1. Chapter 4: Applied Linguistics and language learning/teaching

2. Focus Broad view Strict view Language learning and teaching
lexicography
Style
Forensic speech analysis
Theory of Reading
“[T]he study of the uses that man makes of the language endowment and of
the problems that he encounters in doing so is the subject matter of applied
linguistics.” (Wilkins, 1994:162)
Language learning and teaching

3. AL and language teaching methods
“What applied linguistics offers, where its coherence (…) lies is in its recognition that the question to ask is not how to improve the learning, but what is it that is not being improved, in other words what it is that is supposed to be being learned. The ‘how to improve’ question comes from a teacher training tradition where solutions are understandably method directed(…)” p.64

4. AL and linguistics Learning –teaching Linguistic knowledge
Vocational perspective
language teaching
≠ linguistics course

5. Applied linguist (institutional problems)
To intervene
To train
To explain
To possibly solve recurring problems
School
Hospitals
Workplace
Law court
Tv studio

6. AL
“Applied linguistics as an enterprise is therefore a research and development activity that sets out to make use of theoretical insights and collect empirical data which can be of use in dealing with institutional language problems.”p.68
Applied linguistics as an enterprise is therefore a research and development activity that sets out to make use of theoretical insights and collect empirical data which can be of use in dealing with institutional language problems.” p.68

7. Steps Institutional problem
To gather information about it to understand the issue better
Different factors (see p.68)
To ask questions
To provide an explanation of the problem
To offer ways to deal with it and implication of each
Save this page for later comparison with Pennycook

8. PROBLEM 1: WHAT IS THE BEST AGE TO START LEARNING A FL?
How is it an institutional problem?
Common in different schools systems: to start learning a FL at an early age
The process is interrupted
Teachers and administrators always in doubt about this issue
Research says that on one hand there is a sensitive period and on the other hand that adults can also learn efficiently a FL
Read p.70
Read p.70-71

9. Factors (p.72-74)
Which factors will play a major role in the issue under study?
Nepal case: political one was the most important
How does AL deal with that according to Davies?
What is your opinion on this?

10. Davies´ position
“In all cases therefore the applied linguist attempts to bring together the language, the learner and the situation. That is the challenge and that is the value of applied linguistics to language teaching and language learning. But there is another aspect too and that is the role of the applied linguist as critic. Here I am not thinking so much of the critical applied linguistics (…). Rather I am thinking more traditionally of the proper role of the academic which is always and everywhere to be sceptical.” p.83

11. Chapter 6 Tension of the discipline
Target (TESOL, language-related problems) x source (linguistics, other disciplines )
empiricism x rationalism
“ reason cannot of its own provide us with knowledge of reality without
reference to sense experience and the use of our sense organs” (Angeles 1981: 75)
“reality is knowable … independently of observation, experience and the use of empirical methods; reason is the principal organ of knowledge and science is basically a rationally conceived deductive system only indirectly concerned with sense experience” (ibid:236)

12. Coherence in the field Core concept of the field language use
language learning
investigation of the use and the learning
Balance between source and target
Check the list of important journals in the field

13. Professionalization Weak No recognized qualification licensing ≠
Doctors, psychologists, lawyers ↓

14. Ethics
Definition:
The study of how to live, of right and wrong, moral philosophy
The code of behavior of a profession
Positivism
Neglected ethics
To balance the individual and the social
The professional offers a service, a duty NOT A GUARANTEE OF SUCCESS( P.123)
Ethics should be considered when analysing the problem to be studied, solved

15. Code of ethics
“Most of this document is organised around the different work relationships that applied linguists engage in, and within these, it offers a checklist of important issues, cross-referencing to other guidelines where these may be of value. This document isn’t designed as a set of criteria for professional accreditation in applied linguistics, and it doesn’t provide any recipes for professional decision- making. In a changing climate of teaching and research, its suggestions are intended to help applied linguists to maintain high standards and to respond flexibly to new oppor tunities, acting in the spirit of good equal opportunities practice and showing due respect to all participants, to the values of truth, fairness and open democracy, and to the integrity of applied linguistics as a body of knowledge and a mode of inquiry. (BAAL 1994: 2)

16. Be ethical in contracts
Level of freedom AL has to act
Rights and obligations of the parts (institution and AL)
“What the professional offers is service or duty, to be professional, to act professionally rather than to be successful, since success cannot be guaranteed.” p.125

17. Code of ethics :Language-programme evaluation in South India
“When working away from one’s own locality, it is important to consider the interests of local scholars and researchers. In locations away from the UK, matters such as the disparity of resources or access to publications may need to be handled with sensitivity. The status of “visiting expert” can also be problematic, although seeking the active involvement of local applied linguists may help to avoid this” (BAAL 1994: 2.5)

18. Second-language literacy study
“[W]hen working in collaborative or team research with other researchers, research assistants, clerical staff or students, applied linguists should make everyone’s ethical and professional obligations clear. Care should be taken to clarify the roles,rights and obligations of team members in relation to: the division of labour and responsibilities; access and rights in data and fieldnotes; access to travel and conference expenses; publications; co-authorship in publication”. ibid: 2.4)

19. Pedagogical grammar
“It is important to take account of equal opportunities issues, to be alert to issues arising from inequalities of power between teachers and students, and to ensure that students are treated on the basis of their abilities and potential, regardless of their gender, “race”, religion, sexual orientation, physical disability, family circumstances or other irrelevant factors” (ibid: 3).

20. AL associations having particular interests
Is this ethical?
Who wins and who loses?
ALAB BAAL AAAL
Does it have a code of ethics?
How is it acting upon the world?
What is the definition of AL adopted? hw
Answer this question : use the website, jornal RBLA, conferences promoted (program, main issues of the conference) (choose the date)

21. 4.4.7 p.128
Read this part and discuss after reading Pennycook CAL

22. Ethics issues The status of the visiting expert /AL
(language learning –teaching)
native speaker? Local expert? British or American?
Division of labour among members of the team
Privacy of informants
The (good/use) of AL knowledge in society

23. CAL Postmodernist view of AL Oppose grand narratives (discourses)
Recognizes the power of larger social, economic and political forces on problems to be analyzed
Favours local, relative, contingente
Pennycook
“He explicitly advocates this admittedly relativist [no search for grand theories, unified theory stance for applied linguistics] on the grounds that it opens the way to a more effective involvement with the major stakeholders”. P.139

24. HW Read chapter 1 CAL (Xerox place) Outline or sumarize it
Seminars (April 17 and 24)

25. Food for thought Does being critical help see the problems better?
Why is Davies against CAL? (chapter 7)
What is the relationship between theory and practice in both perspectives (traditional and critical)?

26. Aside comment
Davies disqualifies CAL saying it is a marginal perspective on AL since it tears it down due to is postmodern pressupositions
He sees ideology focuses (CDA<CAL), concern for practice, as healthy positions
CANNOT FORGET: FOCUS ON PROBLEMS, EXPLAINING THEM AND TRANSFERING THE EXPLANATION TO SIMILAR CONTEXTS (EXPLANATORY POWER)