scholarly journals The Birth of Applied Linguistics

2008 ◽  
Vol 35 (3) ◽  
pp. 342-384 ◽  
Author(s):  
Andrew R. Linn
Keyword(s):  
Intellectual History ◽  
Real World ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Planning ◽  
Spoken Language ◽  
Discourse Communities ◽  
World Language ◽  
Teaching Reform ◽  
Linguistic Historiography

Summary The major claim of this article is that there is an independent and clearly defined chapter in the development of linguistics, beginning in the 1880s, which represents the birth of modern applied linguistics, and which has been overlooked in linguistic historiography because of the comparative marginalisation of applied linguistics in the literature. This is the Anglo-Scandinavian School, a phrase its members used to describe themselves. Pioneers within phonetics, these linguists applied their phonetic knowledge to a range of ‘real world’ language issues, notably language-teaching reform, orthographic reform, language planning, and the study of the spoken language. As well as presenting the ideas of the Anglo-Scandinavian School and how they were developed, this article interrogates the notion of a school in intellectual history and proposes that it may in fact be more fruitful to view intellectual history in terms of discourse communities.

Some directions for the possible survival of TBLT as a real world project

2020 ◽  
Vol 53 (3) ◽  
pp. 275-288
Author(s):  
Martin Bygate
Keyword(s):  
Second Language Acquisition ◽  
Social Services ◽  
Real World ◽  
Applied Linguistics ◽  
Language Teachers ◽  
Business Law ◽  
World Language ◽  
Policy And Practice ◽  
Language Classrooms ◽  
Definition Of

Since Brumfit's landmark definition of applied linguistics as the theoretical and empirical study of real world problems in which language plays a central role (Brumfit, 2000), there have been periodic calls for applied linguistics to engage with problems experienced by people in real world contexts (such as teaching, health, business, law, social services, business or family), rather than problems of research methodology originating in the research community, and to work to address them, both in policy and practice (Bygate, 2004; Tarone, 2013, 2015; Shuy, 2015; Widdowson, 2017). This principle may well apply to all areas of applied linguistics, but in this piece I would like to explore it in relation to task-based language teaching (TBLT). This is because while TBLT is characteristically defined in terms of the needs and interests of language teachers and learners, it is also informed by research, which is heavily shaped by the priorities of the academy, an influence which can lead it away from some of its real world objectives. Yet if proponents fail to adequately address the priorities and needs of classroom stakeholders, proposals will be doomed to failure, a point acknowledged by many (see inter alia Gatbonton and Segalowitz (1988, 2005), Edwards and Willis (2005), Thornbury and Slade (2006), van den Branden (2006), Eckerth (2008), Andon and Eckerth (2009), Ellis (2009), Gatbonton (2015), Long (2015) and Samuda, Bygate, and van den Branden (2018)). That is, research needs to engage not just with models of second language acquisition (SLA), but with the practices, demands, pressures, and perspectives of stakeholders in real world language classrooms.

scholarly journals Sweet talking: Food, language, and democracy

2009 ◽  
Vol 43 (2) ◽  
pp. 168-181 ◽  
Author(s):  
Guy Cook
Keyword(s):  
Public Policy ◽  
Real World ◽  
Language Use ◽  
Applied Linguistics ◽  
Research Projects ◽  
World Language ◽  
Food Politics ◽  
Vested Interests ◽  
Individual Choices ◽  
Social Importance

At a time of diminishing resources, the sum of apparently minor personal decisions about food can have immense impact. These individual choices are heavily influenced by language, as those with vested interests seek to persuade individuals to act in certain ways. This makes the language of food politics a fitting area for an expanding applied linguistics oriented towards real-world language-related problems of global and social importance. The paper draws upon five consecutive research projects to show how applied linguistics research may contribute to public policy and debate, and also how, by entering such new arenas, it can develop its own methods and understanding of contemporary language use.

scholarly journals Sociolinguistics

2004 ◽  
Vol 37 (4) ◽  
pp. 290-293
Keyword(s):  
South Africa ◽  
Second Language ◽  
Second Language Acquisition ◽  
The Netherlands ◽  
Bilingual Education ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Planning ◽  
International Review ◽  
Language Problems

04–576Alexander, Neville (U. of Cape Town, South Africa; Email: [email protected]). The politics of language planning in post-apartheid South Africa. Language Problems and Language Planning (Amsterdam, The Netherlands), 28, 2 (2004), 113–130.04–577Bayley, Robert and Langman, Juliet (U. of Texas, USA; Email: [email protected]). Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching (Berlin, Germany), 42, 4 (2004), 303–318.04–578Cruickshank, Ken (U. of Wollongong, Australia; Email: [email protected]). Literacy in multilingual contexts: change in teenagers' reading and writing. Language and Education (Clevedon, UK), 18, 6 (2004), 459–473.04–579Dailey, René M., Giles, Howard and Jansma, Laura L. (U. of California, Santa Barbara, USA; Email: [email protected]). Language attitudes in an Anglo-Hispanic context: the role of the linguistic landscape. Language and Communication (Oxford, UK), 25, 1 (2005), 27–38.04–580Davis, Kathryn and Skilton-Sylvester, Ellen (U. of Hawai'i at Manoa, USA). Looking Back, Taking Stock, Moving Forward: Investigating Gender in TESOL. TESOL Quarterly (Alexandria, VA, USA), 38, 3 (2004), 381–404.04–581Dewaele, Jean-Marc (U. of London, UK; Email: [email protected]). Vous or tu? Native and non-native speakers of French on a sociolinguistic tightrope. International Review of Applied Linguistics in Language Teaching (Berlin, Germany), 42, 4 (2004), 383–402.04–582Gordon, Daryl (Temple U., USA). “I'm tired. You clean and cook.” Shifting gender identities and second language socialization. TESOL Quarterly (Alexandria,VA, USA), 38, 3 (2004), 437–457.04–583Kamwangamalu, Nkonko M. (Howard U., USA; Email: [email protected]). The language policy/language economics interface and mother-tongue education in post-apartheid South Africa. Language Problems and Language Planning (Amsterdam, The Netherlands), 28, 2 (2004), 131–146.04–584Ordonez, Claudia Lucia (U. de los Andes, Santafé de Bogota, Colombia; Email: [email protected]). EFL and native Spanish in elite bilingual schools in Colombia: a first look at bilingual adolescent frog stories. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 449–473.04–585Simpson, M. JoEllen (Formerly at U. del Valle, Cali, Colombia; Email: [email protected]). A look at early childhood writing in English and Spanish in a bilingual school in Ecuador. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 432–448.04–586Skliar, Carlos and Muller Quadros, Ronice (U. Federal do Rio Grande do Sul, Brazil; Email: [email protected]). Bilingual deaf education in the south of Brazil. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 432–448.04–587Spezzini, Susan (U. of Alabama at Birmingham, USA; Email: [email protected]). English immersion in Paraguay: individual and sociocultural dimensions of language learning and use. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 412–431.04–588Wright, Laurence (Rhodes U., South Africa; Email: [email protected]). Language and value: towards accepting a richer linguistic ecology for South Africa. Language Problems and Language Planning (Amsterdam, The Netherlands), 28, 2 (2004), 175–197.

A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use

2021 ◽  
pp. 27-50
Author(s):  
Martin Bygate ◽  
Virginia Samuda ◽  
Kris Van den Branden
Keyword(s):  
Real World ◽  
Language Use ◽  
Language Teaching ◽  
World Language

TBLT through the lens of applied linguistics

2016 ◽  
Vol 167 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Martin Bygate
Keyword(s):  
Language Learning ◽  
Real World ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Significant Proportion ◽  
Language Education ◽  
Research To Practice ◽  
Future Directions ◽  
Definition Of ◽  
Real World Problems

Ever since the establishment in the 1940’s of the distinguished journal Language Learning, a significant proportion of research in applied linguistics has defined itself as aiming to address practical problems of language teaching. Given the definition of applied linguistics as ‘the theoretical and empirical study of real world problems in which language has a central role’ (after Brumfit, 2001), an ambition to relate its work to practical language teaching problems is appropriate. Task-based language teaching is a subarea of applied linguistics which deliberately aims to link research to practice. With this in mind, this paper will seek to evaluate the extent to which TBLT research has to date engaged with — and helped address — the real world problems of language education. It then attempts to derive some implications for future directions of TBLT research as a part of an empirical applied linguistics.

scholarly journals LANGUAGE PROBLEMS IN APPLIED LINGUISTICS: LIMITING THE SCOPE

2014 ◽  
Vol 25 (1) ◽  
pp. 94
Author(s):  
A. Effendi Kadarisman
Keyword(s):  
Real World ◽  
Applied Linguistics ◽  
World Language ◽  
Paradigmatic Shift ◽  
Writing Problems ◽  
Language Problems

This article critically discusses the paradigmatic shift in applied linguistics, resulting in a claim that countless real-world language problems fall within its scope, but in reality they weaken the discipline and make it lack a focus. Then it takes a closer look at the nature of these language problems, and picks out, for analysis, real examples of writing problems in ELT in Indonesian context. It further argues that, by focusing primarily on problems in ELT and SLA, applied linguistics reaffirms its well-defined position and underscores its significant contributions to both disciplines. Finally, it concludes the discussion by adding some notes on the question of autonomy in both applied linguistics and in ELT in Indonesia.

CORPUS LINGUISTICS, LANGUAGE CORPORA AND LANGUAGE TEACHING

2020 ◽  
Vol 14 (2) ◽  
pp. 75
Author(s):  
Eska Perdana Prasetya ◽  
Anita Dewi Ekawati ◽  
Deni Sapta Nugraha ◽  
Ahmad Marzuq ◽  
Tiara Saputri Darlis
Keyword(s):  
Academic Writing ◽  
Corpus Linguistics ◽  
Language Use ◽  
Language Teaching ◽  
Applied Linguistics

<span lang="EN-GB">This research is about Corpus Linguistics, Language Corpora, And Language Teaching. As we know about this science is relatively new and is associated with technology. There are several areas discussed in this study such as several important parts of the corpus, the information generated in the corpus, four main characteristics of the corpus, Types of Corpora, Corpora in Language Teaching, several types that could be related to corpus research, Applications of corpus linguistics to language teaching may be direct or indirect. The field of applied linguistics analyses large collections of written and spoken texts, which have been carefully designed to represent specific domains of language use, such as informal speech or academic writing.</span>

scholarly journals The Language of Vision*

Perception ◽  
2021 ◽  
pp. 030100662199149
Author(s):  
Patrick Cavanagh
Keyword(s):  
Visual System ◽  
Language Planning ◽  
Spoken Language ◽  
Visual Language ◽  
Visual Scene ◽  
Visual Environment ◽  
Acquisition Process ◽  
Visual Processes ◽  
First Pass

The descriptions of surfaces, objects, and events computed by visual processes are not solely for consumption in the visual system but are meant to be passed on to other brain centers. Clearly, the description of the visual scene cannot be sent in its entirety, like a picture or movie, to other centers, as that would require that each of them have their own visual system to decode the description. Some very compressed, annotated, or labeled version must be constructed that can be passed on in a format that other centers—memory, language, planning—can understand. If this is a “visual language,” what is its grammar? In a first pass, we see, among other things, differences in processing of visual “nouns,” visual “verbs,” and visual “prepositions.” Then we look at recursion and errors of visual grammar. Finally, the possibility of a visual language also raises the question of the acquisition of its grammar from the visual environment and the chance that this acquisition process was borrowed and adapted for spoken language.

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