Applied sociolinguistics", however, is clearly to be interpreted as referring to activities in which the research of sociolinguists is employed (very often by sociolinguists themselves) in other fields where it can be of some value. In some cases sociolinguistic research (unlike, say, research in theoretical syntax) has been carried out with an avowedly practical purpose. In other cases, sociolinguists have found themselves involved in "applying" their findings, if not exactly against their will, at least without initially intending that they should be used in this way. One area of sociolinguistic work of which this has undoubtedly been true is "secular linguistics". Following Labov's lead in this field, large amounts of often very exciting work have been carried out in the form of empirical studies of language as it is spoken in its social context. Research of this type has been aimed principally at improving linguistic theory, and acquiring a better under- standing of the nature of language variation and the sources of linguistic change. However, the results of Labov's work, and that of his followers, were very rapidly, from the 1960s onwards, applied in a highly significant way to two different but related educational problems: the debates con- cerning non-standard (especially American Black English) dialects in edu- cation; and so-called "verbal deprivation" or "language deficit". In the first of these debates, it was the sociolinguists' increased understanding of linguistic variation and their phonological and grammatical descriptions of non-standard dialects that became important. In the second, on "verbal deprivation", one crucial factor proved to be the large amounts of spon- taneous, relatively unmonitored, casual speech recorded by sociolinguists concerned to overcome the "observer's paradox".
Applied sociolinguistics", however, is clearly to be interpreted as referring to activities in which the research of sociolinguists is employed (very often by sociolinguists themselves) in other fields where it can be of some value. In some cases sociolinguistic research (unlike, say, research in theoretical syntax) has been carried out with an avowedly practical purpose. In other cases, sociolinguists have found themselves involved in "applying" their findings, if not exactly against their will, at least without initially intending that they should be used in this way. One area of sociolinguistic work of which this has undoubtedly been true is "secular linguistics". Following Labov's lead in this field, large amounts of often very exciting work have been carried out in the form of empirical studies of language as it is spoken in its social context. Research of this type has been aimed principally at improving linguistic theory, and acquiring a better under- standing of the nature of language variation and the sources of linguistic change. However, the results of Labov's work, and that of his followers, were very rapidly, from the 1960s onwards, applied in a highly significant way to two different but related educational problems: the debates con- cerning non-standard (especially American Black English) dialects in edu- cation; and so-called "verbal deprivation" or "language deficit". In the first of these debates, it was the sociolinguists' increased understanding of linguistic variation and their phonological and grammatical descriptions of non-standard dialects that became important. In the second, on "verbal deprivation", one crucial factor proved to be the large amounts of spon- taneous, relatively unmonitored, casual speech recorded by sociolinguists concerned to overcome the "observer's paradox".
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