scholarly journals INFORMAL ENGLISH: A THEORETICAL-METHODOLOGICAL DISCUSSION

EntreLetras ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 382-395
Author(s):  
Fábio Henrique Rosa Senefonte ◽  
Keyword(s):  
Critical Thinking ◽  
Social Practice ◽  
Language Variation ◽  
Language Awareness ◽  
Methodological Issues ◽  
Critical Language Awareness ◽  
Linguistic Proficiency

Drawing upon sociolinguistic issues inherent to language variation and registers (BIBER at al., 1999), this paper, fundamentally theoretical, sought to discuss theoretical and methodological issues related to informal (colloquial) English. Besides the fact that this type of register is fundamental to one’s linguistic proficiency, the literature on the topic is substantially scarce both in theoretical and didactic-pedagogical terms (SENEFONTE, 2018). Thus, this article can contribute to the literature by possibly promoting critical thinking about the conscious use and approach to such type of language in the classroom, aiming at understanding language as a social practice and at critical language awareness.

scholarly journals Strategies for Teaching Unbiased Language in English for Law Enforcement

10.29007/cq9f ◽  
2018 ◽  
Author(s):  
Gabriela Torregrosa ◽  
Sonsoles Sánchez-Reyes
Keyword(s):  
Police Officers ◽  
Fundamental Rights ◽  
Police Academy ◽  
Language Awareness ◽  
Professional Performance ◽  
Secondary Victimisation ◽  
Charter Of Fundamental Rights ◽  
Critical Language Awareness ◽  
Linguistic Proficiency ◽  
The Eu

The EU Charter of Fundamental Rights (2000) forbids discrimination, and national legislations follow suit. Language is a symptom of and a contributor to an unequal status. Civil servants, and the police to a higher extent, must observe this in order to prevent secondary victimisation and contribute to attitudes of inclusion and equal opportunities. Therefore, training in non-discriminatory language is a must in any EFL course for law enforcers.Different teaching methodologies are applied with trainee police officers (CEFR B1) in the Spanish Police Academy to obtain critical language awareness. These strategies allow trainee officers to produce discourse sensitive to difference, and have beneficial results in building up their linguistic proficiency addressed to their professional performance.

scholarly journals Critical Language Awareness: A beckoning frontier in social work education?

2017 ◽  
Vol 29 (2) ◽  
pp. 56-68
Author(s):  
Clement Mapfumo Chihota
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Culturally Responsive ◽  
Work Practice ◽  
Social Work Practice ◽  
Language Awareness ◽  
Private And Public ◽  
Critical Language Awareness ◽  
Work Education ◽  
Responsive Communication

INTRODUCTION: Effective social work practice is predicated on empowering, inclusive and culturally responsive communication, and yet, there appears to be very limited focus on language awareness, let alone critical language awareness, in contemporary social work education—both within and beyond the Australasia context. This gap is more worrying against a background where neoliberal and instrumental discourses (Habermas, 1969; O’Regan, 2001) have freely proliferated, and now threaten to colonise virtually all areas of private and public life (Chouliaraki Fairclough, 1999). In response, this article advocates the inclusion of Critical Language Awareness (CLA) in contemporary social work education.APPROACH: This article initially maps the broad scope and historical emergence of CLA, before surveying its key political and theoretical influences.FINDINGS: The key outcome is that CLA—as delineated—clearly shares significant overlaps with social work co-values, particularly: justice, equality and a commitment to anti-discriminatory and anti-oppressive practice (Dominelli, 2002; Payne, 1997). More importantly, CLA provides conceptual and analytical resources that promise to significantly sharpen students’ abilities to recognise, question and ultimately challenge, oppressive discourses (Fairclough, 2011; Manjarres, 2011; Wodak, 2006).CONCLUSION: It is recommended that CLA strands be woven into existing social work themes and topics. The final part of the article offers some practical suggestions on how this could be done.

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