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The definition of language
Is technology ruining language
What is a language
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The terms language and literate are uniquely related to human characteristics; they are commonly synonymous with a person or societies’ ability to speak, read and write. It is reasonable to assume most people, regardless of life experience or physical positioning in the world, will agree literature is the spoken word transformed to written format. This viewpoint supports the Macquarie Primary Dictionary (Moore, 2010) definitions where language is “the arrangement of words we speak and write” (pg. 351); being literate is the skill required “to read and write”; and literature is “what is written about a particular subject” (pg. 364). While these definitions are essentially correct, language and literacy can no longer be viewed as stagnant structures …show more content…
This is due to influences such as time and geography. Consider these scenarios:
• An American tourist in New Zealand instructed he can wear jandals to a casual dinner. Can this man be expected to know what ‘jandals’ are?
• A South African woman visiting Hawaii enters a shop and asks the shop assistant if they sell slops. Is the shop assistant going to know what ‘slops’
…show more content…
Whilst each person involved would likely be able to correctly spell the words jandals, slops, and thongs; write the words down; and use the proper pronunciation, it still doesn’t make the meaning clear. As informed by Crystal (2013), the reason for this is English is transformed by people to suit different cultures and societies. In our technologically advanced society, with the widespread use of social media, it takes very little time for language variations to occur; largely due to geography no longer being a barrier of the time it takes for a language to transfer from one region of the world to another. The examples provided show the necessity of context for understanding to occur (Campbell & Green, 2006, p. 2), and without being told, a person would not be able to understand that jandals, slops and thongs are all footwear, aptly named from different cultures. The use and existence of Englishes has implications for educational purposes in the 21st Century and is aptly addressed later, with the impact of culture and class on language explored
In this paper, James Paul Gee states his opinion on the definition of literacy. He begins by redefining the word “discourse” and uses it frequently throughout the paper. Gee defines discourse as a group that you are socially linked to through your actions and thoughts. This group defines who you are in society. He then uses the beginning of his paper to continue explaining “discourses”. The main points he covers are that discourses are defined by history and culture and therefore, change through time. Also, he explains that one is involved in many different discourses. This might cause one to break rules or understandings of one discourse to align with a dissimilar one.
Children must know something before they can re-create it in language. Once a word is introduced, it cannot be erased from memory. Naylor shared a personal experience that demonstrated her personal stake in this situation as she described the first time she heard a different meaning of the word “nigger.” A white boy in her third-grade class said it to her when she gave him his test. “I didn’t know what a nigger was, but I knew that whatever it meant, it was something he shouldn’t have called me. 257)”
Through most of my time in high school, I always found myself writing more of exploratory writing for two simple reasons; it took a shorter amount of time, and relating writing to my personal experiences was something I had no need to look up. Exploratory writing is a time to take advantage to relate your own personal experiences and an attempt to make a connection with a certain reading. The experiences you have will not be exactly the same as you’re classmate and might be very enjoyable to read. Lamott and Hairston both use explanatory and exploratory writing in their essays by explaining the techniques of what good writers do and applying their own personal experiences. By applying both explanatory and exploratory in their essay they are able to provide the reader with new ideas they can adopt to improve their writing skills.
Finding a definition of literacy is not as easy as it sounds. The Webster definition says that to be literate is to be” able to read and write.” But to some researchers, this definition is too simplistic, leading to multiple models of literacy. Most Americans adhere to the autonomous model, which falls closest to the standard, dictionary definition. Believers in this form say that literacy is a cognitive activity that students learn like any other basic skill. It has a set of proficiencies that one must master in order to be capable of decoding and encoding text (Alvermann, 2009; SIL International, 1999). A competing theory is the ideological model, which claims literacy is intrinsically linked to culture, and therefore what constitutes a “literate” individual is ever-changing. Society is the largest influence on literacy, according to this thought, and it is affected by politics, religion, philosophy and more (Alvermann, 2009; SIL International, 1999). These two are just the tip of the iceberg. For example, some studies recognize “literacy as competence,” which is a “measure of competence to do a given task or work in a given field,” (SIL International, 1999) such as being computer literate. Although more researchers are recognizing and exploring multiple literacies, the one that most influences American schools is the autonomous, cognitive model – the ability to read and write. For many, it seems a simple task, but millions of adolescents are struggling or reluctant readers, and there are many reasons why young readers have difficulty with reading. XXXXXX------NEED HELP WITH THESIS STATEMENT HERE PLEASE—(This paper will focus on the effects of low reading skills, some of the possible causes of reluctant and struggling readership...
Take as an example a family in the US who has decided to adopt a thirteen years old boy from a tribe. In this case, secondary discourses must be acquired and learned by the teen so he may interact with his new family and be an active member of his new society. If we consider the standard and demands of our society, the teen might be viewed as illiterate because he does not know how to use and control secondary use of language. However, by his tribal society, he may be considered as literate because he knows how to master secondary discourses. Therefore, literacy is not a static definition but a dynamic concept that vary from society to
Literacy in the 21st century is multidimensional with Giroux arguing “Teaching and learning the culture of the book is no longer the staple of what it means to be literate” (Arthur, 2001, p.183).
The term multiliteracies, according to McLachlan et. al. is used to capture the complexity of texts, both hard copy and digital, that include spatial, gestural, visual and verbal elements in a range of communication mediums (2012, p. 65). Multiliteracies are therefore the many forms of literacies such as videos, websites, blogs and information charts to name a few, that have expanded with technology, and encompass much more than the standard platforms of reading and writing that are associated with traditional literacy. Rather than teaching the traditional forms of literacy, schools must now focus on teaching the business of communication, including making meaning from different forms of texts, and understanding that influences such as culture, gender, life experience and social status can shape the contexts of texts (New Learning, n.d.). This is important because to contribute to society in the future, one must have the capability to communicate with others and participate in meaningful discussion about issues that may not exist yet, both skills learnt through literacy. As addressed by the United Nations Educational, Scientific and Cultural Organisation, literacy is a driver for sustainable development in that it enables greater
Literacy, the capacity to read and write written language, stems from traditional orality in which communication of a language is entirely composed and expressed through spoken words and sounds. The technologizing of oral language into one that is written is due to different socio-economic factors of a civilization. (Example of factors). At the root of this technological transformation, it is important to distinguish orality as a predecessor to literacy- there would be no written language or literature without oral language and communication, but their co-existence is necessary for civilizations
Firstly, with the expansion of science and technology has changed the perspective of literate as those who are able to communicate and understand with the use of technology are regarded as literate. This is because this is one of the main modes of interaction among the people. If one is not able to do that despite the ability to read and write, he is regarded as illiterate.
This ultimately reduces the value of using one’s memory to store and recall information, and instead emphasizes learning new ways of how to access information exosomatically. Consequently, literate societies are capable of adapting to changes more rapidly compared to oral societies (Module 4: Oral Cultures). In addition, writing provided a platform for us, as a society, to create new forms of communicational media. In
Literacy can be told as a narration. Almost everyone has their own story of how they became literate. It is this journey that lays out the foundation for how one views literacy. Therefore, finding a definition for literacy proves to be quite difficult. Instead, an explanation of literacy is found through cause and effect. People’s personal stories all constitute what we believe literacy is. As a class, we have majorly analyzed the written works of Jimmy Santiago Baca, C.H. Knoblauch, Jean Anyon, and Mary Louise Pratt. Not only were we able to read these excellent pieces, but every single one of us were able to meet and interview our very own peers. It is easy to analyze someone’s story on paper, but it does not feel
I hope that you were able to look at literature in a different light and that you were able to explore my thoughts, experiences and opinions on literature and literacy. To conclude this paper I would like to say my literacy journey has been a long one and one that will continue to grow and develop as time passes. Speaking, reading and writing is a part of our daily lives and that is why it is so essential and necessary to learn the basics and then continue to foster your skills and abilities. Not everyone will place the same amount of importance on literacy as I do and that is
There are some theoreticians who view literacy in a form of social practice. In their view, social issues are also important components, as well as linguistic competence and understanding cognitive processes in language studies. Freire (1974) views literacy not only as a process of knowledge transformation, but also as a relationship of learners to the world. Vygotsky (1978) suggests two stages of development at social and individual level. In his view, literacy is a phenomenon that is created, shared, and changed by the members of a society. Gee (1996) similarly argues that becoming literate means apprenticeship with texts and apprenticeships in particular ways of being. In summary, literacy practices are not just about language, but about their interrelation with social practices.
Researchers in criminology have at different times used either qualitative or quantitative methods in order to conduct studies into crime. Both methods are underlined by different epistemologies that characterise the difference in their uses by researchers. Qualitative methods often are based interpretivism, that is that there is a recognition of not one truth but many, as what results mean is based upon some sort of interpretation of it. In this sense, we often observe the use of qualitative methods in criminology where research conducted by criminologists tend to focus on crime and reality as socially constructed. Quantitative methods, on the other hand, is underlined by positivism in that researchers seek to measure through data whether
“The study of literature and language could be an opportunity to understand and encourage an even more open and multicultural society”. (Eaglestone 2000: 110) Indeed, linguistic and literate competences are regarded by most as crucial for full participation in a given society. Moreover, claims are made for better cultural understanding of others, benefits for the ethical development of the individual and wider general educational benefits in terms of the development of worthier and more critical citizens. Literature broadens our notions of what it means to be human, and how we could live better as human beings.