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Home , First Language (journal), Language in Society, Sociolinguistics, Sociology of language

IN TEACHING

(SOSIOLONGUISTIK DALAM PENGAJARAN BAHASA)

Ahmad Faizin HS MAN I Praya Jalan Pejanggik Tampar Ampar, Praya, Lombok Tengah, NTB, Indonesia Pos-el: [email protected]

Diterima: 22 Januari 2015, direvisi: 30 Juli 2015, disetujui: 5 Desember 2015

Abstract

Language teaching is connected with sociolinguistics in many ways. Different social factors affect language teaching and language learning. This paper investigates the relationship between sociolinguistics and language teaching. Some social factors such as situation, , and social setting that has roles in language teaching. It describes the main factors which influence linguistic choices and explains how well contemporary teaching can take account of them. It also investigates obvious variatious in the use of language used by people belonging to varieties facets.

Key : language teaching, social factors, and sociolinguistics

Abstrak

Pengajaran bahasa berkaitan dengan sosiolinguistik dalam berbagai cara. Faktor sosial yang berbeda mempengaruhi pengajaran dan pembelajaran bahasa. Tulisan ini mengkaji hubungan antara sosialinguistik dan pengajaran bahasa. Beberapa faktor sosial seperti situasi konteks, dan setting sosial memiliki peran dalam pembelajaran bahasa. Sosiolinguistik menjelaskan tentang faktor-faktor utama yang mempengaruhi pemilihan linguistic dan menjelaskan seberapa baik pengajaran saat ini dalam memanfaatkan faktor-faktor tersebut. Sosiolinguistik juga menelaah berbagai variasi dalam penggunaan bahasa yang digunakan oleh orang yang memiliki berbagai karakter.

Kata kunci: pengajaran bahasa, faktor sosial, dan sosiolinguistik .

1. Introduction success of the learning a language. The Language is a centre to social teacher may not neglect the influences of a interaction in every , regardless of of and sociocultural location and time period. Language and contexts of the participants, especially in social interaction have a reciprocal or foreign language. This is relationship: language shapes social due to the roles to easier the learners to gain interactions and social interactions shape the purposes of teaching learning language. language. The terms of sociocultural contexts Learning language is getting through and variations of language may be covered the teaching learning process indoor, in sociolinguistics study. In order to outdoor, formal or non formal . understand the phenomenon, broad Teaching, learning language, sociocultural knowledge of the process of language contexts and variations of language should acquisition, second or foreign language be considered because it is influenced by the education, sociolinguistics, ,

66 Sociolinguistics in Language Teaching (Ahmad Faizin HS)| 67 , and specific knowledge of age and have insignificant input on foreign language teaching techniques and secondary school students’ use of English. It methods of measurement and evaluation was concludedthat the family still remains a have become especially important. major source and most potent place for Sociolinguistics has become a very language learning; therefore, parentsshould important role recent, and we have become give more attention to students language use aware the role of language not just as a at home and provide all the necessary means of , but also a creator impetus. of social identity (Dunkley, 2013). The by Irene wherritt to find Sociolinguistics is an interesting and relationsome specific examples of important area of language for teachers sociolinguistic principles as they affect because it deals with how the language is language teaching. Although the examples used and thought of in the real world. are taken from Portuguese, the situations are The educators should have a huge intended to apply to the teaching of foreign view of sociolinguistics to help their languages in general. The first part of the teaching, learning language process can be study treats practical matters of gathering implemented well because sociolinguistics sociolinguistic data. In the ensuing sections covers a tremendous variety of approaches. on and the discrepancy They have to know the variations of each between actual language use and typical learners’ language and social background in learning materials is presented and order to be able to select the appropriate suggestions for improvement are offered. approaches for teaching language. A central The part on interactional rules purports to problem for sociolinguistics approaches to show one area of neglect in traditional language is nationhood. Being the defining teaching materials. The final section framework for much discussion of both summarizes ideas on the importance of language and culture in popular and broadening language learning to include academic domains, the concept of the nation research from sociolinguistics. has had a huge influence on the ways in Stephen Van Vlack (2011) reviewed which languages and cultures have been review some of the basic ideas underlying defined (Nancy &Sandra, 2010). language use by looking at language from The teacher often disregarded the three different but overlapping theoretical sociolinguistics aspects in teaching viewpoints. He looked at sociolinguistics, language. They are more to teach the discourse (a wee bit) and language either second or foreign language . Based on this, he words, , and pronunciation expected the students to be exposed to and (speaking). Learning language with to generate a full picture of how language sociolinguistics can help the speakers able to use develops and is to be assessed and distinguish where, whom, when they speak. taught and specifically in subsequent Therefore, the teacher should associate the language learners. He combined necessary materials to social contexts. theories in SLA with practical outcomes related to language use. Students was 2. Literature Review encouraged to come up with real-world Ofodu (2012) conducted research into applications of the theories discussed in sociolinguistics input in language class for use in their own teaching. acquisation and used of English as in classroom, revealed thatgender,

68|Mabasan, Vol. 9 No.2, Juli—Desember2015 :66—77 3. Research Method to the interaction between language and This study applied observational culture, language and social phenomenon. method to collect the data that finding According to Spolsky (2010) sociolinguistic elaborated as conclusion. In this case the is the study of the link between language researcher did direct observation to and society, of language , and preparation that has been made by the attitudes about language. It is supported by English teacher such as Lesson plan and Hudson (1996) defined as a study of the Material relationship between language and social The lesson plan was observed from factors such as class, age, and four of English teachers focusing on the ethnicity. Whereas Bell (1976) said it is a steps of the teaching process. The researcher branch of anthropological linguistics that focused on the of the teacher in examines how language and culture are delivering the material into students.The related, and how language is used in suitability of material (theme) to the different social contexts. The study of students’ age, background language, and stylistic and social variation of language knowledge level was also observed. (Wardhaugh, 2010).The study of language in relation to its social-cultural context (Van 4. Discussion Dijk, 2009). Sociolinguistics is the study of In this case, it gives the definitions to the effect of any and all aspects of society, the terms linked to the paper topic and what including cultural norms, expectations, and are their relationships. context on the way language is used (Trudgill, 2000). 4.1 What is Sociolinguistics? In all these definitions, it is clear that 4.1.1 Definitions of Sociolinguistics sociolinguistics is a discipline that makes a There are several researchers or link between and linguistics. It is linguists give the definition of a branch of sociology and as a concept, it is sociolinguistics in different perspective. concerned with how language use is a Yasemin (2013) defined determinant of a given society’s linguistic sociolinguistics as the science that requirements. Every society has its linguistic investigates the aims and functions of codes that are acceptable for interaction . It attempts to explain (Meyerhoff, 2006). Sociolinguistics shows how language differs from one context to how groups in a given society are separated another across geographical borders and by certain social variables like ethnicity, how people in one context communicate religion, status, gender, age and level of with people in other contexts (e.g., non education and how adherence to these native-nonnative speakers; nonnative-native variables is used to categorize individuals in speakers; and so on). He’s prone to learn social classes (Hudson, 1996). The social language based on the sociocultural study of language is a modern linguistic contexts, how the learners can communicate paradigm because it was the modern linguist in one context with the others. Sali (2012), who first acknowledged and accepted that sociolinguistics is the interaction between language by its nature is totally a social language, culture, and society. Depending phenomenon (Bell, 1976). All definitions on the focus, virtually any study of language mentioned above demonstrate that implicates a social connection because sociolinguistics is related to language use without this human component language and a society’s response to it. itself would not exist. The language is linked Sociolinguistics in Language Teaching (Ahmad Faizin HS)| 69 Studying sociolinguistics can enhance sociocultural background. (3) Stylistic our perspective related to language with the variety approach. The speakers use the phenomenon. The basic premise of language varieties in communication sociolinguistics is that language is varied adapted to the situation. and ever-changing. As a result, the language is not uniform or constant. Rather, it is 4.1.2.2 Micro Sociolinguistics and Macro varied and inconsistent for both the Sociolinguistics individual user and within and among The major study of sociolinguistic is groups of speakers who use the same divided into two: micro sociolinguistic and language. Hence sociolinguistic macro sociolinguistic. Micro sociolinguistic phenomenon cannot be separated with refers to study of the language phenomenon discussing about teaching language because in social context symbolized by micro when we want to know more about factors, its scope of interpersonal language, we learn it with all of the issues communication (person to person) Three including relationship styles, users, the time, main principles of interaction between and socioculture. individual in a group: (1) attainment interaction of communication; (2) 4.1.2 The of Sociolinguistics acquisition and modification communicative Fishman (1971) defined competence; and (3) language attitudes. sociolinguistics as the study of varieties, Macro sociolinguistics tends to study function, and speaker of the language. of sociolinguistics phenomenon, including According to him, they are changeable, wider variable, population, language interacting, and modification in language deployment, or the continuity of language, it society. According to Grimshaw, 1971), refers to bilingualism, language attitudes, there are four kinds relationship between planning, variety, choice, accent, shift, language and society as follows (1) language accent, education, etc. Three major terms are determine society; (2) sociocultural noteworthy in macro sociolinguistics as determine language; (3) co-variance follows: (1) ; (2) language between social facts and language; (4) conflict; (3) language and social change. language and society is determined by other . factors such as culture, abstract structure or 4.2 What is Language Teaching? biological nature. The American psychologist Steven Pinker describes language as being ‘so 4.1.2.1 Sociolinguistic Approaches tightly woven into the human experience At least there are three approaches of that it is scarcely possible to imagine human sociolinguistics: (1) de Saussure approach. life without it’. It is a of Fishman stated connotation and a variety of communication used by human everywhere. language is associated with speech and This system of interpersonal communication individual not by language and society. The allows humans to communicate messages to successful of communication because of others in a way that no other species are able uniformity and homogeneity society used to do. According to Fasold, language is used the same ; (2) the approach was to make a statement about one’s own pioneered by William Labov that identity, about oneself in relation to the emphasized to language varieties. The listener, and to define the situation in which misconception between speakers occur language itself is being used. Blundell, because they do not have an equal Higgens & Middlemiss (2010) state, we only

70|Mabasan, Vol. 9 No.2, Juli—Desember2015 :66—77 speak or write with a purpose in mind: to sociolinguistic field especially in foreign help someone to see our point of view, language teaching. They tend to teach it perhaps or to ask their advice or to reach mostly relate to how the students able to use agreement with them. The functional use of grammar and words, local society, not the language is not only based on certain target language society, therefore, the language structure or grammatical rules, it is students more focus on how to arrange the how we understand the context and use the words/ sentences to be a good language in order to fulfill those purposes. sentence/paragraph and speak with local Teaching can be defined as an accent that sometimes unacceptable of the interaction between the teacher and the target language. Related to language taught as far as it is related to the imparting teaching, the teacher should consider the of the knowledge to the students, to cover individual factors of learners, three of them almost every aspect of education which the are age, social and educational context. students are expected to learn from a teacher and which the teacher will teach them using 4.2.1 Age all the teaching techniques and aids It is generally believed that the age at available to teach. which learners begin to learn second Language teaching is the process of language influences their ultimate transferring the language with the attainment in language knowledge/ability. phenomenon by the teacher to learners. It Lenneberg (1967) argued that languages are should as a guide to obtain all aspects of best learned before puberty, after which language. It may talk all facets of language everyone faces constrains in language such as social, cultural, , syntax, etc. development. While Stephen Crashen (1981) Language teaching related to society and favor of younger is better, argued that culture are studied in sociolinguistic. It second by child and dissects the language related to social factors adult might actually involve differences such as class, age, gender, and ethnicity, process; the former utilizing innate therefore, the language users can apply it properties of as in first with appropriate way. It focuses greater language acquisition, the latter employing attention on the Social Nature of Learning general problem solving abilities, and thus English as a second/foreign language rather accounting differential effect of the age, But, than on students as separate, there are others who suggest that “older is decontextualized individuals. To understand better” because older learners have cognitive and promote learning, we look not only at and skills that tend to enhance their individuals, but also at the people who make second language development (McLaughlin up their world and the connections between 1987; Snow 1983). It seems reasonable to them. These people include not only deduce that the age does have an influence teachers, but also peers and others, such as on second language development. administrators and people in the outside community. Cooperation is valued over 4.2.2 Social Context. competition without excluding the latter Social context refers to a range of completely. When students collaborate they language-learning environments such as the all play leadership roles. home, the neighborhood, the classroom, and Contrary, in the present the teacher in the society at large. Recently, scholars such teaching language in primary, junior, and as Pavlenko (2002), Hall (2002) and Siegel senior high school often neglects the (2003) suggested that the movement from Sociolinguistics in Language Teaching (Ahmad Faizin HS)| 71 the to the second/foreign these three different social contexts language involves more than contribute to the emergence of various psycholinguistic abilities, because it depends communicative competencies and functions on historical, political, and social forces as in these countries, thereby influencing well. Such a conclusion echoes earlier second/foreign language development and studies reported in the 1980s that any serious use in significantly different ways. attempt to study second/foreign language development necessarily entails the study of 4.2.3 Educational Context social context as an important variable Closely related to the social context is (Beebe 1985; Heath 1983; K. K. Sridhar & the educational context. Studies on the N. Sridhar 1986; Wong-Fillmore 1989). educational contexts grounded in Additionally, social context is critical educational psychology emphasize the because it shapes various learning and inseparability and reciprocal influence of teaching issues such as (a) the motivation for educational and settings in which second/foreign learning, (b) the goal of learning and teaching operations are second/foreign learning, (c) the functions a embedded (Bloome& Green, 1992). In the second/foreign language is expected to context of second language development, it perform in the community, (d) the is the educational context that shapes availability of input to the learner, (e) the , , and variation in the input, and (f) the norms of most importantly, the learning opportunities proficiency acceptable to that particular available to the second language learner. . According to Kamaravadivelu (2001), It is Specific social settings such as the impossible to insulate classroom life from neighborhood and the classroom, in which the dynamics of political, educational, and learners come into contact with the new societal institutions, because of the language have also been found to influence experiences, participants bring to the second/foreign language development. classroom are shaped not only by the Studies conducted by Wong Fillmore (1989) learning and teaching episodes they have revealed that social settings, create and encountered in the classroom, but also by a shape opportunities for both learners and broader social, economic, educational, and competent speakers of the second/foreign political environment in which they grow language to communicate with each other, up. thereby maximizing learning potential. A As Tollefson (2002) and others study by Donato and Adair-Hauck (1992) pointed out, it is the educational context that concluded that the social and discursive determines the types as well as the goals of context in which instructional intervention is instructional programs made available to the delivered plays a crucial role in facilitating second language learner. For instance, the second/foreign language development in the educational context will condition the classroom. relationship between the home language and The social context also shapes the role the school language, between “standard” of the target language in a particular speech language and its “nonstandard” varieties. As community and the nature of the linguistic a result of decisions made by educating input available for learners. Comparing the policymakers, the second language learners sociolinguistic profiles of English language will have a choice between additive learning and use in India, West Germany, bilingualism, where they have the and Japan, Berns (1990) illustrated how opportunity to become active users of the

72|Mabasan, Vol. 9 No.2, Juli—Desember2015 :66—77 second language while at the same time 4.3 Why Sociolinguistics is Necessary in maintaining their first language, or Language Teaching? subtractive bilingualism, where they Sociolinguistics is that branch of gradually lose their first language as they linguistics dealing with the influence of the develop more and more competence and society on language and vice-versa. Under confidence in their second language. this branch we deal with the problems faced Similarly, as Norton (2000) and Pavlenko in learning a language or, to say how a (2002) asserted, the educational context can language is acquired and also how a also shape the complex relationship between language is modified according to different power, status and identity by determining social circumstances. Through this we also “how access to linguistic and inter Actional come into contact with the traditional value resources is mediated by nonnative speaker of a language, which otherwise would have status, race, gender, class, age, and social remained unknown to us. So, status, and to ways in which discourses Sociolinguistics is an integral part in the appropriated by second language learners study of language in common, and in the are linked to power and authority” study of the impact of society over language. (Pavlenko, 2002, p. 291). So, it is really important in the sphere of the Additionally, there are theoretically study of language. As I told above that the two different approaches to the study of teacher most focus, on words, grammar, and language and how it relates to society. The text contents in teaching language recently first is the , or the without considering the communication in study of the effect society has on language. its entirety, whereas in learning the language The second is sociology or the study of the to use it, appropriate place(s) and cultural(s) effect language has on society. Although the of the language should be taken into two are considered fundamentally different, consideration in addition of language itself various field work and studies have that make the pupils will never be fluent in demonstrated they are inseparable. Culture another language. Each language is used by and language constantly influence one different contexts, by different people, and another and in result, studying one is nearly for different reasons when the language is impossible to do without learning about the learnt. It is important to consider those other. In fact, the linguist, Hymes, argues factors to effectively communicate to others, that the two are not different, but one field which presumably the ultimate goal. of study and that sociolinguistics is merely a In essence, the study of language and popular “one ” relative to the multiple its relationship with culture and society is word descriptions that existed prior to the known as sociolinguistics. Although it may second world war including “sociology of sound like an intimidating term that belongs language”. in the academic realm, every language Based on the explain above, we can learner should have some awareness of deduce that the individual factors play sociolinguistics, particularly because the important role in triggering and maximizing very act of using a language is, in fact, the learners’ master the language, therefore, social. Language was developed out of the they may not be neglected in language need to communicate and interact, and teaching. therefore, it is social by nature, and understanding some part of that allows us to more effectively use the language. Sociolinguistics in Language Teaching (Ahmad Faizin HS)| 73 In previous centuries, social facets of important facet of your language learning language were first studied under the guise experience. of linguistic . It began to appear on the scene, pioneered by William 4.4 The Relationship Sociolinguistics and Labov in the US and Basil Bernstein in the Language Teaching UK. Historically, much like anthropology, Language is the communication of the more exotic cultures and languages were thoughts and feelings through a system of of primary interest to sociolinguists while subjective signals, such as voice sounds, “home” or Western languages remained gestures, or written symbols which is used unexplored and ignored. by a nation, people, or other Sociolinguistics take up the social distinct community. On the other hand space in the study of language on topics that Society is a group of people related to each linguistics usually keep in the background. other through persistent relations, or a large In other words, it is the effort to understand social grouping sharing the same the way that social dynamics are affected by geographical or vital territory, subject to the individual and/or group language use, same political authority and dominant variations in language and varying attitudes cultural expectations. Sociolinguistics is an towards language. Additional examples integral part in the study of language in include the differences between the ways common, and in the study of the impact of men and women speak, the ways children or society over language. So, it is really teens speak, or even the way different social important in the sphere of the study of classes communicate. language. So, sociolinguistics is the field of Being unaware of social courtesies (or study having to do with the interaction of aspects of sociolinguistics) can lead to language and society, how all aspects of embarrassing situations as a language society have an effect on language, and how learner. For example, did you know that language has an effect on society. pointing (even at an and not at a According to M. Rasel Howlader person) is considered extremely rude in (2010), there are several social factors that Italy? In the US, pointing is considered correlate to language teaching in acceptable unless we are pointing at a person sociolinguistics perspective as follows: we point at items on menus, at objects in display windows and in directions. If an 4.4.1 Ethnicity American learning Italian were to point Ethnicity can result in significant during communication, it would be linguistic variations. The adoption of second considered rude and aggressive and isn’t a language phrases and grammatical very good way to make friends. Making a constructs into first language typify the mistake of this sort, according to David language of many ethnic minorities. Studies Broersma can lead people to not only think of language variation due to colonization that one is ignorant, but “ill mannered, have resulted in a general acceptance of the dishonest, insincere, rude, pushy, etc.” The theory that where the two languages blend to most intimidating part is, the better you are form pidgin, the language of the dominant at speaking, the more severely you are group is in greatest evidence in the judged in total communication, and all the and the language of the more reason you have to improve and subordinated group is most in evidence in develop your sociolinguistic skills as an the grammar. Researchers like Corder, S.P. (1967) and Selinker, L (1972) have

74|Mabasan, Vol. 9 No.2, Juli—Desember2015 :66—77 identified a linguistic middle ground, example, you have to specify whether a labelled as “interlanguage”. The term friend is male, Freund, or female, Freundin.” “interlanguage” is used to describe the adaptation of the second language, with 4.4.3 Geography aspects of the speaker’s first language, until All languages demonstrate geographic eventually the speaker becomes proficient in variation. Regional differences can be strong the second language. However the idea that or subtle. The matter is complicated further “interlanguage” is always temporary, and in industrialized where geographic represents a simplification of the second mobility is common. Some languages language, is open to question. There are experience such strong regional variation examples of sustained pidginisation of (Northern and Bavarian German, for language and it should also be noted that example) as to make comprehension a real Labov, W. (1972) in his study of inner-city issue. It is important to distinguish between youths in New York, reported that far from regional variation known as “” which being sloppy and ungrammatical their use of refers to lexical and grammatical variations language was as consistent and rule to and “accent” which governed as any prestige language. In refers to the pronunciation pattern. In summary, history and politics will influence practice these two factors often combine to the development of language, but perhaps form what most people consider a not always entirely in predictable ways, with recognizable regional variation. Several groups using language to deliberately studies have shown that people generally maintain and identify their separateness. react less favorably to people whose accents differ from their own. Because of 4.4.2 Gender geographical location pronunciation varies. There are recorded differences in the A teacher in Scotland might face difficulty ways men and women use language. These teaching English learners. Scottish accent is differences are observable across a whole difficult and different from English accent. range of linguistic variables. Llamas and Stockwell in their chapter on 4.4.4 Social Class sociolinguistics, use the phrase “genderlect” There are observable differences in to describe the idea. Lakoff’s (1975) language across class boundaries in a observations were cited as demonstrating society. Just as higher social groups use that women were linguistically less language to distinguish themselves, some powerful. However, Freeman and groups deliberately employ inferior forms in McElhinney (1996) point out that whatever order to disassociate themselves from linguistic skills are highly prized in society, mainstream society. The language used by society tends to perceive men as having professional classes is labelled as “correct” them and women lacking them! The real and promoted by government, education and issue is perhaps that society has different the media as the “standard” form. In linguistic expectations of the sexes. These contrast, other forms of the language are, differences are not confined to lexical and therefore, labelled as “incorrect” and grammatical differences, but are also clearly considered substandard. Nevertheless, evident in prosodic features. Peter Trudgill stigmatized varieties often survive even (2000) points out, “languages do differ under considerable pressure as groups considerably in the extent to which sex remain loyal to their form as a means of differences are lexicalized. In German, for distinguishing themselves. Traditionally, one Sociolinguistics in Language Teaching (Ahmad Faizin HS)| 75 type of English accent has conveyed neighbor, customer) it influences our associations of respectability and a good behavior and our language in accordance education. This has been labelled as with the relationships that role encompasses. Received Pronunciation and was coined by Study sociolinguistic can enhance our phonetician Daniel Jones in 1918. Today perspective related to learning the language RP, in its pure form, is spoken by less than with the phenomenon. The basic premise of 3% of the British population (David Crystal, sociolinguistics is that language is varied 2003). and ever changing. As a result, the language is not uniform or constant. Rather, it is 4.4.5 Occupation and Role varied and inconsistent for both the Of all the variations in language that individual user and within and among are an everyday occurrence, it is felt that the groups of speakers who use the same changes that we most commonly overlook language. Therefore, It is inevitable that the are the changes in language owing to the roles of sociolinguistic lead the teaching profession of the writer or speaker, or their language entails the goals either teaching relationship to others. In their roles as cleric, second or foreign language. advertiser, newscaster, journalist, doctor, politician or taxi driver, thousands of people 4.5 Teaching English as a Foreign shape their language to the role they are paid Language Associated with Sociolinguistics to perform. Unlike regional, gender and Foreign has class variations these are often “put on” become a significant phenomenon in the when we go to work in the morning and present era. Respondingto personal or “taken off” at the end of the day. In English professional needs, people learn a foreign Language teaching world, ESP (English for language to qualify for education abroad, specific purpose) is connected with different tocommunicate with colleagues in professions like doctors, engineers, bankers, international corporations, or to prepare etc. It has been found that there are obvious themselves for travel and job. Inorder to variations in the use of language used by understand the phenomenon, broad people belonging to varieties of occupations. knowledge of the process of language This is also an experience that language acquisition,second or foreign language teaching are significantly affected owing to education, sociolinguistics, linguistics, practical variations. People of various psycholinguistics, and specificknowledge of occupations need diverse language foreign language teaching techniques and knowledge and linguistic training and methods of measurement and orientation. These differences should not be evaluationhave become especially seen as limited to professions with formal or important. technical variations, like law or science but Teaching English as a foreign rather as encompassing every area of life. language (TEFL) which is also known as The influence of role is evident in the teaching English to speakers of other language of groups of builders, school language (TESOL) involves teaching children and shop assistants as well as English to students whose first or second politicians and sports commentators. The language is not English. This could be in effects of role cannot, of course, be viewed Indonesia, where the first language is in isolation from the context and the and the second one is Indonesian. situation in which they occur. When taking The learners may be children or adults with on a role, paid or unpaid (mother, brother, varying levels of ability. According to

76|Mabasan, Vol. 9 No.2, Juli—Desember2015 :66—77 Yasemin Bayyut (2013) the significance of language because it can give the suitable sociolinguistic in foreign language education perspective of language. According to is examined along three dimensions: Broersma (2001) ‘having a good attitudes towards learning a foreign sociolinguistics competence means knowing language, inclusion of culture in foreign how to “gives every person his or her due.” language lessons, and the contribution of Means when someone be quiet, talk, give language planning to foreign language compliments to others, and apologize. education. Curriculum and instruction can Sociolinguistics also ably lead the learners be arranged to promote positive attitudes to speak in appropriate social context, toward the foreign language to be learned therefore, it is very important to the teachers and nationalities associated with the to introduce the sociolinguistics through language. Inclusion of cultural elements in teaching language materials in order the the foreign language curriculum helps students will have knowledge of relationship learners to understand new language language and social context. They may just concepts and provides a context for their not focus on how to speak fluently but speak use. appropriately is needed too. So much of The basic theoretical features of actual communication is beyond knowing sociolinguistics and the context of its just words and grammar, and without practice lend foreign language education its considering communication in its entirety, rich social content. To illustrate, when one the learners will never really fluent in considers language education in a school another language. Each language is used context, noting student-teacher interactions within different contexts by different people alongside educational components of and for different reason and when learning teaching and learning, the significance of language, it is important to consider those social interactions is readily perceived. factors to effectively communicate with Regarding functions, the others. Therefore, In language teaching the application of sociolinguistics in a classroom teachers have to determine all facets linked context can contribute enormously to the to use of a language either speaking or development of foreign language teaching written. The teachers cannot hope to techniques. transform their students’ sociolinguistic In teaching English as a foreign competence overnight, but by contextualize language also the learners should be the presentation of language, regularly introducing the use of English in social reviewing the impact of social and cultural context appropriately. They are not only able factors on language and including lessons to express it, but also they have the with a functional approach, teachers can capability to determine the correct hope to increase the sociolinguistic expression for the appropriate situation, awareness of their students. These things class, time, age, gender, other social context. need not be introduced as isolated exercises, but a context and social aspect could be 5. Conclusion incorporated to most exercises and Based on the above discussion, I sum examples. up that sociolinguistic has an important role in language teaching because it is consist of the study of the link between language and society, of language variation, the attitudes about language. It is noteworthy in learning Sociolinguistics in Language Teaching (Ahmad Faizin HS)| 77 References Polly, L, P. (2010). A Sociolinguistics Study of Language Use and Identity Benzoukh, H. (2012). Basic Concepts in amongst Galician Young Adults. Sociolinguistics. University of Kasdi Marbah Ouargla (Algeria). Sali, A, T. (2013). Variationist Sociolinguistics. Change, Daniel, D. (2013). Language Socialization Observation, Interpretation. 42-49. and Language Teaching: An interview with Patricia (Patsy) Duff. Aichi Stephen. V. V. (2011). Sociolinguistics in Gakuin University. Language Teaching.

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