invisible hit counter Language Education - 10 Downing Nyc

Language learning is closely linked to educational language issues. In the 1970s, one the Indonesian grammarians, namely Tardjan Hadidjaja, once wrote a book on grammar pedagogy. The book contains grammatical content that includes morphological and syntactical problems applied in language teaching, but macrolinguistic problems have not been adequately addressed.

In the meantime, Spolsky’s book “Educational Linguistics” has also been published in the western world. In educational linguistics, the integration of language research and social sciences such as language and education is discussed holistically. The concept shows that educational linguistics is closely related to the teaching and learning of languages.

Educational linguistics has emerged as a science since the 1970s. This science reflects the integration between linguistic research and social sciences, such as language and educational issues, in an integrated way. This shows that linguistic education is not focused on a specific discipline, but has included other disciplines in language analysis. Thus, educational science becomes the main component that is integrated into educational linguistics. Meanwhile, educational science cannot be separated from other disciplines such as anthropology, sociology, and psychology.

Pedagogical linguistics is a connecting discipline between language theory and language practice or a connecting discipline between scientific disciplines. Therefore, educational linguistics is a discipline that integrates linguistics with other disciplines such as sociology, psychology, anthropology, and neurology. This gave rise to various new disciplines related to the field of educational linguistics, such as language theory, sociolinguistics, psycholinguistics, anthropolinguistics, neurolinguistics, criminology, and pragmatics.

Language as one of the dominant aspects in educational linguistics encompasses two important things, namely language as a means or medium for communicating and/or thinking (science) and language as a scientific discipline (linguistics). Regarding language as a means of communication (scientific), language is used by people to effectively convey thoughts, feelings, or desires to other parties.

Regarding language as a means of thinking, people use language symbols as tools to think abstractly and complexly, just like people do when performing (scientific) activities.

Language is used by humans to think abstractly so that factual objects can also be turned into abstract language symbols. Through this transformation process, human beings can think of objects that are very far away from them, even objects that are not visible, and humans can explain them with language.

Language as science gives rise to a discipline of linguistics, namely linguistics. In this case, linguistics as a linguistic science is a discipline that studies language comprehensively and universally. Broadly speaking, this means that linguistics studies all aspects and components of language, while universal means that the goal of linguistics is not limited to a specific language, but all languages ​​on earth.

Theoretically, linguistics encompasses two main areas, namely microlinguistics and macro linguistics. Microlinguistics is a sub-discipline of linguistics that studies language for linguistics’ sake without involving other sciences outside of language (such as sociology, psychology, anthropology, neurology) and linking their application in education and everyday life.

In addition to linguistics as one of the basic sciences of pedagogical linguistics, the other basis is pedagogy. In this case, education can be interpreted broadly and narrowly. In the broadest sense, education is life, namely all life experiences in different social contexts, lasting over time and having a positive impact on individual growth and development, both physical and non-physical. In the meantime, education in the narrower sense only takes place among individuals as students at a school or university.

Coming from the notion of linguistics and pedagogy, educational linguistics refers to the linguistics applied in educational practice, particularly in the teaching and learning of languages. In this context, educational linguistics deals with language training and research related to educational theory and practice, particularly the teaching and learning of language as a second language for students.

The problem areas dealt with include language analysis and structure, recognition of second language learning problems, and pedagogical strategies for language acquisition. This raises issues related to dialects, bilingual parenting, and the language development of children with special needs. In the meantime. The foundations of educational linguistics are (1) linguistic neurobiology, (2) psycholinguistics, (3) language theory, (4) sociolinguistics, (5) linguistic anthropology, (6) linguistic ideology politics, and (7) educational system.

Starting from educational linguistics as an interdisciplinary field of science, the discussion leads to linguistics in educational practice, in particular to language teaching and learning, both as a first language and as a second language. Therefore, the areas of study covered in Educational Linguistics are as follows:

(1). The interrelationship between linguistics and language teaching and learning

(2). Phonology (phonetics and phonemics) in language teaching and learning, both for pupils of the normal category and pupils with special needs

(3). Lexicon and word forms in language teaching and learning

(4). Syntactic structures (phrases, clauses, sentences) in language teaching and learning

(5). Application of discourse structures and tools in the rational expression of ideas

(6). Linguistic aspects of teaching and learning the four language skills (listening, speaking, reading, and writing)

(7). Linguistic data in language teaching and learning research (8) Linguistic contrast analysis in language teaching and learning

(9). Theory of language in language research, teaching, and learning

(10). Language variations in language teaching and learning

(11). Language policy and language planning


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