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LINGUISTICS
By
By
ISSN 1119-4456
ii
DEDICATION
This lecture is dedicated to the evergreen memories of :
My late mother Mrs. Matilda Juliana Owhotu (nee Roberts) of the
Gambia,1909-1967,school teacher, concert soprano, multilingual,
whose love, stance on discipline, blessing and enduring words
of wisdom have kept me on track since she passed on forty
years ago,
and
My late wife Mrs. Chinyere Owhotu (nee Uduka), B.A. (Chicago).
M.A. (Vermont), M.Sc (Lagos), of Abriba, Abia State, 1948-1998.
Words cannot fully illustrate her love, deep faith in my potentials,
and her selfless dedication to the welfare of the family.
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PREAMBLE
This lecture is in two parts. In the first, I shall briefly examine the
concept, some underlying issues and contents of modern applied
linguistics. In the second, I shall present a few examples of my
research-based experiences of thinking and doing applied
linguistics, drawn mainly from the subfields of French curriculum
studies and special educational linguistics.
INTRODUCTION
Understanding applied linguistics may not be possible except
through a conscious and sustained process of multidisciplinary
and interdisciplinary knowledge-building, thinking and doing; not
knowledge-building, or thinking, or doing. Knowledge-building is
a crucial condition for analyzing and interpreting the structures,
contents and core values of the constituent disciplines of applied
linguistics. Thinking involves rational, reflective, critical thinking,
pondering the state of reality, raising issues and questions about
problems, challenges, theories, principles and practices,
rationalizing results of research, and careful and efficient planning
of the teaching and learning objectives, processes, strategies ,
outcomes and output. Doing or action derives from knowledgebuilding and thinking and seeks to apply and evaluate the
products of knowledge-building and thinking through the use of
conventional or innovative, creative, imaginative, but productive
or effective methods, strategies and techniques. These include
actual teaching, learning, training, research, development and
diffusion, monitoring and assessment.
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CURRICULUM STUDIES
LANGUAGE TEACHING
& LEARNING
Philosophy
Policy Analysis
Contrastive Linguistics
Psycholinguistics
Discourse Analysis
Sociolinguistics
Ed. Technology
Measurement & Eval.
Methodologies, environ for lang.
learning
Lang. for spec. purposes
Lexicology
Mothertongue
Second lang learning
Foreign Lang. Learning ICTs in
Lang. learning
Ethics, rights & values
Lang. Learning
Literacies
Pragmatics
Foreign Lang teacher edu.
Curriculum theory
Curriculum studies
Inst. Materials Devpt.
Teaching Style Analysis
Learning Style Analysis, etc.
LINGUISTICS
Phonetics
Phonology
Grammar
Semiotics
Semantics
Stylistics
Rhetorics
Poetics
Forensic Linguistics
Lexicology
Lexicography
Corpus Linguistics
Pragmatics
Discourse Analysis
Translation theory,
etc.
PSYCHOLOGY
OF LANGUAGE
Psycholinguistics
Biolinguistics
Lang. Devpt &
acquisition
Lang. and mind
Gerentology
Discourse
Analysis,
etc.
SOCIOLOGY
OF LANGUAGE
Sociolinguistics
Lang. & gender
Lang. in contact
Lang. loss & relearning
Ethics, rights &
values, etc.
Philosophy of Language
Policy Analysis
Multilingualism
Immersion Education
Bilingual Education
Language Loss
Language rights
Minority Languages
Mothertongue education
Second language education
Literacies
Ethics, rights & values
Special education, etc.
Anthropo. Linguistics
Cultural Anthropology
Lang. & Subcultures
Gender
Historical Linguistics
Biological Linguistics,
etc.
LANG. PLANNING
& POLICY
CONCLUSION
I shall end this first part of my lecture with the following questions
that were central to the heated discussions during the 12th World
Congress of AILA held in Tokyo Japan in August 1999.
ANTHROPOLOGY
APPLIED LINGUISTICS
Clinical Linguistics
Language Disorder
Speech Disorder
- aphasia
- dyslexia
- dysgraphia
Fluency Disorder
- grammatical
- pragmatic
- stammering
- stuttering, etc.
SPECIAL
EDUCATIONAL
LINGUISTICS
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NORMAL
F
U
B.
A1
C.
A2
Disorder of CONTENT
Disorder of FORM
D.
A3
Disorder of USE
U
E.
A4
Disorder of INTERACTION
F.
A5
NIL Interaction
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(ii)
(iii)
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19
20
iii.
iv.
v.
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22
23
24
***For these two items the expected response was No
31.25
81.25
81.25
75.0
12.50
25.0
81.25
68.5
39.5
39.5
25
Linguistic profile:
Her spoken language is comprehensible
can hardly read simple words of four to five letters, but oral
comprehension is fairly satisfactory. She often searches for
words to express herself . Simple sentence construction is a
major problem. She finds it difficult to correctly copy from the
blackboard despite evidence of satisfactory vision.
Subject 3 (Female)
Social Profile: Always gay and found in the company of her
friends almost talkative . Remains attentive in class
repeating the class.
Linguistic Profile:
For her, tense agreement is
inconsequential. Her ability to do written comprehension is
doubtful, at times she writes out of content. She appears to have
a good memory because she often recollects what she has just
heard or listened to.
Table III: Prevalence of observed problems among the
three subject
Skill
Speaking
Reading
Comprehension
Behaviour
Writing
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Subjects
exhibiting
behaviour
behavior
0
2
3
3
3
3
3
3
3
3
1
1
3
2
2
2
1
2
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Q2:
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Q3:
Q4:
Q5:
Q6:
(i).
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(ii)
(iii)
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32
(iv)
(v)
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35
v.
vi.
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Functions
Learner Skills
Learning Issues
CALL websites
Oral practice
Differentiation
Word processing
Writing
Motivation
Text manipulation
Reading comprehension Independent learning
Spreadsheets
Communication
Immediate feedback
Databases
Grammar
Accuracy
Internet
Vocabulary acquisition
Revision
Web pages
Cultural awareness
Text level literacy
Power Point Presentations
Language authenticity
CD-ROMs
School website
e-mail links
languages clubs
Source: University
PGDE
Handbook
2002/2003
Source:
UniversityofofCambridge
Cambridge
PGCE
Handbook
2003/2004
Conclusion
I have shown in this discussion of ICT policy implementation in
England what strong political will can do; how crucial building
sustainable partnership among all stakeholders is; how quality
control and assurance could only be achieved through a culture
of objective monitoring, assessment and reporting; how funding
could be sourced and well managed; how at the institution-based
level, Oxford, Cambridge and London demonstrated that
successful implementation has been a function of an enabling /
conducive environment they have provided for language teacher
training and learning. In the wider context of education, ICT
investments in teacher education across the curriculum has the
enormous potential multiplier effects in providing a more efficient
means of delivering literacy training within a sustainable literate
environment, and support adult literacy and basic skills acquisition
in basic education etc (Wagner and Kozma 2005:5).
A THIRD EXAMPLE: Voices in School-based French
Curriculum Reform
In this third example of thinking and doing applied linguistics, I
shall present briefly my experiences of micro-system or schoolbased French curriculum reform involving syllabus design in
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Stage
First
Duration
Sept.
1998
(1)
(2)
(3)
Sept. 2001
(1)
to Oct. 2004
(2)
to Oct. 2000
Second
Regulations
(3)
Third
2004 to
Oct. 2008
(1)
(2)
I think that the reactions to, and ensuing debates over the 1998
policy may have influenced the latest revision. But it also reflects
serious policy inconsistency and discontinuity. Nonetheless, I
need to discuss briefly this otherwise important innovation in terms
of the implementation plan, including structures and strategies
that have been adopted since 1998.
The first step taken in this regard was the creation of National
time line for implementation of the 1998 policy (Table V).
Table V. Stages/Timeline of Implementation
It is perhaps common knowledge that from the timeline specified
in Table V, the micro and macro system involved are not ready
for its implementation. Again, is this a fall-out of critical public
opinion only?
What is certain is that the relevant French and Nigerian
government agencies are laying the foundation for meaningful
implementation eventually. In this regard, certain obligations were
stipulated for both the French and Nigerian governments. The
French government was expected to supply the necessary
equipment, literature, technical advice, instructional materials,
scholarships and foreign expert teachers. The Nigerian
government was expected to provide the infrastructure, support
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ACKNOWLEDGEMENTS
My personal, academic and professional life has been influenced
by innumerable people to whom I owe tons of gratitude.
I would like to express my gratitude to all the good people I met
before, during and after my higher education who showed keen
interest in my personal and intellectual development. It is
impracticable to name them here. While the largest group of
well-wishers was convinced that I should enter the teaching
profession; a second group thought I should become a diplomat;
a third suggested broadcasting, and another thought that I should
be in social welfare/development of the challenged. Teaching was
definitely judging by my experiences of some of my teachers in
secondary school! I felt much more at ease with social
development or so I thought until I met three academics
representing tertiary institutions on the National Commission for
Social Development: Professors Olatunji Oloko renowned
sociologist, University of Lagos, B.I.C Ijeoma then the pioneer
Rector of Akure Polytechnic, and Justin Tseayo from Ahmadu
Bello University. They persisted in reminding me at every
opportunity that my true place was in the university.
I imbibed the ethics of public service under the tutelage of Mr.
Austin N. Chibututu J.P., former Federal Deputy Director of Social
Development and Administrative Secretary of the Nigerian
National Advisory Council for the Blind (NNACB).Within my first
year in service, he had put me through my paces. Even as a
clerical officer, I prepared the draft annual report of the Council,
took initiatives and carried out , in his absence, the responsibilities
of an assistant executive officer! He has remained a mentor
and friend ever since.
I shall remain eternally grateful to my wonderful Aunt, Mrs. Yejide
Sowande, for keeping faith with the solemn promise she had
made to my late mother over forty years ago to take care of her
children, especially Victor. Mama Jide is 96 and still going strong
in the Lord and in health.
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which did not materialize because I could not travel; the scheduled
Nigerian Airways carrier had been impounded for indebtedness
to the British Airport Authority!
I am very grateful to the School of Education, University of
Cambridge and Wolfson College Cambridge for electing me to a
visiting scholarship in 1996 and 2003 respectively and for providing
the conducive environments for my study; Dr. Michael Heafford
(now retired) and Dr. Michael Evans, School of Education,
Cambridge University for their generous academic support and
friendship; Dr Trevor Mutton, Department of Educational Studies,
University of Oxford for the invitation and his support during my
study visit there; Ruth Heilbrom PGCE MFL team leader, Institute
of Education, University of London for her collaboration; the
Cambridge PGCE modern foreign language student-teachers in
the 1996/97 and 2003/2004 Sessions, the Oxford PGCE modern
foreign language interns, and the London University PGCE
student-teachers in the 2003/2004 Session who all very kindly
and willingly assisted me with data collection in their placement
schools and also responded to numerous questionnaires. I
certainly could not have done much without them.
About fifteen years ago, I was first invited to serve as an education
expert with the Nigerian National Commission for UNESCO
(NATCOM-UNESCO). I grew over the years, especially under
the appreciative, focused and disciplined leadership of Mrs. Joyce
Aluko, a seasoned retired university administrator and longest
serving President of the National Commission, from a local expert
to become the lead expert and chairman of the education sector
of the National Commission. As a result of her initiative and under
her guidance, I have had the singular honour and privilege to
lead the Nigerian Delegation to Commission II(Education) of the
31st (2001), 32nd (2003), and 33rd (2005) Sessions of the General
Conference of UNESCO held in Paris. I had become a diplomat!
I seize this opportunity to place on record my deep appreciation
to members of the Nigerian delegation to Commission II for their
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It is at this point that I would like to pay special tribute to the Vice
Chancellor, Professor Oyewusi Ibidapo-Obe for his remarkable
understanding and constant support. Since 2001 the surge in
my national and international assignments has necessitated a
considerable number of requests for permission to be away,
and he has always granted them. Might I add for information, Sir,
that these assignments have always had the type of outcomes
that you may well be proud of.
And now to my family both in Nigeria and the Gambia. First, my
love and gratitude go to my four children Nkemakolam, Uba,
Matilda, and Margaret, and ward, Ijeoma(Mrs Omunizua) for being
there for me and from whom I learned enduring lessons about
the joys and virtues of parenthood; my late father Chief J.B
Owhotu, my two sisters, Mrs. Rachel Thomas and Gertrude
Owhotu; my brothers, Godfrey and Nana; my late brothers
Charles, Oju and Jonathan, my in-laws the Uduka,Odim and
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REFERENCES
Anderson, L.W. (2004). Increasing teacher effectiveness. Paris:
UNESCO: International Institute for Educational Planning.
Carrol, B.J. & Hall, P.J. (1985). Make your own language tests.
Oxford: Pergamon Press.
Chandelier, M (1977) Pdagogie des langues trangres et
thories linguistiques, Etudes de Linguistique applique,
25, 62.
Bates, T. (2001). National strategies for e-learning in postsecondary education and training. Paris: UNESCO Institute
for Educational Planning.
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