WEEK 3 READING GUIDE TESL 5030 -1-

Week 3 Reading Guide

TESL 5030 Uzbekistan

Name: Normuminov Murod

(1) Upload a copy of your reading guide to Canvas (under assignments) before class and also
bring a copy (printed or digital) to class.
(2) Your professor will check to see if you have completed this reading guide at the beginning of
class. The completion of these reading guides before class will count for 10% of your final
grade.
(3) We will use these responses in our class discussion.

Required Readings
- Mihalic̆ek, V. & Wilson, C. (eds.). (2011). Language files: Materials for an introduction
to language and linguistics (11th ed.). Columbus, OH: Ohio State University Press.
o 13.3 Sound Change
o 13.4 Morphological Change
o 13.5 Syntactic Change
o 13.6 Semantic Change
- Barry, A. K. (2008). Linguistic perspectives on language and education. Upper Saddle
River, N.J: Pearson/Merrill Prentice Hall.
o Chapter 5 – Language Change and Variation (only 79-92)
- Kaplan, R.B. (2011). Macro language planning. In E. Hinkel (Ed.), Handbook of
research in second language teaching and learning: Volume 2 (924-935). New York:
Routledge.
- Kheng, C.C.S. & Baldauf, Jr., R.B. (2011). Micro language planning. In E. Hinkel (Ed.),
Handbook of research in second language teaching and learning: Volume 2 (936-951).
New York: Routledge.

Reading One: Barry – Chapter 5

1) Barry’s goes through the three historic periods of English. List one or two major changes to
happen in each of these historic periods. Be certain to name each of the three historic periods
and their approximate time periods.

1. Throughout the Old English era, the language borrowed many terms from Latin.

Compounding was the main method of generating new words at the time. English adopted new

terms from the Scandinavian language when the Danes and English became neighbors, friends,

and spouses.
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2. English developed in unusual ways until the Middle English era. William the Conqueror

included a large number of additional native French speakers into his court and church. England

quickly became a country split along linguistic lines: the wealthier classes spoke French, while

the poorer classes spoke English. The Black Death of 1349 took off a large section of England's

English-speaking working force. The upper classes gradually began to learn English, resulting in

the birth of a generation of bilingual speakers.

3. English was a bizarre, foreign-sounding language around 1500. Today, we use English to

carry out routine tasks, document our ideas, and convey our emotions. We use a broader variety

of verb tenses and have a distinct way of expressing negatives. And, although we still recognize

them, we no longer use the pronouns thou, thee, and thy.

Reading Two: Kaplan, R.B. (2011). Macro language planning. In E. Hinkel (Ed.),
Handbook of research in second language teaching and learning: Volume 2 (924-935). New
York: Routledge.

2) After reading Kaplan’s article, look at the bullet list of reasons why “the early versions of
state-level language planning failed” (Kaplan, 2011, p. 931). Highlight two of these reasons and
suggest two ways for each of these failures that future language planners can avoid these same
pitfalls.

1. They ignored political reality - In current linguistics and philosophy, language is seen as a

process and technique of producing reality, rather than as a way of describing reality. The variety

of ways in which language is applied to communicate a variety of social roles leads in the

emergence of many realities, or more precisely, separate representations of reality. There is no

independent representation of reality from the language used to express it, and no reality has any

socially significant meaning or value until it is expressed verbally. Similarly, one may see

"political reality" in this way. While this reality is likely not reducible to language standards
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alone, it cannot be adequately expressed without these principles. Political reality cannot exist

apart from the language in which it is expressed.

2. They failed to involve the populations most centrally affected - Language planners in

developing countries have mostly focused on international, political, and academic forums rather

than on the 'essentials' of language societies and oral cultures from an anthropological

perspective. As a result, no coherent integration of language planning formulations is discovered.

Reading Three: Siew Kheng , C.C. & Baldauf, Jr., R.B. (2011). Micro language planning.
In E. Hinkel (Ed.), Handbook of research in second language teaching and learning: Volume
2 (936-951). New York: Routledge.

3) Imagine that the government in Uzbekistan has passed a new law that all students must pass
an exam to achieve C1 level in English before graduating high school. Identify three “actors” at
the micro level and define who those actors are. Then discuss what these actors will have to do
or the implications for these actors.

Micro level actors are those that influence at the lowest level. Micro level actors are those that

influence at the lowest level. In this case, three actors would be National Testing Center who

would conduct the examination, non-governmental organizations or educational institutions such

as British Council or Samarkand state institute of foreign languages which can be heavily

involved in language policy development and individuals which in this case, would be pupils.