SOCIOLINGUISTICS & LANGUAGE TEACHERS

February 20, 2012

SOCIOLINGUISTICS & LANGUAGE TEACHERS

Difference between sociolinguistics and second language acquisition: Second language acquisition focuses on individual, while sociolinguistics focuses on speech community.

Complexity of Speech Community

Multilingual communities are more common than monolingual communities. Popular name of the language does not coincide with the linguistic description of the language. Two or more lects (linguistic systems) are regarded as the same language in linguistic description.

Teachers need to understand speech communities

Learners and teachers belong to speech communities. The learners reflect behaviors and attitudes shaped by their memberships in these communities. Language learners aim towards joining a speech community. Teachers need to decide who will be the native speakers as the reference point for grammatical description and target language materials design.

Pidgin
A lect which arises in a context where interaction is among speakers who have different first languages.
Pidgin has no native speakers.

Features characterizing the interaction using a pidgin

The interaction is normally confined to short periods of time and highly limited functions, such as trade and commerce.

Creole
The inception of pidgins that brings about the creation of language of the speech communities in contact. Features: It has native speakers; the name is normally derived from the language that contributes the lexicon, e.g. English Creole, French Creole.

Features characterizing a Creole

It has native speakers; the name is normally derived from the language that contributes the lexicon, e.g. English Creole, French Creole

Teachers need to understand that language variation is normal

If teachers understand that language variation is normal and have some knowledge of what factors to contribute to variation, they will assess and design the materials as well as the activities for the learners better.

Factors contribute to language variation

Speech events social context discourse domain

Speech Accommodation Theory

It says that speakers may vary their language in ways that symbolize the relationship that the speakers wish to obtain with their interlocutor(s), especially with regard to group membership. Convergence shows solidarity and Divergence shows lack of solidarity.

Motherese or Baby Talk

An example of speech convergence done by a mother when talking to her baby. Examples of Vocabulary: dada (dad, daddy) tummy (stomach) yum-yum (meal time) mama (mother)

Teacher Talk
Teacher talk means the language teachers address language learners that are different from the way they address other kinds of classroom learners. They make adjustments to both language form and language function in order to facilitate classroom communication. It shows the convergence of classroom teachers to learners proficiency level. It involves simplifying speech for students. It may be detrimental to learning if it is childish or not close to the natural production of the target language.

Acculturation Model
It is a model to analyze languages in contact suggested by Schumann. It provides sociocultural explanations for learners motivation, why they may not become native-like. Social distance is assumed to be responsible. Social distance here refers to perceived social distance, not the actual one.

Instrumental Motivation
Motivation to learn a language as a requirement in order to get into college, to get a job.

Integrative Motivation
Motivation to learn a language for interest in the target culture, becoming closer to the target culture.

Learners Motivation
Integrative motivation will determine the success of learning a language.

HOWEVER,
Indonesian learners most probably have instrumental motivation.

Teachers need to understand the concepts of sociolinguistics

Teachers can help and understand students better; manage the class activities better; give more appropriate assessments and measurements; chose the appropriate variety in materials selection or development; participate in language planning.