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Teacher’s Knowledge about Sociolinguistics in EFL Pedagogy: A Study From
Classroom Implementation of Curriculum 2013
Edi Ramawijaya Putra
STABN Sriwijaya, Tangerang, Banten
edi.ramawijayaputra@gmail.com
Abstract: this research article discusses EFL teachers’ knowledge about
sociolinguistics in EFL pedagogy that applied in the classical context of
English subjects under Curriculum 2013 implementation. One targetedsample of EFL classroom was observed to explore the focus. Using
qualitative approach, this study had found unique understandings from the
participant that deals with their metacongnition of sociolinguistics in EFL
pedagogy. The knowledge was clustered into Bloom’s taxonomy of
knowledge which was considered to be the essential cognition that must be
understood by EFL teachers in Indonesia. These knowledge include factual,
conceptual, and procedural dimensions. The results of this study provide
several pedagogical implications such as revitalizing the orientation of
sociolinguistic to attain learning objectives stated in the curriculum, making
sense the objectives of English in Curriculum 2013, and re-orienting EFL
teachers’ professional development as well as pre-service teachers’ education
to engage more on the development of the practices in EFL classroom
through the benefits of the knowledge of sociolinguistics in EFL pedagogy.
Keywords: sociolinguistics, EFL pedagogy, teacher’s knowledge.
BACKGROUND
As Curriculum 2013 (widely-known as K-13) offers wide range opportunities for
English learners to participate more on productive skills, it means, classroom should be
able to provide those opportunities to take place. Teacher’s role, on the other hand, should
embrace its vital function to help learners acquire the competence. Indeed, many EFL
teachers have started to cast away the traditional paradigm to be more egalitarian in
respecting learners’ capacity. Among those, the most prominent findings that I observed is
the implementation of learners’ centered-approach. EFL teachers provided activities and
tasks that selfishly focus on involvement of whole learners in the classroom. The efforts of
making active learners’ centeredness are indicated by the reduction of teachers’ talks
during the session. Therefore, In Indonesia, the on-going process of teaching English as
foreign language (abbreviated TEFL) is still seeking for its ideal form to advocate optimal
output of foreign language learning constantly.
However, for the time being, many EFL teachers still focus on the content-based by
focusing on grammaticality and lexicality aspects which becomes most determinant factor
of language learning. In many cases, EFL teachers misled the term ‘mastery learning’ as
successfully transfer whole sections in the textbook or teaching plan. The orientation is not
addressed to the competence of foreign language learning. This situation is caused by
curriculum reform without regarding to teachers’ professional education. Threfore,
imparting a sufficient knowledge for every teacher should be done in advance prior to
changing the formal curriculum. Furthermore, the adoption of K-13 risks several
inconsistency among teachers’ interpretation compared with the standardization. A study
on teachers’ experience in Indonesia reported three dilemmatic spaces namely: opposing
curricular reforms, dilemmas around re-contextualizing, and dilemmas with English as a
subject (Qoyyimah, 2015).
Tragically, in order to testify the attainment, the assessment parameters are mostly
based on score of standardized test such as TOEFL and IELTS or TOEIC. Learners are
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successfully passed with high score but rarely to communicate, produce less speeches and
reluctant to speak in the classroom. This may be caused by lacking of sociolinguistic
competence and pedagogical treatment addressing sociolinguistics. Currently, a big
question mark is proposed of whether the teaching of EFL has covered the construction of
sociolinguistic competence as an integrative of sequential processes in the EFL classroom,
more technically never exists. The teaching of English must be oriented not only with
transferring knowledge such as grammar, vocabulary and expressions but also competence
to communicate in sociolinguistically-proper (Hadley, 2003). It is to prepare learners of
future outlook to adherent spoken language that used as international tool of interaction as
well as mode of communication. When English is used as mean to interact in multicultural
context, the ability to express meaning appropriately becomes seriously matters in
language pedagogy (Hadley, 2001).
Likewise, considering above facts that EFL teaching is not on its track indicated by
occurences of perceptual mismatches and learning difficulties in so many ways. It can be
assumed that basic concept of CLT (Communicative Language Teaching) which has
become the fundamental approach of EFL in Indonesia is off-target. CLT does not exclude
a focus on metalinguistic awareness of knowledge, rules of syntax, discourse and social
appropriateness (Savignon, 2007). CLT is the most well-known method used by
Indonesian EFL teachers as consequences of necessity of communicative purpose of
language learning. According to Shumin (2002) the concept of communicative competence
developed under the views of language as context, language as interaction, and language as
negotiation. Context, interaction and negotiation are constructed based on real
communication settings which may be drilled throughout practices during language
learning.
Consequently, EFL teachers must be able to facilitate sociolinguistic competence to
be improved in the whole process of learning by inventing approaches, method and
strategies based on particular classroom context and learner’s capacity. It is profound to
impart output of learning not only on grammatical competence and strategic competence
but also sociolinguistic competence as an integrated basic communication skill required in
communicative competence (Canale & Swain, 1980).
In line above theoretical framework, an ethnographic researcher Yin (2003)
provides a guideline towards the selection of case study design in social science. The
objectives are (a) the focus of the study is to answer “how” and “why” questions; (b) you
cannot manipulate the behavior of those involved in the study; (c) you want to cover
contextual conditions because you believe they are relevant to the phenomenon under
study; or (d) the boundaries are not clear between the phenomenon and context. Although
the researcher will be to some extent an outsider of the pedagogical institutions but as
English Professional teacher, experienced for among ten years as EFL teachers would have
congruent common ground understanding of what is going to be researched on. All in, the
finding will reflect the empirical finding as well as the improvements of the existing
experience and the expected findings.
Many researchers conducted their study on sociolinguistic competence i.e.
Compernolle and Williams (2012). These researchers reported investigation on the
development of sociolinguistic competence among second-year (US university-level) L2
learners of French who were given systematic instruction on sociolinguistic variation as
part of their normal coursework. Yu (2005) examined sociolinguistic features of a
particular speech act, paying compliments, by comparing and contrasting native Chinese
and Native American speakers’ performances. McKay (2008) conducted an experimental
study to find out whether plays can be used to develop a variety of during-reading and
post-reading activities that can extend students’ sociolinguistic awareness in terms of such
things as the sequencing of conversations, relevant and expected responses, and levels of
formality in spoken English. In the sense of evaluation, Harmala (2010) tested the content
of the assessment criteria used in assessing vocationally oriented language competence in
the Finnish Competency-Based Qualifications. This study proved that the lower levels of
language competence, sociolinguistic and pragmatic competences were considered
important in compensating for lacking linguistic competence. Taking together above
Putra, Teacher’s Knowledge about Sociolinguistics| 124
previous studies, hence, the pedagogical aspect, learner’s strategy and curriculum content
has not been researched yet.
Based on abovementioned underlying assumptions, theories, previous studies, and
empirical backdrop this study aims to describe EFL teachers’ knowledge about
sociolinguistics in Indonesian EFL pedagogy. This study has formed its focus on rendering
EFL teachers’ cognition on the notion of sociolinguistics using Bloom’s taxonomy of
metacognition.
METHOD
This study applies qualitative method as it was believed that would be eligible to
account the phenomenon under investigation. Moreover, as there is no physical way of
examining teachers’ knowledge, the study adopted multiple source of qualitative data (or
triangulation) which would provide rich data to enable cross-checking data sources. It is
intended to generate more explanatory result upon the variables being investigated in this
research rather than limited list of quantitative data. Such approach allows researcher to be
an outsider-participant of the phenomenon being investigated but naturally involved in
authentic flows of situation of either subject or object of the research.
According to Baxter & Jack (2008) the above mentioned methodology allows an
exploration of a phenomenon within the context using a variety of data sources. This
ensures that the issue is not explored through one lens, but rather a variety of lenses which
allows for multiple facets of the phenomenon to be revealed and understood. The case
study is in-depth investigation. It accordingly uses different methods to collect several of
information to make observations. These are empirical materials through which the object
of study will be understood. This case study is thus based on a great wealth of empirical
materials, notably because of their variety. Most writings on the case study method are in
agreements with this. Nonetheless, this wide variety of empirical materials presents
analytical problems (Humel, 1991). Meanwhile, quantitative data will be in form of
descriptive statistic in form of table, conditional matrix and inferential statistic calculation
like mean standard deviation and mode.
This study involved one EFL classroom in Jakarta pseudonymed as SMP Jakarta
Jaya. Laura was a pseudonym awarded to EFL teacher selected as the participant in this
study. All of the students enrolled in the exsisting semester when the data gathered were
considered to be a partial subject involved in this study. Therefore, a term classroom means
as en whole factors in the classroom ecolgoy.
In the initial stage of the research procedure, three classical-based sessions were
observed using non-participatory technique. Field notes were deliberately taken during the
whole sessions. To confirm further, in-depth interview was carried out after three sessions
have been completely executed. The final stage was a cross-check step the perceptual
knowledge with its key characteristics in the curriculum.
FINDINGS AND DISCUSSION
Teacher’s responses during the in-depth interview were recorded and transcribed.
Based on those empirical responses, the data was analyzed and interpreted using Bloom’s
Taxonomy (1956) of knowledge dimensions, the findings of this study are organized and
analyzed based on its characteristics. These dimensions include the following: (1) factual
knowledge, (2) conceptual knowledge, and (3) procedural knowledge. Each of the finding
is followed by the discussion.
First, the EFL teacher’s factual knowledge about sociolinguistic competence. This
type of knowledge deals with the teacher’s understanding of the notion of facts that used as
a basis of thinking and decission-making processes. EFL teacher’s factual knowledge
about sociolinguistics in EFL pedagogy is summarized in figure 1 below:
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ISSN: 2549-5089 e-ISSN: 2579-8170
EFL Teacher's factual
knowledge about
sociolinguistics in EFL
Pedagogy
competece of
applying
English for
approprite
social context,
understanding
interlucutors
different from
lexical and
grammatical
competence
is a part of
communicative
competence, the
interrelationship
of language and
culture
sociolingistic
competence is
multidiciplinary
that consists of
social studies,
psychology of
communication
and non-verbal
items
As a
linguistic
feature,
knowledge
of knowing
contexts
Figure 1. EFL teachers’ factual knowledge
The participant in this study conveyed her past experience of knowing the term
sociolinguistics by distinguishing it with other related terms such as lexical and
grammatical competence. It shows that her factual knowledge is influenced by literature
she read and also her experiences during classroom contexts as well as interaction.
Moreover, the findings have shown that the participant holds a variety of knowledge in
factual dimension about sociolinguistics in EFL pedagogy. The varieties are constituted by
several terms as expressed by the EFL teachers. EFL teachers also believe that
sociolinguistics can be learned and taught through formal English pedagogy instruction.
Nonetheless, EFL teachers also believe that the teaching of sociolinguistics in EFL setting
is likely to be difficult due to some practical and environmental constraints. This study also
identified conflicts between EFL teacher’s beliefs with the implementation that actually
occur in the real classroom situation. Thus, peripheral knowledge possessed by EFL
teacher about sociolinguistics can be said as the base on the views of their current
classroom context.
In relation with this finding, Moscovici (1998) put a stress on the development of
peripheral belief which always anchored to an already existing concept and modified
during the course of anchoring and objectification process. The factual belief will lead
teachers to iintegrate and cover the sociolinguistics features in EFL teachers’ teaching plan.
EFL teachers’ aspired the presence of sociolinguistic competence as an integrated part of
language-planning which play a vital role in achieving communicative skills. It is due to
the implementation during the process of teaching and learning that should involve
sociolinguistic drills. Following the steps that already written in the teaching plan, it seems
to be conventional procedure performed by Indonesian EFL teachers.
These factual knowledge are the key components of effective classroom
management in foreign language teaching. Having sufficient factual knowledge about
sociolinguistic competence would be helpful for EFL teachers to design the pedagogic
instruction for the classroom. Moreover, EFL teachers can facilitate the appropriate
strategies and approaches for learners to get more exposure to sociolinguistic competence.
Factual knowledge deals with knowing basic elements about terminology, specific details,
and technical vocabulary and reliable source of information. My data shows factual
knowledge of EFL teachers about sociolinguistic competence has represented the
parameter of the definition of factual knowledge.
Second, conceptual knowledge represents the notional and speculative knowledge.
It may derive from EFL teachers’ knowledge based on the theories they have read before
or long-term memory that exists in her cognition. EFL teacher’s conceptual knowledge
Putra, Teacher’s Knowledge about Sociolinguistics| 126
about sociolinguistics in EFL pedagogy is summarized in figure 2 below:
EFL Teachers' conceptual
knowledge about
sociolinguistics in EFL
pedagogy
Confidence
and
conciousness
of using
English
teaching must
be based on
students's
recent
knowledge
awareness, and
full-prepared to
face narrative
texts and
contexts of
communication
tied in the
materials
integration to
mass media
and digital era,
positive
attitude
teachers
must know
current
trends,
learners'
charcters
before
teaching
Figure 2. EFL teachers’conceptual knowledge
The findings revealed that the concepts of sociolinguistics are understood in many ways.
Based on this knowledge, EFL teacher has her unique interpretation and understanding
about the ways integrating sociolinguistics in both the teaching plan and classroom
activities. These varieties of understanding were caused by the experiences of classroom
context of which EFL teacher had been exposed to. Learner’s capacity also highly
influence the way EFL teachers understand the notion of sociolinguistics. The more active
and engaging learners available in the classroom the more comprehensive understanding is
constructed. Another factor is background knowledge that represents the subject-matter
knowledge and teacher’s professional development. Subject-matter is an essential content
knowledge about the theory of language and its relation with teaching and learning. On the
other hand, teacher’s professional development also gives high impacts towards renewing
methods, strategies and pedagogical efforts as respect to the sociolinguistic competence.
Third, the last dimension of the teacher’s knowledge is procedural. The dimension
deals with the application knowledge about sociolingistics in EFL pedagogy into the
communicative events, creativity and preparedness in meaning-making processes for
interactional and transactional orientation in English classroom. The participants in this
study emphasized the practices and drills of applying sociolinguistics in the EFL classroom
are in line with the requirements of K-13 objectives. As a facilitator and the implementer
of the formal curriculum, EFL teacher is expected to be able to integrate the notion of
sociolinguistics into and teaching and learning procedures. EFL teacher’s procedural
knowledge about sociolinguistics competence is displayed in figure 3 below.
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EFL Teachers' procedural
knowledge about
sociolinguistics in EFL
pedagogy
to encounter
presentation,
responding and
understanding
turn-taking
signals
able to
produce
proper
expressions
and using
language with
manner
K-13 covers
sociolinguistic
components
teachers' lack
of knowledge
to teach and
need to be
improved
become an
element for
future career,
interaction, to
be polite and
good moral
represented by
English
Figure 3. EFL teachers’ procedural knowledge
As shown in figure 3 above, EFL teacher expressed their knowledge by integrating the
essences of sociolinguistics with learners’ need to face English usages in their future such
as success in career and education. Learners are not only prepared to be sufficient in
memorizing words and grammar but also competent in sociolinguistic skill by taking
benefits of SC such as expressing a proper English with good manner and encountering
communicative contacts for a variety of contexts.
In essence, EFL teacher’s knowledge about sociolinguistics in EFL pedagogy have
been described based on three dimensions of Bloom’s Taxonomy. In terms of factual,
teachers are aware that the social functions of the language-in-use need a particular
competence to be drilled in the classroom activities. The competence that helps learner
identifies the situation and expresses their utterances contextually to the given situation.
On the other hand, because the Inonesian EFL context emphasizes local mateer, therefore
the appropriateness must be drilled with learner’s daily social interaction and it is to be
considered as a local-load for students in order to communicate effectively in English. The
participant also gave an example about students’ daily communication at school that
requires them to understand the context, as well as the content. It indcates that she believes
the contexts of social meanings constructed from students’ interaction with their world.
The consequences of violating the context will affect the appropriateness of interaction.
For this reason, sociolinguistic competence needs to be taken into account regardless of the
current proficiency. Meanwhile, teacher’s understanding of sociolinguistics as a dynamic
competence sparks a new insight. It implies that every learner must associate with
whenever speaks using the language. The participants emphasized that the teaching and
learning process is an active and progressive communication type. By this reason, learners
must have competence to engage with the on-going activities in the classroom.
Consequently, the recent context has to be viewed as the most suitable appropriateness to
be followed in the interaction. In sum, the participants has been tried to convince herself
that the failure of engaging and participating with the activities would cause several
mismatches of teaching and learning processes.
In relation with findings above, Borg (2003) introduced the knowledge dimensions
of EFL teacher must have. The dimensions included the following: (1) What do teachers
have cognitions about? (2) How do these cognitions develop? (3) How do they interact
with teacher learning? and (4) How do they interact with classroom practice? The findings
of this study showed that the EFL teacher’s knowledge sociolinguistic competence is
adequate. They can provide an actual explanation and description based on the classroom
experiences they face in their routines. The teacher was able to portray the concrete usages
of sociolinguistics in EFL pedagogy such as social contextual factors, stylistic
appropriateness, cultural and non-verbal communicative factors as mentioned by Celce-
Putra, Teacher’s Knowledge about Sociolinguistics| 128
Murcia, Dronyei & Thurell (1995). Social contextual in this case is rated to be the most
reliable component can be concluded as represents of sociolinguistic competence.
Previous studies proved the effectiveness of applying sociolinguistics in EFL
classroom affected by teachers’ sociolinguistic knowledge (see Gobson & Swan, 2004; Yu,
2005; Chuodhury, 2005; Genc, Kulisakli & Aydin, 2016; Mede & Dikitilas, 2015). These
studies also indicate four major factors that influenced EFL teachers’ knowledge and its
implementation of sociolinguistics in EFL arena. The interrelationship between knowledge
and implementation have explored by Nga (2018) who conducted a study the factors such
as teaching context, teacher’s professional experiences, and student’s low level of
motivation, materials, and curriculum are very interrelated. The EFL teachers’ background
knowledge about sociolinguistics enhances sociolinguistic competence to be developed in
the actual classroom settings. Without an adequate background of belief and knowledge
about sociolinguistic competence, EFL teachers may face difficulties to transform their
teaching. This finding is consistent with Folse & Vitanova’s findings (2006) who
conducted research for EFL teachers. They found the possibility of teaching sociolinguistic
competence which always takes place under the traditional grammar-based method and
thus should be transformed. The knowledge backdrop will always influece the practices.
As has been discussed previously, the relationship of EFL teacher’s knowledge
about sociolinguistics will lead the pedagogical efforts to cover sociolinguistic features. In
other words, learners have more chances openwide through the implemetation of K-13.
The implementation would embrace its features to productive and interactive paradigm
such as learner-centeredess, translanguaging, multisemiotic as learning resources,
multimodalities as a media, translingual literacy and spatial repertoires. Simultaneously,
these shifting paradigms will raise more awareness for EFL teacher to intagrate
sociolinguistics into teaching practice.
In a borader scope, the objectives of ELT (English Language Teaching) in
Indonesia aim to develop communicative ability based on the appropriate contexts. Thus,
EFL teacher’s knowledge to impart the effective teaching is important to attain the
objectives. There were notable connectivity in the overarching the aspects of national EFL
curriculum with the understandings expressed by selected EFL teacher. The visible data
shared by EFL teacher throughout the responses above were interrelated between the
significance of possession of EFL teacher’s sociolinguistics and how it is to be
implemented to create successful interaction in EFL English pedagogy. As the agent of
learning, teacher’s capacity and knowledge appeared to be the uniqueness particularly on
how EFL teacher determine her strategic roles to address the curriculum. These knowledge
seems will largely affected the way EFL teacher design, implement and evaluate their
teaching. Table 1 below summarizes the relationship of EFL teacher’s and knowledge
about sociolinguistics and requirements of the curriculum (K-13).
No
1.
2.
3.
Relationships of K-13 and Teacher’s Knowledge
Requirements in the Curriculum
Teacher’s Knowledge
(i) Understand the use of language in (i) In order to understand the context,
social meaning
learners need to know the interaction,
setting, participants and genres of
communication
(ii) The inter-relationships of language
and social structure
(i) Learners can apply the language (i) Awareness of vast possibilities in
(English) effectively
which communication is taking
place.
(ii) Language pedagogy deals with
context of community in variety of
usages such as sharing ideas,
demonstrating means and purposes
(i) Gained competences to use (i) As a tool to explore existing
language in social context
knowledge and to manage how it is
129 | ELT-Echo, Volume 4, Number 2, December 2019
(ii) Easily engage with the objectives of
Curriculum 2013 objectives
(iii) Learners are confident if jumped
into
spoken
mode
of
communication
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used to enrich
information
knowledge
and
Table 1. Ccommonalities of EFL teachers’ belief and knowledge about sociolinguistic
competence
From table 1 above, EFL teachers’ knowledge about sociolinguistics are explained based
on their views about the current situation in the classroom. This situation may include
learners’ capability, learners’ homogeneity, learners’ background as well as perception
about themselves in dealing with the learners. From these perspectives, it can be assumed
that the presence of sociolinguistic competence must have been motivated by EFL
teachers’ belief about herself and the surrounding environments. This finding brings an
impact on the conceptual definition of sociolinguistic competence provided by many
scholars. Canale and Swain for instance, for many years sociolinguistic competence has
been understood as a part of communicative competence which restricts to the competence
of associating grammar rules into the appropriate context of language in use (Canale &
Swain, 1980; Canale, 1988). This study proved that the knowledge about sociolinguistics
does not only restricted to the rules of grammar into contexts of communication but also
involves shifting the modes from written to a spoken mode of contexts. Therefore, the
league of scholarly-based assumptions has been gradually questioned especially on the
hegemony of the communicative language teaching (CLT) in formal EFL pedagogy.
As consequences, sociolinguistics must not be viewed as solely the matter of rules
of social conventions and culturally-bound utterances as defined by the classics proponents
of CLT (Communicative Language Teaching). The tangible pieces of evidence from this
study have shown that the possessing of CLT-based teaching under the context of EFL in
Indonesia is not enough due to its nature and learning atmosphere. Interestingly, the
participant involved in this study revealed their knowledge about sociolinguistics using a
variety of terms and expressions. These findings, however, seem likely to re-invent the
new practical evidence grounded in the professional regularities based on their experiences
for a long time.
Furthermore, the findings of this tudy confirmed what Turns & Meter’s (2011) so
far established as the key-concepts of interactional applications in educational
environment. EFL teacher had possessed sufficiently the body of knowledge required as
professional educator. First, factual knowledge about sociolinguistics in EFL pedagogy
refers to declarative knowledge that represent concepts and principles. Sencondly,
conceptual knowledge would be equal to what Turns called as procedural knowledge that
represent a skillfulness. Thirdly, procedural knowledge refers to conditional knowledge
that represent beliefs. The possession of these types of knowledge would help teacher to
solve problems in their teaching and also bring positive impacts for students’ acquisition of
language.
CONCLUSION
The effective EFL classroom in achieving its goals stated in the learning objectives
requires teacher’s sufficient knowledge to emerge in the particular context of the
classroom. EFL teacher has fundamental roles in integrating sociolinguistics features into
the practice. This study had revealed the possession of the knowledge about
sociolinguistics in EFL pedagogy is inevitably needed to determine the goals of English
teaching in K-13.
In sum, EFL teacher’s knowledge about sociolinguistics in EFL pedagogy would be
beneficial for them to design, implement and evaluate the appropriate pedagogic practices,
tasks and learning sources for learners. This study has informed us that the knowledge
about sociolinguistics was really important in making sense learning objectives in the
curriculum and then tranform them into a meaningful and purposeful learning activities.
Putra, Teacher’s Knowledge about Sociolinguistics| 130
However, other factors such as teacher’s linguistic experience, academic background,
attendance in professional development program, creativity, level of thinking are not
neglected in this study. Therefore, these factors are treated as intervenning variables that
become the limitations of this study, and let the future studies to investigate.
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