Introduction-to-sociolinguistics
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This document discusses sociolinguistics and introduces several key concepts. It defines sociolinguistics as studying the relationship between language and society, and how social factors can influence linguistic variation. It examines why individuals may use language differently depending on social context like the participant, setting, topic and function. Varieties and codes are defined, and Hong Kong is presented as a multilingual speech community with both individual and societal bilingualism.
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Sociolinguistics (Paper)
This document provides an introduction to sociolinguistics. It begins by defining sociolinguistics as the study of the relationship between language and the social context in which it is used. It explains that sociolinguistics examines how people use language differently in various social settings and how language conveys social meaning. The document then discusses key topics in sociolinguistics, including language versus dialect, regional dialects, social dialects, and language variations based on style, register and social beliefs. It provides examples of how language usage varies based on social factors like region, socioeconomic class, gender, and education level.
13 july who owns english
- The document discusses the complexities in defining types of English language teaching and learning. There are many acronyms used to describe contexts such as ESL, EFL, and ELF.
- Young learners are best served by finding their own voice in the language, taking risks before focusing on accuracy, and learning about other cultures through collaboration with other English learners.
- There is no single 'real' English, as the language constantly evolves through borrowing words from other languages. The distinctions between basic social English and academic English are important for teaching.
Multilingual societies Language and IdentityThi.docx
Multilingual
societies:
Language and
Identity
This session introduces you to:
Multi-lingual individuals
Multi-lingual societies:
Language choice in multilingual societies
Code-switching
Language and identity
Multi-lingual
individuals
TOPIC 1
Bi-/multi-lingual
individuals:
What does it mean to
be bilingual or
multilingual?
The ability to use more than one language to communicate
But to what level of competence?
Basic/minimal Advanced
Balanced bilingualism is rare
Very few bilinguals have equal competence or use their languages
equally.
• Typically, each person has a different mix of the four skills:
listening, speaking, reading, and writing.
• ‘Passive’ BL = stronger comprehension (listening) than speaking
competence
• Others may have advanced competence in more than 1 language
but have degrees of competence in different domains (e.g. work
vs home)
What about you?
When, where,
with whom do
you use each
language?
For each one,
rate your ability
in listening,
speaking,
reading and
writing
List the languages
in which you have
a degree of
competency
Multi-lingual individuals
First language (L1)
mother-tongue(s), native language(s), that we hear spoken from birth
Second language (L2)
language(s) learned later in childhood or adulthood
Different learning processes are involved:
acquisition (of L1) vs learning (of L2)
How do we become bilingual/multilingual?
Simultaneous bilingualism
2 or more languages are acquired simultaneously in early childhood.
Successive bilingualism
a person who already has competence in a L1 learns a L2 (or L3, L4 …)
How long does it take to acquire a L1?
Humans are biologically equipped to learn language in infancy:
We are born with brains that are ‘wired’ for language - the capacity to figure out
the grammar and words of the specific language(s) we hear spoken around us
Most of that learning is complete by 5 years of age for children in all cultures
How long does it take to learn a L2?
After puberty, deliberate effort or study is needed to master a language
Up to 10 or more years for full control of oral and written language.
◦ Basic interpersonal communication skills within 2 years.
◦ Academic language proficiency up to 8 years
(Cummins 1984)
To be effective, L2 learning requires
üFrequent input data
üMeaningful and authentic opportunities for using the language
üPerceived value and/or need for the language
üWillingness & motivation
Bilingual education in schools
Typically the L2 is taught in a ‘foreign language class’.
Much less often it is the medium of instruction
Foreign language class teaching in countries where one language is dominant
often fails:
◦ too little exposure
◦ not often enough
◦ started too late
◦ too few opportunities to use the language actively and authentically.
How did you learn
your L2, L3, L4…?
qForeign language class in
school/university?
...
English language for specific purposes
This document discusses English for Specific Purposes (ESP). It defines ESP as teaching English for a particular subject or profession. ESP emerged for three main reasons - changing needs, advances in linguistics focusing on real communication, and prioritizing learners. ESP has specific characteristics, including focusing on learners' needs and disciplines. It uses various teaching methods and technologies and is designed for intermediate or advanced students, especially in professional contexts.
9300AWEEK 1 What is language Our relationship with language. T.docx
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 ...
Bilingualism & Multilingualism
Source:
Wardhaugh, Ronald. 2006. An Introduction to Sociolinguistics (5th Ed). Malden,MA: Blackwell
Language Discrimination
The document discusses language discrimination and diversity. It defines linguistic discrimination as unfair treatment based solely on a person's use of language. This can lead to unjust treatment as people make judgments about others based on perceived traits related to their language. While most nations protect language diversity, discrimination still exists through prejudicial treatment of those who speak particular languages. The document proposes an activity-based framework to address language discrimination for elementary/junior students through role plays, documentaries, and presentations to promote understanding and inclusion of linguistic diversity.
Language (1)[1].pptx
language, a system of conventional spoken, manual (signed), or written symbols by means of which human beings, as members of a social group and participants in its culture, express themselves.
Recommended
Sociolinguistics (Paper)
This document provides an introduction to sociolinguistics. It begins by defining sociolinguistics as the study of the relationship between language and the social context in which it is used. It explains that sociolinguistics examines how people use language differently in various social settings and how language conveys social meaning. The document then discusses key topics in sociolinguistics, including language versus dialect, regional dialects, social dialects, and language variations based on style, register and social beliefs. It provides examples of how language usage varies based on social factors like region, socioeconomic class, gender, and education level.
13 july who owns english
- The document discusses the complexities in defining types of English language teaching and learning. There are many acronyms used to describe contexts such as ESL, EFL, and ELF.
- Young learners are best served by finding their own voice in the language, taking risks before focusing on accuracy, and learning about other cultures through collaboration with other English learners.
- There is no single 'real' English, as the language constantly evolves through borrowing words from other languages. The distinctions between basic social English and academic English are important for teaching.
Multilingual societies Language and IdentityThi.docx
Multilingual
societies:
Language and
Identity
This session introduces you to:
Multi-lingual individuals
Multi-lingual societies:
Language choice in multilingual societies
Code-switching
Language and identity
Multi-lingual
individuals
TOPIC 1
Bi-/multi-lingual
individuals:
What does it mean to
be bilingual or
multilingual?
The ability to use more than one language to communicate
But to what level of competence?
Basic/minimal Advanced
Balanced bilingualism is rare
Very few bilinguals have equal competence or use their languages
equally.
• Typically, each person has a different mix of the four skills:
listening, speaking, reading, and writing.
• ‘Passive’ BL = stronger comprehension (listening) than speaking
competence
• Others may have advanced competence in more than 1 language
but have degrees of competence in different domains (e.g. work
vs home)
What about you?
When, where,
with whom do
you use each
language?
For each one,
rate your ability
in listening,
speaking,
reading and
writing
List the languages
in which you have
a degree of
competency
Multi-lingual individuals
First language (L1)
mother-tongue(s), native language(s), that we hear spoken from birth
Second language (L2)
language(s) learned later in childhood or adulthood
Different learning processes are involved:
acquisition (of L1) vs learning (of L2)
How do we become bilingual/multilingual?
Simultaneous bilingualism
2 or more languages are acquired simultaneously in early childhood.
Successive bilingualism
a person who already has competence in a L1 learns a L2 (or L3, L4 …)
How long does it take to acquire a L1?
Humans are biologically equipped to learn language in infancy:
We are born with brains that are ‘wired’ for language - the capacity to figure out
the grammar and words of the specific language(s) we hear spoken around us
Most of that learning is complete by 5 years of age for children in all cultures
How long does it take to learn a L2?
After puberty, deliberate effort or study is needed to master a language
Up to 10 or more years for full control of oral and written language.
◦ Basic interpersonal communication skills within 2 years.
◦ Academic language proficiency up to 8 years
(Cummins 1984)
To be effective, L2 learning requires
üFrequent input data
üMeaningful and authentic opportunities for using the language
üPerceived value and/or need for the language
üWillingness & motivation
Bilingual education in schools
Typically the L2 is taught in a ‘foreign language class’.
Much less often it is the medium of instruction
Foreign language class teaching in countries where one language is dominant
often fails:
◦ too little exposure
◦ not often enough
◦ started too late
◦ too few opportunities to use the language actively and authentically.
How did you learn
your L2, L3, L4…?
qForeign language class in
school/university?
...
English language for specific purposes
This document discusses English for Specific Purposes (ESP). It defines ESP as teaching English for a particular subject or profession. ESP emerged for three main reasons - changing needs, advances in linguistics focusing on real communication, and prioritizing learners. ESP has specific characteristics, including focusing on learners' needs and disciplines. It uses various teaching methods and technologies and is designed for intermediate or advanced students, especially in professional contexts.
9300AWEEK 1 What is language Our relationship with language. T.docx
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 ...
Bilingualism & Multilingualism
Source:
Wardhaugh, Ronald. 2006. An Introduction to Sociolinguistics (5th Ed). Malden,MA: Blackwell
Language Discrimination
The document discusses language discrimination and diversity. It defines linguistic discrimination as unfair treatment based solely on a person's use of language. This can lead to unjust treatment as people make judgments about others based on perceived traits related to their language. While most nations protect language diversity, discrimination still exists through prejudicial treatment of those who speak particular languages. The document proposes an activity-based framework to address language discrimination for elementary/junior students through role plays, documentaries, and presentations to promote understanding and inclusion of linguistic diversity.
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The objectives of this course are to understand what makes language uniquely human and the similarities and differences between languages. Some key questions include how humans produce and distinguish sounds, how words and sentences are formed, and the relationship between language and the brain. The document discusses differences between human and animal communication systems, including that human languages have discrete infinity, displacement, and joint attention. Sign languages are considered full human languages. While most humans have language abilities, in rare cases individuals have been deprived of language due to various impairments. The evolutionary origins of language abilities in humans are debated. There are approximately 6,000-7,000 languages currently, though many are endangered or undocumented. Linguists study languages through various methods like archives,
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PDF created with pdfFactory Pro trial version www.pdffactory.com
u Is linguistics a method of teaching?
u Many language teachers and learners tend to
ask this question: Why should we teach or learn
linguistics?
u What is the importance of linguistics?
u What do linguistics and teacher deal with?
PDF created with pdfFactory Pro trial version www.pdffactory.com
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u What are the main branches of linguistics?
Linguistics is the scientific study of language. There are three
aspects to this study: language form, language meaning, and
language in context
PDF created with pdfFactory Pro trial version www.pdffactory.com
u phonetics (the study of the production, acoustics and
hearing of speech sounds)
u phonology (the patterning of sounds)
u morphology (the structure of words)
u syntax (the structure of sentences)
u semantics (meaning)
u pragmatics (language in context)
PDF created with pdfFactory Pro trial version www.pdffactory.com
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Morpholog
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PDF created with pdfFactory Pro trial version www.pdffactory.com
u Linguistics is a major that gives you insight into one of the
most intriguing aspects of human knowledge and behavior.
Majoring in linguistics means that you will learn about
many aspects of human language, including sounds
(phonetics, phonology), words (morphology), sentences
(syntax), and meaning (semantics). It can involve looking
at how languages change over time (historical linguistics);
how language varies from situation to situation, group to
group, and place to place (sociolinguistics, dialectology);
PDF created with pdfFactory Pro trial version www.pdffactory.com
u how people use language in context (pragmatics,
discourse analysis); how to model aspects of
language (computational linguistics); how people
acquire or learn language (language acquisition);
how people process language (psycholinguistics,
experimental linguistics); how language relates to
historical, social, and cultural issues
(anthropological linguistics); how language is
taught in a classroom setting, or how students
learn language (applied linguistics).
PDF created with pdfFactory Pro trial version www.pdffactory.com
One very good reason for studying linguistics is that
language is what makes us distinctly human. Lederer (1991)
puts it in the strongest terms: “The birth of language is the
dawn of humanity …. before we had words, we were not
human beings”
PDF created with pdfFactory Pro trial version www.pdffactory.com
u The relationship between linguistics and second language
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have argued that linguistics has nothing to say to the teacher.
Sampson (1980, p.10), says: "I do not believe that linguistics has
any contribution to make to the teaching of English or the
standard Europea
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how people process language (psycholinguistics,
experimental linguistics); how language relates to
historical, social, and cultural issues
(anthropological linguistics); how language is
taught in a classroom setting, or how students
learn language (applied linguistics).
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One very good reason for studying linguistics is that
language is what makes us distinctly human. Lederer (1991)
puts it in the strongest terms: “The birth of language is the
dawn of humanity …. before we had words, we were not
human beings”
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u The relationship between linguistics and second language
teaching has always been a controversial one. Many linguists
have argued that linguistics has nothing to say to the teacher.
Sampson (1980, p.10), says: "I do not believe that linguistics has
any contribution to make to the teaching of English or the
standard Europea
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Introduction-to-sociolinguistics
- 1. 1 Topic One Introduction to Sociolinguistics
- 2. 2 What do sociolinguistics study? The relationship between language and society How does society (who people are, what they do, who they are with) affect the ways people speak? What social factors can account for linguistic variation?
- 3. 3 Examples of aspects of sociolinguistics we will study in this module: Why do you use English (or Cantonese) differently when you talk to me (your lecturer) from when you talk to a stranger or when you talk to another student? Why do you use English (or Cantonese) differently when you talk to your fellow student in class from when you talk to her in the hostel?
- 4. 4 Why do you sometimes switch from Cantonese to English in the middle of a sentence? What are some of the differences between the ways men and women use language? Do people of different ages speak differently? What can a language tell about the social background of a person? Will a language die?
- 5. 5 How do languages change over time? What languages should we use or teach in school?
- 6. 6 What determines language use? Why do you use English (or Cantonese) differently when you talk to me (your lecturer) from when you talk to another student? Why do you use English (or Cantonese) differently when you talk to your fellow student in class from when you talk to her in the hostel?
- 7. 7 Factors determining language use The participants The setting The topic The function (Holmes p.8) Social dimensions Solidarity – social distance scale Status scale Formality scale Function scale
- 8. 8 What is a variety/code? Spolsky (1998) Sociolinguistics: ‘Variety’ is a term we use to include any identifiable kind of language Example: 1) Hakka and Cantonese are two varieties of Chinese 2) Holmes p.19: Indoubil – based on Swahili, drawing on French, English and Italian
- 9. 9 Read the following extract and decide how you would call it: a language, variety or code? Gary: day dreaming, haha, just feel bored and can’t concentrate. Dunno why –haha Phil: why can concentrate ar? Have ‘heart problem’?? Work hard ar, u will have present on Friday wor, and have 4 midterms. Don’t daydream la i will support you mentally ar Gary: thx. U make me feel warm studying in UST – university of stress and tension yes, there r many ppl watch me thru icq. I can be lazy and let them down!
- 10. 10 Hong Kong as a multilingual speech community Bilingual individuals (individual bilingualism) Bilingual society (societal bilingualism) A speech community
- 11. 11 What is the meaning of bilingualism? The ability to use two languages e.g. English & Chinese
- 12. 12 Are you a bilingual? one who possesses at least one of the language skills even to a minimal degree in the second language.” (Macnamara 1967) those who demonstrate complete mastery of two different languages without interference between the two linguistic processes.” (Oestreicher 1974)
- 13. 13 Are you a bilingual? bilingualism is understood…to begin at the point where the speaker of one language can produce complete meaningful utterances in the other language.” (Baetens-Beardsmore, 1982).
- 14. 14 What is individual bilingualism? Focus on the linguistic competence of individual persons What are your L1 and L2?
- 15. 15 What is an L1? This term is used in different, overlapping ways, and can mean a) the first language learnt; b) the stronger language; c) the mother tongue; d) the language most used Encyclopedia of bilingualism and bilingual education, Colin Baker (1998)
- 16. 16 What is an L2? This term is used in different, overlapping ways and can mean a) the second language; b) the weaker language; c) a language that is not the mother tongue; d) the less used language. Second language is sometimes used to cover 3rd or further languages.
- 17. 17 What is societal bilingualism? Focus on the roles and functions of different languages in one society Is Hong Kong a bilingual society? Must societal bilingualism come with individual bilingualism?