Analyze variation within a language;
Look at differences between speech and writing, at variation in pronunciation between different social classes;
Briefly discuss the linguistic study of social networks;
Outline differences between men’s and women’s speech,
Briefly mention multilingual communities;
Provide suggestions for teachers on how to incorporate sociolinguistic investigations into classroom instruction.
Social factors governing language variationZaraAnsari6
It is a presentation, presenting some social factors that govern language. All the factors are really well elaborated separately with no ambiguity. This presentation will be very beneficial for students to learn about social factors governing language variation.
Social factors governing language variationZaraAnsari6
It is a presentation, presenting some social factors that govern language. All the factors are really well elaborated separately with no ambiguity. This presentation will be very beneficial for students to learn about social factors governing language variation.
CH 7_Behaviorial And Cogntive Approaches.pptxVATHVARY
Define learning and
describe five approaches to studying it.
Compare classical
conditioning and operant conditioning.
Apply behavior
analysis to education.
Summarize social
cognitive approaches to learning.
CH 10 Social Constructivist Approaches.pptVATHVARY
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
CH 7_Behaviorial And Cogntive Approaches.pptxVATHVARY
Define learning and
describe five approaches to studying it.
Compare classical
conditioning and operant conditioning.
Apply behavior
analysis to education.
Summarize social
cognitive approaches to learning.
CH 10 Social Constructivist Approaches.pptVATHVARY
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
Chapter 4 Individual Variations, by John Santrock.pptVATHVARY
Discuss what intelligence is,
how it is measured, theories of multiple intelligences, the neuroscience of intelligence,
and some controversies and issues about its use by educators.
Describe learning and
thinking styles.
Characterize the nature of
personality and temperament.
CH 14_Writing Effective Short Reports.pptxVATHVARY
14.1 Why Short Reports Are Important
14.2 Periodic Reports
14.3 Sales Reports
14.4 Progress Reports
14.5 Employee Activity/Performance Reports
14.6 Trip/Travel Reports
14.7 Test Reports
14.8 Incident Reports
Conclusion: Some Final Thoughts on Short Reports
CH 3 Social contexts and Socioemotional development.pptxVATHVARY
Describe two contemporary
perspectives on socioemotional development.
Discuss how the
social contexts of families, peers, and
schools are linked with socioemotional
development.
Explain these aspects of
children’s socioemotional development:
self-esteem, identity, moral development,
and emotional development.
CH 2 Cognitive and Language Development.pptVATHVARY
Define development and
explain the main processes, periods, and
issues in development, as well as links
between development and education.
Discuss the development of
the brain and compare the cognitive
developmental theories of Jean Piaget and
Lev Vygotsky.
Identify the key features of
language, biological and environmental
influences on language, and the typical growth
of the child’s language.
Learning Objectives
13.1 Describe the types of situations for which
you might need to write a business
proposal.
13.2 Differentiate between various types of
proposals in a business environment and
describe how this impacts tone, style,
organization, and approach.
13.3 Summarize the eight guidelines for writing
a successful proposal.
13.4 Apply the guidelines for writing proposals
to draft an effective internal proposal.
13.5 Apply the guidelines for writing proposals
to create an effective sales proposal.
CH 1 Educational Psychology_A Tool for Efffective Teaching.pptVATHVARY
Describe some basic ideas about the field of educational psychology.
Exploring Educational Psychology
Historical Background
Teaching: Art and Science
Identify the attitudes and skills of an effective teacher.
Effective Teaching
Professional Knowledge and Skills
Commitment, Motivation, and Caring
Why Study Educational Psychology?
### Summary
This section explores how project management can effectively facilitate change and innovation within organizations. It highlights the complexity of managing change and the importance of making decisions at various levels. Project management, initially developed for large-scale projects, is presented as a valuable methodology adaptable to smaller-scale initiatives within Local Training Organizations (LTOs). The section also emphasizes that project management principles offer broader management lessons.
Three case studies illustrate different applications:
1. Designing a new academic writing course at a US university.
2. Developing e-learning materials for a not-for-profit LTO in Poland.
3. Reorganizing a computer lab at a Middle Eastern university.
These examples demonstrate the versatility of project management in diverse educational and organizational contexts.
CH 9 Summarizing at Work 12th edition.pptxVATHVARY
Identify what a good summary is;
Compare executive summary and evaluative summary;
Examine abstract and its two types including informative abstract and descriptive abstract
Discuss the news release.
CH 3 Human resource management_ELT Management.pptxVATHVARY
### Learning Objectives for Human Resource Management in Language Teaching Organizations (LTOs)
1. **Identify HRM Challenges in LTOs**: Students will be able to describe common human resource management issues faced by Language Teaching Organizations, including cultural adaptation, staff motivation, and internal conflicts.
2. **Analyze Staff Motivation Factors**: Students will learn to analyze the factors that motivate staff within LTOs, understanding how organizational culture and treatment within the workplace impact employee morale and performance.
3. **Evaluate Performance and Development Strategies**: Students will be able to evaluate various methods for assessing staff performance and facilitating professional development, ensuring that employees have opportunities for growth and advancement.
4. **Understand Effective Staffing Practices**: Students will learn about effective staffing practices, including hiring and firing procedures, and how to comply with local labor laws to maintain a stable and compliant workforce.
5. **Address Fundamental HRM Questions**: Students will be able to answer key HRM questions, such as why employees choose to work for an organization, why they apply for jobs, and why they decide to leave, using these insights to improve HR practices within LTOs.
CH 2 Organizational Behaviour and Management_LTOs.pptxVATHVARY
Summary: Introduction to Language Teaching Organizations (LTOs)
Language Teaching Organizations (LTOs) encompass a wide range of institutions varying in size, purpose, and structure. As defined by Dawson (1986), organizations share common characteristics despite their diverse forms. The following examples illustrate this diversity in LTOs:
Small Private Language School in Europe: Focused on teaching English and other languages to middle-class residents, this school is staffed by its founder and a small team.
English Language Support Unit in a Middle Eastern University: A non-faculty department offering academically focused English classes to incoming students.
School Supporting Refugee Resettlement in the US: Funded by federal and state governments, this school provides English and vocational courses.
English School in Japan: Part of a large nationwide chain, employing a significant number of teachers and administrative staff.
Intensive English Program (IEP) in the US: An outsourced business serving non-native English speakers on a university campus, unaffiliated with the university.
British Council Teaching Centre in a Provincial City: Semi-autonomous, but part of a global organization with managerial oversight from the capital.
Language School in a European Capital: Established 20 years ago, now employing over 50 teachers across five branches.
These examples demonstrate that despite their varying contexts and operational structures, all these institutions fit the definition of an organization.
CH 1 Managing in the Language Teaching Organizations (LTOs).pptxVATHVARY
Describe the diverse contexts and organizations in which English Language Teaching occurs worldwide, including commercial businesses, not-for-profit enterprises, and publicly funded institutions.
Identify and explain key management principles and practices that apply to Language Teaching Organizations, including quality assurance, efficiency, productivity, self-management, and accountability.
Compare and contrast the concepts of managerialism, which emphasizes management principles and stakeholder accountability, with professionalism, which focuses on codes of practice and client interests, and discuss how these tensions impact ESOL.
Critically assess the role of management and administration in the context of ESOL, understanding how managerial practices have evolved and their importance in various types of LTOs.
Formulate strategies for achieving a productive balance between managerial and professional priorities in the administration of ELT/ESOL programs, ensuring effective and efficient operations while maintaining high professional standards.
CH 13 The Changing Purposes of American Education.pptVATHVARY
This chapter describes the relationship between the philosophies and theories
of education and the purposes that have prevailed at different times in the
history of American education. We then examine the important changes
in educational goals of recent years that have been promoted by infl uential
policy reports. First, however, the chapter shows how we defi ne educational
purposes in terms of goals and objectives.
CH 6_Philosophical roots of Education.pptxVATHVARY
Relate philosophy’s special terminology of metaphysics, epistemology, axiology, and
logic to education.
Appraise the relevance of idealism’s goal of intellectual and spiritual growth in
contemporary education and schools.
Explain realism’s emphasis on classifying and categorising subjects in the curriculum in
relation to its view of reality.
Design lessons based on pragmatist epistemology that apply the
scientific method for problem solving.
Generalise the existentialist belief that “existence
precedes essence” to learning and social
situations in high school.
Apply postmodernist deconstruction
to a chapter in a textbook that you
are using in a college course or to
a textbook in a subject that you
are teaching.
Construct curriculum
models that reflect
essentialist principles.
Select three books that
meet the perennialist
criteria of a “great
book" for inclusion on
the reading list of a
high school class in
American literature.
Design an elementary
school field trip that is
based on the child-centred
progressive
project method.
Appraise the critical
theory argument that the
official curriculum reinforces
the domination of favoured
groups and marginalises the
contributions of disadvantaged
ones.
CH 9 Liberty and Literacy_Contemporary perspectives.pptVATHVARY
Debate the prevalence of hegemonic versus participatory democracy in modern society and examine the role of schools in promoting these ideals.
Discuss how various literacy perspectives (conventional, functional, cultural, critical) impact different social groups and ideological orientations.
Explain how the literacy perspectives (conventional, functional, critical) align with distinct educational objectives.
Explain the significance of media access and consolidation in relation to contemporary information technology trends.
Evaluate arguments for and against cultural literacy, considering its unique but interconnected nature.
CH 2 Liberty and Literacy_The Jeffersonian Ideal.pptxVATHVARY
Describe the connections between political economy, ideology, and early republic schooling.
Evaluate classical liberalism's impact on democracy and recognize its limitations regarding marginalized groups.
Examine Jefferson's educational proposals in relation to the political and ideological context of his era.
Explore diverse perspectives on democracy as both a form of government and an ideal of inclusive decision-making.
Examine potential conflicts between meritocracy and democracy, especially concerning representative merit definitions.
Critically analyze Jefferson's proposals for public schooling funding and control in Virginia, comparing them with contemporary systems.
CH 1 Introduction_Understanding School and Society.pptxVATHVARY
Describe how political economy, ideology, and schooling interact.
Challenge the notion of theory versus practice.
Differentiate between schooling, training, and education.
Explore ancient Athenian society's influence on political economy, ideology, and schooling.
Critically examine the concept of democracy within cultural contexts.
Reflect on personal development of a philosophy of education.
Develop critical reading skills through analyzing Aristotle's Politics.
CHAPTER 6 Curriculum Aims and Outcomes.pptVATHVARY
Define what curriculum aims of the curriculum are and how they guide the development of educational programs.
Differentiate between various types of curriculum objectives, such as cognitive, affective, and psychomotor objectives.
Assess how well curriculum's aims align with the specific objectives set for a particular educational program.
Demonstrate the practical application of curriculum aims and objectives in designing, implementing, and evaluating educational curricula.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. CHAPTER 9:
LANGUAGE & SOCIETY
• Tel: 017 471 117
• Email: varyvath@gmail.com
AGA INSTITUTE
1
Course:
Applied Linguistics for Language
Teachers
MR.VATHVARY
2. 1-2
Learning Outcomes
1-2
MR. VATH VARY
• Analyze variation within a language,
• Look at differences between speech
and writing, at variation in
pronunciation between different social
classes,
• Briefly discuss the linguistic study of
social networks,
• Outline differences between men’s and
women’s speech,
• Briefly mention multilingual
communities,
• Provide suggestions for teachers on
how to incorporate sociolinguistic
investigations into classroom
instruction.
3. 1-3
What is sociolinguistics?
Defined as the study of language
and society
Sociolinguists try to analyze the social
factors which lead to this diversity.
In brief, sociolinguists are interested in
language differences, and especially in
variation within a particular language
1-3
MR. VATH VARY
4. 1-4
The Notion of a Language
1-4
MR. VATH VARY
What is
language?
Can it be
equated with
nationality?
Should a
language be
define d by the
mutual
intelligibility of
its speakers?
Can it be
defined
geographic
ally?
The answer to all these questions appears to be ‘ NO ’ .
5. 1-5
The notion of a language
1-5
MR. VATH VARY
Geographical definition:
• would separate Australian, British and American
English
Nationality is a vague notion which has little to do with
the language a person speaks.
• Ex. Numerous Russian Jews, regard themselves as
essentially Jewish, yet speak Russian.
Mutual intelligibility is of little help.
• Ex. a Glaswegian and a Cockney are likely to find it
harder to understand one another than a Dutchman
and a German who are considered to be speaking
distinct languages. Dutch and German are not only
mutually intelligible, they are also structurally more
alike
6. 1-6
1-6
MR. VATH VARY
• Dutch and German
must be regarded as
separate languages,
• since, in spite of their
similarities, the Dutch
consider that they
speak Dutch and the
Germans consider
that they speak
German.
All the Chinese
dialects must be
classified as one
language because, in
spite of far-reaching
differences, their
speakers all consider
that they speak
Chinese.
Owing to the difficulty of defining a
‘language’, Sociolinguists prefer to start
with the notion of a speech community.
Speech community: any group of people who
consider that they speak the same language.
7. MR. VATH VARY
1-7
Dialect
• is usually associated with
a particular geographical
area of Language, such as
dialects of English: Geordie
(spoken in Tyneside) and
Cockney (spoken in London)
• is far greater difference
(sound system, syntax and
vocabulary) than mere
pronunciation.
Accent
• refers only to a
difference in
pronunciation.
• A Scotsman and a
Londoner are likely
to speak English with
different accents.
• Within a speech community, there is
considerable language variation.The speech
of its members varies, including
geographical location, age, occupation,
socioeconomic status, ethnic group and sex.
Dialect and
Accent
11. From high to low
MR. VATH VARY
1-11
• More interesting to
sociolinguists is variation
within a single
geographical area.
• Let us begin by considering the stylistic
variation which exists in the speech of any
one person.
• Every native speaker is normally in command of several
different language styles, sometimes called registers , which
are varied according to the topic under discussion, the
formality of the occasion, and the medium used (speech,
writing or sign).
• This is of two main types:
• variation within the speech
of a single person,
• and variation between
people.
12. From high to low:
variation within the speech of a single person
MR. VATH VARY
1-12
• Every native speaker normally controls several different
language styles (registers), which are varied according to
the topic under discussion, the formality of the occasion, and
the medium used (speech, writing or sign).
Adapting language to suit the
topic is a fairly straightforward
Matter. Many activities have a
specialized vocabulary:
Play a ball game:‘zero’:
a duck in cricket, love in tennis,
and nil in soccer.
Have a drink with friends in a
pub: Cheers! Here’s to your good
health!
• The same person might
utter as follows.
I should be grateful if you
would make less noise.
Please be quiet.
Shut up!
14. From high to low
MR. VATH VARY
1-14
the utterances range from a high (formal style) down to a
low (informal one).
the choice of a high or low style is partly a matter of
politeness.
• Politeness is just one
component of
communicative
competence–,
knowing what to say
when (the appropriate
use of language).
An inability to use
appropriate language
often makes a speaker
sound very funny
the use of an
inappropriate register is
one source of humour in
English.
15. Speech versus Writing
MR. VATH VARY
1-15
• Typical
differences
between
spoken and
written
language
The talk is shared
between two people.
16. Charting phonological variation
MR. VATH VARY
1-16
• Speakers vary vocabulary,
syntax, as well as sound
structure (both between speakers
and within a single speaker).
• Phonological variation
taking place, when
speakers alter their
phonology to suit a
particular situation,
often without realizing it
[t]
• Few speakers of standard
British English realize that
in informal situations they
often Omit the [t] at the
end of words such as last
in phrases such as last
thing .
Examples [r]
• pronounce [r] in a word
such as farm when
chatting with friends at
home,
• but suppress [r] in a
formal interview in
London
17. Charting Phonological Variation
MR. VATH VARY
1-17
American sociolinguist,William Labov
…
[r]
• examined the
pronunciation of
words such as car ,
park in NewYork.
NewYorkers
sometimes
pronounce an [r] in
these words, and
sometimes do not.
• Although he was unable to
tell which words were likely
to be pronounced with [r],
and which without, he found
that he could predict the
percentage of [r] sounds
which each socio-economic
class and each age group
would use in any given type
of speech.
18. Implication
MR. VATH VARY
1-18
• The study of differing
pronunciations can
reveal social
stratification, and also
social aspirations,
since people
sometimes try to talk
like those they would
like to emulate.
19. Social networks?
MR. VATH VARY
1-19
• when the same people tend towork, play and live
together.
• When people only have a small amount of
contact with any one network, in that they may live
in one area, work inanother, and travel elsewhere
for their social life
• Social network studies can provide a useful picture of
how members of a community interact with one
another.
The British linguists Jim and Lesley
Milroy pioneered the linguistic study of
social networks–groups of people who
regularly interact with one another.
20. Language and sex
MR. VATH VARY
1-20
It is often assumed that women talk more than men, whereas
almost all research on the topic has demonstrated the opposite,
that men talk more than women.
• Western
world: women
speak closer
to the prestige
standard (i.e.
social
expectation)
• Women use more
‘hedges’, tentative
phrases: kind of,
sort of, instead of
straight
statements:
Bill is kind of
short.
Bill is short.
• Supportive speech
is more often
associated with
women than with
men.
• A question intonation
promotes the flow of
conversation. ‘It ’ s
cold today, isn’t it?
21. Power talking
MR. VATH VARY
1-21
‘ Powerful’ speakers
typically control the
topic, interrupt others,
and demand explicit
explanations.
Ex. someone chairing a
meeting/ teaching a class.
22. Power talking
MR. VATH VARY
1-22
• Men also issue more
direct orders.
• Ex. doctor –
patient: Lie down ’
,‘ Take off your
shoes and socks ’
Women preferred to phrase
commands as joint actions:
• ‘ Maybe we should just take the
top of your dress off? ’ ,
• ‘ Maybe what we ought to do is
stay with the dose you ’ re on, ’
and so on.
• Power talking may be used by either sex, though it is more
typically male. Male speakers not only talk more, they also
interrupt more, even though they may not perceive themselves as
doing so.
23. Incorporating Sociolinguistics
in the Language Classroom
MR. VATH VARY
1-23
How can teachers incorporate
Sociolinguistics in the language
classroom?
How one speaks is a marker of identity, and
by affirming students’ home languages, we
affirm their identities.
25. Incorporating Sociolinguistics
in the Language Classroom
MR. VATH VARY
1-25
• Begin with
teachers’ own
evaluation of
their
ideologies
• Have the
students conduct
sociolinguistic
experiments of
their own.
26. MR. VATH VARY
1-26
• Begin with
teachers’ own
evaluation of
their ideologies
• Think about all the different
registers, dialects, and
languages we speak.
• ESL students should know the textbook
might prescribe just one standard,
homogenous target language, but the
reality is that people speak differently.
• Teachers find/play video or audio clips
of speakers of the target language from
different areas of the world or country
and , ask students to identify differences
between the varieties as well as speaker
uses pf slang, abbreviations, and other
registers
27. MR. VATH VARY
1-27
Have Ss conduct
sociolinguistic
experiments
(linguistic variation)
of their own.
• Have Ss
interview native
speakers,
• Have them read
something, or
• Elicit certain
responses.