Sociolinguistics

Descripción
 Theoretical-practical course
 4 hours per week
 2 units
 Objectives
 Identify the role that sociolinguistics plays in the teaching and learning process of English and in the
development of communicative competence.
 Recognize and be able to apply in various sociocultural contexts those elements that determine linguistic
variations according to
 Social relationships
 Rules of courtesy
 Idiomatic or stereotyped expressions
 Registration and differences in use according to
 Age, gender, social class, region, ethnic group, profession
 Unit 1. Introduction to Sociolinguistics
February 5th to April 12th
 Definition of sociolinguistics
 Sociolinguistic component in communicative competence
 Usage variables
 User variables
 Unit 2. Approaches to sociolinguistic analysis
April 15th to June 14th
 • Selection of criteria for sociolinguistic analysis in various contexts
 • Analysis of the sociolinguistic elements identifiable in the discourses of the chosen context
 Specific contribution to Domains, Profiles and Indicators
 The course contributes to the teacher-in-training knowing the relationships between the English
language and its contextual and social use among individuals, groups and communities, given
certain sociolinguistic variables, which is an important element in learning a second language;
In this way you can better know your students, their experience with the language and their
difficulties to offer them an educational experience of excellence, inclusion and equity.
 Specific contribution to the graduation profile
 Learns autonomously
 Shows initiative to self-regulate and strengthen personal development.
 Collaborates with different participants to generate innovative projects with social and
educational impact.
 Uses information and communication technologies mindfully.
 Applies his/her linguistic and communication skills in different environments.
 Evaluación
 PORTFOLIO 10%
 ORAL AND WRITTEN PRODUCTIONS 30%
 UNIT PROJECT 30%
 WRITTEN EXAM 30%
 Plausible conversations
 Betty : Hi mum.
 Mum : Hi. You’re late.
 Betty : Yeah, that goddamn darky kept us in again.
 Mum : Nana’s here.
 Betty : Oh sorry. Hi Grandma! (hugs and kisses)
 Plausible conversations
 Betty : Good afternoon, sir.
 Principal Isaac Carrion : What are you doing here at this time?
 Betty: Mr. Mora kept us in, sir.
 Analysis
 Relationship
 Choice of words
 Nicknames
 Procedence
 Characteristics
 Upbringing
 Ethnicity
CODE SWITCH

 Variety or code
 Social factors Why do we code-switch?
 THE PARTICIPANTS Who is talking to whom
 THE TOPIC. What is being talked about
 SETTING OR SOCIAL CONTEXT. Where are they speaking
 THE FUNCTION. Why are they speaking
 Social dimensions
 1. A social distance scale concerned with participant relationships
 2. A status scale concerned with participant relationships
 3. A formality scale relating to the setting or type of interaction
 4. Two functional scales relating to the purposes or topic of interaction.
 The solidarity–social distance scale
 Intimate ----------------------------------------------------------------------- Distant
 High solidarity
Low solidarity
 The status scale
 Superior ----------------------------------------------------------------------- High status
 Subordinate ----------------------------------------------------------------------- Low status
 The formality scale

 Formal ----------------------------------------------------------------------- High formality

 Informal ----------------------------------------------------------------------- Low formality
 The referential and affective function scales
 Referential
 High information content Low information
content

 Affective
 Low affective content High affective
content
Act normal and inspect
Style
 Addressee as an influence on style. Factors
 Age of addressee
 Social background of addressee
 Social Background
 How do different news outlets deliver the same news?
 Dear Michael
Thank you very much for the letter you sent me. It was
beautifully written and I enjoyed reading it. I liked the
postcards you sent me from your holidays too. What a lovely
time you had swimming and surfing. I wished I was there too.
Robbie liked the T-shirt you chose for him very much. He has
been wearing it a lot. He has promised to write to you soon to
say thank you but he is very busy playing with his computer
at the moment. So you may have to wait a little while for his
letter. I hope mine will do instead for now.
 Dear Paul
Thanks for your last letter and the subsequent postcards from
exotic resorts. We were all green with envy over your trip to
Rio with all expenses paid! How do you get to be so lucky!
Thanks also for the great T-shirt you sent for Rob’s birthday.
He has vowed to write to you in order to express his gratitude
personally – but don’t hold your breath! He is particularly
embroiled in some new complex computer game at present
which is absorbing every spare moment.
Now. Lets Write a letter