Today, sociolinguistic understanding plays an important role in teaching standard written English because of different factors affecting the development of English as an international language. In fact various expressions have been applied to emphasize the global range and usage of English.
Expression such as “world English” “global English” international English” reflects the worldwide recognition of English language resulting to different approaches to learn the language. Thus, in some countries, there is a localized variety of English language particularly in south East Asia and Africa and in the United States; there is English as second language and English as foreign language. It is important therefore to have sociolinguistic understanding in teaching standard written English. Bernd Heine and Tania Kutiva noted that understanding the genesis, development, and the present situations of the language concern is indispensable (p 12).
Specific ways in which a sociolinguistic understanding of the history and structure of a particular language variety can help teachers in teaching standard written English to who speak that language in their homesTeaching standard written English is very important in the face of globalization and as some countries trying to have their own version by localizing the English language. Teaching Standard English therefore does not mean to make it superior language rather it provides a proper way of learning correct usage of English. Sociolinguistic understanding of the history and structure of a particular language variety then, is very important for teachers teaching standard written English: First, this could give them helpful understanding of the students’ linguistic frame of mind, which could give ideas on how they could effectively do their task. Ulla Connor pointed out that the first language holds significant influence on the learner on “different aspects of textual organization, including cohesion, coherence, and schematic structure.
..” (p. xi).
Connor noted that English as second language student often translate first language words, phrases, and organization into English. Understanding the history and structure of this language variety therefore can provide the teacher of basic understanding of the students’ linguistic performance that will pave the way for effective learning situation.Second, it will provide teachers who are not fluent in that language variety basic knowledge of the students’ language and language culture, which would be important in varying their approaches to their intellectual capacity. This does not mean to suit the standard to the students own level but that the strategy could fit their linguistic competency.
Michael Stubbs argued that although there are studies contending that all children from all social classes share the same knowledge of grammar or competence, but there are facts, which are not in dispute affecting the students’ performance and competence in school. The facts he said is that “language of working-class and the middle class speakers is different, and that, working class children do less well at school than middle class children” (p. 149). He noted that this difference causes differences in intellectual ability.
Third, it provides a balance judgment of the students’ linguistic performance particularly in standard written English (SWE.) Most of us are well aware of so-called racial discrimination, which emphasized racial superiority. But discrimination against anyone is unethical. Peter Trudgell point out that there is also language discrimination such as in most European countries, which;”the majority of the population that does not speak the standard variety is discriminated against in various ways, and made to feel that their native vernacular dialects are inferior, not only socially, which is unfortunately true, but also linguistically, which is most emphatically not true” (p.
30). The point here is the language difference, which according to Michael Stubbs “provoke social stigma, these attitudes are conveyed to pupils, and that is what causes educational problems” (p. 149). If then, the teacher has a socio linguistic understanding of the history and structure of the language variety; teachers could avoid discriminating attitudes towards students.
Strategies that might work for teachers who are not themselves native speakers of the language variety, as well as strategies that might work for teachers who are not fluent in that varietyPerhaps there were many strategies that were written by various authors on teaching Standard English but I want to suggest some practical strategies that might work for teachers who are themselves native speaker of the language variety or who are not fluent of in that variety. First of all, the teacher should assess the students’ linguistic needs and develop appropriate steps based on this assessment. Elizabeth Coelho stressed that assessment is important to monitor progress. She said, “Initial assessment information is extremely necessary for tracking the child’s progress in the months and years ahead” (p.
23). Next, the teacher should employ question and answer which is designed to vocabulary enhancement and on the spot grammar and vocabulary exercises. This will allow students to be more aggressive in improving their own English language performance. Further strategy that might work for teachers who are not speaker of that variety is to utilize their writing potential.
Either this is in response to a story or magazine article, or they may write an essay on some photos or whatever topics that might interest the student. The teacher should see to it that the picture includes and situations that represent different context. Lastly, the teacher can use group interaction. This will be interesting to students and at the same time, it will provide them confidence to speak English.
Essay # 2-Sociolinguistic Self-AnalysisLanguage differences according to Walt Wolfram and Natalie Schilling Estes, language differences cannot be avoided because a society is composed of a variety of social groups, they point out that “they are fact of life” and like facts of society, “they have been passed on to us with peculiar mixture of fact and fantasy” (p. 1). Among this language varieties that I chose to study are the following: The African-American English, the Hispanics, German-American, and Jewish American. The African-American English is English spoken by or among African Americans.
I used each of this four language varieties for the purpose of linguistic analysis and for comparing textual usage. Among these four language varieties the African American English has been the most debated because of racial inferiority. Sonja Lanehart noted that African American English is the most ridiculed and the most despised Begin Match to source 1 in source list: (4-12-07) http://www.pbs.
org/speak/about/guide/because it is spoken byEnd Match people Begin Match to source 1 in source list: (4-12-07) http://www.pbs.org/speak/about/guide/who areEnd Match ridiculed Begin Match to source 1 in source list: (4-12-07)http://www.pbs.
org/speak/about/guide/andEnd Match despised” (p. 7). I took particular interest in the African American English and the German American language variety because of their distinct context in the American society. African American English variety is not difficult to learn as speakers of this variety are just around major cities in the United States.
I learned this variety through my frequent associations with black students and to some of my black friends; on the other hand, I learned German American language variety in similar fashion.There are some reasons that I realized why African American English variety is appropriate in the context of black Americans. First, the term black Americans imply that they are Americans but of African descent, it means of the assimilation of this community of the English language but in the process they developed their own variety. This variety is seen as appropriate and prestigious when in 1996, “a widely publicized resolution adopted by the Oakland School Board maintained that an understanding of the vernacular variety spoken by African Americans should be used as an important bridge for reaching proficiency in Standard English” (p.
22).But this variety was seen as in appropriate in the context of historic or cultural ties to the slave trade. It is in this context that the Ebonics or the African American English variation was seen as not prestigious. As a matter of fact, this variation has been debated in the US senate from the 1960s up to the 1990s.
The debate on the subject point out a linguistic principle, which according to Wolfram, and Schilling-Estes, “When dialect differences involve groups unequal in their power relations, it is quite common for the principles of linguistic subordination to come into operation” (p.7), the interpretation of this principle according to them is that “the speech of a socially subordinate group will be interpreted as linguistically inadequate by comparison with that of the socially dominant group. Thus in this context the Ebonics or the African American variation of the English language was seen as in appropriate and not prestigious.In the same way, German-American language variety is appropriate in American English since German have developed this variety through a process as a result of intermingling with Americans in the New World as early as sixteenth century.
Germans were among the earliest immigrants that settled in Philadelphia, which later developed their own distinctive culture and language. Some of whom Germans had contact with were Scots-Irish who migrated to Pennsylvania to find economic gain. Some of the influences of Germans in English language that developed its identity or language variety are closer to farming terms, which is common to the traditional speech of the New Yorkers. The influence of German language in traditional English is evident in terms like thick milk (dickemilch) (Wolfram and Estes, p.
97). Other German terms that are incorporated in American English are der Herren-Slip (a fashionable word for underpants) or das Handy (mobile phone). Thus, English for some expert is considered as West-Germanic language despite structural differences. According to Jasone Cenoz nad Ulrike Jessner, “German is particularly susceptible to the influence of English in the areas of lexis as well as grammar and semantics” (p.
11). Cenoz and Jessner further explained that some of the reason for this German propensity is German’s structural and semantic similarity with English such as in pronunciation and features.Essay # 3: Guidance to Dr. Blackmore as He Prepares to Teach in the Spring SemesterDr.
Blackmore, being a teacher who teaches LLCC must incorporate effective methodology in approaching the subject some of which includes student activities and exercises. Since the objective of the course is deeper understanding of the English language in order to contribute solution to language problem as well as mastery of it, it is therefore important to approach the issue in its relation to history and current settings. Hence, the approaches include the determination of content and style as influenced by different languages defined by the sociolinguistics, its contribution to the understanding of the current set of post-modern linguistic, and determination of causes of language barriers and provide ways to avoid such barriers or misunderstanding.In order to attain teaching objectives, it is suggested therefore to formulate a comprehensive syllabus for this course with corresponding activities for the students, which should be done by individual students and by group.
Syllabus may suggest schedule of topics of discussion, submission of projects and assignments. The following is an example of detailed titles for discussion in the whole semester, which is divided into four parts.I. Introduction II.
History and Development of Language Variety A. U.S. African American English B.
Caribbean English C. Spanish in the America III. The structure of the Language Variety A. Content and Style B.
Syntax and Semantics in language C. Words Usage D. Behavioral habits as contributed in the formation of the language E. Distinctive Characteristics of the Language Variety IV.
Common language barriers as applied to writing V. Specific approaches or methodology in teaching the language to a variety of English speakers These topics shall be given to the students for further readingespecially at the first half of the semester, which aim to prepare the students for their teaching assignment. These readings can enhance students’ understanding of the issues that cause communication barriers due to language and cultural differences. Reading assignments therefore must be submitted weekly in form of research papers, which will be done individually.
To enhance learning of the lessons and to prepare for the teaching project, each group will work on a specific language variety that they have chosen. The language variety that the group will choose must be a different one from what have been discussed in the class. The group then will be required to gather information related to the topic for them to study on in preparation for the group project.At the next half of the semester, it is expected that the students are now prepared for their teaching project.
The teaching project is divided into two parts: teaching about a particular language variety and conducting workshops in the Writing Internship class. In this way, the students will gain experience as they apply basic principles of different English language varieties and at the same time exposure to different English speakers. Suggestions or advices for the students who will work on the Group Teaching ProjectsThere are many lessons that I have learned as one of the participants of the Group Teaching Project, which I would like to share with students who will undergo same activity. Working in a group is really challenging; it has advantage and disadvantage.
However, disadvantages could be an advantage if the group is open for correction and suggestions of others. Thus, I advice the group must work as a team by discussing openly each other’s opinion and suggestions. This includes planning and individual contribution and assignments to the project; so, in case of arising problems, the group can attentively address it with open minds. They must be acquainted with each other’s differences.
I would also like to suggest the group to develop mastery of the topic in order to avoid cramming and mental block during the whole session of teaching. As much as possible, the group takes time to rehearse the speeches and dialog and let each member of the group share insights for the improvement of the activity. Part of the mastery is being acquainted with the material that the group will be using all throughout the session.Lastly, the group must integrate strategies relative to the cultural characteristics of the language with consideration on the cultural background of the diverse speakers, e.
g., African American. This cultural integration can enhance enthusiasm and interest among the listeners; thus, the audience can easily relate themselves to the discussion of the topic. Sometimes, icebreakers and games can help introduce different subtopics.Be polite always, and show enthusiasm about different English language varities.
