Keywords
Abstract
This article examines the intersection of linguistics and education, focusing on how linguistic theories and methods can improve English language teaching and learning. Adopting an academic approach, it reviews key linguistic theories - from structural and generative linguistics to functional, communicative, and sociocultural perspectives - and explores their influence on second language acquisition (SLA) research and teaching methodologies. The concept of educational linguistics, introduced by Bernard Spolsky in the 1970s, frames this inquiry by highlighting a problem-centered, transdisciplinary approach to language issues in educational contexts . Drawing on primary and secondary scholarly sources in applied linguistics, second language acquisition, and language education, the literature review identifies contributions of major theorists (e.g. Noam Chomsky, Dell Hymes, Michael Halliday, Stephen Krashen, Michael Long, Merrill Swain, and Lev Vygotsky) and their impact on English teaching practices. The methodology involves a comprehensive literature analysis, synthesizing theoretical and empirical findings. Results and discussion highlight how understanding linguistic theory can inform curriculum design, instructional methods, and teacher training - for instance, by using insights from Universal Grammar, communicative competence, input and output hypotheses, and sociocultural theory to create more effective and contextually appropriate pedagogies. Both theoretical implications (such as refining our models of language learning) and practical applications (such as improved techniques for teaching pronunciation, grammar, and communication skills) are addressed. The article concludes that a strong foundation in linguistic theory, combined with pedagogical skill, is essential for developing informed and effective English language teaching practices. This integration of linguistics and education helps bridge the gap between research and practice, ultimately enhancing learner outcomes.
References
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Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. New York: Longman.
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Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and Practice in Applied Linguistics (pp. 125–144). Oxford: Oxford University Press.