An introduction to the field of Linguistic Landscape and how the languages of public spaces can become a resource for language learning. Presented in Intermediate Spanish II classes, Columbia University, March 29, 2016
This document discusses sociolinguistics and the relationship between language and society. It explains that speech communities share linguistic norms and expectations, and that language varies based on social factors like class, education, age, gender, ethnicity, and style/register. Variations include social dialects, over and covert prestige, as well as differences in formal and informal registers depending on the context and audience.
Linguistic Landscape and its Implications for Language TeachingDave Malinowski
This document discusses using the linguistic landscape (LL) as a resource for language teaching and learning. It argues that the LL shows language as situated discourses that are multiple, contingent, and ideologically charged. It suggests language learners can both read and creatively act upon the LL, such as through reading, writing, performance and translation. Examples are given of projects involving the LL, such as neighborhood visits, translations, and creating one's own LL through school or community projects. Tools for mapping, annotating and discussing the LL digitally are also listed.
This document discusses language choice and code-switching in multilingual communities. It begins by outlining the goals of the chapter, which are to examine choosing language varieties or codes, the concept of diglossia, and code-switching. An example is provided of Kalala, who speaks several languages in his community, including Shi, Swahili, standard Zairean Swahili, kingwana, and Indoubil, choosing codes based on social factors. Diglossia is defined as two languages or dialects used by a single community for different functions. Code-switching occurs when a speaker alternates between languages or varieties in a single conversation, motivated by social factors and participant identity.
This document discusses language variation and the different varieties of language. It defines key terms like dialect, idiolect, and varieties. A dialect is a language variety spoken by a speech community that is distinguished by systematic features. An idiolect refers to the speech variety of an individual speaker. Varieties refer to forms of language associated with social factors like region, social class, situation, and individual. Dialects and varieties differ based on factors like geography, occupation, age, education, gender, and ethnicity. While some dialects have more prestige than others due to historical and social factors, all languages consist of dialects and everyone speaks at least one dialect.
Communicative competence involves both linguistic and sociolinguistic rules of language. It has four main components: linguistic competence involving grammar, sociolinguistic competence involving appropriate language use for different contexts, discourse competence involving coherent language structures, and strategic competence involving repairing communication breakdowns. Sociolinguistic competence, involving dialect, register, naturalness and cultural aspects, is particularly difficult for non-native speakers to acquire as it differs across cultures and languages.
1. Standard English is the variety used in printed materials like newspapers and books, and is the variety typically taught as a second language.
2. All language users speak with an accent and dialect, with accent describing aspects of pronunciation and dialect describing grammar, vocabulary, and pronunciation variations.
3. Isoglosses represent boundaries between linguistic features in dialects, and clusters of isoglosses define dialect boundaries across regions.
This document discusses styles and registers in language. It defines styles as varieties of language used for specific purposes, often analyzed on a scale of formality. Five levels of formality are described, ranging from oratorical style for public speaking to intimate style between close friends and family with no social inhibitions. Registers are varieties associated with occupational or socioeconomic groups, like legalese or the language of sports commentators. Verbal and nonverbal communication are also discussed, with nonverbal communication including body language, facial expressions, eye contact, space/proximity, artifacts, touch, and olfactory dimensions like smell.
This document summarizes key topics from a lesson on teaching bilingually:
- The lesson covers types of bilingualism like compound vs coordinate bilingualism and early vs late bilingualism. It also discusses language mixing phenomena like code-switching and code-mixing.
- The benefits of bilingualism discussed include increased intelligence, better memory and problem solving skills, career advantages, and delaying cognitive decline. Knowing a second language can boost brain function and mental flexibility.
- Bilingualism is shown to have cognitive advantages for developing better language awareness, classification skills, and storytelling compared to monolingualism. Growing up bilingual provides lifelong brain benefits.
This document discusses sociolinguistics and the relationship between language and society. It explains that speech communities share linguistic norms and expectations, and that language varies based on social factors like class, education, age, gender, ethnicity, and style/register. Variations include social dialects, over and covert prestige, as well as differences in formal and informal registers depending on the context and audience.
Linguistic Landscape and its Implications for Language TeachingDave Malinowski
This document discusses using the linguistic landscape (LL) as a resource for language teaching and learning. It argues that the LL shows language as situated discourses that are multiple, contingent, and ideologically charged. It suggests language learners can both read and creatively act upon the LL, such as through reading, writing, performance and translation. Examples are given of projects involving the LL, such as neighborhood visits, translations, and creating one's own LL through school or community projects. Tools for mapping, annotating and discussing the LL digitally are also listed.
This document discusses language choice and code-switching in multilingual communities. It begins by outlining the goals of the chapter, which are to examine choosing language varieties or codes, the concept of diglossia, and code-switching. An example is provided of Kalala, who speaks several languages in his community, including Shi, Swahili, standard Zairean Swahili, kingwana, and Indoubil, choosing codes based on social factors. Diglossia is defined as two languages or dialects used by a single community for different functions. Code-switching occurs when a speaker alternates between languages or varieties in a single conversation, motivated by social factors and participant identity.
This document discusses language variation and the different varieties of language. It defines key terms like dialect, idiolect, and varieties. A dialect is a language variety spoken by a speech community that is distinguished by systematic features. An idiolect refers to the speech variety of an individual speaker. Varieties refer to forms of language associated with social factors like region, social class, situation, and individual. Dialects and varieties differ based on factors like geography, occupation, age, education, gender, and ethnicity. While some dialects have more prestige than others due to historical and social factors, all languages consist of dialects and everyone speaks at least one dialect.
Communicative competence involves both linguistic and sociolinguistic rules of language. It has four main components: linguistic competence involving grammar, sociolinguistic competence involving appropriate language use for different contexts, discourse competence involving coherent language structures, and strategic competence involving repairing communication breakdowns. Sociolinguistic competence, involving dialect, register, naturalness and cultural aspects, is particularly difficult for non-native speakers to acquire as it differs across cultures and languages.
1. Standard English is the variety used in printed materials like newspapers and books, and is the variety typically taught as a second language.
2. All language users speak with an accent and dialect, with accent describing aspects of pronunciation and dialect describing grammar, vocabulary, and pronunciation variations.
3. Isoglosses represent boundaries between linguistic features in dialects, and clusters of isoglosses define dialect boundaries across regions.
This document discusses styles and registers in language. It defines styles as varieties of language used for specific purposes, often analyzed on a scale of formality. Five levels of formality are described, ranging from oratorical style for public speaking to intimate style between close friends and family with no social inhibitions. Registers are varieties associated with occupational or socioeconomic groups, like legalese or the language of sports commentators. Verbal and nonverbal communication are also discussed, with nonverbal communication including body language, facial expressions, eye contact, space/proximity, artifacts, touch, and olfactory dimensions like smell.
This document summarizes key topics from a lesson on teaching bilingually:
- The lesson covers types of bilingualism like compound vs coordinate bilingualism and early vs late bilingualism. It also discusses language mixing phenomena like code-switching and code-mixing.
- The benefits of bilingualism discussed include increased intelligence, better memory and problem solving skills, career advantages, and delaying cognitive decline. Knowing a second language can boost brain function and mental flexibility.
- Bilingualism is shown to have cognitive advantages for developing better language awareness, classification skills, and storytelling compared to monolingualism. Growing up bilingual provides lifelong brain benefits.
The document discusses the development of the English language in the Philippines. It traces the origins and spread of English from its introduction during British and American colonial rule to its current status as an official language. English is now an established part of the linguistic repertoire and culture in the Philippines, having developed unique characteristics through its indigenization process over generations of use and exposure.
This document discusses various types of language variation including dialects, sociolects, idiolects, registers, pidgins, and creoles. It notes that dialects are varieties of a language used by a specific group that share non-linguistic characteristics. Pidgins develop for communication between groups that don't share a common language, while creoles emerge when a pidgin becomes a community's native language.
The document discusses key concepts relating to speech communities. It defines a speech community as a group of people who interact through shared use of language and participation in common norms. While some definitions require all members to use the same language or dialect, most acknowledge that communities can be multilingual. Characteristics like shared social networks, values and beliefs help define communities more than sole reliance on linguistic criteria. Urban areas in particular may contain overlapping and intersecting speech communities with blurred boundaries.
This document discusses language maintenance and shift. It defines language maintenance as the continuing use of a minority language in the face of a dominant language, while language shift refers to one language displacing another in a community's linguistic repertoire. The document then examines factors that can contribute to language shift, including the prestige of the dominant language, economic pressures, and institutional domains like schools. It analyzes language shift patterns among migrant minorities, non-migrant minorities, and migrant majorities. Finally, it discusses factors that accelerate language shift and ways that minority languages can be maintained, such as through community ties, contact with homelands, institutional support, and positive language attitudes.
This document provides an introduction to sociolinguistics. It discusses how sociolinguistics examines the relationship between language and society, exploring how social factors influence language use and how language variations exist between social groups. Some key topics covered include the differences between micro and macrolinguistics, sociolinguistics versus the sociology of language, social factors that determine language choice like participants and setting, and social dimensions of language like solidarity scales. The conclusion emphasizes that sociolinguistics research how language is used in a community and how social relationships and contexts influence linguistic variation and choices in vocabulary, sounds, words and grammar.
Communication Accommodation Theory (CAT) proposes that people change their speech patterns, vocal characteristics, and gestures when communicating with others in order to be better understood. Developed by Howard Giles in 1973, CAT suggests that speakers may converge their speech towards another person's patterns or diverge from them. Convergence can occur downward from higher to lower social classes, upward from lower to higher classes, or mutually as both speakers adjust towards each other. The goal of accommodation is effective communication across differences in language, age, or other barriers.
Language planning and policy aim to address issues that newly independent post-colonial states face regarding their multi-ethnic populations and national identity, including what languages to adopt officially. After independence, Algeria's leaders followed a nationalist model and decided to promote Arabic through Arabization policies to help unify the country under their regime. Arabization imposed Arabic in administration, education, and public sector work to standardize the country's language and culture. It was a process that elevated Arabic from a foreign language to the national language of Algeria.
This document discusses the history and relationships between sociolinguistics and other related disciplines. It outlines that sociolinguistics emerged from the work of scholars like William Labov, Basil Bernstein, Dell Hymes, John Gumperz, Charles Ferguson, and Joshua Fishman in the 1960s-1970s. It also describes how sociolinguistics is linked to linguistics, sociology, pragmatics, and anthropology by examining the social influences on language use.
This document discusses language planning, which involves creating policies to direct or change language use. It defines language planning as attempts to modify a language's status or internal condition. The document outlines reasons for language planning like maintaining linguistic identities. It also describes the key concepts of status planning, which changes a language's function and rights, and corpus planning, which develops a language. Finally, it discusses four common ideologies and the four stages of language planning: selection, codification, modernization, and implementation.
Language is constantly changing across time, space, and social groups. It varies based on factors like age, region, and social status. Linguistic changes can spread from group to group and word to word through a community. Studies of language change examine reasons for changes and identify factors beyond age that influence the direction of changes over time. Social status and gender differences can also promote language change as variations are adopted as norms. Interaction between people provides opportunities for linguistic changes to spread.
This document discusses the field of sociolinguistics. It begins by defining sociolinguistics as the study of the relationship between language and society. The main areas studied in sociolinguistics are then outlined, including language varieties according to social class, region, and occupation. Additional topics covered are language contact between pidgins and creoles, language maintenance and shift, the causes and social aspects of language change, and approaches to language planning. In conclusion, sociolinguistics analyzes language use in real social contexts and considers language to be a social and cultural phenomenon.
This document discusses language and social class. It examines accents, dialects, and how factors like education, income, occupation and wealth determine social class. It describes William Labov's study of pronunciation of /r/ in department stores of different social classes. Labov found higher rates of /r/ pronunciation among upper-class customers and salespeople compared to middle and lower classes. The document concludes that language variation often reflects a speaker's social class, with lower classes using non-standard dialects and upper classes using standard dialects.
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
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Communicative competence refers to the ability to convey and interpret messages within social contexts. It includes pragmatic competence, or knowledge of how to use language appropriately in different social situations. A document discusses the components of communicative competence, which include linguistic, discourse, strategic, sociolinguistic, and sociocultural competence. It also discusses communicative language teaching and task-based instruction, which focus on developing learners' real-world communication abilities.
This document provides an overview of pidgins and creoles. It defines pidgins as contact languages that arise between distinct linguistic groups for communication, featuring reduced grammar and vocabulary. Creoles develop from pidgins when a new generation acquires the contact language as its native tongue, expanding its structure. The document outlines the processes of pidginization and creolization, and notes that creoles may decreolize over time to resemble the standard language. It provides examples of pidgins and creoles, and a model of their life cycle from jargon to creole and possible convergence with the standard form.
The document discusses the concept of social class and how class is related to language and dialect. It examines studies that have found correlations between social class and features of speech like pronunciation. Specifically, it outlines Labov's study in New York City department stores that found salespeople in higher-end stores pronounced postvocalic R sounds more than those in middle and lower-class stores, supporting the link between social class and linguistic variables.
1) Linguistic registers refer to how speakers vary their language based on different circumstances.
2) Registers include formal, consultative, casual, and intimate variations based on factors like social occasion, context, purpose, and audience.
3) Examples of registers include formal language used in professional settings, casual language used with friends and family, and intimate language shared privately between two people.
Communicative competence refers to an individual's knowledge and ability to use language appropriately in social contexts. It was proposed by Hymes as an expansion of Chomsky's notions of linguistic competence and performance. Hymes argued that communicative competence includes not just knowledge of grammar but also sociocultural knowledge necessary for effective communication. It encompasses grammatical, sociolinguistic, discourse and strategic competencies. Later theorists like Canale and Swain, and Bachman further developed and categorized the dimensions of communicative competence.
Acting on the Linguistic Landscape: Performativity, Translation, and other Po...Dave Malinowski
This document discusses using the linguistic landscape as a resource for language teaching and learning. It proposes that the linguistic landscape, which includes signs, advertisements, and other written language in public spaces, can help show language as situated within specific places and discourses. The performative nature of signs allows students to not just read but actively engage with the linguistic landscape. Examples are given of projects using the linguistic landscape, such as photographing signs, translating signs, and mapping language use within neighborhoods. The linguistic landscape is proposed as a spatial way to teach language that incorporates students' whole experience of places, sights, and sounds.
The document discusses the development of the English language in the Philippines. It traces the origins and spread of English from its introduction during British and American colonial rule to its current status as an official language. English is now an established part of the linguistic repertoire and culture in the Philippines, having developed unique characteristics through its indigenization process over generations of use and exposure.
This document discusses various types of language variation including dialects, sociolects, idiolects, registers, pidgins, and creoles. It notes that dialects are varieties of a language used by a specific group that share non-linguistic characteristics. Pidgins develop for communication between groups that don't share a common language, while creoles emerge when a pidgin becomes a community's native language.
The document discusses key concepts relating to speech communities. It defines a speech community as a group of people who interact through shared use of language and participation in common norms. While some definitions require all members to use the same language or dialect, most acknowledge that communities can be multilingual. Characteristics like shared social networks, values and beliefs help define communities more than sole reliance on linguistic criteria. Urban areas in particular may contain overlapping and intersecting speech communities with blurred boundaries.
This document discusses language maintenance and shift. It defines language maintenance as the continuing use of a minority language in the face of a dominant language, while language shift refers to one language displacing another in a community's linguistic repertoire. The document then examines factors that can contribute to language shift, including the prestige of the dominant language, economic pressures, and institutional domains like schools. It analyzes language shift patterns among migrant minorities, non-migrant minorities, and migrant majorities. Finally, it discusses factors that accelerate language shift and ways that minority languages can be maintained, such as through community ties, contact with homelands, institutional support, and positive language attitudes.
This document provides an introduction to sociolinguistics. It discusses how sociolinguistics examines the relationship between language and society, exploring how social factors influence language use and how language variations exist between social groups. Some key topics covered include the differences between micro and macrolinguistics, sociolinguistics versus the sociology of language, social factors that determine language choice like participants and setting, and social dimensions of language like solidarity scales. The conclusion emphasizes that sociolinguistics research how language is used in a community and how social relationships and contexts influence linguistic variation and choices in vocabulary, sounds, words and grammar.
Communication Accommodation Theory (CAT) proposes that people change their speech patterns, vocal characteristics, and gestures when communicating with others in order to be better understood. Developed by Howard Giles in 1973, CAT suggests that speakers may converge their speech towards another person's patterns or diverge from them. Convergence can occur downward from higher to lower social classes, upward from lower to higher classes, or mutually as both speakers adjust towards each other. The goal of accommodation is effective communication across differences in language, age, or other barriers.
Language planning and policy aim to address issues that newly independent post-colonial states face regarding their multi-ethnic populations and national identity, including what languages to adopt officially. After independence, Algeria's leaders followed a nationalist model and decided to promote Arabic through Arabization policies to help unify the country under their regime. Arabization imposed Arabic in administration, education, and public sector work to standardize the country's language and culture. It was a process that elevated Arabic from a foreign language to the national language of Algeria.
This document discusses the history and relationships between sociolinguistics and other related disciplines. It outlines that sociolinguistics emerged from the work of scholars like William Labov, Basil Bernstein, Dell Hymes, John Gumperz, Charles Ferguson, and Joshua Fishman in the 1960s-1970s. It also describes how sociolinguistics is linked to linguistics, sociology, pragmatics, and anthropology by examining the social influences on language use.
This document discusses language planning, which involves creating policies to direct or change language use. It defines language planning as attempts to modify a language's status or internal condition. The document outlines reasons for language planning like maintaining linguistic identities. It also describes the key concepts of status planning, which changes a language's function and rights, and corpus planning, which develops a language. Finally, it discusses four common ideologies and the four stages of language planning: selection, codification, modernization, and implementation.
Language is constantly changing across time, space, and social groups. It varies based on factors like age, region, and social status. Linguistic changes can spread from group to group and word to word through a community. Studies of language change examine reasons for changes and identify factors beyond age that influence the direction of changes over time. Social status and gender differences can also promote language change as variations are adopted as norms. Interaction between people provides opportunities for linguistic changes to spread.
This document discusses the field of sociolinguistics. It begins by defining sociolinguistics as the study of the relationship between language and society. The main areas studied in sociolinguistics are then outlined, including language varieties according to social class, region, and occupation. Additional topics covered are language contact between pidgins and creoles, language maintenance and shift, the causes and social aspects of language change, and approaches to language planning. In conclusion, sociolinguistics analyzes language use in real social contexts and considers language to be a social and cultural phenomenon.
This document discusses language and social class. It examines accents, dialects, and how factors like education, income, occupation and wealth determine social class. It describes William Labov's study of pronunciation of /r/ in department stores of different social classes. Labov found higher rates of /r/ pronunciation among upper-class customers and salespeople compared to middle and lower classes. The document concludes that language variation often reflects a speaker's social class, with lower classes using non-standard dialects and upper classes using standard dialects.
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Communicative competence refers to the ability to convey and interpret messages within social contexts. It includes pragmatic competence, or knowledge of how to use language appropriately in different social situations. A document discusses the components of communicative competence, which include linguistic, discourse, strategic, sociolinguistic, and sociocultural competence. It also discusses communicative language teaching and task-based instruction, which focus on developing learners' real-world communication abilities.
This document provides an overview of pidgins and creoles. It defines pidgins as contact languages that arise between distinct linguistic groups for communication, featuring reduced grammar and vocabulary. Creoles develop from pidgins when a new generation acquires the contact language as its native tongue, expanding its structure. The document outlines the processes of pidginization and creolization, and notes that creoles may decreolize over time to resemble the standard language. It provides examples of pidgins and creoles, and a model of their life cycle from jargon to creole and possible convergence with the standard form.
The document discusses the concept of social class and how class is related to language and dialect. It examines studies that have found correlations between social class and features of speech like pronunciation. Specifically, it outlines Labov's study in New York City department stores that found salespeople in higher-end stores pronounced postvocalic R sounds more than those in middle and lower-class stores, supporting the link between social class and linguistic variables.
1) Linguistic registers refer to how speakers vary their language based on different circumstances.
2) Registers include formal, consultative, casual, and intimate variations based on factors like social occasion, context, purpose, and audience.
3) Examples of registers include formal language used in professional settings, casual language used with friends and family, and intimate language shared privately between two people.
Communicative competence refers to an individual's knowledge and ability to use language appropriately in social contexts. It was proposed by Hymes as an expansion of Chomsky's notions of linguistic competence and performance. Hymes argued that communicative competence includes not just knowledge of grammar but also sociocultural knowledge necessary for effective communication. It encompasses grammatical, sociolinguistic, discourse and strategic competencies. Later theorists like Canale and Swain, and Bachman further developed and categorized the dimensions of communicative competence.
Acting on the Linguistic Landscape: Performativity, Translation, and other Po...Dave Malinowski
This document discusses using the linguistic landscape as a resource for language teaching and learning. It proposes that the linguistic landscape, which includes signs, advertisements, and other written language in public spaces, can help show language as situated within specific places and discourses. The performative nature of signs allows students to not just read but actively engage with the linguistic landscape. Examples are given of projects using the linguistic landscape, such as photographing signs, translating signs, and mapping language use within neighborhoods. The linguistic landscape is proposed as a spatial way to teach language that incorporates students' whole experience of places, sights, and sounds.
A pedagogy of_multiliteracies_designing_sociabluegrassjb
This presentation describes the theory of Multiliteracies as presented by the New London Group in their seminal article published in 1996 in the Harvard Educational Review.
1) Applied linguistics has historically studied language and culture separately but since the 1970s has incorporated a discourse approach that views culture as constructed through language use.
2) This shift was driven by developments in fields like conversation analysis, cross-cultural pragmatics, and intercultural communication.
3) While the discourse approach challenges essentialist views of culture, debates continue between structuralist and post-structuralist perspectives in research and practice.
Seeing and Reading the City (Charitos & Welsh, GLoCALL 2015)ColumbiaLRC
This document discusses using linguistic landscapes and reading signs in cities as a teaching method. It defines linguistic landscapes as the language used in public signs and describes cities as ideal environments to study how languages are presented in public spaces. The document proposes activities for language students to collect signage data, analyze patterns, and discuss how signs construct space and identity. It suggests students can develop research questions and test hypotheses about language use. Finally, it describes a proposed online platform for students to upload and organize photos of signs from different locations and languages.
This document discusses the concept of multiliteracies as developed by the New London Group. It was coined to describe the growing linguistic and cultural diversity in communities as well as the influence of new communication technologies where meaning is made through multimodal ways. The multiliteracies framework views knowledge and meaning as socially constructed and advocates for an education that develops flexible, active learners who can communicate and solve problems in diverse contexts rather than passively receiving information. It involves immersing students in experiences, overt instruction, critically analyzing socio-cultural contexts, and applying learning in new situations.
Rewriting the Classroom and the City: A Curriculum in Translation and Linguis...Dave Malinowski
This document outlines a project called "Translate New Haven" which aims to encourage students and residents in New Haven, CT to imagine and create a more multilingual city through translation of signage and other language resources. The project involves students in various activities designed to build awareness of the linguistic diversity in New Haven, develop skills in reading language in public spaces, and produce tangible multilingual resources through translation. Some key activities include surveying home and school languages, reading meanings and audiences of existing signs, and creating new multilingual signs and maps through the process of translation. The overall goal is to enrich civic life in New Haven by making public spaces more multilingually inclusive and accessible to diverse communities.
Place-Based Learning and the Language ClassroomDave Malinowski
A presentation and workshop for the Yale Center for Language Study's Instructional Innovation Workshop, May 17, 2016. By Stéphane Charitos (Columbia University) and David Malinowski (Yale University)
This document provides an overview of key concepts in sociolinguistics. It discusses how language varies based on social factors like region, social class, gender, and age. Some of the main topics covered include language vs. dialect, speech communities, linguistic variables and constraints on linguistic variation. Examples are given of classic sociolinguistic studies that examined how variables like (r) pronunciation in New York City and (ng) in New England varied based on social characteristics of the speaker. The document also discusses multilingualism, code-switching, language planning and vitality, and methods for conducting sociolinguistic research.
This document discusses key concepts in sociolinguistics. It begins by explaining how language serves social functions and conveys information about speakers. It then distinguishes between language and dialect, discussing dialect continua and how political and cultural factors influence language classification. The document outlines criteria for what constitutes a language versus a dialect. It discusses how language is tied to social structures and how dialects and accents are socially evaluated. The document also covers concepts like speech communities, communicative competence, linguistic variation, and the relationship between language and society.
This document provides an overview of key concepts in sociolinguistics. It discusses how language varies based on social factors like region, social class, gender, and age. Some of the main topics covered include language vs. dialect, speech communities, linguistic variables and constraints on linguistic variation. Examples are given of classic sociolinguistic studies that examined how variables like (r) pronunciation in New York City and (ng) in New England varied based on social characteristics of the speaker. The document also discusses multilingualism, code-switching, language planning and vitality, and methods for conducting sociolinguistic research.
Intercultural communication takes place when individuals from different cultural communities interact and negotiate shared meanings. Defining appropriate language use and nonverbal communication patterns can vary across cultures. Developing intercultural competence requires avoiding ethnocentrism and being sensitive to differences in areas like time orientation, values, and worldviews between cultures. Theories of intercultural communication aim to understand these cultural differences and how they can lead to misunderstandings if not properly navigated, such as through failures in sociopragmatic or pragmalinguistic use of language.
LAUD 2016: Learning to Translate Linguistic LandscapeDave Malinowski
Slides from my plenary talk at the LAUD Symposium in Landau, Germany, April 6, 2016.
Conference program and materials:
https://www.uni-koblenz-landau.de/de/landau/fb6/philologien/anglistik/laudsymposium2016
This document discusses various linguistic concepts related to sociolinguistics. It begins by explaining that language serves a social function in helping establish relationships and convey information about speakers. It then discusses the differences between language and dialect, as well as dialect and accent. Several key concepts are defined, including speech communities, communicative competence, linguistic variables, and constraints on linguistic variation. Methods of sociolinguistic data collection and analysis are outlined. Studies examining linguistic variation related to social factors are summarized. The concepts of style shifting, accommodation theory, dialect contact and levelling are also covered.
This document discusses language, culture and identity. It defines culture and lists some cultural parameters like individualism, power distance, uncertainty avoidance, gender roles, time orientation and tightness. It discusses stereotypes and how language shapes thought and frames our conceptual universe. It also discusses communities of practice, identity and language learning, linguistic relativity, acculturation, culture shock, social distance, attitudes, ideology, language policy, English as a lingua franca, linguistic imperialism and teaching intercultural competence.
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.
Talkin bout a Revoluition: New Literacies, New PracticesDrJoolz
1. The document discusses the evolution of the concept of literacy from traditional definitions focused on functional skills to broader definitions encompassing critical thinking and social practices in different contexts.
2. New definitions of literacy consider it as social practice embedded in cultural and community contexts using various modalities beyond just printed text.
3. Emerging technologies and digital media have created new forms of literacy practices described as new literacies that are more collaborative, participatory, and distributed across networks.
This document discusses culturally responsive teaching and provides examples of how to incorporate culturally responsive practices into an urban planning unit for 6th grade students. It proposes using cross-curricular lessons across subjects like math, science, literacy, and more to teach about urban planning. Examples of lessons include estimating land use, sustainable water sources, cultural demographics, and more. The document also provides guidance on ensuring instruction is culturally responsive through practices like content menus, oral history interviews, and considering multiple cultural perspectives.
This document discusses culturally responsive teaching and presents an example of a 6-week cross-curricular unit on urban planning that incorporates these principles. The unit involves lessons in multiple subjects like math, science, social studies, literacy, photography, and music. It aims to educate students about diverse cultural perspectives and validate different cultural experiences. Oral history interviews and analyzing communication styles help promote cross-cultural understanding. Ensuring all students feel included through approaches like differentiated instruction and heterogeneous grouping is also discussed.
Integrating currency, challenge and cultureZahra Mottaghi
This document discusses using authentic texts for language learning. It covers three main advantages: culture, currency, and challenge. For culture, authentic texts incorporate the target language culture and help learners build cultural schemata. For currency, authentic texts cover current topics and emerging language. They also better motivate learners. However, coursebooks struggle to represent diverse English cultures or learners' native cultures. The document proposes using local context-specific materials instead of global coursebooks. It also notes authentic texts provide intrinsically challenging but effective language input at all proficiency levels.
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Linguistic Landscape for Language Study
1. Language Learning in the
Linguistic Landscape
David Malinowski
Center for Language Study
Yale University
david.malinowski@yale.edu
@tildensky
An introduction for language students
Presented to:
Intermediate Spanish II
Columbia University
March 29, 2016
2. Structure of this slideshow
1. What is the “linguistic landscape” and why is
it important?
2. Language learning motivations: What can
focusing on the linguistic landscape do for
your language learning?
3. LL in practice: Language learning activities
and approaches
5. “The language of public road signs, advertising
billboards, street names, place names,
commercial shop signs, and public signs on
government building combines to form the
linguistic landscape of a given territory, region or
urban agglomeration”
Landry & Bourhis (1997)
What is linguistic landscape?
(older definition)
6. “a far more dynamic account of space, text and
interaction [is needed in linguistic landscape
studies]: readers and writers are part of the fluid,
urban semiotic space and produce meaning as they
move, write, read and travel” (Pennycook 2009,
309)
“attention needs to be paid to how constructs of
space are constrained by material conditions of
production, and informed by associated
phenomenological sensibilities of mobility and
gaze.” (Stroud & Mpendukana 2009, 364-5 )
What is linguistic landscape?
(newer definitions)
7. Urban sociolinguistics Globalization and transnational
(strong Fr. tradition) flows of people, products, info
Language policy
Urban studies Language planning
Cultural geography
Environmental
psychology
Multimodal, spatial,
material “turns” in social Proliferation of image,
theory & discourse studies geospatial technologies
Some origins of “linguistic landscape”
Social semiotics
Geosemiotics
Nexus analysis
17. • LL is an “independent variable” contributing to a
group’s “ethnolinguistic vitality” (Landry & Bourhis,
1997)
• The LL “signals what languages are prominent and
valued in public and private spaces and indexes the
social positioning of people who identify with
particular languages (Dagenais et al., 2009, p. 254)
• Linguistic landscape reveals much about the culture,
history, and politics of people in places
• Linguistic landscape is one way that people mark
territory, actively including some people while
excluding others
So, why is linguistic landscape important?
18. 2. Language learning motivations
What can focusing on the linguistic
landscape do for your language learning?
19. ACTFL National Standards for
Foreign Language Education
Three of the American Council for the Teaching of
Foreign Language’s “Five Cs” for language learning:
• Connections - “reinforce and further knowledge of
other disciplines through the foreign language”;
• Comparisons - “demonstrate understanding of the
nature of language and culture through
comparisons”
• Communities - “use the language both within and
beyond the school setting”
20. …linguistic
…pragmatic
…intercultural
…multimodal, multiliterate
…critical, sociocultural, reflective
LL as opportunity to cultivate…
New vocab, new meanings & uses for “old” vocab
Grammar, metaphor, other “structures” of meaning
Analyze how language is used to do things,
and make/invite/suggest people do things
many competences
Cultivate new ways of looking at, questioning
and challenging “the ordinary”
21. 3. LL in practice
Language learning activities
and approaches
22. Possible activities in and with the LL
• Walking, observation, note-taking on different dimensions of the LL
including the geographical situation and significance, social values,
linguistic aspects (and relate these together)
• Photograph instances of the target language in everyday environments,
record interviews and conversations about LL
• Print, discuss, and classify photos in class according to purpose
Neighborhood descriptions and exchange of narrative texts with partner
schools in other cities/regions
• Drawings of familiar or favorite places, with reflection about the
languages seen and heard in these places
• Hand-drawn or digital mapping activities
• Discussion, writing activities on questions of legitimacy and illegitimacy,
power and representation in neighborhood spaces
• Classroom, school, community, and/or civic-based art projects, exhibits,
installations, etc. (e.g., designing & painting a new mural)
27. Think of tools and
techniques to facilitate…
• contextualizing
• historicizing
• mapping
• categorizing
…and discussing, debating,
representing, sharing these
Through realities that are “conceived”
29. Think of tools and
techniques to facilitate…
• observation
• listening
• sensing
• recording
…and discussing, debating,
representing, sharing these
Through realities that are “perceived”
44. Application: Translate Your City
The language(s) you see and hear around you in public places convey powerful
messages about what histories, cultures, and identities are valued right where
you are. Yet things didn’t and don’t necessarily have to look and sound the way
they do now. What would your building, your neighborhood, or your city look,
sound, and feel like if things were expressed differently, in the language you’re
learning? (and are there any limits beyond which it’s hard to imagine?)
Pick a place, a theme, a kind of text, or some elements of the linguistic
landscape that you might like to change or create anew, and:
• Tweet or Instagram your ideas for translating signs, marking spaces, or
otherwise transforming a locale. Translations don’t have to be ‘correct’. And
you can use your posts as spaces for commenting, remembering, imagining,
exploring or thinking out loud—all this is part of the larger process of
translation. When possible, use geo-referenced hashtags like #translateNHV
(“translate”+city code) to make your posts findable, and add your location
(see this page for Twitter).
• Design a larger translation project like a mural or other artistic reimagining of
a place, a map or visitor’s guide in the language you’re learning, a blog or
website to chronicle your explorations, or…