CHAPTER 2
DOING BEING APPLIED
LINGUISTS ; THE
IMPORTANCE OF EXPERIENCE
1.
Individual Experience
2.
Institutional
Linguistics
3.
Seven case studies
4.
Development and Research
in Applied Linguistics
Applied
1. INDIVIDUAL EXPERIENCE
Individual
experience as references aims to
collect the data of real problems in field
specifically.
Alan
Davies say I observed that the African
students I was teaching were weak in reading
techniques (as I later came to call them); they
could not summarize, they could not
understand moderately difficult texts; they
could not write coherently; and above all they
lacked awareness of the cultural background
on which much of their reading depended
2. INSTITUTIONAL APPLIED
LINGUISTIC
Applied
Linguistics defines itself
by actions rather than by
definitions
Institutional
Applied Linguistic
includes the wide scope of the
problems in many specific
purposes (examples: Language
and Migration, Language in
Media, etc.)
3. SEVEN CASE STUDIES
Seven
case studies so as to provide
an illustration of the range of
activities that applied linguists are
involved in
They
will serve as an indication of
the extent to which we think of
applied linguistics as a coherent
discipline rather than as a collection
of unconnected language projects
3.1 Language-programme
evaluation
Jacob
Tharu and Alan Davies did an
evaluation study of four projects in
South India
ELT
( English Language Teaching)
Purpose
: to determine what
success such a project using shortterm consultancies had had and to
consider wheter a model could be
applied in other developmenat
situation
They
decided, there 4 criteria
for determining success of a
project:
Product
Teacher development
Sustainability
Extendibility
3.2 Literacy acquisition
Multilingual
population in school.
The
role of L1 and L2 of literacy
acquisition.
The
contribution of applied
linguistics to study of schooled
literacy in a second languages is
to demystify the role of the first
language
and
to
examine
carefully what influence it has,
motivationally, cognitively, and
3.3 Pedagogical grammar
It
can be defined as grammatical
description of language that is
used for pedagogical aspects
Teaching language
Syllabus design
Teaching material
pedagogical grammar and an
analytical grammar
3.4 Workplace communication
Workplace
is the major setting for
necessary communication
The
communication used for some
workplaces are different based on the
workplace discourse.
Applied
Linguists have a dual purpose:
To extend knowledge of language
genre
To provide advice for administrator
how to minimize miscommunication.
3.5 Language and identity
Language
and identity cannot be
seperated.
As
Josepsh says that language, in
the sense of what particular person
says or writes, shows individual
identity.
It
inscribe the person within
national
and
other
corporate
identities, including establising the
persons rank within the identity.
3.6 Assessing English as a lingua
franca
English
has taken on the role of
world language.
Barbara
claims that English that
is used as world language is not
English but English as lingua
franca (EFL)
3.7 Critical pedagogy
Critical
pedagogy is a project in
itself which occupies space for
both teachers and students of
applied
linguistics
in
their
studying and research.
Critical
pedagogy and more
generally
critical
applied
linguistics, represents a kind of
postmodern version of critical
discourse analysis.
4. DEVELOPMENT AND
RESEARCH
IN APPLIED LINGUISTICS
Language
Assessment
Language
Planning
Language
Teaching Curriculum
Second-Language
Acquisition
CHAPTER 3
LANGUAGE AND LANGUAGE
PRACTICE
INTRODUCTION
Language
in Situation
Language and Gender
Clinical Linguistics
Language in Situation
In
particular the political
The religious
The social class
The level of education
The influence of the media
Language and Gender
High-rise
intonation
Leading change
Different language
Use of standard
Politeness
Boys and girls
Language in gender
Sexism
The linguist and the applied linguist
Clinical Linguistics
goal of clinical linguistics is to formulate
hypotheses for the remediation of abnormal
linguistic behaviour, ... clinical linguistics can
help clinicians to make an informed judgment
about what to teach next and to monitor the
outcome of an intervention, hypothesis, as
Language
impairment
treatment proceeds
Crystal (2001:679)
Kinds
of Impairment
Linguistic analysis
The language problem
The crucial difference?
Theoretical argument
Combined approach
Individual and social los
Language
impairment
Language impairment means the absence of
some part of the language faculty. Impairment
can occur at any age
Kinds
of Impairment
Among
young
children
the
common
impairments concern physical disabilities (such
as cleft palate, stammering). There are also
special conditions such as dyslexia and
dysarthyria. Disabilities such as blindness,
deafness.
accidents, ilness( e.g stroke) and
aphasia. And usually the very elderly may
experience is loss through gradual attrition of the
components of their language repertoire
Linguistic
analysis
The specialist need to have identified exactly
what the nature of the disability is. This
requires an analysis of those areas of
language that are particularly affected -whether structural ( in phonetics, phonology,
grammar, lexicon, discourse ) or functional
(language in use)
(Crystal 1995:434).
The
language problem
The problem appears to be that there are in
society individuals who are linguistically (or
communicatively) impaired
The
crucial difference?
For individual linguists themselves take
up different positions in their professional
work along the line
Theoretical
argument
There are two areas of theoretical
argument which are important to clinical
linguistics;
The linguistic theory on which the
analysis of language, to which Crystal
refers above (structural and functional),
is based.
Type of theoretical interest is that of the
study of aphasia
Combined
approach
Purpose in assembling the papers for
this issue was to link the fields of speech
language pathology and language
testing making such linkage is at the
heart of applied linguistics
Individual
and social loss
This may happen through in-migration
(e.g. Celtic language speakers,
Australian aborigines, American Indians)
or by out-migration (e.g. Singaporean
Chinese, Guyanan Indians).
