Razfar, A., & Rumenapp, J.C. (2014). Applying linguistics in the classroom: A sociocultural approach. New York, NY: Routledge.

Given the “sociocultural turn” in TESOL (Johnson, 2006), I looked forward to reading Applying Linguistics in the Classroom: A Sociocultural Approach. We have long recognized the importance of linguistic knowledge in language teacher education (e.g., see Adger, Snow, & Christian, 2002), but a more sociocultural view of linguistics, that language is not a static set of rules but is created in culturally situated communication with others, is needed for language teachers in practice with ELLs. Razfar and Rumenapp’s text promises to explore linguistic concepts through a sociocultural lens and to help teachers apply that knowledge in classrooms: a worthwhile endeavor. For many reasons, however, the authors struggle to achieve their goals.

The text contains 14 chapters and each ends with two case studies, suggested questions and activities, and additional resources. In Chapter 1, the authors explain the sociocultural foundation and organization of the text as the chapters move from a discussion of more traditional linguistics (chapters 3 through 7: phonology, phonics and whole language, syntax, morphology, and semantics) to the more sociocultural applied approach (chapters 8 through 14: written language, language learning, learning and context, functions of language, narratives, language and identity, and language ideologies). Additionally, the authors utilize the metaphor of “flesh” and “heart” as an overarching theme to highlight the importance of a focus on the form of language (the “flesh”) and the function (the “heart”).

Chapters 3 through 7 offer an adequate overview of each area of linguistics, and the authors focus on what is essential for language teachers to know. For example, in Chapter 3 (phonology), teacher-readers are encouraged to do contrastive phonemic analysis using the provided International Phonetic Alphabet and phonemic inventory charts for several languages, and to recognize that “many of the ‘mistakes’ [ELLs] make in pronunciation are due to systematic differences between two or more languages they speak” (p. 61). In Chapter 5 (syntax), the critical approach highlights the ways syntax relates to power and identity, for example through the use of active or passive voice, so teacher-readers understand that “grammar is no longer presented as an arbitrary practice with little consequence; instead, it is understood as a phenomenon embedded in social, cultural, and ideological relationships” (p. 103).

In chapters 8 through 14, extending beyond the basics of linguistics, I found Chapter 9 (language learning) particularly insightful and helpful in its explanation of the differences between the theories of language acquisition and language socialization. In addition, Chapter 12 (narratives) encourages teachers to collect stories from their students and to recognize how narratives are constructed culturally. I also will use the authors’ suggestion (Chapter 14; language ideologies) to use discussions of language teachers’ corrective practices and use of repair strategies as useful ways to explore their language ideologies (p. 288). In spite of these highlights, there are limitations.

Chapter 2 (neurolinguistics) does not fit into the organizational pattern of the text, positioned early before the reader has foundational linguistic knowledge, and apparently not originally in this position. The beginning of Chapter 3 (phonology) provides the erroneous transition, “In the previous chapter, we learned about the inventory of sounds used in human speech” (p. 42), and later, Chapter 9 incorrectly refers back to Chapter 2 stating, “…in Chapter 3, research from cognitive science as well as neurolinguistics” (p. 180). The treatment of this topic also leaves the reader wondering what is known and what is hypothesized or theorized due to a lack of citations. Indeed, throughout the book, a disproportional number of citations seem to be those of Razfar, one of the authors of this text.

Furthermore, errors and poor editing make this text particularly challenging to read. The text refers to a nonexistent “accompanying DVD” (p. 9) for the sample discourse analysis in Chapter 1. Errors in Spanish word order in Chapter 4 (syntax; p. 90) and vocabulary and spelling in Chapter 5 (morphology, p. 121) make the reader question how accurate other language examples may be. In a misleading treatment of English intonation, the authors simply state, “in a question, the pitch of the voice goes up” (p. 172). Basic editing oversights occur throughout, including an important typographical error in Chapter 3 (p. 46) when the aspirated /t/ of English, [t^h], is transcribed [th]. Additionally, many claims made throughout the later chapters are not substantiated or cited. For example, in Chapter 11 (functions of language), the authors state, “in Standard English, the use of double negatives is considered incorrect because of the influence of philosophy and how double negatives function mathematically and logically” (p. 230). Without an accompanying citation, it is difficult to verify the accuracy of this claim or to find out more about the topic.

The numerous proofreading and editing oversights, as well as the lack of citations, overshadow the positive steps this text takes in addressing an important need in the field of linguistics. By assuming a teacher-reader knows little about linguistics, the authors perhaps have taken on too much. The text succeeds in providing an overview of the essential linguistic knowledge a language teacher needs, but clear guidance in how to apply this knowledge with the sociocultural approach in the ESL or EFL classroom is lacking. The case studies offer examples, but would be more useful with discussion questions or some additional contextualization to help teacher-readers see how the concepts of each chapter may be applied with their own ELL students. In sum, this text struggles to deliver on its promise to help language teachers apply linguistics in the classroom.

References

Adger, C.T., Snow, C.E., & Christian, D. (Eds.) (2002).What teachers need to know about language. Washington, DC: Center for Applied Linguistics.

Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly 40, 235–257.

Heather A. Linville is assistant professor/director of TESOL at the University of Wisconsin, La Crosse. Her research interests include teacher advocacy and critical language awareness.