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FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

PORTFOLIO

“SOCIOLINGUISTICS

Student: Andrea Astudillo

AMBATO – ECUADOR

Año Lectivo

2015-2016

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Index

ContenidoMISIÓN.............................................................................................................................3VISIÓN..............................................................................................................................3PERFIL DE EGRESO (EXIT PROFILE).........................................................................4CURRICULUM VITAE...................................................................................................5SÍLABO.............................................................................................................................6I. SYLLABUS GENERAL INFORMATION..............................................................7 II. PROFESSOR'S TEACHING PROFILE...............................................................7III. COURSE DESCRIPTION AND OBJECTIVES.......................................................8IV. COURSE STUDY PROGRAM..................................................................................9V. NORMATIVE STANDARDS EVALUATION........................................................14VI. BIBLIOGRAPHY.....................................................................................................15STATEMENT AND PERSONAL LEARNING GOALS..............................................18EVIDENCE FOR ELEMENT 1......................................................................................19EVIDENCE FOR ELEMENT 2......................................................................................22EVIDENCE FOR ELEMENT 3......................................................................................23EVIDENCE FOR ELEMENT 4......................................................................................32EVIDENCE FOR ELEMENT 5......................................................................................34SOCIOLINGUISTICS PORTFOLIO RUBRIC..............................................................36

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FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓNCARRERA DE IDIOMAS

MISIÓN Formar profesionales líderes competentes, con visión humanista y pensamiento crítico

a través de la Docencia, la Investigación y la Vinculación, que apliquen, promuevan y

difundan el conocimiento respondiendo a las necesidades del país.

VISIÓN

La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación de la

Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un

centro de formación superior con liderazgo y proyección nacional e internacional

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PERFIL DE EGRESO (EXIT PROFILE)

Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y desarrollado las siguientes competencias, capacidades, habilidades, destrezas y desempeños como resultados de su formación profesional: 1. Usa el idioma inglés a un nivel B2 del Common European Framework.

2. Maneja competentemente los métodos y estrategias metodológicas para la enseñanza del idioma inglés según las exigencias del Teaching Knowledge Test (TKT)

3. Diseña programas o cursos específicos y sus respectivos materiales didácticos.

4. Elabora materiales didácticos mediante la utilización de NTIC´s.

5. Transforma el contexto educativo a tráves de la práctica de valores.

6. Genera escenarios de aprendizaje significativos dando lugar a la investigación participativa, el aprendizaje basado en problemas y el trabajo en equipo.

7. Maneja leyes y reglamentos de Educación Ecuatoriana.

8. Aplica técnicas de valoración de los aprendizajes, así como también de su propio desempeño docente.

9. Manejo de los aspectos sociales, intelectuales y psicológicos de los estudiantes para promover el aprendizaje.

La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de ingreso dos simulaciones de exámenes con estándares internacionales. Siendo así, Teaching Knowledge Test (TKT) test de acreditación internacional para la enseñanza del inglés y Test of English as a Foreign Language (TOEFL) para la competencia comunicativa. Para ello la Coordinación de Carrera de Idiomas organizará dentro de los módulos optativos seminarios taller de preparación para dichos tests, los mismos que podrán ser aprobados a partir del séptimo semestre.

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CURRICULUM VITAE

PERSONAL INFORMATION

LAST NAMES: Neto AstudilloNAME: Andrea CarolinaMARITAL STATUS: SingleDATE OF BIRTH: 30 July 1992AGE: 19 YearsIDENTITY CARD: 180440491-9ADDRESS: Labandera Street and Isaias SánchezPHONE: 0995080736STUDIES:

ELEMENTARY: Carmen Barona School(1 and 2 level) "Rodriguez Albornoz" School

SECONDARY: Instituto Técnico Superior "Rumiñahui" (1st scholar year) Instituto Superior Tecnológico "Hispanic America"

DEGREE OBTAINED

Bachiller en Ciencias Administrativas especialización Secretariado Bilingüe

WORK EXPERIENCE

Professional Practices : Secretary in"Julio Enrique Paredes" School (1 year)Interships in Bolivar High School: English Teacher (5 months)English Teacher Sergio Quirola High School (3 months)

PERSONAL REFERENCES

Sr. Carlos Mora Telf.: 032520-332 Lic. Cristina Astudillo Cel. 083059484 Lic. Myriam Núñez Cel. 0981283037

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UNIVERSIDAD TÉCNICA DE AMBATOFACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMASMODALIDAD PRESENCIAL

SÍLABOSOCIOLINGUISTICS

Octubre 2015 - Marzo 2016

RUTH ELIZABETH INFANTE PAREDES

Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros

Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas

AMBATO - ECUADOR

2015

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I. SYLLABUS GENERAL INFORMATION Subject: SociolinguisticsProgram: Carrera de IdiomasCode: FCHE/I/MP/02129/09/06 Prerequisites:Study Modality: On Campus Subject Code

Educational Psychology I FCHE/I/MP/02129/05/01

Educational Psychology II FCHE/I/MP/02129/06/03

Psycholinguistics FCHE/I/MP/02129/07/05

Curricular Organization Unit: Formación Profesional

Credits: 4Level: Ninth Semester

Correquisites:Subject Code

NONEHours per Week

Class Hours:4

Theoretical:2

Practical:2

Tutoring Student Hours: 0

On Campus: 0 Virtual: 0

TOTAL LEARNING HOURS: 160Week hours: 4Hours during the semester: 64Working independent hours: 96Academic Tutoring hours: 0

II. PROFESSOR'S TEACHING PROFILE

Professor's name: Ruth Elizabeth Infante ParedesAcademic degree: Lingüística y Didáctica de la Enseñanza de Idiomas ExtranjerosKnowledge area: (01) Educación

Bachelor's degree: Lingüística Aplicada a la Enseñanza de LenguasKnowledge area: (01) EducaciónProfessional experience: 12 yearsTeaching experience: 12 yearsProgram Academic area: Competencia Comunicativa, Competencia Pedagógica y PsicosociolinguisticaProfesssor's schedule (practical application and learning experimentation) : Mondays from 11h00 to 13h00 Tuesdays from 7h00 to 9h00Professor's schedule (Academic tutoring): 0Phone numbers: 0995721088E-mail: [email protected]

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III. COURSE DESCRIPTION AND OBJECTIVES

PurposeThe aim of the course is to introduce students to the relationship between language and society. That knowledge will let them make teaching desicions when planning, organizing and evalauating the English Teaching and Learning process.

Course Description:This course is an advanced set of lessons and readings in Sociolinguistics, the relationship, interaction and dynamics between language and society. Through this course, we shall look into variations, nuances and possibilities of language evolution and development. A deeper analysis of social constructs will be of particular importance in understanding societal and language development. A comprehensive evaluation of the political, anthropological and educational implications of sociolinguistic facts will also be carefully considered in all discussions.The methodology that will be applied in the development of the syllabus is Kolb´s strategies and basically ABP, ABPRO, and English methodology as cognitive and meta-cognitive strategies that may help students develop an independent learning. Some of the evaluation instruments such a mind maps, charts, oral presentations will be applied in order to get critical thinking and students´ own conclusion according to each topic.The development and achievement of the syllabus will contribute with the basis of teaching itself since methods and techniques are what teachers need to know in order to apply them in the class. The use of these methods will give students input for teaching and reasons for teaching depending on the level of students and the environment of the learning process.At the end of the level, students will have developed the competencies corresponding to B2 Level, described in the Common European Framework of Reference.

Course General Objective:Make use of linguistic elements, psychological processes, and the sociocultural aspects in order to apply them in the teaching-learning process in an effective way.

Course Specific Objectives :1.- Define sociolinguistic terms to develop awareness of social aspects in the English class2.- Analyze vernacular, standard, national official languages and varieties in order to infer language varieties in Ecuadorian contexts.3.- Study gender and age speech features in order to make pedagogical decisions when teaching English in Ecuador.4.- Evaluate style, context, register , speech functions, politeness, stereotypes in order to give sustainable opinions, considering gender differences.5.- Propose a theory to improve the English language teaching process in Ecuador.

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IV. COURSE STUDY PROGRAMCurricular UnitsU.1 Define sociolinguistic terms to develop awareness of social aspects in the English class.

Thematic Units Class Hours Tutoring

HoursIndependent hours including

research and community service

Assessment toolsTheoretic

alPractical

1. 1What do sociolinguists study? Diagnostic Observation

What is a sociolinguist? 1 0 2 Workshops

Why do we say the same thing in different ways? 1 0 1 Questionnaires

What are the different way we say things 1 0 1 Mind maps

Social factors, dimensions and explanation 1 0 3 Essays

1.2 Multilingual speech community: Language choice in multilingual communities

Quiz

Choosing your variety or code 1 0 2 Projects

Diglossia 1 0 1 Presentations

Code-switching or code-mixing 1 0 21. 3 Language maintenance and shiftLanguage shift in different communities 1 0 1Language death and language loss 1 0 1Factors contributing to language shift 1 1 0 2How can a minority language be maintained? 1 1 0 1Language revival 1 0 1

SUBTOTAL HOURS 9 5 0 18 TOTAL HOURS 32Learning outcome: Outline sociolinguistic terms from a cultural point of view.Learning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning.Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops. Didactic Resources: Overhead projector, internet, coursebook and e-books.

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U.2 Analyze vernacular, standard, national official languages and varieties in order to infer language varieties in Ecuadorian contexts.

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Thematic Units

Class Hours

Hours of Tutoring

Independent study including research and relationship

with the societyMechanisms and assessment

toolsTheoretical Practical

2.1 Linguistic varieties and multilingual nations Workshops

Vernacular language 1 0 1 Questionnaires

Standard languages 1 1 0 2 Mind maps

Lingua Francas 1 0 1 Essays

Pidgins and creoles 1 1 0 2 Quiz

2.2 National languages and language planning Projects

National and official languages 1 0 2 Presentations

Planning for a national official language 1 0 2Developing a standard variety in Norway 1 0 2The linguist’s role in language planning 1 0 12.3 Regional and social dialectsRegional and social variation 1 0 4Social dialects 1 1 0 2

SUBTOTAL HOURS 8 5 0 19 TOTAL HOURS 32Unit Learning outcome: Framework how Spanish became an official language in Ecuador from a historical point of viewLearning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning.Educational Strateg2ies: Discussions, Mind Maps, Lectures, Simulations, Workshops. Didactic Resources: Overhead projector, internet, coursebook and e-books.

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U.3 Study gender and age speech features in order to make pedagogical decisions when teaching English in Ecuador.

Thematic Units

Class HoursHours of Tutoring


with the society

Mechanisms and assessment toolsTheoretical Practical

3.1 Gender and ageGender-exclusive speech differences: highly structure communities 1 0 3 Workshops

Gender-preferential speech features: social dialect research 1 1 0 3 Questionnaires

Gender and social class 1 1 0 4 Mind maps

Explanation of women’s linguistic behavior 1 0 1 Essays

Age-graded features of speech 1 0 1 Quiz

Age and social dialect data 1 0 1 Projects

Age grading and language change 1 0 1 Presentations

3.2 Ethnicity and social networksEthnicity 1 0 1Social networks 1 0 13.3 Language changeVariation and change 1 0 1How do changes spread? 1 0 1How do we study language change? 1 0 1

SUBTOTAL HOURS 8 6 0 20 TOTAL HOURS 34Unit Learning outcome: Schematize the history of gender discrimination in Ecuador from a linguistic point of view.Learning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning.Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops. Didactic Resources: Overhead projector, internet, coursebook and e-books.

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U.4 Evaluate style, context, register , speech functions, politeness, stereotypes in order to give sustainable opinions, considering gender differences.

Thematic Units



with the society


4.1 Style, context and registerAddressee as an influence on style 1 0 2 Workshops

Accomodation theory 1 0 2 Questionnaires

Context, style, class and register 1 0 2 Mind maps

4.2 Speech functions, politeness and cross-cultural communication Essays

The functions of speech 1 0 2 Quiz

Politeness and address forms 1 1 0 2 Projects

Linguistic politeness in different cultures 1 0 2 Workshops

4.3 Gender, politeness and stereotypes Presentations

Women’s language and confidence 1 0 1Interaction and Gossip 1 0 2The construction of gender 1 0 2Sexist language 1 1 0 3

SUBTOTAL HOURS 8 4 0 22 TOTAL HOURS 34Unit Learning outcome: Analyze sexism in Spanish Language in real ecuadorian contexts from a linguistic perspectiveLearning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning.Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops. Didactic Resources: Overhead projector, internet, coursebook and e-books.

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U.5 Propose a theory to improve the English language teaching process in Ecuador.

Thematic Units



with the society


5.1 Language, cognition and cultureLanguage and perception 1 0 2 Workshops

Whorf 1 1 0 2 Questionnaires

Linguistic categories and culture 1 0 2 Mind maps

Discourse patterns and culture 1 Essays

Language, social class and cognition 1 0 2 Quiz

5.2 Analysing discourse Projects

Pragmatics and politeness theory 1 0 2 Workshops

Ethnography of speaking 1 3 Presentations

5.3 Attitudes and applicationsAttitudes to language 1 0 2Sociolinguistics and education 1 0 2

SUBTOTAL HOURS 7 4 0 17 TOTAL HOURS 28Unit Learning outcome: Develop a theory form a pedagogical point of view.Learning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning.Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops. Didactic Resources: Overhead projector, internet, coursebook and e-books.

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V. NORMATIVE STANDARDS EVALUATION

Specific Objectives Diagnostic Evaluation

(Conocimientos previos)

Formative Evaluation

(Grado de logro de destrezas)

SummativeEvaluation

(valorar los objetivos generalesalcanzados y el logro de

destrezas)

1. Define sociolinguistic terms to develop awareness of social aspects in the English class

Techniques and instruments:

InterviewKnowledge survey

Oral PresentationsWritten WorksTask-based activitiesPortfolio

QuizQuestionnairesOral presentations

2. Analyze vernacular, standard, national official languages and varieties in order to infer language varieties in Ecuadorian contexts.


Observation

Check list


QuizQuestionnairesOral presentationsProjects

3. Study gender and age speech features in order to make pedagogical decisions when teaching English in Ecuador.Techniques and instruments:

Observation

Check list


QuizQuestionnairesOral presentationsProjectsTest

4. Evaluate style, context, register , speech functions, politeness, stereotypes in order to give sustainable opinions, considering gender differences.Techniques and instruments:

Observation

Rubric


QuizQuestionnairesOral presentationsProjects

5. Propose a theory to improve the English language teaching process in Ecuador.


Observation

Check list


QuizQuestionnairesOral presentationsProjectsTest

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VI. BIBLIOGRAPHY

AUTHOR (S) ISSUEDYEAR

BOOK TITLE EDITIONNUMBER EDITORIAL CITY/COUNTRY

NUMBER OF

PAGES

Spolsky, B. 2010 Sociolinguistics Oxford University United Kingdom 128CODE/ DATABASE LOCATION: COMMENTARY:

The book provides a brief framework of Sociolinguistics which helps students get familiar with the new subject of the program.

NUMBER OF ISSUES

PRINTED: 801= 20 S762) Inventario (8644 )

x

DIGITAL: x 1VIRTUAL:URL: https://apyfil.files.wordpress.com/2014/01/4o3dj87.pdf

AUTHOR (S) ISSUEDYEAR

BOOK TITLE EDITIONNUMBER EDITORIAL CITY/COUNTRY

NUMBER OF PAGES

Wardhaugh, R. 2010 An Introduction to Sociolinguistics 6th MA: Blackwell Malden 415CODE/ DATABASE LOCATION: COMMENTARY:

The book provides an outline on how sociolinguistics can serve as a means for educational reasearch. It is also a compilation of many diferente authors that provides students with a lot of ideas on how to develop projects focused on social and linguistic aspects.

NUMBER OF ISSUES

PRINTED:

DIGITAL: x 1VIRTUAL:

URL: http://faculty.mu.edu.sa/public/uploads/1393439953.5135An_Introduction_to_Sociolinguistics__Blackwell_Textbooks_in_Linguistics_.pdfAUTHOR (S) ISSUED

YEARBOOK TITLE EDITION

NUMBEREDITORIAL

CITY/COUNTRY

NUMBEROF PAGES

Holmes, J. 2008 An Introduction to Sociolinguistics 3rd Longman Group United Kingdom 482CODE/ DATABASE LOCATION: COMMENTARY:

It provides a further opportunity for students to practice every unit with examples that contain a kind of practice. The book includes practice and theory, the two components needed for reaching the learning outcome.

NUMBER OF ISSUES

PRINTED:

DIGITAL: x 1VIRTUAL:URL: https://abudira.files.wordpress.com/2012/08/full_summary_an_introduction_to_sociolinguistics.pdf

ADDITIONAL BIBLIOGRAPHY

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AUTHOR/SISSUEDYEAR BOOK TITLE

EDITIONNUMBER EDITORIAL CITY / COUNTRY

NUMBER OF

PAGES

Carli, S. 2011 La memoria de la infancia 1ra Paidos Buenos Aires /Argentina

189

CODE/ DATA BASE: COMMENTARY:This book will help for students to analyze the way a society is socially constructed so that they will be able to establish conclusions.

NUMBER OF ISSUES

PRINTED:

DIGITAL: xVIRTUAL:URL: http://www.scielo.org.ar/pdf/histed/v13n2/v13n2a09.pdf



NUMBER OF

PAGESTagliamonte, Sali A. 2011 Language in Society : Variationist

Sociolinguistics : Change, Observation, Interpretation

1ra Wiley-Blackwell USA 426

CODE/ DATA BASE: COMMENTARY:This book provides students with different ideas about language in society. It also shows the relationship between languag and society and the social aspects to be considered.

NUMBER OF ISSUES

PRINTED:

DIGITAL:VIRTUAL: xhttp://site.ebrary.com/lib/uta/docDetail.action?docID=10494659&p00=sociolinguistics



NUMBER OF

PAGES

Chambers, J.K. Schilling, Natalie

2013 Blackwell Handbooks in Linguistics : Handbook of Language Variation and Change

2nd Wiley-Blackwell USA 618

CODE/ DATA BASE: COMMENTARY:The book help students with a different perspective about how language change. The book also focuses on variation of language with lots of examples.

NUMBER OF ISSUES

PRINTED:

DIGITAL:VIRTUAL: xhttp://site.ebrary.com/lib/uta/docDetail.action?docID=10777211&p00=sociolinguistics

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http://site.ebrary.com/lib/uta/docDetail.action?docID=10777211&p00=sociolinguistics

http://site.ebrary.com/lib/uta/docDetail.action?docID=10494659&p00=sociolinguistics

VII. SYLLABUS APPROVAL

Date prepared: September 21st, 2015

-------------------------------------Lic. Mg. Ruth Elizabeth Infante Paredes

SUBJECT PROFESSOR

Date of approval: September 23rd, 2015

-------------------------- -------------------------------Lic. Mg. Dorys Cumbe Mg. Verónica Chicaiza Ph.D Area Coordinator Program Coordinator Syllabus Evaluator Syllabus Validator

--------------------------------Dr. Marcelo NuñezFaculty Sub-Dean

Approval

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STATEMENT AND PERSONAL LEARNING GOALS

Essay 1

Practically this is my last semester of the Career, and I have new subjects that I think

will be useful to my future professional life. One of them is Sociolinguistics that I am

going to talk about next.

According to my teacher Sociolinguistics is a subject which determines linguistics in

Society or vice versa. And until now it seems interesting with the examples and the

explanation that she has gave us and all the vocabulary related with the subject. Besides

that I really have some expectations about Sociolinguistics that I would like to explain

like; it will be easy, take advantage of it for my job, and develop my speaking skills.

First, I hope it will be easy because as it is one of the subjects gave in the last

semester of the Career it apparently can be more complicated being that, we are to one

step to finish the career. And I don’t have problems during this semester.

Second, I know it will be useful for my job, because I think us as language teachers

had to make students know that a new language has a historical or cultural background

like the mother tongue is learnt. In that way for them will be easier to learn the second

language.

Finally, I am sure that Sociolinguistics always generates debates as at the beginning

the teacher explained that it studies linguistic in society or vice-versa according to some

authors that have both ideas which I consider it caused a debate and I think it can occurs

the same in the classroom. Then, it will be my opportunity to develop my oral skills

giving my points of view.

As a conclusion, l have a lot of expectations but this semester I hope I can achieve the

main ones proposes above because I consider are relevant to being English teachers

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EVIDENCE FOR ELEMENT 1

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ANALYSING DISCOURSE

Astudillo Andrea

Guaygua Leonardo

Romero Daniel

UNIVERSIDAD TÉCNICA DE AMBATO

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INSTITUTION: UNIDAD EDUCATIVA “LUIS A. MARTINEZ”

POPULATION: 23 STUDENTS

LEVEL: THIRD OF BACHILLERATO

AGE: FROM 17 TO 18 YEARS OLD

PLACE: AMBATO

1. INTRODUCTION

It is well-known that languages have been in a continuous development since the

beginning of our history, and it has been modified according to people’s necessity,

creating, thus, different accents and dialects in the same country or a city, by not

seeing the language as an isolated element, but rather giving it a close relationship

with the society. Therefore, sociolinguists have concerned in analyzing its discourse

which is a tool to identify the norms of talking among different social and cultural

groups in various contexts in a spoken or a written way. Thereby, our work is based

in the discourse analysis of the typical conversations in a high school with students

from 17 and 18 years old, and getting interesting results through interviews and

observations made in a week. In this analysis we observed the conversation with

different points of view by using a variety of approaches like pragmatics, the

conversational and implicatures, the politeness and so on. This observation also

occurred by analyzing the discourse used by the students in different contexts. As a

result, the following objectives were set up according to the results got.

2. GENERAL OBJECTIVE

- Analyze students´ discourse in typical conversations from third of Bachillerato

at Unidad Educativa “Luis A. Martinez”.

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3. SPECIFIC OBJECTIVES

- Interpret conversational interaction based on an ethnographic context.

- Infer conversational implicatures in a normal conversation.

- Differentiate students' pragmatics way of using discourse in the classroom.

- Describe the different use of politeness discourse among students and in other

settings.

4. VARIANTS

- Inference

- Analysis of meaning in interaction

- Politeness

- Understand explicitly

- Disrupt interruptions

5. PROCESS

This project was conducted in different stages. The first one was

choosing an institution and select a determined number of students, 20 in this

case, in which we could analyze the different types of discourse. Then, we

planned to talk to the director of "Unidad Educativa Luis A. Martinez" in order

to have the respective permission to talk to the students and ask them some

questions. After having talked and got the permission, we looked for the specific

course to do the research. Once we have found a suitable course, "Third of

Bachillerato", we got into the classroom and we told them that they will be

observed by us and they had to answer 2 questions. When the English teacher

got in the classroom we took out our tools to carry out the analysis. Once we

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have observed the class of approximately 20 students, we could detail all the

aspects we planned about the research.

6. METHODOLOGY

Since analyzing discourse is not an easy matter, and it involves more

than one simple sentence, we paid extra attention to the some phrases or words

used by the students in a routinary conversation. The conversations were not

long but it was easy to identify the characteristic in current conversation among

teenagers. Therefore, the analysis was based on Pragmatics, which is focus on

meaning; Ethnography, which deals with the socio-cultural backgrounds; and

finally we analyzed the filler in Spanish “ve”, that is added at the end of most of

the phrases, and which is also characteristic in spoken language among teens and

young adults. In the graphics below it is explained how and why the participants

used that language. Finally, it is included a checklist, and its graph analysis, that

we used during the observation according to the type of discourse chosen by

students. Later, we took some pictures as an evidence to endorse it.

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Graphic 1

Author: Andrea Astudillo-Guaygua Leonardo-Romero Daniel

Date: 21-12-2015

Analysis: In the following graphic the 40% of students use no politeness discourse,the

30% of them include implicatures in a typical conversation, on the other hand, the

politeness have the 20% and the 10% of students use pragmatics.

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Graph 2: When you need a favor, which of the following sentences in Spanish would

you use when talking to your parents/friends/someone you do not know?


Date: 21-12-2015

Analysis: According this graphic the 50% of the students use the phrase “oye puedes

acolitarme” with friends, the 40% of them use “necesito un favor ayúdame” with their

parents, and only the 10% use a more formal way to ask for help “me estaba

preguntando, podrías hacerme un favor”

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Graph 3: When you arrive to a place and see someone, do you greet (G), shake

hands/kiss (S) or both (B)?


Date: 21-12-2015

Analysis: In this graphic we can see that the 50% of the students use a greeting and

shake hands at home, in contrast to 20% of them use only a greeting at the school and

the 20% and the 10% of the people only shake hands or give a kiss on the cheek.

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Graph 4 : In which situations/places do you use the Spanish filler “ve”?


Date: 21-12-2015

Analysis: In this case people use the filler “ve” in conversations about the 40% at home,

at the school and talking to friends we have the 100%, at job there are only the 20% and

finally the 30% talking to adults.

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7. CONCLUSIONS:

After analyzing the students’ discourse, we conclude the following:

- People discourse depends on the age they are. Teenagers speak really different

from adult or children.

- The setting plays an important role at the moment of choosing students

discourse.

- The students can infer meaning in their discourse when they speak among them.

- Politeness depends on the situation and the setting since students use a different

discourse depending of that.

8. RECOMMENDATIONS

Many facts have been analyzed in order to carry out our project, hence we have

observed a class of 20 students and some situations have been identified when

interacting, taking out some recommendations from this research as the following:

Regarding to the interaction among students, we can recommend that we as

future English teachers should instruct our students to talk formally in Spanish.

This is because they are in an institution, in which they have to express correctly

towards their mates and teachers.

Another recommendation would be that we need to pay attention students'

interaction in order to analyze which type of discourse they use. This is for

having a good class not just by teaching but also analyzing students' discourse

when speaking.

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THEORYAndrea Astudillo – Evelyn GarcésTo know that Spanish language is or not a sexist language has been a topic that has generated a debate between different theorists, due to the variations of language and its genre for objects and people. Then, according to Freed and Greenwood (1996) who focused on the use of you know and questions found no differences saying ‘Women and men of the same speech community don’t differ either in the frequency of the use of you know or in the number of questions uttered’. Then based on this theory we are totally against it because it is clear that ‘The morphology of the Spanish Language is a main factor in order to the sexism be developed emphasizing the genre of people and things ’

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ESSAY 2

The semester is almost finishing and I would like to say that all my expectations that I had at the beginning of the semester were accomplished, so I learnt a lot as I want. During this period I learnt a lot about Sociolinguistic and many things of my own country that I didn’t know and I think is important as Ecuadorians that we are. However, talking about my speaking skills I think I have developed it a lot because I consider now, I am able to talk about topics related to sociolinguistics and now I have a clear idea according to my perspective how the society influence in linguistics aI think is necessary that an English teacher know all that content, in order to help our students and also it would be a good idea that sociolinguistic be taught at the moment to teach a language

There are few days left in order to the semester finish, and I can say I have gain a lot of knowledge, I haven’t gotten bad grades and I have got along with my partners as the past semester and I feel great for that reason because it hasn’t being a bad time.

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CARRERA DE IDIOMAS

SOCIOLINGUISTICS PORTFOLIO RUBRIC

Student´s name: Andrea Astudillo Syllabus: SociolinguisticsDate: February 13th, 2016

ASPECTS TO BE EVALUATED

EXEMPLARY2,5

GOOD2

OK1,5

POOR1

Format, completeness and Organization(1. Cover page & index,(2. Vision statement, Mision statement,

Exit profile(3. C.V.(4. Syllabus(5. Statement of personal goals

according to each syllabus.(6. Five evidences(7. Final Essay

8. Rubric with grade of portfolio)

The portfolio contains all the elements (8 elements described below) in a very organized way.

The portfolio is somewhat organized and may miss one or two elements.

The portfolio shows little organization and may miss three or four elements.

The portfolio shows no organization and may miss more than four elements.

Statement of Personal Learning Goals

Demonstrates honest and complex understanding of learning goals, relates goals to current syllabus, few or no language errors.

Good reflection about future goals, some parts could use elaboration or further analysis, some language errors that don´t affect comprehension.

Statement may be short and insincere, demonstrates little reflection about goals and how it relates to class, many language errors.

Many language errors that make it difficult to understand, little or no reflection about future goals and current syllabus.

Final essay(Students from 3rd to 9th semester)

The final essay explains how the learning outcomes of the current syllabus respond to the Program´s exit profile in a very clear and complete way.

The final essay explains how the learning outcomes of the current syllabus responds to the Program´s exit profile in a very good way.

The final essay explains how the learning outcomes of the current syllabus responds to the Program´s exit profile in a good way.

The final essay does not give a good explanation of how the learning outcomes of the current syllabus responds to the Program´s exit profile in a good way.

Mechanics grammar, punctuation, capitalization and spelling.

The portfolio does not have majormistakes that distract the reader from the context. One to three minor mistakes in grammar, punctuation,capitalization, orspelling are tolerated.

The portfolio has four to six mistakes in grammar,punctuation,capitalization, orspelling.

The portfolio has seven to ten mistakes in grammar,punctuation,capitalization, orspelling.

The portfolio has more than ten mistakes in grammar,punctuation,capitalization, orspelling. It is difficult for the reader to understand the content.

Total /10

Comments About Portfolio:PLAGIARISM in any section of the portfolio will be PENALIZED with the grade of zero.

Authors: Professors of the Academic Area of the English Language Teaching Program at UTA

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