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A sense of cultural identity
Cultural identity and sense of belonging
Belonging and cultural identity
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We all have the a gift of speaking and perceiving languages. Whether it is sound or soundless we use language to communicate with one another.There are many ways to approach someone when it comes to the word choice you use to communicate. Many languages contain different forms in where they can be comprehended. The readings “Does Your Language Shape How You Think?” by Guy Deutscher and “Lost in Translation” by Lera Boroditsky, discuss how the languages we speak can shape the way we think, and the way we perceive things differ from the aspects of language. In general, I agree with the position these both authors take, languages we speak do shape the way we think through grammatical structures, language of space and orientation, and time. Grammatical …show more content…
Deutscher acknowledges that Whorf, a linguist who claimed that the mother tongue one speaks enables one’s way of thinking, made a mistake in his theory. Deutscher believes that instead of focusing on searching evidence for what stops the language speaker from thinking, the focus should be centered on how our mother tongue may help shape how we think about the world (448). He shares how the German, French, Russian, and Spanish languages compels the native speaker to use grammatical structure with the use of gender when naming objects. Furthermore he continues to say, “And as anyone whose mother tongue has a gender system will tell you, once the habit has taken hold, it is all but impossible to shake it off.” (449). My native language is Spanish, I became fluent in English when I was 5, and I came to learn French at the age of 14. When learning French at a much older age, I did notice how in English I didn’t have to express certain objects, scenes with precise and broad terms. For example, in French and Spanish there are separate gender pronouns for objects, unlike in English where the words “it” or “the” are usually used when speaking about the object. Obviously, the objects …show more content…
Deutscher himself speaks of two ways most people use to describe directions. The two terms are referred as “egocentric” and “geographic” directions. Egocentric directions require verbal instructions that include some relative directions such as left, right, up, down, forwards, and backwards (450). On the other hand, geographic directions include descriptions such as, south, north, west, and east. Personally it is way easier for me and society to think of our relative directions to be much easier to describe in contrasts to having a constant compass in our minds. Using the terms left and right are the usual daily descriptions I use to almost everything. I find it almost impossible to understand and adapt to saying “on your southwest”, putting much thought and focus on the phrase I come to realize it is lower or bottom left. It is much easier to use the egocentric coordinates because it is much uncomplicated to adapt to since they are more visual (450). Deutscher speaks about an Australian language named, Guugu Yimithirr, that does not use the effortless description of directions using egocentric but rather uses cardinal directions. Guugu Yimithirr speakers use the cardinal directions for everything, whether it is moving from one side to the other, west to east, or simply just forgetting something on the table, “I left it on the southern edge of the western table.” (451) I wouldn’t
How much does language truly affect the way that we think? In “Nothing is Missing,” Tom Munnecke discusses the limitations that arise when being confined to unique “linguistic shells.” However, after an eye-opening trip to Japan language paradoxes that once hindered the fluidity of his thoughts were depleted. Through his own experiences with thinking and speaking in different languages, Munnecke was able to open his mind and view the world in a more progressive way. The “linguistic shell” that frustrated Munnecke in his early age becomes a lead to many theories that he has about our modern lives. Subsequently, Munnecke is able to relate language, thought, and distance; all of which he concludes have no boundaries within each other. In his memoir
Sometimes we think that words are a way to express what we have on our minds. Right? Think again. Guy Deutscher justifies just that. Our mother tongue does train our brains into thinking a certain type of way, also altering our perceptions of reality. In the NY Times article, “Does Your Language Shape How You Think?,” Guy points out that the mother tongue is Hebrew and leaves us with how we perceive the world. Guy’s protestor, Benjamin Lee Whorf, exclaims that language doesn’t have a particular word for a concept and that the concept itself could not be understood by the speaker. Guy argues that he does not have enough evidence that will substantiate the theory. He claims that Whorf is wrong on so many
I was surprised because, for the first time, I realized that Spanglish isn’t as normal as I think it is. Ortego states that Spanglish works “bi-directionally”, which means I can be speaking Spanish and mix in some English words, or vice versa (176). Behind an action I carry out every day, advantages that go unnoticed finally popped up. According to Boroditsky, the Kuuk Thaayorre are always spatially oriented because the only way for them to communicate successfully is by referring to each of the cardinal points (5). In a similar way, Spanglish speakers always need to be well aware of both languages to be able to understand the meaning of sentences when speaking. Ortego says that this “code-switching occurs logically” in the sentences, which suggests that Spanglish challenges our brains allowing us to become more dynamic and efficient when speaking (176). Spanglish causes Spanish and English to intertwine, taking the most suitable words from each language to make a conversation much more practical and flowing. We become so quick and agile at doing this, that our brains don’t have to stop and think about the right words to express ourselves. As Spanglish speakers, we can navigate from one language to another in no time and choose any word that enhances our speech and clarifies our intentions. Yet, it was with the help of Boroditsky’s research and support
To What Degree Might Different Languages Shape In Their Speakers Different Concepts Of Themselves And The World? What Are The Implications Of Such Differences For Knowledge?
In her article, How Does Our Language Shape the Way We Think, Lera Boroditsky (2009) explains how the results of her experiments support the idea that the structure of language shapes the way we think. In one of her experiments, she found that English speakers would place cards showing temporal progression in temporal order from left to right, Hebrew speakers would place them right to left, and that the Kuuk Thaayorre would place them from east to west. This shows that the written language affects how time is represented. In another one of her experiments, she asked German and Spanish speakers to describe some items and found that the masculinity or femininity of the noun in their respective languages affects how it is ultimately described. This can also be seen in how artists represent the human form of abstract entities like death.
Margaret Atwood once said "War is what happens when language fails." Atwood simply meant that if one fails to communicate effectively with each other, then that can lead to misunderstanding. It is a profound ideology that has been the topic of many continental focuses issues. Despite the fact that more than a fifth of the world’s population does speak the English language, as more and more people are migrating to new countries they are facing new problems with communication. Profoundly for those that do not speak the same language or even those who do speak the same language, but share a different culture. Then there are others who have been conquered by the English Language and have had their societies crush this domineering language. Again, despite that we have many different languages in the world, we as humans do not always possess an understanding for each other and our culture. We tend to ignore those that are very much different than us and push ourselves to view those that are weaker than us as insignificant.
The idea that the language we speak influences the way we think, sometime referred to as Whorfianism, also known as linguistic relativity is an idea that has gained popular interest leading the belief that there has to be as many different worldviews as there are languages spoken. In the book, The Language Hoax, presented by John McWhorter, a credited linguist, contradicts the Whorfianism view by establishing his “manifesto” against the Whorfian position. McWhorter has a distinct goal to not only show the Whorfian flaws but also to establish it’s political dangers. A problem with this idea, which is discussed in McWhorter’s book is there must be ‘losers’ in order for there to be ‘winners’, losers meaning the individuals who are held back by their language (McWhorter, 2014). The ‘losers’ being the individuals who are held back by their language would be the people who group together and develop “tunnel vision” focusing solely on their worldviews and opinions.
Sociolinguists such as Eckert (2000) and Milroy (2004) have made provocative efforts to incorporate linguistic-anthropological concepts into sociolinguistic explanation (Woolard, 2008) and foundational studies by Creese (2008) include major works describing the paradigm. Rampton (2007), described the methodological tenants behind LE. LE research is yet a developing discipline that serves as a way of enriching a fundamentally linguistic project. In fact, the formulation of LE covers a large and older body of scholarship on language and culture (Rampton, Maybin, & Roberts, 2014), while simultaneously necessitating and interdisciplinary collaboration of theories and skills, thus blurring the boundaries between branches of variationist, sociological and ethnographic sociolinguistics (Tusting & Maybin, 2007). LE research on language change (Ekert, 2000) and a cultural model of cognition (Levinson, 1996) are worthwhile examples. However, the examples in the following sections serve more as a focus on contributions of LE to the field of
One of the first things we learn and obtain as children is language. We are not just simply obtaining language but we are being socialized by it. Language socialization is learning a language in culturally specific ways which then helps one become members of their group (Schiefflin). We are learning meanings of linguistic words and sentences that are not just conveying logical meaning but also indexing social meanings. "In every community, members have available to them linguistic resources for communicating such social meaning at the same time as they are providing other levels of information"(Ochs). So it isn 't just what is being said, but why or when something is being said that holds
Something else native speakers understand is the context of statements. We can easily tell when someone is being literal or just trying to make a joke. There are many different characteristics to a language. According to Charles Hockett, a language must consist of communication, mode of communication, semanticity, pragmatic function, interchangeability, arbitrariness, discreteness, displacement, productivity, cultural transmission, prevarication and reflexiveness. To be able to transfer a message from a source to a receiver and how that message is transmitted are all important for a language. Originally, Hockett’s design features only included a vocal-auditory channel but he later added on sounds, visual cues, touch, odor, and electrical signs. This expansion occurred because you have to consider animal communication as well. Both animals and humans have the innate ability to communicate but there are differences between the two systems. Animal communication is confined to a very small set of topics that they discuss which is usually about survival. Humans are able to talk about the present and past, or the immediate environment, known as displacement, and are able to develop concepts and ideas
Have you ever wondered who taught you to talk the way you do? People learn to talk and express themselves everyday of their lives. Starting from the day you were born you used language or some form of it to communicate with those around you. As a baby you usually show your displeasure with your new surroundings by crying, and if you don’t the doctor will make sure you do. Everyday we express our point of view to others in some form of language. Whether it is through verbal communication, written discourse or through body language, you can tell if a person is upset, angry, or happy. We as human beings don’t realize how much language has to do with our lives. How can you determine if one of your friends is angry with you? Is there a different tone to their voice? Do they have a stern look on their face? Of course they do, your friend feels the need to express their anger to you by these different forms of language. Where do we learn to use these different forms of language? How are our uses of these languages shaped? The three main contributing factors to how we express ourselves through language come from our schooling, our friends, and most of all from our families.
Language has pioneered many interracial relationships and historical milestones. Language is a necessity for basic communication and cultural diversity. Being multilingual is a skill proven influential to a successful future. Due to rapid globalization, countries all over the world are stressing the importance of learning a second, or even third, language. With the exception of time and lack of resources, adults have very few widely applicable disadvantages to learning multiple languages. However, language learning as a child presents more complications. Some of those include not having enough funding at the elementary school level to introduce a program for secondary language, academic overload for the youth, stress for both the parent and student parties, and the mixing of languages. Not all of these complications are true in any or all situations, however, and the absence of them provides multitudes of opportunity for future career and academic success. Ultimately, it is the responsibility of the parents or the education legislation to decide whether they encourage the learning of a secondary language at the young age necessary for retention. “The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency,” therefore the younger a child begins to learn, the more likely they are to benefit to the maximum potential (Robertson). Keeping the language learning in high school or beginning the process earlier is a greatly controversial discussion that is important to address because of the topic’s already lengthy suspension.
What language we use, how we use it, and why we use it are all essential in others perceptions of us. If a man’s first comment to somebody is “Hey Baby, how you doing?” with a gloating tone and boastful...
The book An Intorduction of Sociolinguistics is an outstanding introductary book in the field of sociolinguistics. It encompasses a wide range of language issues. In chapter 13, Wardhaugh provides a good insight to the relationship between language and gender. He explains gender differences of language-in-use with concise examples. Wardhaugh riases questions about sexist language and guides readers to look closer at how people use language differently because of their own gender in daily life. According to the Whorfian hypothesis, which indicates that the way people use language reflects their thoughts, different genders adapt different communication strategies.
Language has oral, written and non-verbal aspects, that can be seen and heard, and which are socially and culturally influenced. Although languages have common features, these social and cultural influences also create great diversity among languages and varieties, often leading to a perception that some varieties have greater value or status. In addition, social and cultural context play a large role in meaning-making. Children develop language as a result of social and cultural interactions, based on a growing awareness of the functions of language, and how language can be used. This understanding of the different types and uses of language increases as children experience language outside of the home. As their understanding of these different roles of language grows, children gain the ability to select and use the appropriate language for a particular context or