1. CHAP. 8 SOCIOPOLITICAL & INSTITUTIONAL CONTEXTS
Teaching by Principle
H.D. Brown

2. SOCIOPOLITICAL CONTEXTS
Correctness and appropriateness
Registers and styles
Acceptable speech varieties in a community
Regional & national standards of language
National language policy
International varieties of English

3. Cultural Context
Language is part of culture-culture is not a mere tool but a superordinate concept.
Language & cultural identity go together.
Cultural connotations & nuances
No high or low culture-different cultural schemata
Diversity & multicultural education

4. SECOND AND FOREIGN LANGUAGE CONTEXTS
Second language learning contexts
Foreign language contexts
Efforts must be made to create opportunities for learners to be exposed to and use TL.

5. SECOND AND FOREIGN LANGUAGE CONTEXTS
-“ESL advantage”-
Give homework that involves a specific speaking task with a person outside the classroom(e.g.,listening to a radio or TV program, reading a newspaper article, writing a letter to a store or a charity).
Encourage students to seek out opportunities for practice.

6. SECOND AND FOREIGN LANGUAGE CONTEXTS
Encourage students to seek corrective feedback from others.
Have students keep a log or diary of their extra-class learning.
Plan and carry out field trips (e.g.,museums, local sites).
Arrange a social “mixer” with NSEs.
Invite speakers into your classroom.

7. SECOND AND FOREIGN LANGUAGE CONTEXTS
EFL Context: Compensation for the lack of ready communicative situations
Use class time for optimal authentic language input and interaction.
Don’t waste class time on work that can be done as homework.
Provide regular motivation-stimulating activities.

8. SECOND AND FOREIGN LANGUAGE CONTEXTS
Help students to see genuine uses for English in their own lives.
Play down the role of tests & emphasize more intrinsic factors.
Provide plenty of extra-class learning opportunities (e.g., English movies, TV or radio programs, getting an English-speaking conversation partner, diverse reading materials, writing a journal/diary).

9. SECOND AND FOREIGN LANGUAGE CONTEXTS
Encourage the use of learning strategies outside class.
Form a language club and schedule regular activities.
Maximize learning through using multimedia & by forming online/virtual communities.

10. ENGLISH AS AN INTERNATIONAL LANGUAGE
The growth of a nativized variety of English
1. Most English language teachers across the globe are nonnative English speakers
& bi-/multi-lingual.
2. A tool for international communication in transportation, commerce, banking, tourism, technology, diplomacy, and scientific research

11. ENGLISH AS AN INTERNATIONAL LANGUAGE
“Standard” pronunciation?: issue of comprehensibility/intelligibility
Inner/outer/expanding circle countries(Kachru, 1992): Consider survival, social, occupational, academic, and technical uses
EGL, World Englishes
Standards from both Native/Nonantive speakers of English (Kumaravadivelu, 2002)

12. Nonnative English Speaking Teachers
Misnormer-Native vs. Nonnative?: Teachers from (non)-English speaking countries
NESTs vs NNESTs: no innate superiority in teaching language unless well trained and reflective about own practices
Read p. 138 for possibilities

13. LANGUAGE POLICY ISSUES
English Only - subtractive
English Plus – additive
Cummins-pass beyond threshold levels
BICS (basic interpersonal communication skills)
CALP (cognitive academic language proficiency)

14. LANGUAGE POLICY ISSUES
Courses stress study skills, reading strategies, academic listening skills, and techniques for successful academic writing
ELT teachers are in a constant state of war with the “authorities” (ministries of education) on curricular goals and on the means for testing the achievement of those goals.

15. LANGUAGE POLICY ISSUES
A student’s “proficiency” by a grueling computer-scorable standardized multiple-choice examination
Sts’ proficiency related more to the ability to cram for a standardized test
Always try to keep your students’ vision fixed on useful, practical, reachable goals for the communicative use of English.

16. INSTITUTIONAL CONTEXTS
Finely tuned curricular & instructional support to offer courses in conversation, academic skills, ESP, workplace English, vocational/technical English, test-taking strategies, and other specializations
Often allied to the sociopolitical considerations

17. Elementary and Secondary Schools
Submersion: “Sink or Swim”
Immersion: bilingual in content courses
Sheltered English: multilingual students, Ts are content teachers with ESL training
Mainstreaming: exiting after ESL programs
Transitional bilingual program
Maintenance bilingual program
Enrichment bilingual program

18. Elementary and Secondary Schools
Transitional bilingual programs: using native language for content areas while ESL courses are provided separately
Maintenance bilingual programs: continuous learning of subject matter content in native language, high cost for staff & maintenance, not mastering TL
Enrichment bilingual programs: choice of subjects in FL while most learning done in native language, enrich linguistic/cultural horizons

19. Post-secondary & Adult education
Language schools or centers, adult education, community colleges, extended learning(continuing education)
Survival/social curriculum
Literacy programs
Vocational ESL
Workplace ESL

20. Institutions of Higher Education
Intensive English Programs(IEPs): mostly pre-academic/preparatory courses
EAP (English for Academic Purposes)
ESP (English for Special Purposes)
Other factors to consider:institutional regulations, budgetary & bureaucratic constraints, administrators or supervisor’s hegemony, textbooks, colleague support or pressure, teaching hours & dedication, sts’ level of motivation

21. Institutional Variables:Things to consider
Institutional regulations or constraints on curriculum
Budgetary & bureaucratic constraints
Instructional constraint from administration
Constraints of using designated textbooks
Colleagual support & feedback

22. Institutional Variables:Things to consider
Peer pressure from other teachers
Teaching loads & your enthusiasm
Materialistic & logistic conditions of your classroom
English is required or elective-students’ levels of engagement