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Project Proposal Third Submission

Miguel Angel Quimbay Tinjaca, Laura Daniela Lombana Barrera & Diomar Geraldin

Calderón Arias

Departamento de Humanidades

Universidad Santo Tomás

Sociolinguistics_48NH1

Mangely Londoño Gutiérrez

Diciembre 2022
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Table of Contents

Contextualization...................................................................................................................... 3

Theoretical framework.............................................................................................................. 6

Methodology.......................................................................................................................... 10

Participant profile................................................................................................................... 12

Data collections...................................................................................................................... 14

Instruments............................................................................................................................ 16

Data Analysis......................................................................................................................... 18

Results................................................................................................................................... 21

Conclusions........................................................................................................................... 23

References............................................................................................................................. 24
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Contextualization
“Language is too important historically to leave to the linguists”

Peter Buque (1987: 17)

Language and communicative practices are described diachronically, that is, they are

assumed to change over time according to identifiable patterns. In this sense, what is

glimpsed is an articulation of language and history in which synchrony and diachrony are two

sides of the same coin, in which it is assumed that language not only has a history but also

changes with time. time, but also and above all it is historical. that its nature can only be

understood in relation to the context of use.

It is said that language is not a representation of society or a mere instrument of

communication, but "an active force in society, used by individuals and groups to control

others or to defend themselves against being controlled, to change society or to prevent others

from changing it. (1987: 13).

The Politics of Language series covers the field of language and cultural theory and

will publish radical and innovative texts in this area. In recent years, developments and

advances in the study of language and cultural criticism have highlighted a new set of

questions.

Instead, more broadly understood patterns of communication can be identified within

this new field as the object through which to seek an ethnographic and sociological

understanding of a particular community. In fact, a certain social group, a complex set of

social structures or a set of social practices of a specific type is the ultimate object of study,

and language is conceived not as an isolated entity whose nature must be identified and

explained, but as integral part of a sociologically defined object.

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Problem statement

Seeing how for children we become the second mother / father, and become

the safe place is something so wonderful, but it generates so much fear, that if we use

the wrong words to say something, we can cause almost irreparable damage. In this

way, schools as organizations are better recognized as political systems both

internally and in their external relations (Bacharach, 1983). The participants can be

conceived as "political actors with their own needs, objectives and strategies to

achieve these objectives" (Bacharach, p. 10), which is why teachers must learn to

address children with respect and wisdom, in fact Not just children, but people in

general. And this is where life presents us with new situations that are not very easy to

share, so our research question is:

How does political power imply the behaviors of teachers and the English

language used in a school community as teachers?

Based on that question, we can become aware of teacher leadership, that is,

awareness of the tactics, influencing factors, and consequences of teacher leaders'

daily political interactions with others within the school environment. Jaded (1990,

1997) and Jaded and Anderson (1995) acknowledge that teachers are not passive

actors in school politics, but also use political strategies to increase their bargaining

power through the use of influence tactics.

That question is also considering the meaning of political power which is

generally related to influence on behavior, either in the thinking or in the actions of a

society. And also, meaning of sociolinguistics, which is a discipline that deals with
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the relationship between language and society. In this way, we have some objectives

for this research, first hand we have the general objective:

Analyze how sociolinguistics together with political power affects teachers in a

school context.

And also, to generate a deeper investigation, we have specific objectives:

1. Identify the impact of sociolinguistics together with political power on teachers in

a school context.

2. Evidence the influence of sociolinguistics in a school context, considering the

political power over teachers in a school context.

3. Categorize normatively, the sociolinguistics of teachers in an educational context.

Finally, this study was proposed for teachers to implement political skills

when interacting with directors, colleagues and students that are related to the way in

which people communicate, also studying how they affect teachers' behaviors,

regarding the use of dimensions of political skills and influence tactics by teachers.
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Theoretical framework

Sociolinguistics, has been one of the great disciplines that has been in our society for

a long time emphasizing the language with which we relate day by day, where we are closely

related to our social, cultural, historical, political and educational context, according to

(Bayyurt, 2013) says that "If we had to list the factors that influence our decisions related to

the use of language in any social context, the first issues that would come to mind would be

the characteristics of the context, (school, office, home, park, shopping mall, etc.. ), the role

of the communicators (acquaintances, strangers, etc.), the effects of the selected words among

the listeners taking into account the culture and the people of the country where the language

is spoken".

Emphasizing the educational context, this is closely linked to the education and

training of children, youth, and adults throughout the trajectory of our lives being found in

our daily lives, schools, universities and even work, allowing us to communicate, express

ourselves and socialize through conversation and the language used in their socio-cultural

contexts.

Regarding education in the teaching of a foreign language in the curricula of

educational institutions, it should be noted that it is a challenge that teachers and institutions

face every day since it is not common to put into practice the way of writing, speaking and

putting into practice in a daily case with a native speaker of the language being learned, since

it is a little difficult to understand and the attitude they take towards teaching and learning it,

according to (Bayyurt, 2013) states that "There have been many research studies examining

attitudes in foreign language teaching at all ages and proficiency levels. The general aim of

this line of research is to understand how learners' and teachers' positive or negative attitudes

towards a language influence language teaching and learning."

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In this way, it should be recognized that having a native language when communicating and

expressing ourselves daily, is one of the things we use almost at all times to express

ourselves, where the way in which we express ourselves and share our ideas by using words

and expressions known as dialect has a great influence, very popular in different parts or

regions that speak the same language but use different words to refer to the same, "These

inferences determine the type of approach adopted by speakers and listeners relate to each

other during communication, attitudes towards the different uses of language in society can

be positive or negative. " (Bayyurt, 2013)

In general terms, the homogenization of equality and opportunities in the educational

aspect in students seeks the relationship concerning and close to the quality and accreditation

generalizing the application of tests and evaluation standardizing the quality of education,

however some educational policies underlying the same said above have to be adopted, which

balances the fair and necessary referent on education on sociolinguistics, which in this way,

seeks social justice, in this way (Zavala, 2019) says that " over the decades this increasingly

interdisciplinary field has asked questions regarding how language impacts on the three

dimensions that are fundamental to think about social justice: economic redistribution,

cultural recognition, and political participation. Recently, the category of 'linguistic justice'

has been discussed from economic and philosophical perspectives in relation to the impact of

language policies. Aware of the plurality of approaches".

For some years now, sociolinguistics has moved from analyzing and understanding

language as a neutral system, to language in relation to practices situated in different social

contexts from the communicative repertoire as multiple languages. According to (Zavala,

2019) states that "A repertoire can include multiple "languages", "varieties" and ways of

speaking, but also gestures, ways of dressing, postures, communicative routines and
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recognizable intonation patterns. Language - in terms of grammatical and lexical resources -

would be only a part of a communicative repertoire, as it is always used in the framework of

situated actions and activities, and of the deployment of a diversity of identity positionings.".

Notwithstanding the above mentioned, sociolinguistics is an essential part of our

communication routine since it characterizes the way in which a society or community can

express and understand the form and management of language in simple ways that as time

and generations go by, the communicative resources are molded, having significant radical

changes in the matter of words or expressions that young people commonly use with greater

recurrence, this does not mean that the words of the Royal Academy of the Spanish language

are officially modified, but rather that local conceptualization is also sought among people in

the same environment, such as parents and teachers, since they are an essential part of the

communication and development of children and young people" the accommodation should

be bidirectional, in the sense that teachers should also accommodate the repertoires that

students bring from their primary socialization and those that they learn outside school as part

of their contact with different communities of practice. " (Bayyurt, 2013)

Based on this, inclusive language is one of the forms that lately has had an impact on

societies and even sociocultural, political and student contexts, since in our days it is common

to find us with a lexical level that reflects or confronts reality, issues of linguistic habits as in

this case impacting language in gender inclusion according to (Sayago, 2019) "this

phenomenon, clearly, is a change induced by a minority (for political reasons) and not an

invisible change adopted by the speaking mass (without political motives). Its success will

not stop gender violence or end machismo, but it would add a very productive nuance in the

conception of language/language and in the sociolinguistic awareness of speakers, increasing

sensitivity to gender variety. The change is already underway. We experience it, for example,
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when we say todos (and todas) and not todes or when we say todes, knowing that some of our

receivers may object to the choice".

To conclude, it is worth mentioning that sociolinguistics implies and has

repercussions on our forms and abilities of communication in or within a society, since in this

way we can analyze, study and verify the forms of dialect or lexicon that have repercussions

on our daily life and the way in which we can confront it and include it in our perception of

reality, in this way we can emphasize and give a detailed ideological background on the

management of language and its functionality.

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Methodology
The methodology that is implemented in this research is recurrently qualitative, since

in this way we want to implement the search of the students' behaviors, their way of acting,

expressing themselves when being in an environment completely different from their home,

even if the school is considered their second home, it is there where the children develop

almost in a perceptible way the development and knowledge of their free personality where

the teachers and the institutional body have an impact on the development of their

personalities and the positions that they take in front of it.

Thus, the implementation of this method is sought since it is important to know what

happens within the schools, the positions, personalities that teachers and the academic body

take directly in front of the students together with the norms in front of the political power

having repercussions on the whole community and how the subject of the approach to the

thought and free development of personalities is approached as the students grow up within

the educational institutions.

In this way, data collection is sought in such a way that it is possible to analyze,

standardize and evaluate data of great importance, collecting small but meaningful samples

leading to a meaningful and valid representation, developing a deep understanding of

evaluation criteria in the standardization of behaviors of both students and the position

adopted by teachers regarding the regulations to address and address issues on the behaviors

of their students in relation to the position of political power, with direct and proportional

repercussions.

Consequently, we proceed to the evaluation of the place in which we proceed to

conduct this research focusing on the study on the students' attitudes and the position that

teachers take on them, according to (Skinner, 1993) says that "The qualitative data are often
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collected via an interview, a focus group (structured group discussion), or via observation.

Qualitative research tries to reveal the perspectives of the subjects or patients that the

research question regards. It uses an "emergent design," referring to the iterative process of

combining data analysis, preliminary data inspection, and data collection. “;. The study is

implemented in this way, whether individual interviews, thus taking standardized samples,

identifying variations by applying distributions on the coincidences and similarities of

responses with normal distribution, where to be effective in the applicability of this method

of study, an integration will be made with the educational environment and directly

evidencing the behaviors, feelings and thoughts to integrate us, where at the end of the

collection of these data will be recognized and a sample distribution of the interviews will be

made strengthening and valuing the method and applicability of the same.

Finally the results and answers obtained on this investigation will look for the form to

implement and to present the analytical data on this investigation, interpreting the function of

the context the reason why certain type of behaviors are given on the students in front of the

position of the teachers who adopt institutional political policies in the development of the

form in which different criteria are approached in the accomplishment in function of the

growth and development of the students, interpreting also emotional links on the part of the

students whether they are emotional, obstacles on their behaviors, determining origins,

typologies and why different positions are taken by students and teachers in front of some

policies that many institutions adopt.

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Participant profile

Focusing on the participant profile, in this circle we focus on teachers and the student

body. Within the framework of education, sociolinguistics allows the teacher to convert the

skills that boys and girls bring from their family environment to school and from their

linguistic and cultural experiences into an opportunity to complement reading and writing

processes and at the same time from the semantic and syntactic levels enrich the language of

students under the forefront of sociolinguistic richness.

In an educational system, teachers act as active members of a very clear reality such

as education and the integral formation of people, as well as educational policies and, in

general, reforms in education, still efforts to achieve. more and better results in the quality of

education, a situation that puts in context the need to understand how teachers and teaching

managers that part of an educational system in a are given country, demonstrate and evidence

the best and most appropriate training and qualification to carry out this important and

determined work today, such as teaching. However, educational systems need a substantive

intervention that shows coherence between the actions of governments and their impact on

the societies that intervene, since although there is a marked tendency towards favoring a

few, the lack of objectivity in the processes of file review, coherence between the positions to

occupy and the realities of each population in which the teacher performs his work, are not

focused on the same route, which is the population in which it is carried out teaching; To

analyze this reality, it is enough to identify how high rates of dropout still remain in the 21st

century for countries such as: Mexico, Peru, Colombia, Ecuador, Nicaragua, Costa Rica,

among others (Medina-Alvarado, 2018). However, although the policy has a section that

refers to the development of teaching skills through peer observation, study of lessons and

classes open, it is worth noting the fact that these practices are defined as mechanisms

complementary to participation and voluntary organization, that is, they are not mandatory or
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binding. In this way, the strategy for teacher training favors cascade training, through group

workshops focused on familiarization with the methodology and pedagogical material. The

roles that the teacher must fulfill are substantially reduced to "managing" what others have

conceived and produced. This reduction leads progressive way to the "disqualification" and

the loss of autonomy of the teacher, which has a negative impact on training programs for

teachers. Language planning is an activity, largely driven by the government, aimed at

promoting systematic language change in some communities of speakers. The exercise of

language planning leads to the enactment of a language policy by the government (or

somebody or official with authority). Teachers are the main responsible for the low

educational quality and its improvement. Improvement understood as the student's school

performance (their results).

Corporatists Teachers are more concerned with their wage claims and not with

improving education and public schools. Policies on the teaching sector are of great

importance not only because of the role assigned to teaching but also because of the wide

spectrum of issues related to the teaching profession: its training, selection, evaluation,

remuneration, in addition to the different mechanisms for its regulation. Torres (2000),

beyond characterizing the role of the teacher and his participation in the reforms, presents a

reconstruction of the social representation identified in these processes. It is based on the

revision and interpretation of texts of reforms, newspapers and magazines union

representatives, interviews and discussions with ministerial teams, teachers, representatives

of teachers' organizations and unions in different Latin American countries. At your job she

analyzes the speeches of the reforms, of the decision makers, and how they present teachers,

associated with certain characteristics, concepts, experiences, opinions, and situations.

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Data collections

Qualitative research methods are a key component in our research, because they allow

us to better understand the experiences of the participants (Teachers); they also allow us to

explore how decisions are made and give us detailed information about how interventions can

alter care. To develop such insights, qualitative research requires data that is holistic, rich,

and nuanced, allowing themes and findings to emerge through careful analysis to explore

strengths, weaknesses, and challenges. In this case, they are of vital importance, since our

purpose is to understand how teachers are affected in their behavior in a school community

by political power.

Data collection is simply the formal term for how we collect information. There are

many ways to do this for both quantitative and qualitative. In this qualitative case, due to our

methodology. Research studies, and it is essential that you choose the method that best suits

your needs.

The three basic approaches to data collection in qualitative research are interviews,

focus groups, and observation, as they provide us as researchers with rich and in-depth

information. It should be noted that all methods require skill on the part of the researcher, and

all produce a large amount of raw data. However, with careful and systematic analysis, the

data obtained with these methods will allow researchers to develop a detailed understanding

of the experiences of patients and the work of nurses.

Data collection through interviews with participants is a feature of many qualitative

studies that we would use for an analysis. Next, we would use interviews, which provide the
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simplest and most direct approach to collecting detailed and rich data on a phenomenon in

question. As the behavior of teachers depending on the environments that are teachers.

In other words, it should be able to answer our research question or allow you to

prove/disprove our hypothesis about the behaviors of teachers in a school community as

teachers considering political power.

It is also important to note that, as Cormack (2000) points out, no data collection

method is perfect because each method has its limitations and strengths. Your role as a

researcher is to select or adapt a method that is as perfect as possible for your research study,

and then you must be able to discuss the strengths and weaknesses of the method you have

chosen.
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Instruments

Choosing the correct qualitative data collection tools is a fundamental step when

developing a project, with this research approach, since the quality of the information that

will be obtained and the analysis to be carried out will depend on it.

Qualitative research methods are a key component in our research, because they allow

us to describe a context, an event, a group of people or a concrete relationship in a broad way,

trying to understand the underlying reasons for behaviors, thoughts, and feelings. In our case,

they are of vital importance, since our purpose is to understand how teachers are affected in

their behavior in a school community by political power.

Similarly, qualitative data collection tools collect data that is more descriptive than

numerical, text-based, and often expressed in the participants' own words.

These types of tools help to understand the context and motivations, so they are useful

for collecting the perceptions and motivations behind a certain behavior.

Taking the above into consideration, we chose these 4 instruments for the

development of data collection:

1. Interview: These are one of the most common qualitative data collections tools and

are great when you need to collect highly personalized information.

There are different types of interviews. Informal and conversational interviews in our

case, we will take the informal one since they are ideal as a first approximation in field

research through open questions that allow obtaining a rich and detailed context.
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2. Surveys and open questionnaires: Surveys and questionnaires are also used to

collect qualitative data. Using open-ended questions, respondents are given freedom and

flexibility in their responses, allowing respondents to respond broadly rather than choosing

from a set number of responses.

Another of our purposes is to be able to carry out surveys with teachers, so that we

can get a little closer to reality and thus understand why they have certain behaviors.

3. Focus groups: Focus groups are like interviews, except that they are conducted in a

group format, and are usually made up of 8 or 10 people who participate in the conversation.

Added to the above, we would develop this other technique, because it is also useful when

you need to collect data on a specific group of people (Teachers of the institution).

4. Participant observation: Allows the environment in which the subjects or interest

groups are to be observed while the researcher is an active part of the situations.

In other words, on many occasions he considers that observation can have a research

bias, since participation can influence the attitudes and opinions of the researcher, which

makes it difficult for him to be objective. So, the use of this instrument would be one of our

last resorts.

So, conducting this research through a qualitative methodology, since we are not

afraid to try different alternatives and innovate to find the most valuable insights about our

topic of interest, and to understand how teachers are affected in their behavior in a school

community by political power.

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Data Analysis

Data Analysis is the process of systematically applying statistical and/or logical

techniques to describe and illustrate, condense and recap, and evaluate data. According to

Shamoo and Resnik (2003) various analytic procedures “provide a way of drawing inductive

inferences from data and distinguishing the signal (the phenomenon of interest) from the

noise (statistical fluctuations) present in the data”.

While data analysis in qualitative research can include statistical procedures, many

times analysis becomes an ongoing iterative process where data is continuously collected and

analyzed almost simultaneously. Indeed, researchers generally analyze for patterns in

observations through the entire data collection phase (Savenye, Robinson, 2004). The form of

the analysis is determined by the specific qualitative approach taken (field study, ethnography

content analysis, oral history, biography, unobtrusive research) and the form of the data (field

notes, documents, audiotape, videotape).

An essential component of ensuring data integrity is the accurate and appropriate

analysis of research findings. Improper statistical analyses distort scientific findings, mislead

casual readers (Shepard, 2002), and may negatively influence the public perception of

research. Integrity issues are just as relevant to analysis of non-statistical data as well.

Also, there is another opinion about the data analysis:

Qualitative analysis—the analysis of textual, visual, or audio data—covers a spectrum

from confirmation to exploration. Qualitative studies can be directed by a conceptual

framework, suggesting, in part, a deductive thrust, or driven more by the data itself,

suggesting an inductive process. Generic or basic qualitative research refers to an approach in

which researchers are simply interested in solving a problem, effecting a change, or

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identifying relevant themes rather than attempting to position their work in a particular

epistemological or ontological paradigm. ( Mihas, 2019, pag 50)

Data from the interviews, surveys, participant observation and focus group will be

fully transcribed. The process of data analysis will be both inductive and deductive. The

inductive process was guided by the three main objectives of the study and by the review of

related literature. Therefore, began data analysis by establishing some initial categories and

themes related to the objectives and the literature. 

 The first main category was critical pedagogy definitions. We will include within this

category were the themes of critical pedagogy purpose(s), theory(ies), influential theorists,

and related pedagogies. This primary category and its related themes are associated with the

first series of interview questions. After that, we will establish categories related to the

objectives of the research study and those included: Examples of critical classroom practices

(with many themes within that); success with praxis (theory/practice congruence); and

challenges to praxis (theory/practice lack of congruence). 

Equally important, we will read through the transcriptions with a view to deductively

identify other categories and themes that emerged out of participants’ responses to the

interview questions.

In order to continue with the data analysis, all data was evaluated at four different

levels. At the first level, the information on the participant’s questionnaires will be examined

to determine if the responses reveal any general trends or preconceived ideas about critical

pedagogy. Next, the information will be review based upon the participants’ own analysis of

their responses. This will be done to determine if any inconsistencies existed between the

date of the questionnaire and the follow-up interviews. Participants’ focus group will be

reanalyzed to determine if any new information could be discovered and also, to see if the

focus group have any intended or unintended applications of critical pedagogy. Finally, the
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transcribe interviews will be examined to determine if any inferences could be made from the

participants’ responses. The purpose of the post interview reviews was to determine if any

new information could be obtained. The information gained provided valuable insight into

the participants’ knowledge or lack of knowledge of critical pedagogy. It will be important

that the participants provided their information with respect to the exposure that each had had

to critical pedagogy in their undergraduate experience.

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Results

Based on the tools that were implemented for data collection as in this case the

interview, which when implemented had a favorable help understanding and understanding

certain behaviors on political power and how it affects in an almost favorable way as well as

unapproachable determining how teachers are directly affected, where we proceeded to carry

out a characterization and research on how teachers face this and implement the political

power on their decisions when teaching a second language as in this case English, without

affecting any of the fragments that are part of their decisions.

The research on the influence of political power on teachers, students and parents, we

can make brief analyses which have an impact on the way in which some of the teachers

present and approach some or most of the daily problems and situations when teaching a

language, although they may be affected in one way or another, the institutions have a direct

impact on this problem, it is the case that the way in which these problems are faced, teachers

tend to discuss and find the way to give a final solution in a correct way, In this way,

everything is carried out in a very adequate and stealthy way without any detail to be

covered, although this is closely related to the teachers being directly affected, trying to give

almost transcendental solutions without including the academic body, meaning briefly,

without bringing any problem or situation to the academic body, because when reaching these

instances, there may be more strict solutions or stronger decisions that may affect both the

student and the teacher.

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It was evident from the surveys and open-ended questionnaires that the teachers were

able to express their opinion and express freely and independently about how some of the

laws and parameters established within the institutions considerably affected their right to

freely exercise the approach of their classes, it is clear that some of the teachers follow to the

letter the curriculum that is established to address and carry out the topics during the

institutional educational plan when teaching English, However, some teachers do not agree to

exercise their free will to teach and learn, and some want to use a different method than the

traditional one, in order to break stereotypes and to teach in a more comfortable way,

allowing the student to develop his or her free personality when learning in the classroom.

The student has a great impact on the way in which the political power also influences

them, in this way it can be concluded that learning a language may be of great relevance for

some students in their studies and literacy of a language, since the curricula as mentioned

above are established, but many do not understand or are not coupled to the rhythm that this

same with takes characterizing the performance of students without first having been in a

classroom with students, without knowing the factor that many times for students may seem

complex where the teacher to be in the field area has to be certain of this and look for ways in

which it can address this problem, but although some institutions to be governed by

Ministries of education choose to follow the curricula to the letter demoralizing the work of

teachers and directly affecting the teaching of students without caring if they are learning

properly or if only learn to get a note, that in the vast majority of public schools, sadly

happens the same.

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Conclusions

It is fascinating to attempt to reconstruct how these languages might have sounded,

and how they would have been written and used. Moreover, studying Historical Linguistics

allows Linguists to inevitably learn more about the culture, customs, religion, and literature

of the language studied in question and to gain a diachronic perspective of such aspects. This

is crucial as Languages have been greatly influenced by the culture of their speakers.

It is worth mentioning that sociolinguistics implies and has repercussions on our

forms and abilities of communication in or within a society, since in this way we can analyze,

study and verify the forms of dialect or lexicon that have repercussions on our daily life and

the way in which we can confront it and include it in our perception of reality, in this way we

can emphasize and give a detailed ideological background on the management of language

and its functionality.

Finally, the fact that the field of Historical Linguistics exists is a sign that Linguistics

is gradually becoming a very important subject – one which is worthy of attention. As Robins

affirms (1967: v), “the current interest shown by linguists in the past developments and the

earlier history of their subject is in itself a sign of the maturity of linguistics as an academic

discipline, quite apart from any practical applications of linguistic science”.

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