms in educational linguistics: An introduction
Christiane Brand, Thorsten Brato, Stefanie Dose and Sandra Götz
Justus Liebig University Giessen
1.1 Educational linguistics: An emerging field of study
The articles in the present volume are all concerned with norms in educational lin-
guistics – but what exactly is educational linguistics (EL)? To explore the notion of
EL, we will first take a brief look at possible definitions, its relationship to applied
linguistics (AL) and its significance for research and teaching at the University of
Giessen. This leads us to the second point, i.e. the concept of ‘norms’ and its rele-
vance to EL; in other words, the reason why we have decided on dedicating a sym-
posium to the relationship between norms and this particular field. Finally, short
summaries of the contributions to this volume give an overview of the richness,
diversity and interdisciplinarity involved in this captivating topic.
As an articulated field of study, EL is relatively young, as its foundation only
dates back some 30-40 years. It was first named, defined and described by Bernard
Spolsky in the 1970s (e.g. Spolsky 1971, 1974, 1978) and continues to establish it-
self in the 21st century. What is probably obvious to someone who has never heard
of ‘educational linguistics’ as a discipline is that it can be situated somewhere at the
intersection of educational and linguistic concerns. A definition by Francis Hult
suggests that “[e]ducational linguistics is an area of study that integrates the re-
search tools of linguistics and other related disciplines of the social sciences in or-
der to investigate holistically the broad range of issues related to language and
education” (Hult 2008: 10). At first sight this also seems to hold true for applied
linguistics. However, researchers suggest that educational linguistics is to be sepa-
rated from AL (cf. Hornberger 2001; Hult 2008; Spolsky 2008).
The field of AL itself has been notoriously difficult to describe and we can now
distinguish various points on a continuum between a very narrow and a very wide
definition. In a nutshell, the former is exclusively concerned with the teaching of
foreign languages, while the latter covers “everything but language theory, history
and description” (Spolsky 1999: 1), i.e. fields such as lexicography, translation, lan-
guage planning, language teaching etc. Not all interests in AL are thus necessarily
tied to educational issues, which is why Bernard Spolsky defined a new field that
could be considered a subfield within the larger discipline of AL in its wider sense:
“It was the very lack of a core in applied linguistics that led me to propose educa-
tional linguistics. On the analogy of educational psychology, I hoped it would be
possible to define a field relevant to education but based on linguistics” (Spolsky
2008: 2). Education naturally interacts with language in numerous ways. As a con-
sequence, the scope of EL under this definition is fairly wide, ranging from issues
such as ‘vernacular dialect use at school’ to ‘second language phonological acquisi-
3. 2 Christiane Brand, Thorsten Brato, Stefanie Dose and Sandra Götz
tion’ and ‘teacher training in linguistics’. Spolsky elaborated his previous conception
of EL over the years in so far as he now views EL’s core task as “providing the in-
struments for designing language policy and for implementing language education
management” (Spolsky 2008: 3).
EL is continually expanding as an independent area of study all over the globe,
which is also indicated by the growing number of publications and university pro-
grams in this field. Yet, EL is still in its infancy in Europe. At Justus Liebig Univer-
sity Giessen, the definition of EL is somewhat wider than that of Hornberger
(2001), Hult (2008) or Spolsky (2008). This is also reflected in the various interdis-
ciplinary EL-related research and teaching activities at this institution. At the Uni-
versity of Giessen, EL focuses on the conceptual and methodological combination
of linguistic and language-pedagogical research with regard to socially relevant is-
sues and questions related to education and teaching.
1.2 The concept of norms in educational linguistics
1. a. That which is a model or a pattern; a type, a standard. […] b. A standard or pattern
of social behaviour that is accepted in or expected of a group. Usu. in pl. […] c. A value
used as a reference standard for purposes of comparison (OED 2009: ‘norm’)
In the educational-linguistic context, norms appear to be a particularly interesting
object for study because norms and the related issue of standards play an important
role on a number of levels in the complex interplay of language, culture, society and
education. Education, or rather, educational institutions, shape a society and the
people that live in it, but society or culture can also influence education. Certain
norms, here understood in the classic sociological sense as ‘accepted and expected
patterns of social behaviour’ (cf. the OED 2009 definition 1. b.) are thus formed,
fostered, perpetuated and sometimes even deconstructed or newly created in social-
izing institutions such as schools and higher education. It is at schools, among
other places, that children acquire a sense of what is ‘normal’, what kind of behav-
iour is acceptable and expected of them – not only because that is where they see
many other people do the same things or behave in the same way, but also because
educational institutions function as an authority which explicitly teaches them cer-
tain norms. Of course, then, these dynamics also apply to language norms as a spe-
cial type of social norms. Language norms and standards represent everyday issues
in an educational context, even though we might not always be aware of the extent.
Language norms come into play e.g. when the selection of the language of instruc-
tion is concerned, when first, second or foreign languages are learned, when curri-
cula are designed (an example of an explicit set of norms formulated for the foreign
language classrooms in Europe is the Common European Framework of Reference for
Languages [Council of Europe 2001]) and when reference and teaching materials
such as dictionaries, grammars (as result of codification) and textbooks are de-
signed. These are but a few examples. Language policy and language management
4. Norms in educational linguistics 3
in general are further areas in which the discussion about norms can have an enor-
mous impact, both in monolingual countries like France and Poland, as well as in
many highly multilingual countries such as some of the former colonies in Africa.
Which language or variety is regarded valuable enough to be made the official lan-
guage and express the country’s identity – that of the majority of the population,
that of the former coloniser or a combination of local and coloniser languages? The
answers to these questions always influence education in a variety of ways, too, of
course.
The question of what exactly constitutes a norm is one that is extremely hard to
answer and always relies on a society’s cultural values. While some norms are gen-
erally accepted without much discussion or even consideration (e.g. that the typical
paper size in Germany is DIN A4), when it comes to language, the question of
norms and how to deal with them is discussed much more vigorously. Thus, it is
no surprise that also in EL there is no clear-cut definition of what constitutes a
norm. The matter is further complicated by the fact that most of the ‘factors’ and
disciplines involved in EL – such as those mentioned in Spolsky’s (1999: 2-6) tax-
onomy of EL1
and the “core themes”2
described in Spolsky and Hult (2008) – con-
tribute their own, sometimes even opposing, set of norms.
If we just focus on the linguistic side, there are those who argue that norms are
a set of grammatical rules that have to be followed, whereas sociolinguists have ar-
gued for a variety of other forms of linguistic norms such as that of “communica-
tive adequacy” (Gloy 1976: 335, 1980: 364, cited in Neuland 1996: 57). This
approach takes into account linguistic factors (grammatical and stylistic norms,
norms for oral, written and non-verbal communication), social factors (age, gender,
hierarchy) and legitimation criteria (cultural authorities, clerical elite, forms that de-
veloped historically, supraregional span, mutual understandability). They even argue
for the logic of the nonstandard (Labov 1969), which in educational contexts is of-
ten referred to as ‘wrong’ or as an ‘error’ (Hudson 2004: 109).
When talking about norms, then, it is essential to be aware of the double mean-
ing of the word ‘norm’ as describing both normal, as in ‘common, usual, used in
everyday settings’, but also normative, as in ‘what is valued most highly and thus is
considered most prestigious’ (Favreau this volume: 74): the standard (also see the
OED definition above). In other words, we can distinguish between a descriptive
and a prescriptive sense of a ‘norm’. For sociolinguists, nonstandard usage and
variation is the norm. In teaching, on the other hand, and especially in foreign lan-
guage teaching, a norm that is prescriptive and normative is common and to a large
extent necessitated by the practical needs of the language classroom. Nonstandard
1
Spolsky includes the following factors: social context, individual learner, school context, teach-
ing language, teaching additional languages and language testing.
2
These are linguistically and culturally responsive education, language education policy and man-
agement, literary development and language assessment.
5. 4 Christiane Brand, Thorsten Brato, Stefanie Dose and Sandra Götz
and variant forms are often restricted to a minimum, such as the differences be-
tween British and American English.
Questions like those mentioned above warrant further discussion of the con-
cept of norms in the context of educational linguistics. For our symposium, we de-
cided to focus on three major areas which appeared to be particularly promising
research fields: first of all, Language policy as a reflection of cultural norms. Language
norms are an influential tool to codify, maintain or revive the own language or lan-
guage variety, sometimes also to consciously distance oneself from ‘the Other’, i.e.
other languages or language varieties. Secondly, Norm, standard, deviation. Language
norms in the sense of ‘standards’ tend to be developed slowly over time (influenced
by language-internal and -external factors) and are just as constructed as the devia-
tions from them; they are furthermore subject to change. Linguistic research into
language variation and change has long been a rewarding endeavour. The third
thematic area was titled Target norms in foreign language teaching. Pluricentric languages
are particularly challenging in the foreign language classroom, but different styles
and registers of languages are topics that have also received more attention in the
past years. Furthermore, there are interesting questions such as how to deal with
mistakes or errors and there is also the tension between a ‘focus on forms’ and a
‘focus on meaning’.
The multifaceted nature of EL, i.e. the multitude of philologies, theoretical
frameworks and applications involved is also reflected in the papers presented at
our conference in September 2008 and consequently in the contributions to the
present conference proceedings as well.
1.3 Overview of chapters
In accordance with the foci of our symposium, we have structured the present
book in four major parts, beginning with a thematic section on Language policy as a
reflection of cultural norms. The first contribution in this section is the paper by the
founding father of educational linguistics, Bernard Spolsky. He illustrates the Na-
vajo Reading Study, which he describes as the starting point for exploring the rich-
ness of educational linguistics. Spolsky gives an account of the beginning of the
process and shows how he and his team found that linguistic science proved to be
useful in dealing with the challenges posed by bilingual education. Almost 40 years
ago they put science into practice by setting up a Navajo/English education
scheme in the Southwestern US. The insights of this study are still valuable today.
The paper by Ruth Bartholomä focuses on textbooks as a means for language
planning in schools. She uses the Tatar language in Russia to illustrate issues of lan-
guage policy in Russia from a diachronic perspective. Tatar belongs to the Turkic
languages and is an everyday language that was subject to norm debates throughout
the last century. Bartholomä focuses on the development of a written norm repre-
sented in dictionaries, official wordlists and most importantly textbooks used in the
education of children in the 1920s, 1930s and 1990s.
6. Norms in educational linguistics 5
The second section of the book deals with the theme of Norm, standard, devia-
tion. Richard Hudson sets the scene by first discussing each of the three concepts
individually to subsequently bring them together, focusing on their importance to
the field of educational linguistics. In doing so, he questions the idea of norm and
deviation and makes a plea for a more flexible approach that shows greater toler-
ance for diversity. Hudson outlines in detail the relevance of tackling these issues as
he points out their practical implications for education and linguistics as well as for
cultural studies.
The second paper in this section by Chahrazed Messadh discusses foreign
language speaking anxiety among students. She reports on a research study con-
ducted in Algeria and introduces the idea of speaking anxiety as a factor relevant to
curriculum design and foreign language speaking instruction in an EFL university
context. Messadh illustrates different variables, ranging from personal to proce-
dural, that could have an influence on the level of anxiety in the beginners’ and ad-
vanced learners’ classroom. She uses a modified version of the FLCAS developed
by Horwitz et al. (1986) as a primary instrument to measure anxiety and imple-
ments focus groups to examine the participants’ beliefs, experiences, and feelings
related to anxiety in foreign language speaking.
Hélène Favreau’s contribution to the section tackles linguistic norms and
standards from a social perspective. She poses the question of the likelihood and
extent of social exclusion if norms and standards are not shared by both teacher
and learner. She discusses attitudes towards given norms in France and illustrates
the consequences for institutional education. Favreau’s particular interest is the
identity-constructing function of different sociolinguistic norms and the deviance
between standard and non-standard forms. She outlines how norms can act as a
tool of exclusion rather than communication and how this might result in a pro-
found social depreciation on the part of some speakers.
Mailin Antomo concludes the theme of norm, standard and deviation with a
discussion about major syntactic, semantic and pragmatic differences that arise
from different possible verb placements in German adverbial clauses of
cause/reason with weil (= ‘because’). She takes differences in spoken and written
German into consideration and examines verb placement in canonical vs. non-
canonical subordinate and coordinate clauses. Antomo emphasises the importance
of integrating her findings into German grammar teaching to increase the learners’
awareness of register differences and the adequacy of the variants in specific con-
texts.
The third section of this volume focuses on Target norms in foreign language teach-
ing. In the first paper Frank G. Königs presents a survey of how researchers in
foreign language teaching have gradually been including the – originally linguistic –
discussion about language norms in their research field. Based on this framework,
he critically discusses the learner-centred approach to foreign language teaching and
7. 6 Christiane Brand, Thorsten Brato, Stefanie Dose and Sandra Götz
illustrates different scenarios of potential conflicts arising from the inclusion of dif-
ferent degrees of normativity in the foreign language classroom.
In his empirical study, Ralf Gießler investigates the written output of German
learners of English. He based his study on the (poor) performance of learners from
secondary schools in state-wide mandatory assessments and large-scale assess-
ments. Gießler’s qualitative analysis of learner texts from 2005 reveals that the
learners’ poor performance is to a large extent caused by their limited access to fre-
quently used prefabricated units, chunks and sentence patterns in English. As a
consequence, Gießler makes a plea for a greater focus on these particular areas in
foreign language teaching.
Gabriela Marques-Schäfer and Eva Platten continue this section by taking
the discussion of norms in foreign language teaching to the World Wide Web. They
investigate how learners of German as a foreign language deal with explicit and im-
plicit norms in a supervised and unsupervised didactic chat as well as in an unsu-
pervised Wiki Web. They reveal that learners follow the explicit linguistic and social
norms more often in the Wiki Web than in the chat (especially when the chat is
unsupervised), but they also show major parallels of how learners deal with the im-
plicit norms in both media, e.g. they strive for a high level of well-formedness of
their output.
Eirini Monsela focuses in her paper on the different realisations of speech
acts in German and Greek and puts special emphasis on the differences between
how two verbs are used in the two languages in the perfect and the preterite. Her
study reveals some areas that are especially error-prone for Greek learners of Ger-
man and offers concrete exercises that cover these difficult areas.
Martina Möllering completes the present volume in the final section with her
paper on language norms and integration. She addresses the different concepts of
norms discussed in the previous sections by describing the role of educational lin-
guistics in today’s multicultural and global society. She outlines the impact that lan-
guage norms and language standards have on specifying (minimum) language
requirements in the context of immigration and the conferral of citizenship in Aus-
tralia and Germany. In doing so, Möllering emphasises the importance of future
research in the field of EL as its practical implications are of major relevance in our
era of increasing globalisation.
References
Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, teaching,
assessment. Cambridge: Cambridge University Press.
Hornberger, Nancy H. 2001. “Educational linguistics as a field: A view from Penn’s program on
the occasion of its 25th anniversary”. Working Papers in Educational Linguistics 17 (1-2), 1-26.
Horwitz, Elaine K., Michael B. Horwitz and Joann Cope. 1986. “Foreign language classroom
anxiety scale”. Modern Language Journal 70 (2), 125-132.