Abstract This paper focuses on language as it defines culturalidentity. The paper examines the lives of individuals that have experienced a cultural separation from society, discovering their personal and culturalidentities 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 One of the most fascinating aspects of the Canadian culturalidentity is the degree to which government policy and free enterprise economic principles converge and frequently collide in the field of the mass media. In large measure this is a consequence of Canada's geographic position next door to the world's last remaining superpower and predominant popular culture engine, the United States. This paper explores how the Canadian government, in order to maintain cultural distinctiveness in terms of national identity, has adopted a range of policies that promote the Canadian identity in the mass media and restrict the reach of foreign media and foreign media ownership.
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
Abstract This paper discusses how, over the years, U.S. culture has managed to integrate bits and pieces of itself into the languages, music, movies, television and the traditional values of foreign cultures, thus changing them. It evaluates how the amount of integration has become an increasing problem as more and more U.S. culture becomes prevalent in foreign cultures and how foreigners may be in jeopardy of losing their culturalidentity to U.S. cultures. The paper also includes the effects of influences such as individualism and feminism.
From the Paper "Another section of U.S. culture that squirms its way into other cultures and influences that culture is music. Many great U.S. bands have started their careers in other countries. Jimi Hendrix got his big break by touring the United Kingdom, and most U.S. citizens will never forget that, for some reason, Germans love David Hasselhoff. The big artists in the U.S. today play a large role in foreign cultures. Many bands such as N"Sync, Marylin Manson, and Weezer depend on foreign markets as a major part of their income. The 2002 MTV Asia Awards are a prime example of this kind of influence. There are six international categories for music artists to compete in, and the winners were picked by viewers that called in their votes (Morris). In each of these categories no Asian artists were nominated, and these nominations were mainly of U.S. artists such as Britney Spears, N"Sync, the Backstreet Boys, Linkin Park and Bon Jovi("The Nominees")."
This paper discusses the political struggle over culturalidentity via "the naming" process, whereby certain social constructions reinforce systems of racial oppression.
1,650 words (approx. 6.6 pages), 8 sources, 2002, $ 62.95
Abstract Throughout American history, racial identities have been formed by not only politics, but also by the intersection of class and racial boundaries. The paper argues that African Americans must struggle to rid themselves of certain traits that have been internalized from the white power structure. African Americans must work to open a discourse outside of the parameters of language built by white elites. In this way they can shape their own racial and culturalidentity.
Abstract This paper discusses the world of the Vietnamese immigrant and how the generations are changing the role of the Vietnamese in society. It discusses that it is important for all immigrants to be capable of embracing their cultures, while beginning to become part of the western world. Yet, by embracing their cultures they form a societal identity that aids them to succeed.
From the Paper "Within the diversity of the United States there are many cultures that have spread across our lands, and within these cultures we each find knowledge that makes our country stronger. Following the war in Vietnam there existed a negative emotion within the framework of the United States against a people that had been our "enemy" for a great many years. Although there were thousands of Vietnamese who began to migrate to the United States, it was initially difficult for the Vietnamese to find their place in society, and to ultimately begin to embrace their culture as so many immigrants before them had. As was discovered in the early nineteenth century with the vast flow of immigrants into the United States, every person who was native born had to discover a way to learn from the new cultures that began to grow within the social structure."
Abstract This paper discusses the benefits and problems associated with the development of culturalidentity in schools. It describes how the classroom environments, curriculum and teaching style of a teacher impacts culturalidentity formation. The paper also describes how inclusion, tolerance and multiculturalism enrich the curricular framework, promote positive social values and stimulate enriching dialogue for students.
From the Paper "Gender, although not a feature of cultural identity per se, is definitely a facet of every culture. How cultures construct, view, and politicize gender lays the foundation for cultural identity. Public schools should help their students understand how gender is constructed, how gender is not rooted in biology, and how gender is related to economic and political power. Even if these weighty issues are not embedded into public school curricula, they can inform pedagogy. Educators can promote cultural identities that are egalitarian and humanistic."
Abstract The paper explains that racial and culturalidentities are a significant factor in the successful growth of the individual. From birth, people begin to understand the world from the perspective of their race and culture and are taught to function in a community that is comprised of those from the same backgrounds. The paper discusses how within the culture, the individual learns to speak, think and act as dictated by cultural norms. However, the paper considers that throughout life these standards that are related to the culture and race are consistently challenged in a diverse society and also through education.
Abstract This paper discusses culturalidentity and how people who live in multi-cultural societies may identify themselves as a citizen of that country, but they feel that they belong to a different cultural group. The writer describes how, as an American Pakistani, she identifies with two cultures and tries to somehow make a connection between the two cultures that she grew up in.
From the Paper "As an American Pakistani, I try to somehow make a connection between the two cultures that I grew up in. Despite the fact that I am completely open to interacting with any culture, I must admit that I find a sense of stability in being close to people that come from the same cultural group as I am. The bonding factor between me and other Pakistanis students, besides similar experiences as we grew up, is religion. Although we are not fanatics as people tend to classify us, religion is an important factor in our lives and as a college student or as a member of any collective, I tend to get close to people that share my beliefs. After September 11, the need for relating to other people that were going through the same as experience as I did increased and I grew closer to people from the same cultural group as I. It is hard to receive understanding from people that can not understand you because they have different cultural backgrounds. Of course, the fact that I relate more to Pakistanis students does not mean that I alienate myself from society. We still live in a multicultural environment that we must adapt to."
Abstract The cultural differences in the United States and Canada began after the American Revolutionary period. A plethora of theories exist regarding the rationale behind the variances in culture. Some theorists contend that the Vietnam War created a vast gap between the cultures, while others suggest that the ideologies of rebellion and peace forced the two cultures to become opposing neighbors. Religion, politics and national ideologies encompass the realm of cultural differences that exist between the countries. this paper examines the similarities between Canadian and American cultures that exist despite the many differences that also exist between the cultures.
Abstract This paper will discuss the book "The Hold Life Has: Coca and CulturalIdentity in an Andean Community" by Catherine J. Allen, and seek to understand how the life of the Andean people affects me, and why it is important to study these people's. By realizing how the book is teaching the student on the ways of the Andean people, the book can serve a good function for telling the story of this civilization, and of its great importance.
Abstract This paper examines how, as increasing numbers of businesses look to expand and develop their consumer and market base through the internationalisation of their operations, managers are recognising the importance of effective international marketing to counter the increased levels of uncertainty and complexity. It focuses specifically on the role of culture in the formulation of international marketing strategies, using a number of examples to highlight the points raised. Firstly, international marketing strategies are considered in more detail, followed by an exploration of the concept of culture and its influence on international marketing strategies.
Outline
Introduction
What are International Marketing Strategies?
Understanding Culture The Role of Culture in International Marketing Strategy Formulation
Hofstede's Five Dimensions
Hall and Hall's High-Low Context
Direct Influence on Marketing Mix
Product
Price
Place
Promotion
Importance of Ethics
Critiquing the Role of Culture Conclusions
References
Appendix 1
From the Paper "Since value judgements vary between and within cultures, perceptions of what constitutes acceptable behaviour also differ: for example a gift in one country may be considered a bribe in another (Cateora and Ghauri, 2000; Doole and Lowe, 2001). Kotabe and Helsen (2004 p.171) highlight the significance of this for international marketers who "must understand and respect cultural subtleties, whilst finding the limits of ethical behaviour"; since a company's ethical stance may affect its ability to do business in some countries. For example, Motorola's lengthy "Code of Business Conduct", sets out standards for accepted behaviour throughout the organisation (see www.motorola.com). They recognise the "ethical legitimacy" of gift-giving in Japan, but decline to "participate in the practice" (Hamilton and Knouse, 2001 p.87). This allows the company to show respect for Japanese culture, whilst maintaining its own corporate values. Similarly, consideration should be given to product usage and production processes, which may not be appropriate in certain cultures or environments."
Abstract This paper explores the notion of identity through various viewpoints in contemporary modernity. This paper explores the way language, power and culture shapes the concept of the I by examining Foucaldian concepts, lingual construction and cultural studies.
From the Paper "With the impending future of global culture, the way in which the concept of the ?I? is constructed through an inter-connective culture becomes more obvious, since it affects the process through which the world consistently enriches itself through individual interaction with contemporary society. The concept of ?I? as an identity, fuelled by a wide range of philosophical, lingual and cultural discourses, can be seen as an interactive system inseparable with subjectivity, or, as Giddens proposes, a narrative which is able to build up a consistency of biographical continuity (1991; 75). In these terms is possible to view identity as a personal collective project, influenced by the light of circumstance, self-reflexivity and interaction. These elements, inherently produced through the social facets of power, language and culture, form the basis to the perception of "me" as both socially as well as privately constructed. To comprehend this nature of identity as a construction of these facets, then, it is crucial to analyze the way in which power, language and culture interact and serve as the sociological truism in which the ?I? is understood, through social roles, discourses and disciplines exploring the perception of the self as a cultural product."
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."
Abstract The paper researches the correlation between primary language and academic results. The paper performs the research on groups of students, using interviews, as well as other methods. This study examines whether students perform better academically when involved in activities in the cultural setting of both the primary and the secondary language; and if the use of both languages on a consistent basis increases the academic performance of the students.
Outline:
Chapter I:
Objective
Hypothesis
Research Questions
Methodology
Importance of the Study
Organization of the Remaining Chapters
Chapter II:
Literature Review
Students Experience Loss Of L1 In The Learning Of L2
Overview Of Second Language Acquisition Theory - Five Stages Of Development
Chapter III:
Review Of Literature Reviewed In This Study
Chapter IV:
Findings
Recommendations
Bibliography
From the Paper "Hakuta, Ferman, and Diaz (1986) argued that the research on bilingualism that was conducted earlier had "failed to distinguish between the different levels of bilingualism." (Garcia-Vazquez, 1997) Current research has as its' focus the cognitive development of languages among all children." (Garcia-Vazquez, 1997) Recent research has found evidence for positive relation between bilingualism and reasoning abilities among children. Such reasoning abilities are inclusive of "nonverbal problem solving skills, divergent thinking skills, and field independence." (Cummings, 1976; as cited by Garcia-Vazquez, 1997) The research of Bialystock, 1986a and 1986b indicates that additive-bilingual children out-perform monolingual counterparts on tasks requiring high levels of cognitive control." (Garcia-Vazquez, 1997)"
