Developing Professionally
through Educational
Linguistics
Nury Supriyanti,M.A.
Supriyanti_nury@uny.ac.id
Those who dare to teach
must never cease to learn.
(anonymous)
Not to examine one's practice is
irresponsible;
to regard teaching as an
experiment and to monitor one's
performance is a responsible
professional
act.
(Adrian Hill)
All that has to be said is that any
occupations aspiring to the title of
‘profession” will claim at least
some of these qualities:
4
• a basis of scientific
knowledge,
•a period of rigorous study
which is formally assessed,
• a sense of public service,
high standard of professional
conduct
•high standard of
professional conduct
continued
• the ability to perform some
specific demanding and
socially useful tasks in a
demonstrably competent
manner.
Let us develop
ourselves
professionally
How?
With Educational
Linguistics
What is it?
Why?
Language teaching takes place
in a school and is closely tied
to sociological, economic,
political, and psychological
factors.
In educational linguistics,
one does not simply apply
disciplinary knowledge to
a specific situation.
Educational linguistics “should
not be, as it often seems, the
application of the latest linguistic
theory to any available problem”,
but rather a problem-oriented
discipline focused on the needs
of practice (Spolsky 1975:347).
Instead,
the researcher starts with a
problem (or theme) related to
language and education and then
synthesizes the research tools in
his/her intellectual repertoire to
investigate or explore it
(Hornberger and Hult, 2006).
The knowledge generated in
EL may be used to guide the
process of crafting sound
educational language policy
which is designed to influence
practice.
English teachers in schools deal
with the policy and practice in
education. If they only rely on
those two aspects, namely
practice and policy they will never
know whether the educational
policy that they have been
practicing is on the right track.
We need to always make sure
that the way we teach and test are
justified by theories and research
studies related.
This knowledge of EL may be used
to guide sound teaching practice as it
is implemented in relation to
educational language policy
Sub disciplines
of Educational Linguistics
•Theoretical Linguistics
•Sociolinguistics
•Psycholinguistics
•Anthropological Linguistics
•Neuro linguistics
•Clinical Linguistics
•Pragmatics
•Discourse Analysis
•Educational Psychology
Basic Principles of EL
•EL stresses that literacy should be in
primary consideration at each and
every stage of educational processes
•It is educational linguistics which
should be responsible for L1 and L2
acquisition, not applied linguistics.
•Verbal intelligence is one of the
most-used predictors of
educational success.
•linguistics is an indispensible
part of language learning process
•A learner-centered, holistic, humanistic, and
problem-oriented language teaching approach
should be adopted.
•The use of target language in real communication
should be the focus of foreign language education.
•Language education is a whole together with
individuals, educational setting, curriculum
design, and educational language policy
Classroom interaction is a
significant part of language
teaching methodology.
Language acquisition requires input and
interaction
A lot still needs to be discussed
For teachers
To develop most appropriate
attitudes toward language
teaching and language
education
Looking at your teaching in a
wider scope
Looking at your teaching beyond
your stuffy classroom
Have a great time in
being a professional