Selasa, 26 Desember 2017

concept of language and language teaching

Desember 26, 2017 | By Unknown | | Edit Entri


1. language teaching as art and science

Science and art are mutually exclusive When the language it is as science , education is science But when it is as art, act is art. The reason why language is science beacuse teacher transfer knowledge, we can say that transfer and receiving knowledge is science, and the reason language is art because teacher organizing, controlling and mananging the students and the class,because your act language can say as an art. Language is a tools of communication because everyday we use language in our daily life to communicate each other, thats why we say that language is a tools of communication, without language it is imposible to speak with our friend or the others and it is really hard for someone to understand, get the meaning.
A conversation between individuals contains information not only in the basic meaning of the words spoken, but also can signal other information about the speakers, situation, and the relationship between the participants:
  • accents provide information about the geographical origin of the speakers
  • certain aspects of speech may correlate with the social class of the speaker
  • The gender of the speaker may affect speech; e.g. it is claimed that women are more tentative than men ("He's really clever, isn't he" vs. "He's really clever")
  • the same speaker may use more or less formal speech depending on the situation and the perceived relationship with his listener. E.g. a lawyer talking to a doctor will adopt different modes of speaking depending on which one is consulting the other
  • different levels of politeness may be employed depending on the context
  • social or cultural conventions may affect speech, e.g. the form of words used in a courtroom will probably be different from those used by the same person in a pub.
  • speakers may vary their use of language to correspond with one another ("accommodation theory"). The most obvious way in which characteristics converge is the speed of speech. In some cases this can signal closeness to the other person, although it not always: it may be seen as patronising or condescending

2. language planning
The term language planning refers to measures taken by official agencies to influence the use of one or more languages in a particular speech community.
American linguist Joshua Fishman has defined language planning as "the authoritative allocation of resources to the attainment of language status and corpus goals, whether in connection with new functions that are aspired to or in connection with old functions that need to be discharged more adequately" (1987).
Four major types of language planning are status planning (about the social standing of a language), corpus planning (the structure of a language), language-in-education planning (learning), and prestige planning (image).
Language planning may occur at the macro-level (the state) or the micro-level (the community).
See Examples and Observations below.
3. succes in language teaching

A. Personalize the Learning Environment

How do students respond to your lessons and educational activities? Do they give you any feedback? What kind?
Awesome language teachers are able to cater to the specific needs and preferences of each class and manage each classroom by implementing adjustments that favor students’ language learning. A basic example of this is discovering what your students enjoy the most, whether it’s doing hands-on activities, incorporating apps and tech, reading stories, practicing conversation or making a game out of conjugation drills. They’re much more likely to learn and remember language vocabulary and patterns when they’re enjoying themselves as long as it’s a little challenging, of course!
Language learning can already be challenging enough when we’re having fun. Imagine trying to learn when the activities put you to sleep! Awesome language teachers don’t let this happen because they’re able to connect with students and let them influence their pedagogic choices.

B. Infuse Hopefulness

Your level of hopefulness is contagious. It inspires students to learn and believe that they can pick up the language! Try to use verbal, specific and intentional encouragement and praise (such as “Nice job!” “Great point, can you further clarify?” “Stick with it!” “You’ll get it!” “You learned that fast!” or “Well said!”). This is what helps allay their frustration, doubt, insecurity and sometimes even mere lack of interest in the language.
In this sense, effective language teachers need to be sensitive enough to detect where students are emotionally regarding the language and tailor their educational activities appropriately. This implies responding empathically to the language’s complexities.
For example, this may mean taking a mental note if you see a room full of confused faces when you teach them a complicated grammar point. If that’s the case, slow down and ask, “How’s this going? What’s the trickiest part of this?” and remind them that you too were in their shoes as a student back in the day, and that they’ll get it!
Hopeful teachers are sensitive to students’ discouragement, which lets them readily assuage it and validate students’ feelings. The truth is that languages can be especially difficult, and we play a central role in encouraging students and believing in their abilities and efforts. It’s crucial that they notice your hopefulness, as it’s part of the effective helping relationship that propels student to learn, try, practice, study and grow!

C. Infuse Passion

Infusing passion, playfulness and creativity into your classes is essential as well. Classes have an unfortunate tendency to feel drab or routine if you don’t use stimulating activities or if you do the same thing every time, and that’s even truer if your students perceive their previous language teachers as boring, uninspiring or too demanding. You most likely won’t get anywhere with those kinds of students if you don’t spark their interest in the language beforehand.
To light that spark, both you and your students should consider and discuss these questions: Why is this language so useful to learn? How can it benefit your lives? What’s so amazing about learning this language? What are the tangible and non-tangible advantages of learning it?
Taking some time to infuse passion into the language will help you appropriately challenge their knowledge of the language and push them to learn.

D. Be Connectable

As previously mentioned, there is a schism between your knowledge of the language and your teaching skills. Therefore, your ability to connect and form relationships is a vital skill. Many of us have had accomplished language teachers in high school or college who didn’t teach us much, despite their expert status in the language.
This is likely because we felt they didn’t understand or care about us. Or possibly we perceived their classes as unstimulating or too challenging. Our job is to discard the specialized language and learn to explain key language concepts, patterns and ideas in ways that students can relate to.
For example, if they love Snapchat (or whatever app is popular this week), use it as a learning tool. Or if you have athletes in the class, incorporate sports activities into the lesson.
Make the language more connectable and “friendly” for students by using videos, mnemonic devices, stories, songs, pictures or anything else “out of the box” that links the language to the students’ lives in a personal way. Your ability to do this well stems from the professional relationship you build with your students, which we know by now is crucial to their learning!

E. Elicit Student Participation Often

Effective teachers elicit student participation as much as possible. Studiesshow that student participation is directly related to successfully learning a language. Passive, quiet students most likely aren’t learning as much as those who participate actively and regularly. If you notice a more reserved student, there’s no need to panic; just make your approach more collaborative.
You can ask something like, “How can I make this a better experience for you so we can work together?” If it’s especially problematic, you can say, “I’m not sure I’m being clear, so could you let me know when I’m not, or ask questions, so I know I’m not losing you?” Again, the importance of relational skills (connect-ability) cannot be overlooked, as students will participate more when they feel respected by you, and that it’s safe to make mistakes.

F. Be Hyper-aware of Your Students’ Development

A language learning classroom will look significantly different depending on a group’s developmental stage. Remember those language teachers who went too fast for us? Or too slow? Remember how frustrating it was? This doesn’t need to be us! We can be the ones students remember for decades to come. It’s all about tailoring our classroom to our audience.
with younger students, for instance, language learning should integrate visual tools, playful activities and less reading and writing (because they’re still learning to write with a pen). Development doesn’t only refer to students’ chronological age, but also to their overall level of emotional maturity.
Language learning is a challenging endeavor, and students ideally should gradually learn to handle the discomfort of feeling confused and needing you to clarify points along the way. Their prior language knowledge and experience, as well as their intellectual capacity, also especially matter.
As you learn where your students are in their development, you’ll get a better feeling for things like the optimal amount of time to spend on each activity (which can usually range anywhere from 2 minutes to over an hour), which activities don’t work well with which class, when it’s time to incorporate new activities and which parts of the textbooks are too advanced.

G. Hold Students Accountable

I saved the most important tip for last. Remember that the most effective teachers can’t “make” a student learn or pass the class if the student doesn’t focus, engage with the language and put in the effort. Students should ideally always work hard too! Whether students learn, pass or take advantage of the classroom is also a reflection of their effort, and not only your teaching abilities.
While this is comforting news, by no means does it nullify your role in being the best teacher you can be, in connecting with them, caring about them, tuning into their needs and catering your teaching activities accordingly!
But ultimately, if your students don’t bring their focused brains, they can only learn so much!
You could have the highest language acumen in your city, but being an awesome language teacher encompasses much more.
Beyond your language skills, teaching well ultimately depends on your ability to connect personally with students and to encourage them to learn creatively and collaboratively in ways they enjoy, and to respond to their unique preferences and needs!

EXERCISE :

1. what is the reason why language is a tools of communication ? (20)
2. what is definition of language planning ? (20)
3. mention and explain four major types of language planning ? (25)
4. what are strategies for succes goals in language teaching ? (20)
5. what is relation between language and art, explain ! (15)

SOURCES

Kristin Denham and Anne Lobeck, Linguistics for Everyone: An Introduction. Wadsworth, 2010
Joshua A. Fishman, "The Impact of Nationalism on Language Planning," 1971. Rpt. in Language in Sociocultural Change: Essays by Joshua A. Fishman. Stanford University Press, 1972
Sandra Lee McKay, Agendas For Second Language Literacy. Cambridge University Press, 1993

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