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Sociolinguistics in the classroom: exploring linguistic diversity

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... Regarding the contents, the tools depend on the basis of background section, literature review and theoretical issues of the study on one hand, and, on the other hand, they depend on the books of Hudson (1996), Piller (2016), (2015) and, Cheshire and Edwards (1993). While regarding the design, they rely on Perry (2011). ...
Thesis
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The study explores the Impact of Linguistic Diversity on the Curricula of Humanity Sciences studies regarding equality, linguistic rights, power and solidarity and identity. This is by means of teaching and learning additional academic languages towards the educational objectives, knowledge re/construction and developments in the local, national and international contexts. In this study, Linguistic Diversity refers to sociolinguistic or functional Linguistic Diversity of the students, in which they are the three university academic languages (Kurdish, Arabic, and English) in the curricula of Humanity Science studies. While, the curricula refer to the whole processes including syllabi, and courses implementation and pedagogy i.e. teaching and learning, evaluation, administration and social factors. The problem is that the used additional languages are not achieved proficiently so that it affects low achievements at higher education academic Humanity Sciences studies at Salahaddin University-Erbil as a public university. One reason is that many languages in Kurdistan Region including Kurdish, Turkumani, Syriac, Arabic, Armenian, and English are incomprehensibly learned and performed; another reason is social inequalities in pedagogy and curricula implementation. The main questions are: 1-How is the ecology of the Linguistic Diversity in Kurdistan Region-Iraqi Federal? 2-Does Linguistic Diversity affect the curricula of Humanity Sciences studies with the influences of social justice, equity pedagogy towards development according to the national and international professional proficiencies? The study hypothesizes that there are Linguistic Diversity problems that affect the achievements of the curricula linguistic and content objectives. There are inequalities and prejudices in the linguistic rights, curriculum pedagogy and design and the balance between theoretical and practical knowledge comprehension and adaptation. The study explores and investigates the weaknesses and problems arise in the impact of the Linguistic Diversity and effects of inequality pedagogy on the curricula and content integration of the Humanity Science studies at Salahaddin University-Erbil, that affect graduates’ outcomes, productions and academic theoretical and practical knowledge construction in the local, national and international contexts, it tries to confirm or approve the reasons and causes of those problems. So, the study is regarded as exploratory to confirmatory of philology in curriculum implementation. The methodology of the study is both qualitative and quantitative. In which, the methods are compatible and parallel questionnaires for students, teachers and an interview checklist for decision makers. The participants are senior students 336/1600 = 21%, teachers 58/490 =14.87%, and decision makers 13 people. Regarding the results, 74.576 of the overall items was positively acknowledged, and %25.423 of the overall items was negatively acknowledged. It has been found that the majority of the participants’ quantitative and qualitative attitudes were positive regarding the linguistic rights, respect of identities, proper interactions, and theoretical knowledge construction. Also, the negative points are that Linguistic Diversity is not properly implemented in the curricula of Humanity Science studies; it causes problems of learning, knowledge re/construction and sustainable development. Some urgent problems are in pedagogy concerning balancing between theoretical and practical knowledge, evaluation approach concerning balancing between assessment and measurement, language and translation skills, linguistic and content objectives. In which, they affect the lack of students’ knowledge achievements; they will not be able and capable of being active academicians, leaders and entrepreneurs. It causes weaknesses in academic linguistic professional proficiencies, techniques of teaching and strategies of learning, translation skills, student as researcher, practical knowledge construction, and assessments. The study can be beneficial for making better developments in the pedagogical implementations, content-based curriculum development and regular evaluation approach.
... Other than the information background items, the research items are sixteen likert scale and an item in which it asks the participants' comments or notes about the problem of the study. The items are constructed relying on the basis of the situational background of the students, literature review and theoretical issues of the study on one hand, and, on the other hand, the relevant related resource such as Hudson, (1996), Piller (2016) andO'Neill (2015) and Cheshire and Edwards (1993). ...
Research
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Linguistic Diversity (LD) refers to linguistic variety. Here, it refers to the students' functional linguistic or sociolinguistic academic and non-academic linguistic variation. Also, social justice and equity pedagogy are the representations of equal opportunities that ensure equal and constant development which leads to knowledge re/constructions. Ecologically in and out of the institutional settings of Humanity Sciences studies (HSs) the situation is diverse linguistically and sub/culturally. The problem is that the humanity sciences students are supposed to be linguistically and professionally proficient and knowledgeable but the language policy, plan and practice do not assist them to reach their higher education standards. So the questions are: Is LD implemented properly? Does the LD lead to knowledge re/construction and development? How is the social justice and equity pedagogy in the processes of teaching, leaning and classroom management? The hypothesis is that the LD is not implemented as it is and as the requirements and needs of students. So the graduates might not be skillfully and academically prepared locally, nationally and internationally.
... The items are constructed relying on on the basis of the situational background of the students, literature review and theoretical issues of the study on one hand, and, on the other hand, the relevant related resource such as Hudson, (1996), Piller (2016) and O'Neill (2015). Cheshire and Edwards (1993). ...
Conference Paper
The study is about linguistic diversity and social equality at the humanity science departments at Salahaddin University-Erbil. The term linguistic diversity refers to the students' linguistic local and academic varieties, the adopted academic languages at the higher education in Kurdistan Region which they are Kurdish, Arabic and English. Really, Turkumani and Syriac are the means of instruction at the schools in which the speakers are the majority Turkumani and Syriac. So, students of diverse languages and varieties enroll at the universes. As that the students who enroll at the humanity science colleges come from sociolinguistically diverse residence (rural and urban), class (socio-economic), political, linguistic, religions, gender, education and identities backgrounds, inequality problems rises on one hand. And on the other hand, the problem is that they are not academically proficient in the required academic and everyday communication languages. All the students other than their first language, they are supposed to be proficient at least in two of three additional languages. And the academic linguistic diversity i.e. Kurdish, Arabic and English directly affect their development. The study aims at finding the sociolinguistic diversity obstacles that affect learning and development. And find proper solutions for those issues that directly influence the students' performances. The study includes the abstract, the theoretical issues and literature review, aims, research questions, methodology of data collection, data analysis, results, findings, conclusions and recommendations. A questionnaire was constructed on the basis of the related contents of the study and some resources. It is adapted for the university senior students' attitudes. It contains thirteen items about the participants' information background, sixteen likert scale items and an item asks for the participants comments or note about the linguistic diversity and social equality. It is concluded that the linguistic diversity is adopted and adapted in the departments. And accepted and respected by the university stakeholders. But, the de facto or practica of linguistic diversity implementation requires more accurate related techniques of teaching, learning such as socialization processes in the implementations that help the students actively and skillfully learn the academic languages, this is to help the students to have the ability to comprehend the contents of the curricula and have the ability to enroll in the lifelong national and international development and careers of marketing.
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