Aula Linguistica aplicada_01

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Linguística Aplicada ao Ensino de Língua Inglesa
Paula Bullio
Aula 1
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Introduction
The area of learning/teaching languages is the most advanced one in Applied Linguistics. The major part of research made in Brazil and in the world focus on the questions related to the use of the language in the classroom and on the aspects of learning and teaching languages.
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A method  “principles” and “techniques”.
The principles involve five aspects: the teacher, the learner, the teaching process, the learning process, and the target language/culture. The principles represent the theoretical framework of the method. 
The techniques are the behavioral manifestation of the principles – in other words, the classroom activities and procedures derived from an application of the principles
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It is likely that a given technique may well be associated with more than one method. If two methods share certain principles, then the techniques that are the application of these principles could well be appropriate for both methods. There is not a one-to-one correspondence between a technique and a method. 
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The implications of teaching a second language
Definitions: What is a learning style?
“Cognitive, affective, and physiological traits that are relatively stable indicators of how learners perceive, interact with, and respond to the learning environment”.
A whole range of social and affective factors too.
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Origins: Where do learning styles come from?
Students' learning styles will be influenced by their previous learning experiences, their culture and the society they live in.
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Why should teachers know about learning styles?
Four important steps: plan, teach / act, observe and reflect.
Students learn better and more quickly if the teaching methods used match their preferred learning styles.
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As learning improves, so too does self-esteem. This has a further positive effect on learning.
Students who have become bored with learning may become interested once again.
The student-teacher relationship can improve because the student is more successful and is more interested in learning.
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Types of Learning
There are many ways of looking at learning styles, for example:
a. The four modalities
Students may prefer a visual (seeing), auditory (hearing), kinesthetic (moving) or tactile (touching) way of learning.
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Howard Gardener classified the intelligences in the following way:
Intra-personal intelligence (self-smart)
Inter-personal intelligence (people-smart) As Gardner put it: 'The core capacity here is the ability to notice and make distinctions among other individuals and, in particular, among their moods, temperaments, motivations and intentions.
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Logical-mathematical intelligence (number-and-reasoning-smart)
This intelligence can be associated with what is called `scientific thinking'.
Linguistic intelligence (language-smart) We use our verbal-linguistic intelligence when we write poems, create stories and are involved in conversations.
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Musical intelligence (music-smart) For a person with a well-developed musical intelligence, it can be tedious to be away from the world of beat, rhythm, tone, pitch, volume and directionality of sound for long.
Visual-spatial intelligence (picture-smart) This intelligence is related to an architect's ability to picture a building in the mind's eye, and the ability to see a structure from all sides without difficulty.
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Kinesthetic-bodily intelligence (body-smart) This intelligence is about precision and perfection of movement
Naturalistic intelligence (nature-smart) This intelligence has been proposed recently by Howard Gardner to be added to the initial list of seven. It is about observing, noticing and understanding the rhythms and changes of nature
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ESL/EFL students come to our classrooms with assumptions, usually unconscious, about how learning occurs. As teachers, we also come to our classrooms with assumptions, which are also usually unconscious, about how learning occurs. When these two sets of assumptions are different, both students and teachers become frustrated. 
As ESL/EFL teachers, we need to address this cultural variation in learning. 
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The reasons why a second language is learnt
We know that the systematic study of how a person learns a second or foreign language is a recent phenomenon from the second half of the 20th century. 
However it did not happen by accident as we live the “word wide web” times, when the communication among people goes over the borders of their local communities. 
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People have to learn a second language not only for pleasure, but also because it will mean access to education, stability in their jobs, travelling, etc. 
It is essential to think about this process, which is complex as it is a new space for the person’s expression. The second language comes to question the relationship that exists between the person and his/her language; when we start studying a language, we go back to the “child’s” phase and it is necessary to remake the experience of not being able to be understood.
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English today is considered as the international lingua franca and, according to some estimates, is spoken (at various levels of competence) by more than 2,000 million people around the globe, including native speakers (over 380 million) and those who learn it as a second or foreign language. 
 (MUNAT:143). 
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Globalization and the idea of linguistic uniformity makes the Americans to be seen as the “pattern” and it is not only the language, but also their way of life. The idea of effective communication is based on the habits of white and educated Americans and it is transmitted in the form of training to a good communication in the second language – what happens in multinational companies, for example.
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“Controlling the culture is to control the power and who has the culture is the imperialist. Transmitting culture can mean impose the dominant’s ideology, which, obviously, attends directly to their own interests.” 
 (MOITA LOPES, 1996: 47).
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People learn a second language earlier and earlier aiming a better job, a possibility to travel (the program of the federal government Science with no borders is an example) or even a higher social position. 
“There is a new division of labour, in which an elite class of ‘symbolic analysts’ – creative professionals skilled in the manipulation of words, numbers, images and digital bits – would dominate a much larger and less privileged group of workers providing
routine services, either ‘in person’ or behind the scenes.” 
 CAMERON, D. (2002) 
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Students may be not prepared to face the learning of a second language because this process implies the production of a different self, not exactly the one from the first language, causing a strangeness that can result on the usage of certain strategies such as: “sieve” – they learn but they can acquire very little; “parrot” – they know by heart some sentences that will help them in very specific contexts; “chaos” – there are lots of pieces of information disorganized; and others who will reject all and any direct contact with the second language so they will not be far from their self of the first language.
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“It has been defined in terms of two factors: on the one hand, learners’ communicative needs, and, on the other, their attitudes towards the second language community. If learners need to speak the second language in a wide range of social situations or to fulfill professional ambitions, they will perceive the communicative value of the second language and will therefore be motivated to acquire proficiency in it. Likewise, if learners have favourable attitudes towards the speakers of the language, they will desire more contact with them.” 
 (LIGHTBOWN & SPADA, 2006: 63)
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The existence of a global language
Jean Paul Nerrière, a French researcher, created a new “language” called “Globish”. 
It is a way of communication composed by approximately 1.500 words out of a total of 615.000 from English. 
According to this scholar, it is not a language, it is a tool. Language is how a culture is spread. Globish is not that, it is only a mean of communication. 
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According to the author, Jean-Paul Nerrière, a business man had the support of two English teachers from Canada to publish his second book and, since then, the system has received a lot of attention and, the principles of his ideas are:
Be able to communicate with 1500 words;
Use the pronunciation which is understood but not perfect;
Teach simple grammar;
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Teach the basic level of English to the students;
Provide a tool to carry out business talks or tourism anywhere in the world.
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All these arguments presented make the question of learning English even more complex, especially because we know that the language is not only an instrument of communication which transmits a message and nothing more. Each word is a sign that brings lots of social aspects, ideological, cultural, etc. It seems that there is an attempt to reduce the meaning of the learning a second language or, maybe, bring reasons which justify the fast “learning”.
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Another factor to be considered in this context is the effect caused by the television and the computer, both powerful instrument of mass culture. They both have a significant role in the globalization, as they bring to our reality the way of life, speak, dress and behave from the native speakers.
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Whenever we are talking about learning a language, it is important to mention the process of socialization, the way a person becomes member of a society. For example, a student who has Portuguese as his first language, learning English as a second language, can socialize in the second language through the internet, TV programs, etc., because these means of communication are the biggest form of linguistic cultural and behavioral input. 
On the other hand, through these means of communication, students can, sometimes, have a stereotyped view of foreign people what makes them love or hate the culture of the language they are learning and this will have a huge impact on their learning process.
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BASTOS, H.. “Identidade cultural e o ensino de línguas estrangeiras no Brasil”. In: PAIVA, Vera Lúcia M. O. (org.), Ensino de Língua Inglesa – reflexões e experiências. Campinas, Pontes, 2005 
Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40, 21-40. 
Benson, P. (2010). Teaching and researching autonomy in language learning (2nd ed.). London,UK: Longman.Brophy, J. E. (1998). Motivating students to learn. Boston, MA: McGraw-Hill.
BLOCK, D. “ ‘McCommunication’ – a problem in the frame for SLA”. In: BLOCK, D. & CAMERON, D. Globalization and Language Teaching., London, Routledge, 2002
BRUNO, Fátima Cabral. “Apresentação”. In: Ensino-Aprendizagem de Línguas Estrangeiras: Reflexão e Prática. São Carlos, Claraluz, 2005 
CAMERON, D. Globalization and Language Teaching., London, Routledge, 2002
Canadian Modern Language Review57, 424-444. 
LIGHTBOWN, P. and SPADA, N., How languages are learned. Oxford, OUP, 2006
MOITA LOPES, L. P: Oficina de Lingüística Aplicada. Campinas, SP, Mercado de Letras,1996
________. “Pesquisa interpretativista em Lingüística Aplicada: a linguagem como condição e solução”. D.E.L.T.A., 10 (2): 329-338, 1994
MUNAT, J. “English as a Vehicular Language: a Case of globalization or Linguistic Imperialism?. University of Pisa. Internet: www.stm.unipi.it /programmasocrates/cliohnet/ books/language2/11_Munat.pdf
REVUZ, Christine. “A língua estrangeira entre o desejo de um outro lugar e o risco do exílio”. In: SIGNORINI, Inês (org.) Língua(gem) e Identidade: Elementos para uma discussão no campo aplicado. Campinas, Mercado de Letras
SHAUL, David & FURBEE, N. L. Language and Culture, Prospect Heights, Illinois, 1998
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References
Linguística Aplicada ao Ensino de Língua Inglesa
Paula Bullio
Atividade 1
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What is the importance of knowing different learning styles for teachers and students?
Why should we consider the Multiple Intelligences in the classroom?
How do you feel about globalization? 
What are the implications?
Do you believe English will be the global language even if the USA is not the most economic powerful nation?
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Vídeo
https://www.youtube.com/watch?v=cf6lqfNTmaM&hd=1 
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