ENG522 Final Term Bitcoin

Table of Contents · Lesson No. Lesson Title · Topics

Pg. No.

Lesson 01 INTRODUCING APPLIED LINGUISTICS-I Topics 1 to 6

Lesson 02 LANGUAGE DEVELOPMENT Topics 7 to 10

Lesson 03 TEACHING AND LEARNING LANGUAGE: APPROACHES,

METHODS AND PRACTICES-I Topics 11 to 14

Lesson 04 TEACHING AND LEARNING LANGUAGE: APPROACHES,

METHODS AND PRACTICES-II Topics 15 to 16

Lesson 05 ERROR ANALYSIS: NATURE OF ERRORS AND MISTAKES Topics 17 to 23

Lesson 06 SYLLABUS DESIGNING Topics 24 to 29

Lesson 07 LANGUAGE ASSESSMENT: TESTING AND EVALUATION Topics 30 to 34

Lesson 08 Topics 35 to 40

Lesson 09 ICT AND LANGUAGE TEACHING Topics 41 to 45

Lesson 10 LANGUAGE AND IDENTITY Topics 46 to 50

Lesson 11 LANGUAGE, THOUGHT AND CULTURE Topics 51 to 57

Lesson 12 LANGUAGE AND COMMUNICATION Topics 58 to 63

Lesson 13 PSYCHOLINGUISTICS, SOCIOLINGUISTICS AND

EDUCATIONAL ASPECTS Topics 64 to 68

Lesson 14 LANGUAGE PLANNING AND LANGUAGE POLICY (LPP) Topics 69 to 77

Lesson 15 CRITICAL APPLIED LINGUISTICS Topics 79 to 88

Lesson-08 · Outline: · o Language in Society

o Language and society o Language Diversity and Contact o Language and Gender o Language and Identity o Language and Power o Language and Law

Topic-035: Language and Society

It is the descriptive study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used, and the effects of language use on society. Sociolinguistics differs from sociology of language in that the focus of sociolinguistics is the effect of the society on the language, while the sociology of language focuses on language's effect on the society. Sociolinguistics overlaps to a considerable degree with pragmatics. It is historically closely related to linguistic anthropology and the distinction recently. It also studies how language varieties differ between groups separated by certain social variables, e.g., ethnicity, religion, status, gender, level of education, age, etc., and how creation and adherence to these rules is used to categorize individuals in social or socioeconomic classes. As the usage of a language varies from place to place, language usage also varies among social classes, and these sociolects are studied in sociolinguistics. Linguistic structure and/or behavior may either influence or determine social structure. This is the view that is behind the Whorfian hypothesis. The claim that the structure of a language influences how its speakers view the world is today most usually associated with the linguist E.Sapir and his studentB.L.Whorf. However, it can be traced back to others, particularly to W. vonHumboldt. Today the claim usually referred to as the Sapir-Whorf hypothesis or the Whorfian hypothesis. Sapir acknowledged the close relationship between language and culture maintaining that they were inextricably related so that you could not understand or appreciate the one without knowledge of the other. “Human beings do not live in the objective world alone or alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection. The fact of the matter is that “the real world” is to a large extent unconsciously built up on the language habits of the of the group… '' Words carrying them a myriad possibilities for connecting us to other human beings.'' (Duranti) In short, language and society have strong influence on each other. Both are part and parcel of each other so we cannot strongly oppose the influence of one on another.

Topic-036: Language Diversity and Contact

We live in a multilingual world. Approximately seven thousand spoken languages and innumerable spoken dialects and sign languages are in use around the world, some with millions of speakers and others with only a few. No matter how “big” or “small,” each language is capable of expressing infinitely generative concepts and ideas. Linguistic diversity is an inherently enabling condition to its speakers and humankind—a resource to be protected and promoted—as each language is the repository of immense knowledge built over centuries of development and use. Linguistic diversity is unevenly distributed across populations and regions. As noted in Austin 2008 (cited under General Overviews), 96 percent of the world’s languages are spoken by just 4 percent of the world’s people. Papua New Guinea, for example, has a population of about 6.4 million but is home to more than 830 spoken languages—17 percent of the world’s total—making it one of the most linguistically diverse countries on earth. At the same time, 96 percent of the world’s people speak at least one of the world’s “major” languages—about 275 in all—which constitute 4 percent of all languages spoken. Among the most spoken languages, Chinese Mandarin has more than a billion speakers, English has 760 million, Hindi has 490 million, Spanish has 400 million, and Arabic has 200 million speakers. There are abundant varieties of all of these languages. Even when a language is numerically dominant in its autochthonous region, it may have a subordinate status. This foregrounds a key issue in linguistic diversity in education: the status of a language mirrors the social, economic, and political standing of its speakers. Thus, official policies specifying the medium-of-instruction in schools are not necessarily or even primarily based on linguistic considerations, but are tied to larger power relations. Many children are denied an education in their mother tongue because they are members of socially repressed groups, despite conclusive international research showing the educational benefits of mother tongue schooling. Moreover, through policies that marginalize nondominant tongues and their speakers, and via processes of globalization, nondominant languages are rapidly becoming displaced by dominant ones. A 2003 report by the United Nations, for example (cited under International Reports on Linguistic Diversity), predicts the loss of 95 percent of all languages spoken by century’s end. The study of linguistic diversity encompasses all of these processes, including how languages are acquired; language pedagogy; individual and societal impacts of bi/multilingualism; policy and political issues; and language maintenance, revitalization, and loss. Addressing these issues requires multidisciplinary perspectives, and the references here reflect that multidisciplinarity. There are many attempts to understand and map this diversity of languages around the world. The Ethnologue database as one of the most comprehensive projects lists exactly 7,099 individual languages in a comprehensive geographic database that many of the above-mentioned statistics