This course introduces basic concepts, findings, issues and research methods in sociolinguistics as they relate to second and foreign language issues. Two questions we will revisit throughout the course are, 1) What is the role of regional and social variation in the teaching, learning, and use of second and foreign languages? and 2) How does our understanding of the social meanings produced in language inform language teaching, learning, and use? To begin to answer these questions, we will engage in extensive reading and discussions, class presentations, and two papers. Course readings and lectures will examine topics that are relevant to learning/teaching, such as the role of language policy in teaching and learning of languages, the relationship between identity and language learning, the process of language socialization, the role of power and privilege in language teaching/learning/use, the nature of linguistic variation in first/second language varieties, and the politics of teaching English as an international language. Through our examination of these topics, we will problematize key concepts used in much SLA research, including target language , standard language , native speaker , motivation , and language proficiency , and we will examine how these ideas relate to more contemporary concepts such as linguistic and social identity , competent language user , investment , appropriation , localization , and legitimacy .
1. Course Packet. Available at Professional Image, 2633 S. King St., 973-6599 (*note that many articles are posted to the UH portal site if available electronically)
Recommended Texts: Available at UH bookstore. These are texts that you may choose to purchase, based on your personal research and teaching interests.
1. Hall, J. K. 2002. Teaching and researching language and culture . London: Longman/Pearson. ISBN: 0582423376
2. Mesthrie, Rajend, Joan Swann, Ana Deumert and William L. Leap. 2000. Introducting sociolinguistics . Amsterdam: Benjamins ISBN: 155619206 1
3. Ricento, Thomas (ed.) 2005. An introduction to language policy: Theory and method . Malden, MA: Blackwell. ISBN: 1405114983
|Week 1||August 20||Introduction to the course|
|August 22||Introduction to sociolinguistics|
|@McKay, S. & Rubdy, R. forthcoming. The social and sociolinguistic contexts of language learning and teaching. In M. H. Long and C. J. Doughty (eds.) Handbook of second languaeg teaching. New York: Blackwell.
Mesthrie, R., Swann, J., Deumert, A., & Leap, W. 2000. Introducing sociolinguistics . Ch. 1: Clearing the ground: basic issues, concepts and approaches (pp. 1-43). Philadelphia: Benjamins.
|Week 2||August 27||Dialectology and pedagogy in L1 contexts|
|Lippi-Green, Rosina. 1997. Ch. 4, Language subordination model. In English with an accent . London: Routledge.
Delpit, Lisa. 2003. No kinda sense. In L. Delpit & J. Dowdy (eds.) The skin that we speak: Thoughts on language and culture in the classroom (pp. 49-61). NY: The New Press.
Do You Speak American? & American Tongues (excerpts) - videos in class
|August 29||Language attitudes toward social languages|
|@Tollefson, James. 2002. Reconsidering 'target language.' Language Research Bulletin , 17, 143-153.|
|Discussion Leaders: Tanny, Man-Chiu, Rebecca, Josephine|
|Week 3||Sept 3||HOLIDAY|
|Sept 5||English dialectology and TESOL|
Shim, R. 2002. Changing attitudes toward TEWOL in Korea. Journal of Asian Pacific Communication 12, 143-158.
|Week 4||Sept 10||Problems and transformative practices in S/HL education|
|Dicker, Susan J. 2000. Official English and bilingual education: The controversy overlanguage pluralism in U.S. society. In J. K. Hall & W. Eggington (eds .) The sociopolitics of English language teaching . Clevedon: Multilingual Matters.
Davis, Kathryn, Cho, Hye-Sun, Ishida, Midori, Soria, Julius, & Bazzi, Sarah. 2005."It's our Kuleana ": A critical participatory approach to language minority education. In Lucinda Pease-Alvarez and Sandra R. Schecter (eds.) Learning, Teaching, and Community (pp. 3-25). Mahwah, NJ: Lawrence Erlbaum.
|Sept 12||Kanno, Y. 2004. Sending mixed messages: Language minority education at a Japanese public elementary school. In A. Pavlenko & A. Blackledge (eds.) Negotiation of identities in multilingual contexts (pp. 316-338). Mahwah, NJ: Erlbaum.|
|Discussion Leaders: Kyung Hee, Atsumi, Sachiyo, Kazuya|
|Week 5||Sept 17||Language pedagogy and policy: Critical Discourse Analysis|
|de Mejia, A. 2002. Critical discourse analysis. In Power, prestige and bilingualism (pp. 346-362). Clevedon: Multilingual Matters.|
|Sept 19||CDA of language policy and pedagogy in East Asia|
|Yoo, O. 2005. Discourses of English as an official language in a monolingual society: The
case of South Korea. Second Language Studies 23, 1-32 (shortened version; full version available at http://www.hawaii.edu/sls/uhwpesl/on-line_cat.html
Sungwon, Y. 2007. Globalization and language policy in South Korea. In A. Tsui & J. Tollefson (eds.) Language policy, culture and identity in Asian contexts (pp. 37-54). Mahwah, NJ: Erlbaum.
|Discussion Leaders: Koeun, Castle, Myeong Hyeon|
|Week 6||Sept 24||Sociocultural approaches to L2 teaching, learning and use|
Gee, James. 2004. Learning language as a matter of learning social languages within discourses. In M. Hawkins (ed.) Language learning and teacher education: A sociocultural approach (pp. 13-31). Clevedon: Multilingual Matters.
|Sept 26||Acquisition and use of social languages in L2 contexts|
|@Duff, Patricia. 2002. The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics , 23, 289-322.
@Morita, Naoko. 2004. Negotiating participation and identity in second language academic communities. TESOL Quarterly , 38, 573-603.
|Discussion Leaders: Mat, Eri, Lui|
|Week 7||Oct 1||Student Presentations on Paper #1|
|1. Castle 2. Mat 3. Rebekah|
|Oct 3||Student Presentations|
|4. Josephine 5. Lui 6. Kyung-Hee|
|Week 8||Oct 8||Student Presentations 7. Eri 8. Koeun|
|Transformations of the self and L2 identities|
|Pavlenko, A., & Lantolf, J. 2000. Second language learning as participation in the (re)construction of selves. In J. Lantolf (ed.) Sociocultural theory and second language learning (pp. 155-177). Oxford: OUP.|
Kinginger, Celeste. 2004. Alice doesn't live here anymore: Foreign language learning and identity reconstruction. In A. Pavlenko & A. Blackledge (eds.) Negotiation of identities in multilingual contexts (pp. 219-242). Clevedon: Multilingual Matters.
@Lam, E. & Kramsch, C. 2003. The ecology of an SLA community in computer-mediated environments. In Leather, J. & J. van Dam (eds.) Ecology of language acquisition (pp. 141-158). Dordrecht, The Netherlands: Kluwer.
Final draft of paper due October 12 by email
|Week 9||Oct 15||Narrative inquiry and L2 identities|
|@Pavlenko, A. 2007. Autobiographic narratives as data in applied linguistics. Applied Linguistics 28, 289-322.|
|Oct 17||Narrative analysis|
@Menard-Warwick, J. 2005. Intergenerational trajectories and sociopolitical context: Latina immigrants in adult ESL. TESOL Quarterly 39, 165-185.
|Discussion Leaders: Josephine, Castle, Eri|
|Week 10||Oct 22||Gender and L2 learning, teaching, and use|
@Hruska, Barbara. 2004. Constructing gender in an English dominant Kindergarten: Implications for second language learners. TESOL Quarterly , 38, 459-484.
@Simon-Maeda, A. 2004. The complex construction of professional identities: Female EFL educators in Japan speak out. TESOL Quarterly 38, 405-436.
|Discussion Leaders: Rebekah, Atsumi, Kazuya, Sachiyo|
|Week 11||Oct 29||Race/ethnicity and L2 learning, teaching and use|
McKay, S., & Wong, S. 1996. Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescent immigrant students. Harvard Educational Review 66, 577-608.
|Oct 31||@Golombek, P., & Jordan, S. 2005. Becoming 'black lambs' not 'parrots': A poststructuralist orientation to intelligibility and identity. TESOL Quarterly 39, 513-533.|
Discussion Leaders: Mat, Lui, MyeongHyeon
|Week 12||Nov 5||Cultural differences, social construction, and essentialisms|
|@Kubota, R. 2004. The politics of cultural difference in second language education. Critical Inquiry in Language Studies 1, 21-39.|
|@Clark, R. & Gieve, S. 2006. On the discursive construction of 'the Chinese learner.' Language, Culture and Curriculum 19, 54-73.|
|Discussion Leaders: Tanny, Koeun, Man-Chiu, Kyung-Hee|
|Week 13||Nov 12||Holiday|
|Nov 14||Cameron, D. 2001. Working with spoken discourse. Ch. 8: Small differences, big difference: Interactional sociolinguistics (pp. 106-121). Thousand Oaks, CA: Sage.|
|Axelson, E. 2007. Vocatives: A double-edged strategy in intercultural discourse among graduate students. Pragmatics 17, 95-122.|
|Week 14||Nov 19||Co-constructing cultural difference: Membership categorization analysis|
|@Mori, J. 2003. Construction of interculturality: A study of initial encounters between Japanese and American students. Research on Language and Social Interaction 36, 143-184.|
|Nov 21||In-class practice with microanalysis - a very important day!|
|Week 15||Nov 26||Cross-cultural pragmatics: Challenges to unitary notions of politeness|
|Cook, Haruko. 2001. Why can't learners of JFL distinguish polite form impolite speechstyles? In K. Rose & G. Kasper (eds.) Pragmatics in language teaching (pp. 80-102).Cambridge. @Liddicoat Anthony J. 2006. Learning the culture of interpersonal relationships: Students' understandings of personal address forms in French. Intercultural Pragmatics , 3, 55-80.|
|Nov 28||Teaching L2s for intercultural awareness|
|Kramsch, C. 1993. Teaching language along the cultural faultline. In Context and culture in language teaching (pp. 205-232). Oxford: OUP.|
|Student Presentations: 1. Myeong-Hyeon|
|Week 16||Dec 3||Student presentations|
|2. Tanny 3. 4.|
|Dec 6||Student Presentations|
|5. Man-chiu 6.|
Final draft of Paper 2 due by email by December 10