@@@@ EVALUATION 1. Organization The Edinburgh Course in Applied Linguistics is the book edited by J.P.B. Allen and S.

Pit Corder. This is a good book for learning about applied linguistics for postgraduated program students. The book is well organized and written in highly readable style. All of those, can we found if we deeply read about a part of the book entitled Sociolinguistics and Language Teaching. A good book is contains cover, table of content, introduction, material, conclusion, and references. This book is already covered all of those prerequisites. The organization of the chapter is well organized, started with the introduction of the theory, example, and ended by the simple conclusion in the end of sub-topic that mention in this chapter. The explanation is started from the general idea about linguistics then followed to the narrowed sociology and language, then continued by the part of sociolinguistics. This can make the readers mind follows the writers idea in this chapter. Besides that, the writer often explained ideas implicitly; therefore, the reviewers have to read it repeatedly or read different articles containing the same ideas to understand it. The language used for this chapter is mainly easy to understand. That is, the reviewers have just minor problems to understand the language. However, the easy language used in this book is not also accompanied by the simple explanation of the idea. Sometime, an easy language of book if not accompanied by simple explanations of the material explained will lead the reader to a misconception in understanding the material conveyed by the author of the book. In developing the chapter, the writer added the other references about sociolinguistics. For example, in explaining about the rules of the language system and the conventions which control the deployment in actual situations, the writer added and combined the other idea from the other researcher. Such as the theory of langue and parole by De Saussure and the competence and performance by Chomsky. According to

De Saussure, he uses langue to refer to the language system, which somehow independent of either the people who speak it or the way that it is actually realized in speech. This realization in speech is considered to be idiosyncratic and specific to the situation in with it occurs is the parole. Chomsky has similar kind of distinction, they were competence and performance. Competence is the ideal language users knowledge of the rules of grammar and is considered to be the object of study for the linguist. Performance is the actual realization of this knowledge in utterances and involves other constraints, psychological, physical, and social. Then in the end of the combination of those two ideas, the writer made distinction between Chomsky and De Saussure. 2. Content As stated in the explanation above, the organization of the article is already good, since it fulfills the requirements of a good article. However, if it is seen from the content, there are some items that should be evaluated. Sub-chapter I Introduction Ideas Sociolinguistics and linguistics Sociolinguistics and sociology II Sociology and Language Definitions of a language Ethnography of communication Functional languages types Social differentiation Language and identity Language variation and change Language teaching aims in perspective III Sociolinguistics Sociolinguistics perspectives

 Levels of idealization The speech event Code variation Speech functions Discourse Teaching language as communication

This chapter is clearly explained about the sociolinguistics and language teaching in deep. DISCUSSION Theoretical soundness The theory that relates to the sociolinguistics and language teaching in this chapter are linguistics (De Saussure and Chomsky) and sociology of language. In the relation of sociolinguistics and linguistics, the author trying of making a distinction between the language system and the conventions which control their deployment in actual situations. Sociolinguistics is the study of language in operation and has purpose to investigate how the conventions of language use relate to other aspects of social behavior. According to De Saussure, he uses langue to refer to the language system, which somehow independent of either the people who speak it or the way that it is actually realized in speech. This realization in speech is considered to be idiosyncratic and specific to the situation in with it occurs is the parole. Chomsky has similar kind of distinction, they were competence and performance. Competence is the ideal language users knowledge of the rules of grammar and is considered to be the object of study for the linguist. Performance is the actual realization of this knowledge in utterances and involves other constraints, psychological, physical, and social.

In the sociology of language the author have tried to distinguish between languages and dialects on the basis of mutual intelligibility, whether the speaker of the language A can understand the speaker of language B and vice versa. The argument runs that varieties which are mutually intelligible are dialects of the same language and those which are not are different languages. For example the varieties spoken on either side of the border between Holland and Germany are mutually intelligible, yet on one side of the border the varieties are called dialects of German, while the other is called dialects of Dutch. The argued points in this chapter are as follow:

How aspects of sociolinguistics and sociology plays important role in teaching language? As a means of social interaction with native speakers, he will have to be aware of just how the system is used and how its use relates to other form of communication. And, Make the teacher aware of the social nature
of language, so that when he knows just what it is that he is doing.

Why learners need to consider both the sentence structure formation and language function in society

Dealing with teaching learning, the chapter discuss about the role of the teacher.

Significance After the reader read deeply about this chapter, the reader was amazingly found many significance of this chapter, they are: The language that used in this chapter is easy to understand, with some familiar terms that used in explaining the aspects of sociolinguistics. This can make the reader already get the point that will be discussing next. With the simple language form which well-structured by the author.

In every point they start the discussion they always open it with a brief review on the previous point. The author provides the reader with closure to make

emphasize on the topic. The author also gives example on how each aspects can be seen in the language teaching. The author also state some questions to lead the reader deeply think about the content of the chapter.

The author gives some suggestion to the teacher on how the language should be taught in the classroom. This can make the reader who is the teacher easy to applying it in the classroom.

Weaknesses After the reader read about this chapter, unfortunately, we only found one weakness of this chapter. At the beginning the author states their idea that knowing language is not only knowing the structure, but also language function in order to make use of conversation, produce appropriate utterance and emphasize on how important such aspects are in language teaching but at the end of their explanation they argues that the relevance of sociolinguistics to language teaching might be questioned in two ways. Firstly, it might be objected that what has been called communicative competence does not need to be expressly taught. It is possible to hold such a sanguine view when languages are learned in isolation from an immediate communicative purpose. Second, in some ways opposite to the first. It is that language use is already taught, so that teachers do not need to refer to the kind of notions which we have been discussing in the notion of this chapter, but by giving the pattern and vocabulary based on the context and meaningful situations. These arguments weaken their idea. CONCLUSION After knowing the aspects of sociolinguistics and language teaching, we can conclude that whatever the techniques that used by the teacher to teach communicative competence must ultimately be a matter for teacher to work out for himself. Knowledge of the formal features of language which the grammarian provides has served as a basis for development of approaches to the teaching of language system. And the last, the approaches to the teaching of language as

communication may also develop from an awareness of the way language functions in contexts of social use.