Applied linguistics and language learning/teaching
APPLIED LINGUISTICS AND INSTITUTIONAL PROBLEMS
We suggested that ‘language problems’ are the key to understanding applied linguistics. Many of these problems will manifest themselves in individual interactions (my failure to make myself understood when asking directions in a foreign language, your hasty judgement about your interlocutor’s social status in the first few seconds of a telephone conversation, and so on) but the applied linguistics enterprise engages itself with such problems only when they are considered by society to be matters of institutional concern. The applied linguist is therefore called on to intervene, to train, to explain and possibly to solve recurring problems in the school, the hospital, the workplace, the law court or the television studio.
Applied linguistics as an enterprise is therefore a research and development activity that sets out to make use of theoretical insights and collect empirical data which can be of use in dealing with institutional language problems. It is not primarily a form of social work with immediate access to individuals in the happenstance of their ongoing social communication, although its findings may of course be helpful to counsellors and teachers faced with these particular problems.
The starting-point is typically to be presented with an institutional language problem. The purpose of the activity is to provide relevant information which will help those involved understand the issues better; in some cases on the basis of the information it will be possible to offer a solution to the problem. More likely is an explanation of what is involved, setting out the choices available, along with their implications. We have discussed some of these language problems and indicated certain of the choices that would face those interested in finding a solution. We have suggested that if they are to contribute to a solution, all choices must be fully informed by the local context.
We distinguish this problem-based view of applied linguistics from other views which begin from theory. The applied linguist is deliberately eclectic, drawing on any source of knowledge that may illuminate the language problem. Proceeding eclectically is legitimate because for the applied linguist language problems involve more than language. They involve (some or all of ) these factors:
• the educational (including the psychometric or measurement)
• the social (and its interface with the linguistic, the sociolinguistic)
• the psychological (and its interface, the psycho-linguistic)
• the anthropological (for insights on cultural matters)
• the political
• the religious
• the economic
• the business
• the planning and policy aspect
• and, of course, the linguistic, including the phonetic.
We turn now to a consideration of two ‘problems’, that of the optimum age for starting to learn a foreign language and that of the validation of a language proficiency test so as to consider the factors that the applied linguist needs to take into account when faced with a language-learning problem.
