Course Title: Eng. Ed. Linguistics in Application
Nature of the course: Theoretical Course No.: Eng. Ed. 525
Credit hours: 3 Level: M. Ed.
Teaching hours: 48 Semester: Second
1. Course Description
This course makes an attempt in exploring the basic ideas of applied linguistics acquainting the learners with the key issues in applied linguistics so as to prepare them for continuing their studies in this field. It aims to meet the needs of people wishing to apply linguistics in various professional fields; focusing upon the central aspects of the discipline and it also aims to develop learners' basic knowledge and skills in these areas. The first unit deals with a basic understanding of applied linguistics and the development of the discipline along with the research trends and applications of linguistics to language teaching. The second unit is about World Englishes, implication of the global spread of English for ELT, English as a lingua franca and the historical context of English in relation to the Nepalese context. Likewise, unit three deals with contrastive and error analysis. Units four, is about the various intercultural approaches and its practice in ELT. The last unit deals with the various approaches and interpretations of critical pedagogy in language learning.
2. General Objectives:
The general objectives of the course are as follows:
• To acquaint the students with the basic concepts, need, scope, development and research trends of applied linguistics.
• To provide insights on the role of linguistics in language teaching.
• To make the students able to carry out studies on contrastive analysis and error analysis.
• To familiarise the students with the application of the intercultural approach in language teaching.
• To help the students evaluate the role of critical pedagogy in ELT with reference to the context of Nepal.
3. Specific Objectives and Contents
Unit I: Linguistics in Action and Interaction (10)
Specific objectives
• Introduce applied linguistics in terms of its definition, need, scope and development.
• Demonstrate an understanding of Applied Linguistics and its related fields of study
• Enumerate the professional discourse of applied linguistics along with the research trends in the discipline.
• Survey and analyze how applied linguistics is related to other related areas of language studies.
• Explain the application of linguistics in language teaching.
• Explain the application of pure linguistics in language teaching.
Contents
1.1. Introducing applied linguistics
1.2. Relationship between linguistics and applied linguistics
1.3. Views on applied linguistics: theory, practice, activity and critical applied linguistics views
1.4. Development and scope of applied linguistics
1.5. Applied linguistics and related fields of study
1.5.1 Anthropological linguistics and ethno-linguistics,
1.5.2 Psycholinguistics and sociolinguistics
1.5.3 Neuro-linguistics and language pathology
1.5.4 Clinical linguistics and forensic linguistics
1.5.5 Mathematical linguistics and computational linguistics
1.5.6 Translation and interpretation
1.5.7 Stylistics and literacy
1.5.8 Discourse analysis and pragmatics
1.5.9 Lexicography and corpus linguistics
1.5.10 Language teaching and second language acquisition
1.5.11 Language policy and planning
1.5.12 Second language teacher education
1.5.13 Bilingualism/multilingualism
1.5.14 Language testing and CALL
1.6. Applied linguistics as a professional discourse
1.7. Application of linguistics in language teaching
1.8. Research practices in applied linguistics in Nepal.
Unit II: Recent Trends in World Englishes (8)
Specific Objectives
• Explore the context of world Englishes.
• Describe the spread and role of English in centre and periphery countries.
• Analyse the debate of the native vs. non-native Englishes, world Englishes and English as a lingua franca.
• Analyse the role of the English language in relation to the historical context in Nepal.
• Define new Englishes and their model of teaching.
Contents
2.1. Introducing World Englishes
2.2 Spread of English: Inner, expanding and outer circle or centre and periphery
2.3. Implication of the global spread of English for ELT
2.4. Models for non-native Englishes
2.4.1 Stages of development of Non-native varieties
2.5. English as a Lingua Franca (ELF): Definition, Rationale, Critique
2.6. Historical context of English(es) in Asia and Nepal
2.7. New Englishes and teaching models (Ferguson, 2006)
2.7.1 Sociolinguistic context of the global use of English
2.7.2 Defining New Englishes: Phonology, Grammar, Lexis and Discourse
2.8. Use of World Englishes in EFL classroom (Baratta, 2019)
Unit III. Contrastive Analysis and Error Analysis (10)
Specific Objectives
• Introduce CA and EA in terms of their definition, historical development, theoretical assumptions and role in language teaching.
• Relate their theoretical knowledge with research study.
• Carry out small-scale projects on various issues of CA and EA.
Contents
3.1. Contrastive analysis
3.1.1. Contrastive analysis
3. 1.2. Historical perspectives
3.1.3. Assumptions
3.1.4. Role of CA in language teaching
3.1.5. A contrastive analysis of Persian and English vowels and consonants
3.2. Error analysis and the scope
3.2.1 Classification and description of errors
3.2.2 Errors in the use of English grammar
3.2.3 Levels of error
3.2.4 Error gravity and error evaluation
3.2.5. Learners’ errors and their evaluation
3.2.6. Error correction
3.2.7. Analysis of errors in written English
Unit IV. Culture in Language Teaching and Learning (10)
Specific Objectives
• Show the relationship between culture and language.
• Define what intercultural approach and intercultural communication are.
• Evaluate the implementation of intercultural approach in language teaching
• Analyse the role of ethnography in the study of language.
• Discuss the role of culture in ELT.
• Explain the issue of appropriating methodology in ELT.
• Describe the role of popular culture in ELT.
Contents
4.1 Introduction to intercultural approach
4.2 Developing exercises using intercultural approach
4.3 Relationship between language and culture
4.4 Culture in ESL and EFL classroom
4.5 Culture in ELT: Sowden’s study
4.6 Intercultural language teaching for teacher inquiry
4. 7 Appropriating methodology
4.7.1 Learning about the classroom
4.7.2 The prerequisites of an appropriate methodology
4.7.3 Ethnographic-action research
4.7.4 Achieving appropriate methodology
4.8 Popular culture: Murray’s study
4.9. Stereotypes in Intercultural communication
Unit 5. Critical Pedagogy and Language Learning (10)
Specific Objectives
• Define and interpret critical pedagogy and explain its role in language learning and teaching.
• Enumerate the role of critical educator in critical pedagogy in relation to different schools of thought.
• Analyse discourse of the politics and pedagogy of the English language with the focus on appropriating methods in the local context.
• Interpret critical pedagogy and explain its role in language learning and teaching in Nepalese context.
Contents
5.1. Critical pedagogy
5.1.1 Introduction
5.1.2 Various interpretations: critical language awareness, issue based teaching and participatory education
5.1.3 Transforming lives: introducing critical pedagogy in ELT classrooms
5.1.4. Teacher education and democratic schooling
5.2 Implications of critical pedagogy in second language classroom
5.3 The politics and pedagogy of appropriating discourses of ELT
5.3.1 Ideologies of English
5.3.2 The ‘third way’
5.3.3 Language debates
5.3.4 Pedagogy of appropriation: theorising appropriation and developing appropriate methods
5.4. Critical pedagogy in Nepalese context
Note: The figures in the parenthesis indicate approximate teaching hours for respective units.
4. Instructional Techniques
The instructional techniques for this course are divided into two groups. First group consists of general instructional techniques applicable to most of the units. The second group consists of specific instructional techniques applicable to the particular units.
4.1 General instructional techniques
• Lecture
• Discussion
• Explanation and illustration
• Self-study and small-scale research
• Group and pair works
• Discovery and inquiry
• Read, discuss, write and share (ReDWis)
4.2 Specific Instructional Techniques
Unit Activities and instructional techniques
I Book/article review and presentation
II Small-scale research and presentation
III Compare English and Nepali or students’ mother tongue
IV Group work on a given topic
V Project work on how English is taught in Nepal
5. Evaluation
5.1 Internal Evaluation 40%
Internal evaluation will be conducted by the instructor based on the following activities:
• Attendance 5 marks
• Participation in learning activities 5 mark
• First assignment/assessment 10 marks
• Second assignment/assessment 10 marks
• Third assignment/assessment 10 marks
Note: The course teacher can develop multiple activities for assignments, depending on the nature of the course/topic and students’ interests. Such activities may include book review, article review, term paper on specific issue/topic, or unit test\quiz, project work, case study, survey/field study, individual/group report writing, literature review and a research article based on primary and/or secondary data.
5.2 External Evaluation (Final Examination) 60%
Examination Division, Office of the Dean, Faculty of Education will conduct final examination at the end of the semester.
1. Objective questions (multiple choice questions) (10 x 1) = 10 marks
2. Short answer questions (6 questions with 2 OR questions) (6x 5) = 30 marks
3. Long answer questions (2 questions with 1 OR question (2 x 10) = 20 marks
6. Recommended Books and References
6.1 Recommended Books/Texts
Akbari, R. (2008). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT Journal. 62.doi:10.1093/elt/ccn025
Baratta,A. (2019).World Englishes in English language teaching. Manchester: Palgrave macmillan.
Canagarajah, S. (1999).Resisting linguistic imperialism in English teaching. Oxford: OUP. (Unit V) (pp.173-193)
Corbett, J. (2003). An Intercultural approach to English language teaching.Clevend: Multilingual Matters. (Unit IV) (pp.31-46, 191-204)
Darder, A., Baltodano, M.P & Torres, R.D. (Eds.) (2009) The critical pedagogy reader. New York, Routledge (Unit V) (pp. 27-51, 438-459)
Ferguson, G. (2006). Language planning and education. Edinburgh: Edinburgh UP. (Unit I & II) (pp.110-171)
Giri, A (2010). Errors in the Use of English Grammar. Journal of NELTA 15/1-2, 54-63. (Unit III) Holliday, A. (1994). Appropriate methodology and social context. Cambridge: CUP. (Unit IV)
(pp.160-177)
Hunston, s. & Oakey, D. (Eds.) (2010). Introducing applied linguistics. New York: Routledge (Unit I & IV) (pp. 132-144)
James, C. (1980). Contrastive analysis. London: Longman. (Unit III) (pp.1-27)
James, C. (1998). Errors in language learning and use: Exploring error analysis. London: Longman. (Unit III)
Jiang, W. (2000).The relationship between culture and language.ELT Journal Volume 54/4, 328-334.
(Unit IV)
Kachru, B. (1992). The other tongue. Chicago: University of Illinois Press. (Unit II) Kachru, B.B. (2006). Asian Englishes beyond the canon. Hongkong: HUP(Unit II) (pp.7-27)
Kachru,B.B, Kachru, Y. & Nelson, C.L. (Eds.) (2006). The handbook of world Englishes. NewYork: Blackwell Publishing(Unit II) (pp.130-144)
Kaplan, R. B. (Eds.). (2002). The Oxford handbook of applied linguistics. Oxford: OUP. (Unit I) (pp.3-23)
Kirkpatrick, A. (Ed.) (2010). The routledge handbook of world Englishes. New York, Routledge (Unit II) (pp. 471-488, 673-689)
Maharjan, L.B (2009).Learners errors and their evaluation. Journal of NELTA 14/1-2, 71-81. (Unit III)
Menard-warwick, J. (2009) Co-Constructing Representations of Culture in ESL and EFL Classrooms: Discursive Faultlines in Chile and California. The Modern Language Journal, 93, i, 30–45. (Unit IV)
Moradi, H. & Chen, J. (2018). A contrastive analysis of Persian and English vowels and consonants. In Lege artis. Language yesterday, today, tomorrow. The journal of University of SS Cyril and Methodius in Trnava. Warsaw: De Gruyter Poland, 2018, III (2), DOI: 10.2478/lart-2018-0016 ISSN 2453-8035 (Unit 3)
Murray, G. (2008). Pop Culture and Language Learning: Learners’ Stories Informing EFL. Innovation in Language Learning and Teaching Vol. 2, No. 1, 2-17.( Unit IV)
Norton, B. and Toohey, K. (Eds.) (1997).Critical pedagogies and language learning. Cambridge: CUP. (Unit V) (pp.1-18, 271-290)
Pennycook, A. (1994). Cultural politics of English as an international language. London: Longman. (UnitV) (pp.295-321)
Rampton, M. B. H. (1990). Displacing native speaker: expertise, affiliation and inheritance.ELT Journal, vol. 44/2, 97-101. (Unit II)
Rubenfel, S. (2006). Second Language Learning and Cultural Representations: Beyond Competence and Identity. Language Learning 56:4, 609–632. (Unit IV)
Schmitt, N. (2002). Applied linguistics. London: Arnold. (Unit I)
Sermsook,K., Liamnimitr, J. Pochakorn,R (2017). An analysis of errors in written English Sentence: A case study of Thai EFL students. English Language Teaching. 10/3III (2), doi: 10.5539/elt.v10n3p10 (Unit III)
Shabashvili,G., Gochitashvili,K. (2017). Implications of critical pedagogy in second language classroom education: A Georgian study. Social Science and Educational Research Review.(4) 2 139-160, ISSN 2392-9683 (Unit-III)
Simpson, J. (Ed.) (2011). The Routledge Handbook of applied linguistics.270 Madison Avenue, New York, Routledge (pp.1-8, 9-11, 373-387)
Sowden, C. (2007). Culture and the ‘good teacher’ in the English Language classroom. ELT Journal
Volume 61/4, 304-310. (Unit IV)
Tolosa,C, Biebricher,C.,East,M and Howard,J. (2018). Intercultural language teaching as a catalyst for teacher identity. Teaching and teacher education. 70/227-235 (Unit IV)
6.2 References
Byram, M. (Eds.).(2004). Routledge encyclopaedia in language teaching and learning.
London: Routledge.
Johnson, K. and Johnson, H. (Eds.).(1999). Encyclopaedia Dictionary of applied linguistics.
Blackwell: Blackwell Publishing.
Lyons, J. (2002). Language and linguistics. Kundli, India: CUP
Philipson, R. (2009). Linguistic imperialism continued. Hyderabad: Orient Black Swan. Robins, R. H. (1989). General linguistics. Essex, England: Longman Group UK Limited.
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