Teaching And Researching: Language And Culture

By (author) Kelly Hall, Joan
Short description/annotation
Teaching and Research: Language and Culture, offers a clear, comprehensive overview of two of the major areas in contemporary applied linguistics activity, providing both an assessment of theoretical developments up to this point, and suggestions for future research and practice.
Description
Language and culture are concepts increasingly found at the heart of developments in applied linguistics and related fields. Taken together, they can provide interesting and useful insights into the nature of language acquisition and expression. In this volume, Joan Kelly Hall gives a perspective on the nature of language and culture looking at how the use of language in real-world situations helps us understand how language is used to construct our social and cultural worlds.The conceptual maps on the nature of language, culture and learning provided in this text help orient readers to some current theoretical and practical activities taking place in applied linguistics. They also help them begin to chart their own explorations in the teaching and researching of language and culture.
Table of contents

INTRODUCTION

 

SECTION 1 DEFINING LANGUAGE AND CULTURE

 

Chapter One  A sociocultural perspective on language and culture

1.1  Introduction 

1.2  Language as sociocultural resource  

   1.2.1  Dialogue as the essence of language use

1.2.2  Single- and double-voiced utterances

1.3  Culture as sociocultural practice

1.4  Linguistic relativity

1.5 A socially constituted linguistics

1.5.1  A socially constituted approach to the study of language and culture

1.5.2  The recent turn in studies of communicative activities

1.5.3  From linguistic relativity to sociolinguistic relativity

1.6  Systemic functional linguistics

1.7  Summary

Further reading

 

Chapter Two     Language and identity

2.1  Introduction 

2.2  Social identity  

   2.2.1  Contextual relevancy of social identity

2.3  Agency, identity and language use

2.3.1 Giddens’ theory of structuration

2.3.2 Bourdieu’s notion of habitus   

2.4  Research on language use and identity

 2.4.1 Interactional sociolinguistics

 2.4.2 Co-construction of identity

2.5 Summary

Further reading

 

Chapter Three  Language-and-culture learning

3.1  Introduction 

3.2  A sociocultural perspective on language and culture learning

   3.2.1 Mediational means

3.3 Language socialisation

3.4 Learning how to mean

3.5 Social activity and language development

3.6 Social activity and cognitive development

3.7 Contexts of learning

3.7.1  Language classrooms as fundamental sites of learning

3.7.2  Learning beyond the traditional classroom

3.7.3 The effects of globalization on sites of learning

3.8 Summary

Further reading

 

 

SECTION 2 TEACHING LANGUAGE AND CULTURE

 

Chapter Four     The sociocultural worlds of learners

4.1  Introduction 

4.2  Language socialisation practices: Home and school connections

4.3 Language variation

4.4 Redesigning curriculum and instruction

4.4.1  Culturally responsive educational programmes

4.4.2  Funds of knowledge

4.4.3  Language awareness curricula

4.5  Summary

Further reading

 

Chapter Five     Language and culture of the classroom

5.1  Introduction 

5.2  Schools and classrooms as sociocultural communities

5.3 The role of classroom discourse 

5.3.1  The The dominant pattern of interaction in classrooms

5.3.2  Changes in the third-turn that enhance learning opportunities