Language as a Dynamic System

LT538 - Teaching and Learning Pragmatics

LT538 Teaching and Learning Pragmatics, taken early in the program, introduced me to the concept of language as a dynamic system and fundamentally changed my view of language. Focusing on integrating the concept of Intercultural Communicative Competence (ICC) (Fantini, 2012) into our design, Yueyuan Jin and I worked on this Activity Creation Project to raise student’s pragmatic awareness in Chinese, particularly regarding power dynamics and politeness in language use. We used the IPIC Model (Sykes et al., 2020) to clearly describe what they are required to achieve in each part of the lesson. We also included corpus research in the activity, which connects to the idea of language as a dynamic system by encouraging students to explore how language is used in various contexts, rather than relying solely on textbook definitions. 

For practical experiences, students were engaged in jigsaw and role-play activities, allowing them to use and experiment with the language in context actively. This Project reflects language as a dynamic system by focusing on the pragmatic aspects of language use, which can vary greatly depending on social context, relationships between speakers, and cultural norms. It demonstrates that knowing a language involves more than just vocabulary and grammar and requires understanding the subtle ways in which language use changes based on social and cultural factors. 

LT534 - Language Learning in Context

The Comparative Context Analysis Project from LT534 Language Learning in Context centered around the concept of language variations such as multilingualism and translanguaging (Cook, 1999) and language and identity (Norton, 2012). The comparison between two Chinese language learning contexts - one for young heritage speakers and another for university-level English speakers - demonstrates how language learning is influenced by learners' backgrounds, ages, and environments, and how it adapts and is used differently across various contexts. The analysis of affordances and constraints in each context illustrates how language learning is not a static process but is shaped by numerous factors. This aligns with the idea of language as a dynamic system, where multiple elements interact to influence language acquisition and use. This work highlights how language learning and use change based on the learners' age, cultural background, and learning environment. It shows that language is there for exchanging meanings and is a complex system intertwined with identity, culture, and social contexts. 

LING544 - Second Language Acquisition

The Case Study for LING544 Second Language Acquisition was a group project I worked on with Anthoney Quigley and Kaleb Stubbs. It involved creating a website to convince university students that language learning goes beyond linguistics. The project introduced Communicative Competence (Canale et al., 1980) and highlighted the value of language learning, touching on grammatical, sociolinguistic, discourse, and strategic competencies. The website aligns with the concept of Intercultural Communicative Competence (Fantini, 2012), emphasizing the language-culture connection. This approach reflects the idea of languaculture proposed by Agar (1994), underscoring that language learning involves not just linguistic proficiency but also cultural understanding. 

Aligning with sociocultural theory (Vygotsky & Cole, 1978), the website addressed misconceptions and explored concepts like motivation, interaction in language acquisition, and language-identity relationships, conveying language's complex and dynamic nature. Revisiting the website, I see now that it could be improved. First, having more information about the relationships between the three theories and communicative competence; including videos, podcasts, or infographics could make complex ideas more accessible. Second, providing real-world examples through case studies from language learners could illustrate practical applications of communicative competence. Lastly, having a cultural showcase section could also be a good idea to highlight diverse cultures and their languages, emphasizing the cultural aspect of language learning.   

LT536 - Design for Language Learning Systems

LT536 Design for Language Learning Systems allowed us to design lesson plans and activities for our chosen context. I designed a lesson plan with Fatemeh Jafariaghdam Mehrabani that focused on text messaging in English which aligns closely with the concept of Communicative Competence (Canale et al., 1980). It focused on teaching students how to use language in a specific context (text messaging), which involves understanding both linguistic and socio-cultural aspects of communication. The lesson plan also incorporated cultural aspects of text messaging in English-speaking contexts. This work illustrates language as a dynamic system by examining how text messaging creates new linguistic norms and practices. It demonstrates how language adapts to new technologies and social practices, and how language learners need to understand not just vocabulary and grammar, but also the social and cultural norms of language use in specific contexts.