Abstract This paper shows how, through the three autobiographical works, ?Talk,? by Maxine Hong Kingston, ?Hunger of Memory,? by Richard Rodriguez and ?Brownsville School Days,? by Alfred Kazin, a reader can plainly comprehend the difficulties associated with immigration and language learning and how those difficulties interact with a developing child's mind. It discusses how, though the cultures and languages of all three of these authors are vastly different and the severity of internal and external reactions they have to the circumstances, their emotional and intellectual responses to their challenges are strikingly similar.
From the Paper "The simple voices of these three children of different cultures become complex words and ideas issued forth through the phenomena of growing up as an outsider and immigrant and most importantly a non-native English speaker. In these three works it is plainly evident that the difficulty of immersion language training is strikingly similar, no matter the culture. Language culture and identity are the focus that can be demonstrated through the commonalities in experience of the intellectual degradation of their native culture, their parents and most plainly the degradation of self that is sourced in a limited ability to communicate in English."
This paper discusses the role that culture plays on language development and looks at the different stages, and outward effects that culture has on language.
Abstract This paper discusses language and the role of culture within learning. The paper asserts that the culture and environment a child is exposed to during the cultivation of language plays a key role in the development of his or her unique language facility. Specifically in this paper, the author opens by defining the two main schools of thought, the Nativist (or Hereditarians) and the Interactionists (or Environmentalists), as well as the Interactionists, asserting that the one similarity between each view is the need for social interaction either as a learning tool or an activation device. The paper goes on to discuss the stages of development throughout life and the concrete language development within each stage. Additionally, the paper assesses how the effects of culture on language are outwardly visible, for example through the act of translation or through the learning of additional languages. Finally, the paper concludes that throughout all of this, it can be shown that culture and language are mutually inclusive.
From the Paper "During the ongoing stages of development, semantics, syntactic and pragmatics the individual absorbs almost unconsciously the nuances of the language and the culture he or she is raised within. The rate at which a child increases vocabulary during the semantic stage is directly proportionate to the degree of their exposure to language through active verbal interactions from those around them such as parents, siblings as well as teachers and other caregivers. During the syntax phase the more formal development of language takes place wherein the child is learning to comprehend the basic rules of grammar and can more readily convey their thoughts and ideas in complete sentences. (Broderick & Blewitt 2006:.91-93) This is where the order of language that the culture has imposed comes into play. In some languages, such as Spanish, verbs begin sentences and are often a combination of the noun-subject and the action, in English the culture has delineated the subject from the action and the correct arrangement is subject -verb -object."
Tags: stages, development, semantics, syntactic, pragmatics, language
This paper discusses common traits of adult English Second Language (ESL) students, which impede their learning, and gives examples of how understanding American culture can increase the student's ability to learn the English language.
Abstract This paper explains that culture is embraced and at times rejected by people trying to assimilate into another culture and to learn a new language. The author points out that a student's diverse attitude towards culture does not have to be seen as negative; however, in education, it often is. The paper lists eight common traits of people, who try to assimilate into a culture, which must be taken into consideration in the ESL classroom. The author stresses that language is the key to successful adjustment and identification into a dominant society. The paper underscores that the easiest way to teach a language is to have the student identify with the culture they are moving into. The paper stresses that the teacher has a responsibility to not only teach the English language to the bi-cultural student but also to assimilate the student into the culture with minimal conflict.
Table of Contents:
Introduction
Common Traits of an ESL Student
Examples of Incorporating Culture into the Teaching of Language in the ESL Classroom
Conclusion
From the Paper "There are a variety of ways to incorporate culture into the ESL classroom like including music, stories, teaching gender roles, differences in food and the proper behavior in public. These are all things that must be done to flow freely and easily in American society, but could be filled with conflict for a person who does not speak English and who needs to fulfill the basic requirements of assimilating into American culture. The incorporation of these simple yet basic elements in American culture will enhance the teaching of an ESL classroom and provide a fundamental understanding of the language they are learning."
Abstract This paper examines globalization as the most important reason why small languages are dying out. Some believe that small languages fade into oblivion because local communities and educators do not stress the significance of keeping these indigenous languages alive. The author argues that youth is the vehicle through which languages can be kept alive and transferred to the next generation. The author argues, however, that most young adults are not really interested in preserving local languages or culture. Due to vast exposure, they have come under the spell of stronger languages and culture which is the primary reason we fail to notice the beauty and richness of local languages.
From the Paper "The writer goes to explain why any language, strong or weak, big or small, minor or major is important. "It is not merely a writer's conceit to think that the human world is made of words and to remember that no two words in all the world's languages are alike. Of all the arts and sciences made by man, none equals a language, for only a language in its living entirety can describe a unique and irreplaceable world." (p. 43) He describes an experience where he realized that indigenous languages are far more colorful and expressive than the well-known widely spoken ones. Shorris comes to see why the existence of small languages is important and realizes that the extinction of these languages would be a huge loss to articulation and expression. "
Abstract This paper focuses on language as it defines cultural identity. The paper examines the lives of individuals that have experienced a cultural separation from society, discovering their personal and cultural identities through language. The paper then further discusses how school age children develop their attitudes about their lives and the world through the acceptance by society of their cultures and their languages of origin.
From the Paper "Language As a Definition of Cultural Identity Individuals that are born into specific cultures are taught through the practices of the culture how to relate to one another, what is acceptable in society, and what their roles are within the constraints of the cultural system. Just as children comprehend gender specifics from their interactions with parental figures from the time that they are born, culture becomes a significant part of the identity of the child because until socialization with the rest of the world begins with school enrollment, the child understands the world specifically through the culture that he or she is associated with. Language is a significant part of that cultural identity. Regardless of the language, each culture communicates with one another with variations of the proper spoken word, such as through slang, phrases, or abbreviated words."
Abstract This paper analyzes the origins of language and its relationship to human societies and media. The paper argues the thesis that language is not simply a vehicle for communication but also a means for the control of the world around us and its social orders. The paper then looks at contemporary mass media, popular culture and their employment for political purposes. The paper explains that the complex structures of signification of language texts in mass media is essential to understand and resist their deployment as vehicles of power and control. In conclusion, the paper shows that as political culture draws upon popular culture to achieve its mythologizing effects, it becomes imperative that media literacy be achieved in order that the mass media audience at least has the possibility of interrogating media messages and asserting their identities as citizens rather than consumers.
Outline:
Introduction
Language and the Earliest Human Societies
Language, Media and the Construction of Human Societies
Visual Mass Media and Multi-textual Communication
Conclusion
From the Paper "This insight is critical to understand the structural convergence of media and language in human civilization. Language is more than simply a system whereby particular vocal utterances contain socially-agreed meanings. From this perspective, the origins of language and media of communication have been recognized as being key determining factors in the construction of human societies from earliest times. Whether in oral, literate or digital societies the manner by which language is used to communicate thoughts and ideas has played a major role in the design and workings of those societies. While most people use the term language in reference to the various spoken languages developed in societies around the world, in reality language is much more complex. It is a system of signs - communicated usually through vocal speech - which are commonly agreed to have an "objective" reference (Berger and Luckmann 36)."
Abstract This paper examines and compares the link made between language and racism in Robert B. Moore's article "Racism in the English Language" with the link made in Anne Ishii's article "English as a Second Language". The paper relates that Moore's article demonstrates that racism is so deeply rooted in culture that it can be easily identifiable upon the analysis of a few linguistic structures whereas for Ishii, the main problem is one of perception: Once the mainstream culture adopts a self-centered perception of the other cultures, racism begins to infiltrate into its structure. In other words, according to Ishii, English is in itself employed as an emblem of the 'mainstream civilization' and the other cultures are 'different' simply because they speak English with an accent or make frequent confusions about words and expressions.
From the Paper "If perceived from the inside of the Japanese culture, the European heritage would certainly seem extremely exotic or different. Thus, the main problem is that of perception: once the mainstream culture adopts a self-centered perception of the other cultures, racism begins to infiltrate into its structure. Ishii establishes her argument on a critique of the film 'Memoirs of a Geisha.' The paper pertinently observes that the film is literally unintelligible since it proposes absurdly to use a Chinese cast which speaks in deliberately erroneous English."
Tags: self-evident, mainstream', culture, perception, unnaturally, different
This paper discusses the application of Vivian Cook's second language user model to the acquisition of pragmatic competence in the teaching of second languages.
Abstract This paper explains that the theory of multi-competence, developed and advocated by Vivian Cook, states that a human mind is potentially capable of possessing the linguistic competence of more than one language; thus, multilingual speakers are the norm. The author points out that, in terms of language teaching, the model of multi-competence can be applied mainly for an acquisition of sufficient grammatical competence, which apart from general data provision can be achieved through the setting of parameters. The paper relates that, since the primary goal of language teaching is to create successful L2 speakers, the teaching of pragmatic competence in a language should include cultural and inter-cultural studies, cognitive training and general input in that language.
From the Paper "Yet it is important to point out that the way these two grammars co-exist in the same mind also implies its mutual interference and interdependence: at a certain level of acquisition, the two grammars must form a single language system rather than two separated systems. Thus, multi-competent state of mind represents, in fact, not a mere combination of two monolingual systems but rather a single language system, which can be described as an indivisible linguistic unity. This statement can serve as an explanation for the fact that the vast majority of the second language (L2) learners even on the advanced level are not able to produce language in the same way the native speakers do, since the multilingual language users have several interrelated languages in mind: In short the state of mind of a multilingual language user is just different from that of a monolingual."
Abstract The paper discusses the nativist theory that children have some built in or learned knowledge of ideas before the actual development of language. These theorists believe that functions of language are universal and innate. The paper then looks at the functionalists and anti-nativists who argue that culture and language itself shape the meanings behind language. Finally, the paper discusses those theorists who believe that children possess innate understanding of ideas before language and also learn about ideas from language and culture. The paper examines the ideas of Dan I. Slobin, Behrens Heike, Melissa Bowerman and Soonja Choi.
From the Paper "How exactly do children learn to connect language with the things around them? Though virtually all of us were participants in this complex process, a full understanding of how children learn language and learn through language is a matter of debate. Primarily, the debate takes on two major points on view. Those who argue for a nativist theory find that children have some built in or learned knowledge of ideas before the actual development of language (Shanker 481; Slobin 407). These theorists believe that functions of language are universal and innate. This is the "nature" side of the argument."
Abstract How much does our language influence what we can think and perceive? Indeed, does our language control what we can think and perceive? Conversely, do our thoughts and perceptions influence or even control our language? This paper explores these questions, and shows that - while it is difficult to say which comes first, as the process is clearly somewhat circular - it does seem that culture influences language more than language influences culture.
From the Paper "Theories such as the Sapir-Whorf hypothesis, which combine linguistic relativity and linguistic determinism, are useful in that they remind us of the relationships between culture and language. For example, in Canada the many aboriginal languages have died - and in terms of this hypothesis, this is one of the important reasons why aboriginal cultures are under threat. On the other hand, in South Africa, despite decades of colonial rule and then apartheid, the indigenous languages, such as Zulu and Xhosa, remained very strong. This was reflected in the fact that the indigenous cultures remained very strong - so it is certainly possible that the survival of the languages enabled the survival of the cultures. "
Abstract This paper explains that the prospects of a student learning a new language are the most favorable while the student is in elementary school. The paper points out that assistance from the child's home cannot be expected because the parents believe that it is the school's job to teach the English language as part of the educational process. The paper contends that effective strategies, which bridge the communication gap, are those that engage the student in interactive processes, make connections between what is familiar to them in their home language and culture, and then assist them to assign the new language terms to the familiar objects.
Table of Contents
Introduction
Strategies and Implementation
Retelling Cultural Lore in the New Language Total Physical Response
Immersion
Bilingual Immersion
TPR Projects and Homework
From the Paper "The most costly deliver method for ESL teaching, a bilingual immersion approach so performed by the teacher by teaching for half of the day in English and by teaching the other half of the day in the native language. This approach is not accomplished by giving all the classroom instruction in both languages, but rather delivering all communication for half of the day in one language, and all the communication in the class during the second half of the day in the second language."
Abstract This paper analyzes and compares these two works by Orwell and Baldwin about language and how language serves as a tool that expresses more than just speech. The paper explains that, in Orwell's opinion, language is an instrument that reflects culture and evolves as culture declines, while in Baldwin's view, language emerges to fit a societal need.
From the Paper "Both writers understand that language evolves and reflects society and culture. Orwell states that "language is a natural growth and not an instrument which we shape for our own purposes" (Orwell). In reference to African American language, Baldwin seems to support Orwell's assertion, adding that the role of language "reveals the speaker. Language also, far more dubiously, is meant to define the other--and in this case, the other is refusing to be defined by a language that has never been able to recognize him" (Baldwin). Both writers understand that language is a process that develops to express the personality of its culture."
Abstract In this article, the writer explains that the Kaurna language is one of the main languages spoken by Indigenous peoples in and around the Adelaide region of Southern Australia. The writer notes that after the colonisation of South Australia in 1836, the population of the Kaurna people declined rapidly as they suffered from the effects of disease and displacement. Subsequently their language and culture experienced serious hardship. The writer looks at the importance of the Kaurna language to its people and by studying the techniques used to awaken the language from its dormancy. The writer points out that the revival of the Kaurna language is still an ongoing process, though much progress has already been made. Kaurna is now taught at all levels of education throughout Southern Australia. The writer concludes that whilst many steps have already been laid out to ensure the survival of Kaurna, it is up to future generations to take them and keep the language alive.
Outline:
Why Revive a 'Dormant' Language?
The Kaurna Language Revival
Resurrecting the Kaurna Phonology
Kaurna for a New Generation
From the Paper "These texts were essentially a written record of the language of the Kaurna people for the English speaking colonists to read. Whilst there was little public interest in the text at its time of publication, even more so when the use of Kaurna was forbidden by government bodies in subsequent years, this publication has become a major tool in the revival of Kaurna for today's generation."
"The reclamation of the Kaurna language began around 1990 with the writing of six songs in a National Aboriginal Languages Program (NALP)
funded songwriters workshop. This was the first time the language had been used again in a creative manner and these songs were subsequently published into a songbook.
"Several workshops on the Kaurna language were held over the following years along with the introduction of Kaurna to some South Australian schools, helping the language to gain recognition once again."
Abstract Language is one of the most powerful emblems of social behavior. The relationship of language and society puts forward a field of study called sociolinguistics. It is the study of relationships between language and society with the goal being a better understanding of the structure of language and how languages function in communication. This paper discusses what sociolinguistics is all about, looks at language, dialects, gender differences in speech and the issues of language and culture.
From the Paper "When two people communicate with each other, we call the system of communication they use language. In the normal transfer of information they also send vital social messages about who they are, where they come from, and with whom they are associated. To point out how much there is to say about language and society, let me refer to an example used by R.A.Hudson in Sociolinguistics. It pertains to a society of about 10, 000 Indians that occupy an area half in Brazil, half in Columbia. These Indians are divided in twenty tribes, which are grouped in five phratries. There are three crucial facts about this society that are subject to interest and present the relationship between society and language. First of all, each tribe speaks different language. Second, the five phratries are exogamous, which means that a man cannot marry a woman from the same phratry. Considering these two facts, we easily come to the following linguistic consequence: a man's wife must speak different language. The third crucial fact is that marriage is patriocal. A rule states that the woman speaks to her children using only her husband's language. The linguistic consequence is that a mother teaches her children a language she speaks as a foreigner (thus one can hardly call the children's first language their mother tongue). This Indian community can be referred to as a "sociolinguistic phenomenon". It is the perfect example for the complicated relationship language-societyand a clear answer to the question why we need sociolinguistics."
