Incorporating Sociolinguistic Norms into an EFL Program

Jacobson, Rodolfo

doi:10.2307/3585522

Cited by 5 publications

(5 citation statements)

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“…The 1970s authors report the development of instructional materials and activities that are consistent with anthropological perspectives (Jacobson, 1976;Lafayette, 1978;Scanlan, 1979;Taylor, 1970). These include contrastive analyses of nationalized cultures, culture capsules, cultural assimilators, role-plays, discussions, fill-in-the-blunder exercises, authentic materials of various text types, and interpretation of authentic materials.…”

Section: Smentioning

confidence: 93%

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Culture Teaching in Historical Review: On the Occasion of ASOCOPI’s Fiftieth Anniversary

Meadows

2016

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This literature review surveys fifty years of English language teaching scholarship on the topic of culture teaching. The review segments the available literature according to decade and applies two guiding questions to each resource found: How is culture defined and What does culture teaching look like. The report of findings details how authors in each decade literature set define culture and culture teaching. Discussion of the findings offers general observations of developments as well as consistencies over the entire literature set . This literature review will be of interest to current and emerging English language teaching scholars involved in culture teaching scholarship. It is dedicated to ASOCOPI's fifty-year anniversary .Key words: Culture, culture teaching, history of language teaching, English language teaching.Esta revisión teórica examina cincuenta años de literatura sobre la enseñanza de la cultura dentro de la enseñanza del inglés. La revisión divide la literatura disponible por décadas y se formulan dos preguntas que guían el análisis: ¿Cómo se define "cultura"? y ¿Cómo se presenta la enseñanza de la cultura? Los resultados muestran, por década, la definición de cultura y su enseñanza según es vista por los autores revisados. En la discusión de los resultados se presenta el panorama general de la literatura revisada mostrando la evolución de cultura y su enseñanza, al igual que los patrones comunes en la misma. Este artículo puede ser de interés para los académicos en el campo de la enseñanza del inglés que abordan estudios sobre la enseñanza de cultura. Este artículo está dedicado a ASOCOPI en honor a su quincuagésimo aniversario.Palabras clave: cultura, enseñanza de cultura, enseñanza del idioma inglés, historia de la enseñan-za de idiomas.

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Section: Smentioning

confidence: 93%

“…Additionally, the link between nation and culture is presupposed as authors detail comparisons of nationalized cultures (Jacobson, 1976). A representative example of culture definition from this set is provided below, presented by Saville-Troike (1978) who was writing for an audience of bilingual educators in the United States.…”

Section: Smentioning

confidence: 99%

Culture Teaching in Historical Review: On the Occasion of ASOCOPI’s Fiftieth Anniversary

Meadows

2016

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“…Some authors advocate for a receptive-level approach for certain features of informal English (e.g., taboo/emotional language, slang.) (JACOBSON, 1975;ENGKENT, 1986;AUGER, 2003;SHENK, 2014), as they are believed to be inappropriate or offensive when produced by the speaker (especially a non-native one). On the other hand, however, Belmore (1970), Trudgill (1984, Senefonte (2014), to name a few, endorse a comprehensive approach to informal English teaching/learning, that is, at both levels: receptive and productive.…”

Section: Informal English Teaching and Learningmentioning

confidence: 99%

Inglês Informal

Senefonte¹

2021

EntreLetras

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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.

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“…Future research is likely to give increased importance to the area of communicative competence because it not only is of interest to those whose primary concern lies in the interaction between members of different cultures, but also holds significance for theoretical issues in language acquisition. A current assumption about L2 acquisition is that language must be used for purposes of communication if it is to be well learnt, and a number of classroom techniques have been worked out which incorporate social interactional rules of the L2 into classroom practices (Applegate 1975., Holmes and Brown 1976, Jacobson 1976, C. B. Paulston and Bruder 1976, White 1974.…”

Section: The Equilibrium Paradigmmentioning

confidence: 99%

Georgetown University Round Table on Languages and Linguistics 1978: International Dimensions of Bilingual Education

Matluck¹,

Mace-Matluck²,

Alatis³

1980

The Modern Language Journal

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Ever since 1950, scholars in linguistics and related disciplines have assembled each year on this campus for the Georgetown University Round Table on Languages and Linguistics. This evening, ladies and gentlemen, it is an honor and a pleasure for me to welcome you, on behalf of the University, to this 29th Round Table . In May, 1977, at a meeting sponsored by the National Institute of Education on the subject 'Dimensions of Bilingualism', Dr. E. Glyn Lewis pointed out to me that there had never been a conference on the international dimensions of bilingualism, and suggested that this might be a topic for a Georgetown University Round Table on Languages and Linguistics. I agreed with his proposal, asked his help in organizing such a conference, and requested that he be one of the speakers. Thus for the initial inspiration, for the choice of speakers, for the selection and ordering of topics, I am indebted to his wise counsel and help. He also kindly agreed to write an Introduction and Conclusion to the series of papers presented. Consequently, it is no exaggeration to say that this international conference on the International Dimensions of Bilingualism is as much his work as mine.Of course, bilingual education has been a concern in the United States for many years, and passage of the Title VII Act has emphasized this concern. But many of the issues of bilingual education reach beyond national boundaries, and so it is now important-as Dr. Lewis so wisely foresaw-to consider the interrelationships between national and international needs for bilingual education.I know that you look forward, as I do, to hearing the more than 40 distinguished speakers who will address the conference on the many vital aspects of this year's Round Table theme, 'International Dimensions in Bilingual Education'. And so once IX x / Welcoming Remarks again I welcome you to Georgetown University, and to the Georgetown University Round Table on Languages and Linguistics 1978. Thank you.

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Incorporating Sociolinguistic Norms into an EFL Program

Cited by 5 publications

References 1 publication

Culture Teaching in Historical Review: On the Occasion of ASOCOPI’s Fiftieth Anniversary

Culture Teaching in Historical Review: On the Occasion of ASOCOPI’s Fiftieth Anniversary

Inglês Informal

Georgetown University Round Table on Languages and Linguistics 1978: International Dimensions of Bilingual Education

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