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Current perspectives on sociolinguistics and English language education

Year 2013, Volume: 3 Issue: 1, 69 - 78, 14.07.2016

Abstract

The position and significance of sociolinguistics in foreign language education is examined along three dimensions: attitudes towards learning a foreign language, inclusion of culture in foreign language lessons, and the contribution of planning to foreign language education. Planning at the highest level must be based on data derived from research and must be conducted by foreign language educators. Curriculum and instruction can be arranged to promote positive attitudes toward the foreign language to be learned and nationalities associated with the language. Inclusion of cultural elements in the foreign language curriculum helps learners to understand new language concepts and provides a context for their use. The status of English as an international language is examined and Kachru’s (1985) three-circle model of English speaking countries is reviewed. In the world today, no country and no culture can claim sole ownership of the English language.

References

  • Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57–64.
  • Baker, W. (2009). The cultures of English as a lingua franca. TESOL Quarterly, 43(4), 567–592.
  • Bates, D. G., & Plog, F. (1991) Human adaptive strategies. New York: McGraw-Hill.
  • Bayyurt, Y. (2012). Proposing a Model for English Language Education in the Turkish Sociocultural context. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research Perspectives on Teaching and Learning English in Turkey: Policies and Practices (pp. 301-312). Frankfurt: Peter Lang.
  • Bayyurt, Y. (2010). A sociolinguistic profile of Turkey, Northern Cyprus and other Turkic States in Central Asia. In M. J. Ball (Ed.), Sociolinguistics around the world: A handbook. London: Routledge.
  • Bayyurt, Y. (2006). Non-native English language teachers‟ perspective on culture in English as a Foreign Language classrooms. Teacher Development, 10(2), 233-247.
  • Bayyurt, Y., & Erçetin, G. (2009). İngiliz Dili Eğitiminde Kültür Kavramının Yeri ve Önemi: Pedagojik bir Yaklaşım. Yayınlanmamış araştırma raporu, TÜBİTAK, Project No: 104K085.
  • Bektaş-Çetinkaya, Y. (2012). Teaching English as an international language and its reflections in Turkey. International Journal of Human Sciences, 9(2), 378- 391.
  • Bektaş-Çetinkaya, Y. & Börkan, B. (2012). Intercultural Communicative Competence of Preservice Language Teachers in Turkey. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research Perspectives on Teaching and Learning English in Turkey: Policies and Practices (pp. 107120). Frankfurt: Peter Lang.
  • Belcher, D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40, 133–156.
  • Berns, M. (2005). Expanding on the expanding circle: where do WE go from here? World Englishes, 24(1), 85–93.
  • Bhatt, R. (2005). Expert discourses, local practices, and hybridity: The case of Indian Englishes. In A.S. Canagarajah (Ed.), Reclaiming the local in language policy and practice (pp. 25-54). Mahwah, NJ: Lawrence Erlbaum Publishers.
  • Braine, G. (2005). Teaching English to the World: History, Curriculum and Practice. London: Routledge.
  • Büyüköztürk, Ş. (2002). Veri Analizi El Kitabı. İstatistik, Araştırma Deseni ve Yorum. Ankara: Pegem Yayıncılık.
  • Canagarajah, A. S. (2006). The Place of World Englishes in Composition: Pluralization Continued. College Composition and Communication, 57(4), 586-619.
  • Canagarajah, A. S. (2005). Dilemmas in planning English/vernacular relations in post-colonial communities. Journal of Sociolinguistics, 9(3), 418–447.
  • Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.
  • Cook, V.J. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209.
  • Cooper, R.L. (1989). Language planning and social change. New York: Cambridge University Press.
  • Corbett, J. (2003). An intercultural approach to English language teaching. Clevedon: Multilingual Matters.
  • Devrim, D. Y., & Bayyurt, Y. (2010). Students’ understandings and preferences of the role and place of “culture” in English Language Teaching: A Focus in an EFL context. TESOL Journal, 2, 4-24.
  • Doğançay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1), 24–39.
  • Doğançay-Aktuna, S. (2004). Language planning in Turkey: yesterday and today. International Journal of the Sociology of Language, 165, 5–32.
  • Doğançay-Aktuna, S. & Kızıltepe, Z. (2005). English in Turkey. World Englishes, 24(2), 253–265.
  • Fantini, A.E. (Ed.) (1997). New ways in teaching culture. Alexandria, VA: Teachers of English to Speakers of Other Languages
  • Graves, K. 2000. Designing Language Courses: A Guide for Teachers. Boston: Heinle & Heinle. 75-79. Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.
  • Hymes, D.H. (1972). On Communicative Competence. In J.B. Pride and J. Holmes (Eds.), Sociolinguistics: Selected Readings (pp. 269-293). Harmondsworth: Penguin.
  • Işık, A. (2007). Yabancı dil nasıl öğrenilmez? Nasıl öğrenilir? Ankara: Elma Yayınevi.
  • Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: the English language in the outer circle. In R. Quirk & H. Widdowson (Eds.), English in the World: Teaching and Learning the Language and Literatures (pp. 11-30). Cambridge: Cambridge University Press, 1985.
  • Kırkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684.
  • Kırkgöz, Y. (2007). Language Planning and Implementation in Turkish Primary Schools. Current Issues in Language Planning, 8(2), 174-191.
  • Kumaravadivelu, B. (2008). Cultural Globalization and Language Education. New Haven: Yale University Press.
  • Llurda, E. (Ed) (2005). Non-native language teachers. Perceptions, challenges and contributions to the profession. New York: Springer.
  • Moussu, L. & Llurda, E. (2008). Non-native English-speaking ESL teachers: History and research. Language Teaching, 41(3), 315–348.
  • McKay, S. L. (2003). Teaching English as an international language. ELT Journal, 57(2), 139–148.
  • Nayar, P. B. (1997). ESL/EFL dichotomy today: Language politics or pragmatics? TESOL Quarterly, 31, 9–27.
  • Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. In Ricento, T. (Ed.), Ideology, politics and language policies (pp. 9–24). Amsterdam: John Benjamins.
  • Sarıçoban, A. (2004). Türkçeyi İkinci Dil olarak Öğrenen Türki Öğrencilerin Güdü ve Tutumlarının Başarıya Etkisi. Erzurum Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(1), 67-73.
  • Smith, L. (1976). English as an international auxiliary language. RELC Journal, 7(2), 38–43.
  • Spolsky, B. (1998). Sociolinguistics. New York: Oxford University Press.
  • Ungan, S. (2006). Avrupa Birliğinin Dil Öğretimine Karsı Tutumu ve Türkçe’nin Yabancı Dil olarak Öğretilmesi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 15, 217- 225. Uysal, H.H. , Plakans, L. & Dembovskaya, S. (2007). English Language Spread in Local Contexts: Turkey, Latvia and France. Current Issues in Language Planning, 8(2), 192-207.
  • Widdowson, H. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.
Year 2013, Volume: 3 Issue: 1, 69 - 78, 14.07.2016

Abstract

References

  • Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57–64.
  • Baker, W. (2009). The cultures of English as a lingua franca. TESOL Quarterly, 43(4), 567–592.
  • Bates, D. G., & Plog, F. (1991) Human adaptive strategies. New York: McGraw-Hill.
  • Bayyurt, Y. (2012). Proposing a Model for English Language Education in the Turkish Sociocultural context. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research Perspectives on Teaching and Learning English in Turkey: Policies and Practices (pp. 301-312). Frankfurt: Peter Lang.
  • Bayyurt, Y. (2010). A sociolinguistic profile of Turkey, Northern Cyprus and other Turkic States in Central Asia. In M. J. Ball (Ed.), Sociolinguistics around the world: A handbook. London: Routledge.
  • Bayyurt, Y. (2006). Non-native English language teachers‟ perspective on culture in English as a Foreign Language classrooms. Teacher Development, 10(2), 233-247.
  • Bayyurt, Y., & Erçetin, G. (2009). İngiliz Dili Eğitiminde Kültür Kavramının Yeri ve Önemi: Pedagojik bir Yaklaşım. Yayınlanmamış araştırma raporu, TÜBİTAK, Project No: 104K085.
  • Bektaş-Çetinkaya, Y. (2012). Teaching English as an international language and its reflections in Turkey. International Journal of Human Sciences, 9(2), 378- 391.
  • Bektaş-Çetinkaya, Y. & Börkan, B. (2012). Intercultural Communicative Competence of Preservice Language Teachers in Turkey. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research Perspectives on Teaching and Learning English in Turkey: Policies and Practices (pp. 107120). Frankfurt: Peter Lang.
  • Belcher, D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40, 133–156.
  • Berns, M. (2005). Expanding on the expanding circle: where do WE go from here? World Englishes, 24(1), 85–93.
  • Bhatt, R. (2005). Expert discourses, local practices, and hybridity: The case of Indian Englishes. In A.S. Canagarajah (Ed.), Reclaiming the local in language policy and practice (pp. 25-54). Mahwah, NJ: Lawrence Erlbaum Publishers.
  • Braine, G. (2005). Teaching English to the World: History, Curriculum and Practice. London: Routledge.
  • Büyüköztürk, Ş. (2002). Veri Analizi El Kitabı. İstatistik, Araştırma Deseni ve Yorum. Ankara: Pegem Yayıncılık.
  • Canagarajah, A. S. (2006). The Place of World Englishes in Composition: Pluralization Continued. College Composition and Communication, 57(4), 586-619.
  • Canagarajah, A. S. (2005). Dilemmas in planning English/vernacular relations in post-colonial communities. Journal of Sociolinguistics, 9(3), 418–447.
  • Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.
  • Cook, V.J. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209.
  • Cooper, R.L. (1989). Language planning and social change. New York: Cambridge University Press.
  • Corbett, J. (2003). An intercultural approach to English language teaching. Clevedon: Multilingual Matters.
  • Devrim, D. Y., & Bayyurt, Y. (2010). Students’ understandings and preferences of the role and place of “culture” in English Language Teaching: A Focus in an EFL context. TESOL Journal, 2, 4-24.
  • Doğançay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1), 24–39.
  • Doğançay-Aktuna, S. (2004). Language planning in Turkey: yesterday and today. International Journal of the Sociology of Language, 165, 5–32.
  • Doğançay-Aktuna, S. & Kızıltepe, Z. (2005). English in Turkey. World Englishes, 24(2), 253–265.
  • Fantini, A.E. (Ed.) (1997). New ways in teaching culture. Alexandria, VA: Teachers of English to Speakers of Other Languages
  • Graves, K. 2000. Designing Language Courses: A Guide for Teachers. Boston: Heinle & Heinle. 75-79. Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.
  • Hymes, D.H. (1972). On Communicative Competence. In J.B. Pride and J. Holmes (Eds.), Sociolinguistics: Selected Readings (pp. 269-293). Harmondsworth: Penguin.
  • Işık, A. (2007). Yabancı dil nasıl öğrenilmez? Nasıl öğrenilir? Ankara: Elma Yayınevi.
  • Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: the English language in the outer circle. In R. Quirk & H. Widdowson (Eds.), English in the World: Teaching and Learning the Language and Literatures (pp. 11-30). Cambridge: Cambridge University Press, 1985.
  • Kırkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684.
  • Kırkgöz, Y. (2007). Language Planning and Implementation in Turkish Primary Schools. Current Issues in Language Planning, 8(2), 174-191.
  • Kumaravadivelu, B. (2008). Cultural Globalization and Language Education. New Haven: Yale University Press.
  • Llurda, E. (Ed) (2005). Non-native language teachers. Perceptions, challenges and contributions to the profession. New York: Springer.
  • Moussu, L. & Llurda, E. (2008). Non-native English-speaking ESL teachers: History and research. Language Teaching, 41(3), 315–348.
  • McKay, S. L. (2003). Teaching English as an international language. ELT Journal, 57(2), 139–148.
  • Nayar, P. B. (1997). ESL/EFL dichotomy today: Language politics or pragmatics? TESOL Quarterly, 31, 9–27.
  • Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. In Ricento, T. (Ed.), Ideology, politics and language policies (pp. 9–24). Amsterdam: John Benjamins.
  • Sarıçoban, A. (2004). Türkçeyi İkinci Dil olarak Öğrenen Türki Öğrencilerin Güdü ve Tutumlarının Başarıya Etkisi. Erzurum Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(1), 67-73.
  • Smith, L. (1976). English as an international auxiliary language. RELC Journal, 7(2), 38–43.
  • Spolsky, B. (1998). Sociolinguistics. New York: Oxford University Press.
  • Ungan, S. (2006). Avrupa Birliğinin Dil Öğretimine Karsı Tutumu ve Türkçe’nin Yabancı Dil olarak Öğretilmesi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 15, 217- 225. Uysal, H.H. , Plakans, L. & Dembovskaya, S. (2007). English Language Spread in Local Contexts: Turkey, Latvia and France. Current Issues in Language Planning, 8(2), 192-207.
  • Widdowson, H. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.
There are 42 citations in total.

Details

Other ID JA46CY23AM
Journal Section Articles
Authors

Yasemin Bayyurt This is me

Publication Date July 14, 2016
Published in Issue Year 2013 Volume: 3 Issue: 1

Cite

APA Bayyurt, Y. (2016). Current perspectives on sociolinguistics and English language education. The Journal of Language Learning and Teaching, 3(1), 69-78.