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||January 8||Introduction to the course|
|January 10:||Introduction to sociolinguistics|
|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.
Lippi-Green, Rosina. 1997. Ch. 4, Language subordination model. In English with an accent . London: Routledge.
|Week 2||January 15||Holiday|
|January 17||Language attitudes toward social languages|
|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.
Tollefson, James. 2002. Reconsidering 'target language.' Language Research Bulletin , 17, 143-153.
Do You Speak American? & American Tongues (excerpts) - videos in class
|Week 3||January 22||Social languages and sociocultural theory|
|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.|
|January 24||Qualitative methods in sociocultural theory and second language learning|
|@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.
@ Pavlenko, Aneta . (in press). Autobiographic narratives as data in applied linguistics.Applied Linguistics .
|Discussion Leaders: Denise, Hyeeun, Christina|
|Week 4||January 29||Forms of participation in foreign language communities|
|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.|
|January 31||@Seargeant, Philip. 2005. 'More English than England itself': The simulation of authenticity in foreign language practice in Japan. International Journal of Applied Linguistics , 15, 326-345.|
|Discussion Leaders: Hoa, Anne, Rayoung|
|Week 5||February 5||The role of ethnicity/nationality/culture in using new social languages|
|Ibrahim, Awad. 1999. Becoming Black: Rap and hip hop, race, gender, identity, and the politics of ESL learning. TESOL Quarterly , 33, 349-369.
@Morita, Naoko. 2004. Negotiating participation and identity in second language academic communities. TESOL Quarterly , 38, 573-603.
|February 7:||Shin, Hyunjung. 2006. Rethinking TESOL from a SOL's perspective: Indigenous epistemology and decolonizing praxis in TESOL. Critical Inquiry in Language Studies , 3, 147-167.|
|Discussion Leaders: Hiromi, Hatsumi, Rayoung|
|Week 6||February 12||Gendered forms of participation in L1 communities|
|Miyazaki, Ayumi. 2004. Japanese junior high school girls' and boys' first-person pronoun use and their social world. In S. Okamoto & J. Shibamoto Smith (eds.) Japanese language, gender and ideology: Cultural models and real people (pp. 256-274). Oxford.|
|February 14||Gendered participation in S/FL communities|
|Ide, Kyoko. 2006. "Being a woman and able to say your opinion too." Gender, audibility, and language learning of (a) Japanese female student(s) in a U.S. university system. Unpublished scholarly paper. University of Hawaii at Manoa.
@Hruska, Barbara. 2004. Constructing gender in an English dominant Kindergarten: Implications for second language learners. TESOL Quarterly , 38, 459-484.
|Discussion Leaders: Yoonah, Sandy, Soojin|
|Week 7||February 19||Holiday|
|February 21||Student Presentations|
|1. 2. 3.|
First Draft of Paper 1 due by email by February 23
|Week 8||February 26||Student Presentations|
|4. 5. 6.|
The role of culture in S/FL learning, teaching, and use
|February 28||Student presentation 7.|
|Investigating cultural differences and second language use|
Cameron, Deborah. 2001. Working with spoken discourse . Ch. 8: Small differences, bigdifference: Interactional sociolinguistics (pp. 106-121). Thousand Oaks, CA: Sage.
Final Draft of Paper 1 due by email by March 2
|Week 9||March 5||Membership categories and second language use in intercultural interactions|
|@Higgins, Christina. in press. Constructing membership in the in-group: Affiliation and resistance among urban Tanzanians. Pragmatics .
@Zimmerman, Erica. in press. Constructing Korean and Japanese interculturality in talk: Ethnic membership categorization among users of Japanese. Pragmatics.
|March 7||Constructing intercultural understanding through S/FL learning|
Kramsch, Claire. 1993. Language study as border study: Experiencing difference. European Journal of Education , 28, 349-358.
|Discussion Leaders: Ky, Yoonah, Hiromi|
|Week 10||March 12||Cross cultural pragmatics: What counts as 'polite' language in an L2?|
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.
|March 14||@Liddicoat Anthony J. 2006. Learning the culture of interpersonal relationships: Students' understandings of personal address forms in French. Intercultural Pragmatics , 3, 55-80.|
|Discussion Leaders: Eddie, Ben, Chau|
The effects of policy and language ideologies/ language politics on S/F/HLs; EIL
|Week 11||March 19||Language planning and bilingual 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.
|March 21||Heritage language education: Participatory action research|
|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.|
Discussion Leaders: Denise, Anne, Soojin
|Week 13||April 2||Gaps between English language policy and pedagogy in Asia|
Nunan, D. 2003. The impact of English as a global language on educational policies andpractices in the Asia-Pacific region. TESOL Quarterly , 37 589-613.
|April 4||@O'Donnell, Kevin. 2005. Japanese Secondary English Teachers: Negotiation of educational roles in the face of curricular reform. Language, Culture, and Curriculum 18, 300-315.|
|Li, D. 1998. "It's always more difficult than you plan and imagine": Teachers' perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32 (4), 677-703 .|
|Discussion Leaders: Ky, Hyeeun, Hatsumi|
|Week 14||April 9||Models for EIL|
|Pennycook, Alastair. 2003. Beyond homogeny and heterogeny: English as a global and worldly language. In C. Mair (ed.) The politics of English as a world language (pp. 3-17). Amsterdam: Rodopi.
@Jenkins, Jennifer. 2006. Curent perspectives on teaching World Englishes and English as a Lingua Franca. TESOL Quarterly 40, 157-181.
|April 11||Matsuda, Aya. 2006. (re)locating TESOL in an age of empire. In J. Edge (ed.) (pp. 158-170). New York: Palgrave.|
|Discussion Leaders: Hoa, Ed, Meiping|
|Week 15||April 16||Appropriacy in teaching EIL|
|@Kumaravadivelu, B. 2003. Problematizing cultural stereotypes in TESOL. TESOL Quarterly , 37, 709-718.
@Ha, L. P. 2004. University classrooms in Vietnam: Contesting the stereotypes. ELT Journal , 58, 50-57.
|Lin, Angel et al. 2005. International TESOL professionals and teaching English for glocalized communication (TEGCOM). In S. Canagarajah (ed.) Reclaiming the local in language policy and practice (pp. 197-224). Mahwah: NJ: Erlbaum.|
|Discussion Leaders: Chau, Eddie, Sandy|
|Week 16||April 23||AAAL; work on Paper 2|
|April 25||Student Presentations|
|1. 2. 3.|
First draft of Paper 2 due by email by April 27
|Week 17||April 30||Student Presentations|
|4. 5. 6.|
|May 2||Student Presentation 7.|
|*************Final Portfolios Due***************|
Second paper due by email by May 4