26.728, Review: Applied Linguistics: Behrens (2014)

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LINGUIST List: Vol-26-728. Wed Feb 04 2015. ISSN: 1069 - 4875.

Subject: 26.728, Review: Applied Linguistics: Behrens (2014)

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Date: Wed, 04 Feb 2015 14:59:15
From: Martin Gitterman [mgitterman at gc.cuny.edu]
Subject: Understanding Language Use in the Classroom

 
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Book announced at http://linguistlist.org/issues/25/25-1970.html

AUTHOR: Susan J. Behrens
TITLE: Understanding Language Use in the Classroom
SUBTITLE: A Linguistic Guide for College Educators
PUBLISHER: Multilingual Matters
YEAR: 2014

REVIEWER: Martin R. Gitterman, City University of New York

Review's Editors: Malgorzata Cavar and Sara Couture

SUMMARY

This book aims to improve pedagogy in higher education. Guided by the belief
that a fundamental understanding of linguistics in the context of educational
settings, with an emphasis on academic English, is essential to maximize one’s
effectiveness as a college instructor, Behrens provides a concise treatment of
the topic of language-related issues in the college setting. The treatment, as
noted in the Introduction,  is presented in three parts, each with a
particular focus.  In Part 1,  “The Role of Academic English in Higher
Education,” consisting of  chapters 1-3, the reader is presented with basic
theoretical/background material, while Part 2, “The Linguistic Conversations,”
covering chapters 4-11, addresses specific issues raised by faculty and
students.  Part 3, “Study Sheets: Review Materials for More Conversations,”
contains numerous exercises which have a direct classroom application. The
Appendix (pp. 133-139) directs the interested reader to sources of information
(e.g., books, websites) to further an understanding of the topic.  The volume
also contains a useful glossary (pp. 141-149). Central to the discussion is
the importance of a basic knowledge of linguistics. As Behrens unequivocally 
asserts, “For students to learn, teachers themselves need to be more
linguistically informed” (p. xvi).   

Chapter 1, “Linguistic Obstacles to Better Teaching and Learning,” reports
that college students are failing to demonstrate sufficient competence in
academic English and suggests factors leading to this unfortunate reality. 
Among the issues discussed is the claim that the graduate school education of
college professors does not, in large measure, incorporate training in how to
teach students.  Accordingly, students are not learning in an environment that
is as conducive as it should be to fostering skills in academic English. The
process of acquiring academic English is argued to require the assistance of
educators who understand the linguistic intricacies of the process.  Behrens
states, “Faculty, then, should not just be teaching content; we should also be
teaching students how to use language” (p. 8).  It is pointed out that all
students require assistance from educators to develop proficiency in academic
English. The topic is addressed with a sensitivity to a diverse student body,
one which includes English language learners and speakers of nonstandard
dialects.  

Chapter 2, “Examining Academic English: Form and Function,” which  addresses
academic English from various perspectives, indicates  that it is difficult to
state a simple, agreed-upon definition of academic English.  As Behrens notes,
“It is…unfortunately,  an elusive entity, in that how it is defined and what
is expected of students can differ from high school to college, across
disciplines at the college level and even across sections of the same course
with different professors” (p. 17). Notwithstanding this point, the concept of
academic English is real and its standing in academia solid. Specific examples
of academic English are given to provide a better sense of the dynamic of
academic English. The challenges facing high school graduates as they begin
college are addressed, with mention of reading and writing, including skills
in taking notes. Behrens encourages a greater dialogue between high school
instructors and those teaching in college. The chapter addresses language
across the modalities of listening, speaking, reading and writing, specifying
numerous contexts in the college setting in which these modalities are used,
as well as pointing out that a particular modality is not unrelated to the
characteristics of the language produced.  Behrens notes, “We are still
learning how academic English shifts across the modalities. The research
continues” (p. 29).   Beyond these modality-based differences, there are
discipline-based differences  - as noted above.  The chapter aims to clarify
the difference between standard English and academic English. It is argued
that college students are at a disadvantage if they are uninformed about
academic English.

Chapter 3, “Linguistics and Pedagogy,” provides examples of the increasing
role played by linguists in enriching the language curriculum for students in
elementary school and beyond. This increased focus of linguists on education
brings an understanding of dialect differences in the student population to 
educators, which is argued to be essential. Ideally, the classroom should be
an environment in which language issues are addressed and  “a metaknowledge of
language” (p. 41), i.e., a multifaceted understanding of language,  is
acquired by the students.  The pedagogical trends and differing views
regarding the teaching of grammar are presented. Much of the debate has
focused on teaching grammar out of, as opposed to, within meaningful contexts.
Regarding current thinking Behrens indicates, “… pro-grammar statements have
become bolder in the last decade, with more emphasis on metaknowledge and
control. The pendulum is swinging back toward more overt knowledge about
language, in a more mindful way, so that students can move from passively
mimicking standard conventions and toward co-constructing the academic
discourse” (p. 43). It is indicated that having students attain the desired
metaknowledge requires instructors who possess sufficient knowledge about
language. 

Chapter 4, “Introducing the Conversations: Linguistic Principles,” the first
chapter in Part 2, provides material aimed at facilitating
comprehension/appreciation of the remaining chapters in this part of the book,
i.e., chapters 5-11. The fact that dialects differ, but are all rule-governed
is highlighted at the beginning of the chapter. Standard and nonstandard
dialects are contrasted, as are unmarked and marked forms. It is also noted
that shifts in style (degree of formality) can occur within any dialect.  The
chapter also mentions units within a language, e.g., grammatical, lexical,
serving as an introduction to the more detailed discussion in subsequent
chapters.

Chapter 5, “Word Formation/Morphology”, following the format established for
chapters in Part 2,  addresses matters raised in the form of questions by
faculty and students. In this chapter, with its focus on morphology, the
questions asked lead to a discussion of terms such as backformation,
abbreviation, morpheme, acronym, conversion, to mention some examples. The
questions are very relevant and up-to-date (e.g., questions on the topic of
texting). Questions asked on this topic include  “Why do teachers always blame
texting for writing mistakes I make?” (p. 57, asked by a student) and  “Why do
students rely on acronyms so much? It must be all that texting ruining their
writing skills” (p. 57, asked by a teacher). This chapter, as in those which
follow in part 2, contains a range of questions on the topic of the chapter.  

Chapter 6, “Word Meaning/Semantics”, examines many of the commonly used terms
in semantics, such as, among others, slang, jargon, idiom, metaphor. Central
to the treatment of words is the recognition that their use is not fixed in
time.  The question “When did women become guys? My students call everyone,
even groups of women, ‘you guys’” (p. 62, asked by a teacher) provides an
opportunity to address one example of changing  word meanings. Behrens notes
the common observation that  the word ‘guys’ is now often used in reference to
individuals, regardless of gender. The chapter contains other examples of the
use, in some cases inappropriate use, of words.  It is noted that this
distinction,is not always clear-cut, requiring the teacher at times to
establish the standard of acceptability.

Chapter 7, “Grammatical Markers/Morphosyntax,” describes the scope of the area
of linguistics known as morphosyntax and proceeds to address a number of very
practical questions raised by teachers and students. Relevant terminology is
discussed, e.g., inflectional morpheme, case. The question “How do I get
students to be more exact, less vague in their writing? They often write, “‘It
showed that …’ without making clear the meaning of ‘it’”(p. 70, asked by a
teacher) is one of the questions asked in this chapter.  It is followed by a
useful discussion of antecedents.  The chapter treats topics such as the use
of apostrophes, the use of the word “mines”, and the selection of appropriate
verbs.    

Chapter 8, “Grammar and Punctuation/Syntax,” defines syntax and explains
relevant  terminology.  Terms such as voice, clause (both independent and
dependent), structural and lexical ambiguity,  and subcategorization are
included. Among the issues addressed are run-on sentences, the “–ly”  (or lack
thereof) with adverbs, and the use of passive sentences. Concern about texting
appears again in the question “With all this texting going on, will students
in the near future be unable to write a grammatical sentence?” (p. 85, asked
by a teacher).  

Chapter 9, “Narrative Structure/Discourse”, defines discourse and discourse
markers and makes reference to numerous additional terms, among others,
fillers, hedges, style, paraphrase. The question “What’s with all the ‘ums’
and ‘likes’ in my students’ speech? Even during oral presentations!” (p. 87,
asked by a teacher), a sample question from this chapter, is followed by a
rather detailed analysis of the multiple functions of the word “like”. Other
matters treated in the chapter include the use of “I” (the first person
singular) in academic writing, quoting and paraphrasing, and the use of
transitions.

Chapter 10, “Pronunciation/Phonology”, using some of the basic terminology of
phonetics (e.g., phoneme, vocal tract, vocal folds, assimilation), treats
issues such as different pronunciations of a given word, accents, and
dialects. The International Phonetic Alphabet is mentioned and illustrated
(see pp. 94-95) in addressing questions including “Do I have an accent? I
didn’t think so in high school, but here at college people tell me I do” (p.
93, asked by a student).  The chapter also contains an illustration of the
vocal tract (see p. 97).

Chapter 11, “Voice Quality and Speech Melody/Prosody,” touches on some of the
relevant terminology related to prosody, including stress, fundamental
frequency, amplitude, and intonation. Among the other topics addressed in the
chapter are syllabic stress within words and “swallowing” endings of
utterances.  In addressing one sample question, undoubtedly on the minds of
many instructors, “How can I help students sound less robotic during oral
presentations?” (p. 102, asked by a teacher), it is made clear that a
speaker’s emotional state has a bearing on the quality of speech-production. 

Part 3 of this volume,“Study Sheets: Review Materials for More Conversations,”
alluded to above, consists of 16 assorted and relatively brief exercises
(labeled A through P) providing the opportunity to apply - and increase one’s
understanding of -  the details about language covered in Part 2. The
exercises, as Behrens indicates, contain material that can enhance the
learning experience of both instructors and students.   

EVALUATION 

This volume meets a real need in applied linguistics as it links knowledge of
linguistics to effective teaching. The author’s strongly held viewpoint that
college instructors should have a background in the workings of language is
supported by the material presented in the book. Beyond that, very clear and
practical examples on applying the material covered in the classroom setting
are presented. Put simply, this very concise, well organized, and well
researched book achieves its intended aim. The inclusion of extensive
references (see pp. 150-158) adds to the appeal of the book.  It should also
be noted that the style is very reader-friendly and likely to maintain the
interest of those in the teaching profession who read it.  It has long been my
opinion that teachers (at all levels) should be sufficiently knowledgeable
about linguistics and its applications in educational settings, so I take
particular pleasure in the publication of this book. It is hoped that this
book finds its way onto the syllabi of some college courses as required or
suggested reading, depending on the scope of the course. 

It is commendable that Behrens makes clear the irrefutable point that standard
dialects are not linguistically superior to other dialects of a language.
Aptly, Behrens states, “There are several guiding principles in the discipline
of linguistics. One principle crucial to this discussion is that all language
forms (accents and dialects) within a language family are regular,
rule-governed and equally capable of conveying any idea or thought” (p. 51).
This established fact is, in effect, a running theme of the book. It is made
evident that educators must understand this fact in order to be effective in
teaching students who speak a dialect other than the standard.  It is not
argued or implied, however, that students should not be taught standard
English (of which academic English is one variety). On the contrary, it is
asserted that students should become proficient in academic English. The terms
“academic English” and “standard English” are appropriately explained. The
position taken, i.e., supportive of teaching academic English, while
recognizing that nonstandard dialects are equally logical linguistic systems,
is certainly consistent with current linguistic thinking.  A successful
education entails teaching students academic English and, at the same time,
having them understand/appreciate the richness of the dialect they currently
use. Educators who read this book will be provided with suggestions to help
achieve this goal. 

The book discusses/analyzes the dynamic and complex nature of language and
does so in a framework that should heighten the interest of readers in the
study of language. Language is constantly changing and there are often no
clear-cut, agreed upon answers about the use of particular forms at a point in
time. This phenomenon is illustrated well with reference to the lack of
agreement in academic circles on the acceptability of using only “who” as
opposed to distinguishing “who” from “whom” based on grammatical function.  A
number of additional examples are provided. Behrens correctly notes that
language is “alive” (p. 115), and the book transmits that sense of excitement
to the reader.

The organization of the book adds to its effectiveness. Part 1 successfully
presents basic information enabling readers to put into perspective the
material to follow.  The “conversations” of Part 2 cover very relevant issues
across a range of sub-disciplines of linguistics (e.g., syntax, semantics,
morphology). The exercises in Part 3 are extremely practical, representing, as
planned, a logical follow-up to the material presented earlier in the book.
The material chosen for inclusion throughout the book, while often
underlyingly quite technical, is presented in a manner that makes it easily
accessible to a target audience with little background in linguistics.      

The book has no major weaknesses, but suggestions can, nevertheless, be made.
The consonant and vowel classification chart (Figure 10.1, pp. 94-95), for
example, is in very small print and, while legible, it would be helpful to
have the print somewhat larger. Also related to Figure 10.1, providing a
general introductory overview of how consonants and vowels are classified at
the outset (i.e., when reference is first made to Figure 10.1) might be
instructive for the reader without a background in articulatory phonetics. 
Such an overview might explain some of the headings in the chart for
consonants (p. 94) and  vowels (p. 95) and clarify why consonants and vowels
must be classified using different measures. These brief remarks (perhaps no
more than four or five sentences) would help readers understand the
classification of sounds (without knowing all the details).  The book does
currently refer to aspects of the chart in response to some questions in
chapter 10, which is definitely helpful. 

Incorporating many terms commonly used in linguistics in the book along with
defining them in a glossary for ready reference is certain to add to the
usefulness of the book. While the scope of the current glossary is excellent
and certainly consistent with the intended goals of the author, the addition
of a few terms related to dialects (e.g., idiolect, social dialect, regional
dialect), a major focus of the book, is worthy of consideration. 

In sum, this is an outstanding book. It adds to a body of literature on a
topic calling out for more attention, and does so very effectively.


ABOUT THE REVIEWER

Martin R. Gitterman is Professor Emeritus at The Graduate Center and Lehman
College, The City University of New York. He served as Executive Officer of
the Ph.D. Program in Speech-Language-Hearing Sciences at the Graduate Center
for six years and prior to that as Chair of the Department of Speech and
Theatre at Lehman College for six years. His research interests include
applied linguistics, neurolinguistics, bilingualism and second language
acquisition.








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