Exploring different dimensions of language use

This article explores the way in which language teachers can diagnose language learners' competence from both a sociocultural and linguistic perspective. Using two sample 'letters of complaint', the article first considers competence in terms of how well the writers organize and structure their texts in relation to their social purpose and cultural context. It then examines the extent to which the learners have control over a range of grammatical and lexical resources: (a) for representing the world, (b) for interacting and building interpersonal relations, and (c) for creating cohesive text. The article argues that by teasing out these different 'functional' dimensions of language use, the language teacher and/or curriculum designer has a clear and systematic set of criteria for developing tasks and syllabi which are comprehensive in meeting the needs of language learners. Such an approach is underpinned by Systemic Functional Linguistics (Butt et al. 2000; Halliday 1985/1994), a theory of language as 'social action'. The approach has been particularly influential in language teaching and learning in the Australian context (e.g. Feez 1998; Hood et al. 1996; NSW AMES 1995)

Limited proficiency English teachers’ language use in science classrooms

The English for Teaching Mathematics and Science (ETeMS) policy was reversed in 2012 citing the reason that about 40% of the teachers were still using Malay in the ETeMS classroom hence, affecting the successful implementation of ETeMS. The quality of English used by the 60% and the other 40% especially in the rural areas motivates this study. Data for this investigation was obtained from three English teachers who have limited proficiency. These limited English proficiency (LEP) teachers teach science through English in a rural primary school in Malaysia. Transcripts of nine lessons, classroom observations and teacher interviews were gathered. The findings reveal that the English language used by the LEP teachers was simple and frequently riddled with errors which resulted in distortion of content taught. Errors were linked to negative transfers from Bahasa Melayu, teachers’ interlanguage, unsuccessful guesswork and memorizing words without full understanding of meaning. The LEP teachers therefore, made poor models for their students. The researcher concludes that even if the LEP teachers had striven to teach completely in English, the policy may have been seen to be implemented, but the quality of classroom discourse and content taught would have been problematic

Own-language use in ELT: exploring global practices and attitudes

In this research paper Graham Hall and Guy Cook explore teacher attitudes to own-language use in the classroom. They conducted a global survey and interviews with practising teachers. They found evidence of widespread own-language use within ELT, and suggest that teachers’ attitudes towards own-language use, and their classroom practices, are more complex than usually acknowledged. The findings also suggest that there is a potential gap between mainstream ELT literature and teachers’ practices on the ground

Sociolinguistic and contact-induced variation in Hungarian language use in Subcarpathia, Ukraine

In addition to showing regional and social variation, the language use of the minority Hungarians of Subcarpathia, Ukraine, also presents a reflection of the region’s complex linguistic history and its effects from contact with Russian and Ukrainian. On the basis of quantitative empirical findings, this study shows Subcarpathian Hungarians to be a sociolinguistically stratified group of speakers whose Hungarian language use varies in a systematic manner according to sex, age, level of education, and place of residence. The paper also outlines some of the main differences in the language use of Hungarians in Subcarpathia and Hungary which are manifested in statistically significant ways

THE DYING PHENOMENON OF JAVANESE LANGUAGE USE IN ITS SPEECH COMMUNITY

This paper discusses the use of Javanese in its speech community. Nowadays more and more families use national language in their daily communication. Most parents (middle to high economic conditions) tend to use Indonesian to their children relating to the feeling of as educated and modern people. This circumstances lead to weaknesses of Javanese use among prospective Javanese speakers, children. Besides, fewer formal traditional social meetings make use of Javanese. This makes Javanese becoming much less common in its speech community. People feel more comfortable and secure using Indonesian in expressing their ideas because they lack of Javanese communicative competence in delivering their mind in terms of social norms and affective value. Finally Indonesian government hasn’t made an optimal effort to save indigenous language. It can be seen from school curriculums which determine Javanese as local content

Investigating ‘Churnalism’ in real time news

Language Use in Past and Presen