Language as a Dynamic System

Language and its use comprises a larger system that serves to communicate, express ourselves, and exchange information. Language is a unique and ever changing system that adapts to reflect the culture, society, and people who use it. As a language educator, it is not only crucial to be aware of this phenomenon, but to also actively incorporate the notion of language as a dynamic system into my own teaching. In order to demonstrate my own knowledge of this concept, I am including four artifacts from my time in the Language Teaching Studies program to represent my ability to promote language as a dynamic entity in student learning and ways in which I can incorporate it into student success. These artifacts include the following: a comparative context analysis, a case study detailing various theories for differentiating learning, a sample activity highlighting a pragmatic function, and a small presentation on developing sociolinguistic competencies.

During my time in the Language Learning in Context course (LT 534), I was exposed to an underlying factor that largely dictates the way in which language education may be conducted: context. Of course, contexts differ widely and do for a plethora of reasons. Thus, it is important to not only recognize that contexts for language teaching can differ, but I also learned that it is incredibly important to consider the specific needs, challenges and goals of the student(s) and how they are brought about and can be achieved in said context. This knowledge is encapsulated in my comparative context analysis that I created for this course. In this work, I discuss the possible affordances and constraints placed on learners of Business English in Buenos Aires, Argentina, as well as describe the relevant social and historical factors that may also affect student learning. This analysis also suggests appropriate approaches to teaching in this context, suggesting my own consideration as to how to best serve learners in their pursuit of English. During this course, the idea of language in context and the role of context in the language learning experience became readily apparent to me as it forms a larger, fundamental role in ensuring the success of students.

Throughout the Second Language Acquisition course (LING 544), the idea of context was complemented by ways in which differentiated learning and various theories can be applied. This concept was explored through my case study, which focused on the acquisition of language through theories founded in psychology, sociology, and anthropology. Of particular interest to me was the language socialization theory (Atkinson, 2011), which posits that learners must be familiar with a certain set of knowledge in order to be considered a member of a given speech community. This was a thought provoking concept as it approaches language teaching from an anthropological perspective, which is something that I had never before considered.

While language language educators are and should be aware that language is dynamic, it is important that students also be exposed to this concept. In the Design for Learning Language Pragmatics course (LT 538), I had the opportunity to work with Madi Collins and Anna Krinitsyna to design an engaging lesson to do just that. Our lesson focused on the pragmatic implication of request making in Spanish and how to best communicate to students that language use is frequently influenced by additional outside factors. The plan itself includes materials that engage students with the various ways that requests can be made in the target language and in what situations they may be deemed more or less appropriate. This was primarily done through the incorporation of the IPIC model (AELRC, 2020) with activities that promoted discovery-learning and recognition of the target forms. The IPIC framework, which stands for Intercultural, Pragmatic and Interactional Competence, was a highly beneficial tool in creating this artifact. This is due to the very nature of the IPIC model itself, which seeks to emphasize the communicative aspect of language that is not frequently garnered through the classroom. Throughout this process, the importance of raising student awareness of the sociolinguistic aspect of language acquisition became clear. This notion of integrating sociolinguistic concepts within language education to promote the idea of language as an ever changing entity that represents a given set of speakers is one that I intend to highlight through my own teaching.

Finally, I was able to further explore the idea of promoting sociolinguistic competence in students through my final project in the Design for Learning Language Systems course (LT 536). Sociolinguistic competence, or the ability to understand and use cultural rules in discourse, is an increasingly important language skill as languages and cultures worldwide grow ever closer. Sociolinguistic competence, therefore, seeks to expand on a student's linguistic repertoire by introducing cultural knowledge and aspects that affect language production (Ortega, 2009). In this project, I argue for the inclusion of sociolinguistic competence, or the knowledge of how language is used in a given context in language education, highlight potential barriers, and provide supplemental theories and methods. My knowledge is further represented through the connections displayed between the presentation’s content and a prior lesson plan I had designed, indicating not only a strict knowledge of the concept, but also an ability to put it into action.

In sum, these artifacts stand not only as evidence of my knowledge of language as a dynamic system, but additionally its successful implementation. With this knowledge, I am better equipped to approach language education from a variety of perspectives and approaches, as well as feel an adequate sense of preparation in being able to deliver meaningful lessons that allow students to discover the ways in which language is shaped and is a reflection of us.

AELRC (2020). Intercultural, Pragmatic, and Interactional (IPIC) Measure. Georgetown University. https://aelrc.georgetown.edu/resources/research-briefs/ipic-research-brief/

Atkinson, D. (Ed.). (2011). Alternative Approaches to Second Language Acquisition (1st ed.). Routledge. 95-116. https://doi.org/10.4324/9780203830932

Ortega, L. (2009). Understanding Second Language Acquisition (1st ed.). Routledge. https://doi.org/10.4324/9780203777282