Term
| Additive language learning/teaching |
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Definition
Adding a second socially relevant language without losing fluency and skills in the L1 (Lambert, 1972, p. 217 in Leap & Mesthrie, 2000, p. 372). May also be called immersion education.
Sociolinguistics - Fall 2009 W2S11 - Hult |
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Term
| Subtractive language learning/teaching |
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Definition
Learning of socially dominant language leads to lost of skills (or complete loss) of L1 (Leap & Mesthrie, 2000). Cummins (Interdependence Hypothesis) argues that studies that highlight the negative effects (loss of L1) of bilingual education were often conducted in subtractive bilingualism settings. Skills must be developed in the L1 for success in the acquisition of the L2 and education in general (Leap and Mestrhie, 2000, p. 373).
Sociolinguistics - Fall 2009 W2S11 - Hult |
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Term
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Definition
African American (Vernacular) English - a variety of English, considered inferior by some, but famously contradicted by Labov's 1969 articles that focused on the use of the copular "be" (Leap & Mesthrie, 2000).
The Ann Arbor Case (1979) parents sued the school district because the students were not given opportunities to address the sociocultural factors limiting them in school (i.e. language). Judge said that the home language should not be a barrier, but it becomes one when teacher do not take it into account when teach standard variety. Leap and Mestrhie (2000) also address the 1996 Oakland school districts attempt propose a program of English-bilingual education in AAVE. However, neither of these cases resulted in drastic social change. Rickford (1996, in McKay & Hornberger, 1996 p. 184) says that teachers should increase awareness and sensitivity to this social variation.
Sociolinguistics - Fall 2009 W2S11 - Hult |
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Term
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Definition
| Instances when communication occurs in two or more languages in and around writing, (Hornberger and McKay, 1996, p. 452). Biliteracy is the ultimate combination of the L1 and L2. The L1 should be seen as a resource (Gumperz, 2005). |
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Definition
| (Hymes, 1966) What a speaker needs to know in order to communicate appropriately within a speech community. 1) Grammatical/Linguistic (Chomsky), 2) Sociocultural/Pragmatic (Gumperz)3)Discourse 4) \Strategic. (Canale & Swain , 1980). |
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| Communicative Language Teaching Communicative Language Teaching |
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Definition
Goal of CLT is communicative competence (R&R p.159). Theory of Language is 1)that language is a system for expression and meaning, 2)primary function is interaction and communication, 3) structure of language reflect its functional and communicative uses, 4) units of language are not just grammatical, but function and communicative (p. 161).
Also see Brown's 12 Principles of CLT. |
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Definition
| English as a Foreign Language -when English is taught in a country in which the L1 is NOT English. |
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Definition
| English as a Second Language - when English is taught in a country in which the L1 IS English. |
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Definition
| English as an International Language - English used as common language between people with different L1s. |
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Term
| Ethnography of Communication |
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Definition
| Provides a framework for collection and analysis of descriptive data about the ways in which social meaning is conveyed, constructed, and negotiated. Looks at the relationship of language form and use to patterns and functions of communication, to world view and social organization, and linguisic and social universals/inequalities (Saville-Troike, 1996, p. 351-352, in McKay & Hornberger.) |
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Term
| Ethnographic Microanalysis |
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Definition
| Immediate ecology and micropolitics of social relation between people in face-to-face interaction. Done through context analysis (examining verbal and nonverbal communication in interaction) and conversation analysis (analyzing the moment-by-moment sense-making during conversation) (Erikson, 1996, p. 283-285 in McKay & Hornberger). |
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Definition
The social, historical, and intellectual knowledge, skills, practices, and strategies that exist in and are integral to a household or community (Moll, 1992). Moll describes how classrooms typically seem isolated, while at home there are family members or community members readily available to meet the needs of an individual. He also describes how students in the classroom are passive bystanders, but at home are active participants. Moll claims that accessing "funds of knowledge" are positive and realistic and have ample cultural and cognitive resources for utilization in the classroom. FoK allows the teacher to see the students as a whole person, not just a "deficient" student. He also claims that the process of assessing and analyzing Fok is feasible and useful for teachers (Moll, 2001, p. 139).
http://www.sonoma.edu/users/f/filp/ed415/moll.pdf for Moll. |
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Definition
| A language that is acquired by individuals raised in homes where the dominant language of the region, such as English in the United States, is not spoken or not exclusively spoken (Valdes, 2000). |
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Definition
| Attitude is the underlying predisposition to act or evaluate behavior in a certain way (McGroarty, 1996, in McKay and Hornberber, 1996, p. 5). Language attitude is a part of one's language identity. Teachers need to be aware of their own language attitudes and demonstrate more language awareness. Language attitude is considered to be a language learning outcome factor. |
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Term
| Language ecology/ecology of languages |
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Definition
| The approach that takes into account not only the social context in which language is embedded, but also the ecological context. English is perhaps seen as a threat to the diversity of the language ecological systems. Language ecology can deal with language learning issues by incorporating research methods from other disciplines to shed light on the different aspects of the issue to come up with a pedagogical solution. (Spolsky and Halladay ???) |
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Definition
| A dynamic process of creating the patterns of meaning or common sense assumptions that guide people's behavior within a particular society. Ideology (cultural beliefs) are closely tied to power. (Freeman & McElhinny, 1996, p.220 in M&H) |
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Definition
| Continuing use of one's L1 in a multilingual community or society. |
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Term
| Language of Wider Communication (LWC) |
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Definition
| The language(s) people use to communicate across cultures and languages in international and trade situations. |
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Term
| Language Policy & Planning |
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Definition
| The formation and implementation of a policy designed to prescribe or influence the languages and varieties of language that will be used and the purposes for which they will be used. Types of language planning include Corpus planning - coining new terms, script, forms alternations. Status planning - designation of the where the languages will be used (domain), and language acquisition planning - how will new speakers learn the language, often seen as limited (Wiley, 1996, 107-108, in M&H). |
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Term
| Goals of language planning |
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Definition
1) Language shift policy
2) Language maintenance policy
3) Language enrichment policy
(Wiley, 1996, p. 122, in M&H) |
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Definition
| When the functions of one code have been taken over by another, usually takes 3 generations (Wiley, 1996, p. 122-123, in M&H). |
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| The process through which people gain communicative competence (into). Also how people interacted to acquire the knowledge to be a part of a community (through) (Garrett & Baquedano-Lopez, 2002). Language socialization is rarely a neutral process and often reinforces boundaries of social categories (p. 350). |
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Definition
| The concept of using language to solve communication problems may (intentionally or unintentionally) impose social control (Ruiz, 1984 in Wiley, 1996, M&H). |
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Definition
| Cognitive, social, academic benefits of additive biliteracy/bilingualism. A balance between language-as-problem and language-as-right(Ruiz, 1984 in Wiley, 1996, M&H). An orientation to developing language policy. |
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Definition
| Freedom from discrimination based on language and the freedom to use one's language in communal activities. (Wiley, 1996, citing Macias, 1979.) |
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| A common language used by speakers of different languages (Saville-Troike, 1996 in M&H). |
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| A prejudice or judgement based on one's use of language (Phillipson, 1992). |
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Definition
The intentional or unintentional eradication of a particular language and possibly culture (Skutnabb-Kangas, 2000).
Sociolinguistics - Fall 2010 W10S11 - Hult |
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Definition
Language + human rights. Ability to access one's needs in the mother tongue. It can also include the right to a bilingual education--instruction in official language and development of L1.
2003 UNESCO Guidelines on Language and Education
1. Supports mother tongue instruction as a means of improving and educational quality by building on the knowledge and experience of learners and teachers.
2. Supports bilingual/multilingual education at all levels of education as a means of promoting social equality.
3. Supports language as an essential component of inter-cultural education in order to encourage understanding between different populations. |
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Definition
| The spread of one language for political and economic purpose poses a major threat to other languages. A tool for maintaining the hegemony and ideology. Typically discussed with English as the imperial language. (Phillipson, 1992 in Pennycook, 2001). |
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Definition
| Any occasion in which a piece of writing is integral to the nature of participants’ interactions and their interpretive processes (Heath, 1982). |
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Definition
| The language spoken by one's primary caregiver. |
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Definition
| Any and all instances in which communication occurs in three or more languages in and around writing (Hornberger, 1996). |
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Term
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Definition
| Varieties and dialects of English that different speakers around the world speak. Inner circle (English dominant, norm-producing), outer circle (former colonies), expanding circle (English is a prominent language, norm-developing) (Kachru and Nelson, 1996 in M&H). There are more ELLs speaking English than native speakers. To discuss language at the global level, one must let go of the concept ownership of language (In the case of English, one must consider whether or not learners want to emulate the inner circle (p. 80). |
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Term
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Definition
| Basic Interpersonal Communication Skills |
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Term
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Definition
| Cognitive Academic Language Proficiency |
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