Language, Culture, and Society - LET Review PDF

Language, Culture, and Society Joan Adrian Tabalanza, LPT MR. JOAN ADRIAN C. TABALANZA “Panginoo” of CBRC Top 8 – March 2022 National Lecturer Book Contributor – ULG to English Mental Health Advocate  OBJECTIVES 1. Demonstrate knowledge and application of...

Language, Culture, and Society Joan Adrian Tabalanza, LPT MR. JOAN ADRIAN C. TABALANZA “Panginoo” of CBRC Top 8 – March 2022 National Lecturer Book Contributor – ULG to English Mental Health Advocate  OBJECTIVES 1. Demonstrate knowledge and application of the relationship of language, culture, and society in the perspective of English language teaching and learning. 2. Demonstrate knowledge and understanding of language learning environments that regard to community contexts.  OVERVIEW 1. Important and relevant concepts 2. Some experts 3. Language-Culture-Society Nexus 4. How to Apply the L-C-S Connection 5. Problems with Applying the L-C-S Connection 6. Language Learning Environments 7. Creating a Conducive Language Learning Environment  IMPORTANT CONCEPTS a system of vocal symbols that are used for human communication and are arbitrary Language as a system of symbols, including words and rules of grammar, which enable individuals to communicate with one another  IMPORTANT CONCEPTS a shared set of perspectives, values, beliefs, customs, and practices that are typical of a Culture particular community or civilization is shaped by the experiences of individuals and vice-versa  IMPORTANT CONCEPTS a group of people who live their lives in ways that are distinctive from other groups in an Society aggregated and structured manner a sizable gathering of individuals who live together with structure and collaborate to make decisions and distribute labor, highlighting the importance of organization and teamwork  RELEVANT CONCEPTS A specific variety of a language that is unique Dialect to a particular region or social group. Socioling The investigation of the interrelation between uistics language and society. Code- The act of transitioning between two or more languages or dialects while speaking. switching  RELEVANT CONCEPTS Language The process of acquiring a language, whether Acquisition as a first or second language. The capacity to speak and comprehend two Bilingualism languages. The scientific inquiry of human cultures and Anthropology societies.  RELEVANT CONCEPTS The belief that cultural practices should be evaluated within Cultural the context of the culture in which they occur, rather than Relativism applying the standards of one's own culture. The act of taking or utilizing aspects of one culture by Cultural individuals from another culture without proper recognition Appropriation or respect. Objects created by a particular culture, often possessing Artifacts symbolic significance.  RELEVANT CONCEPTS Ideology The fundamental principles and morals that support political or social systems. Ethnocentrism The inclination to evaluate other cultures based on the norms and values of one's own culture. Xenocentrism Preference for the cultural practices of other cultures rather than one’s own.  RELEVANT CONCEPTS Social The system of levels of authority and status Stratification among people in a society. Social The capacity to move between different levels Mobility of social hierarchy in a society. Social The extent to which individuals in a society experience a sense of connectedness with Cohesion others.  First Language (L1) Second Language (L2) The language a person is Any language learned after the exposed to from birth or within first language the critical period of language acquisition Mother Tongue Foreign Language Native Language The first language Any language that is not It implies fluency and learned at home in one’s native or second often cultural identity with childhood that still language a linguistic community identifies with culturally Important Nomenclatures Instrumental Regulatory Interactional Personal To fulfill needs To control the To develop social To express behavior of relationships and personal identity, others ease interaction feelings, and opinions Heuristic Imaginative Representational To explore the To create a world of To convey facts and environment and learn imagination information Halliday’s Language Functions Sapir-Whorf Ethnopoetics Oral Gesture Theory Hypothesis A method of recording by Paget linguistic relativity and analyzing oral Proposes that speech poetry and narratives originated from Language shapes to preserve their formal gestures and body thought and and functional movements. perception. elements. Early human Ex. Different Emphasizes the communication languages cultural and involved gestures that categorize colors performative aspects gradually evolved into differently. of oral traditions vocal expressions. Theories in Language and Culture Expanding China, Caribbean Countries, Circle Egypt, Indonesia, Israel, Japan, (EFL) Korea, Nepal, Saudi Arabia, South Africa, South America Outer Circle Bangladesh, Ghana, India, (ESL) Kenya, Malaysia, Nigeria, Pakistan, Philippines, Singapore, Inner Sri Lanka, Tanzania, Zambia Circle (ENL) USA, UK, Canada, Australia, New Zealand Kachru’s Concentric Circles Model  Hockett’s Features of Human Language Language is transmitted through sound (speaking Vocal-Auditory Channel and hearing) Broadcast Transmission Language sounds are broadcast in all directions, but and Directional listeners can perceive the direction from which the Reception sounds are coming Language sounds are temporary and disappear Transitoriness quickly after being produced. Interchangeability Individuals can both send and receive messages  Hockett’s Features of Human Language Speakers can hear and monitor their own speech, Total Feedback allowing them to control and modify it as they speak The primary function of language is communication, Specialization rather than serving another biological function Semanticity Specific signals have specific meanings There is no inherent connection between the Arbitrariness linguistic signs (words) and their meanings Discreteness Language is composed of distinct units that can be combined in various ways to create meaning  Language Registers Register Definition Example Language that “Our Father who Frozen never changes art in heaven” “Please accept our Formal Standard English sincerest gratitude” Less formal standard “Appreciate it. Looking Consultative English forward to see you” Language among “What’s up, Dawg!” Casual friends Chillin’ again?” Language among lovers “Nay, tsararat Intimate & family ba ako?”  QUIZ – TRUE OR FALSE Cultural appropriation refers to the adoption or borrowing of elements of one culture by members of another culture, particularly when the culture being borrowed from is a minority or marginalized group. TRUE  QUIZ – TRUE OR FALSE Bilingualism is the ability to speak two languages but not necessarily with the same degree of proficiency. TRUE  QUIZ – TRUE OR FALSE Society refers to a group of individuals who share a common geographical location. FALSE  QUIZ – TRUE OR FALSE Language acquisition is a conscious process that requires formal instruction and study. FALSE  QUIZ – TRUE OR FALSE Artifacts refer only to ancient objects found during archaeological excavations. FALSE  QUIZ – TRUE OR FALSE Social cohesion refers to the willingness of members of a society to cooperate with each other in order to prosper and extend their control beyond national borders. FALSE  SOME EXPERTS Edward Sapir ❖Pioneer in linguistic anthropology ❖Known for work on language-culture relationship ❖Argued language shapes perception of the world ❖Different languages create different worldviews  SOME EXPERTS Benjamin Lee Whorf ❖Student of Sapir ❖Continued work on language- culture relationship ❖Known for Sapir-Whorf hypothesis ❖Suggested language structure affects speaker's perception of the world  SOME EXPERTS Clifford Geertz ❖Anthropologist ❖Significant contributions to symbolic anthropology ❖Argued culture is a system of symbols used to interpret and understand the world ❖Emphasized studying meanings attached to actions and behaviors  SOME EXPERTS ❖French sociologist Pierre Bourdieu ❖Developed theory of cultural capital ❖Cultural capital refers to knowledge, skills, and practices used to navigate social context ❖Argued cultural capital is unequally distributed in society and can reproduce social inequality  SOME EXPERTS ❖Sociologist Erving Goffman ❖Focused on how people present themselves in social situations ❖Coined the term "impression management" ❖Described strategies people use to create a particular impression to others ❖Emphasized importance of nonverbal communication and structured social interactions.  Language-Culture-Society Nexus Language plays a significant role in culture and society, as it is through language that individuals communicate their thoughts, beliefs, and values to others.  Language-Culture-Society Nexus Language shapes thought and perception, and different languages can lead to different cultural perspectives.  Language-Culture-Society Nexus Social and cultural dispositions (habitus) are acquired by individuals through their experiences and upbringing and these shape an individual's perception of the world, including their use of language.  Language-Culture-Society Nexus Language use reflects and reinforces social hierarchies and power dynamics.  Language-Culture-Society Nexus Language and gender are related in that the differences in language use between men and women reflect and reinforce gender stereotypes and power dynamics.  How to Apply the L-C-S Connection Incorporate Filipino Culture Use examples, stories, and contexts that are familiar to Filipino students when teaching English.  How to Apply the L-C-S Connection Use Code-Switching Encourage students to code-switch between English and their native language.  How to Apply the L-C-S Connection Discuss Cultural Differences Discuss the cultural differences between English-speaking countries and the Philippines.  How to Apply the L-C-S Connection Teach English Varieties Teach students about the different varieties of English and how they reflect different cultures and societies.  How to Apply the L-C-S Connection Promote Multilingualism Encourage students to value all languages they speak.  How to Apply the L-C-S Connection Use Authentic Materials Use authentic English materials such as news articles, songs, and films that reflect the culture of English-speaking countries. How to Apply the L-C-S Connection Encourage Cultural Exchange Encourage students to share their own cultural experiences and listen to others.  How to Apply the L-C-S Connection Teach Pragmatics Teach students about the pragmatics of English, such as politeness strategies and speech acts.  How to Apply the L-C-S Connection Relate Language to Identity Discuss how language relates to personal and social identity.  How to Apply the L-C-S Connection Reflect on Language Use Encourage students to reflect on their own language use and the language use of others.  QUIZ – TRUE OR FALSE Edward Sapir, a pioneer in linguistic anthropology, argued that different languages create different worldviews. This is known as the Sapir-Whorf hypothesis. FALSE  QUIZ – TRUE OR FALSE Adrian, a native English speaker, says “Give me the salt.” instead of “Could you possibly pass the salt?” This is an example of teaching students about the pragmatics of English, such as politeness strategies and speech acts. FALSE  QUIZ – TRUE OR FALSE Mary, who grew up in a family of musicians, has a deep appreciation for music and often uses musical jargon in her everyday conversations. This is an example of habitus. TRUE  QUIZ – TRUE OR FALSE A teacher encourages a bilingual student to only use English in a project presentation. This is an example of encouraging students to value all languages they speak. FALSE  QUIZ – TRUE OR FALSE In a religious ceremony, no specific words or phrases are used to convey shared beliefs and values. This is an example of how language plays a significant role in culture and society. FALSE  Problems with Applying the L-C-S Connection Language Barrier Teachers may struggle to communicate effectively with students who have limited proficiency in English.  Problems with Applying the L-C-S Connection Cultural Differences Teachers may find it difficult to make English lessons culturally relevant to Filipino students.  Problems with Applying the L-C-S Connection Lack of Resources Teachers may lack the necessary resources to effectively teach English, such as textbooks, audio-visual aids, and internet access.  Problems with Applying the L-C-S Connection Classroom Management Managing a diverse classroom with students of different language abilities can be challenging.  Problems with Applying the L-C-S Connection Student Motivation Keeping students motivated to learn English can be a challenge, especially if they do not see the immediate relevance or importance of learning the language.  Problems with Applying the L-C-S Connection Parental Involvement Teachers may struggle with getting parents involved in their children’s English learning, particularly if the parents themselves are not proficient in English.  Problems with Applying the L-C-S Connection Standardized Testing Pressure Teachers may feel pressured to teach to the test, focusing on rote memorization rather than fostering a deep understanding of the language and its cultural context.  Problems with Applying the L-C-S Connection Keeping Up with Pedagogical Trends Teachers may find it difficult to keep up with the latest trends in English language teaching, such as the use of technology in the classroom or new approaches to teaching grammar.  Problems with Applying the L-C-S Connection Professional Development Teachers may lack opportunities for professional development, making it hard for them to improve their teaching skills and stay updated on the latest research in English language teaching.  Problems with Applying the L-C-S Connection Workload English language teachers often have a heavy workload, including lesson planning, grading, and administrative tasks.  Language Learning Environments They are the physical or virtual setting in which language learning occurs.  Language Learning Environments Classroom-based Language instruction occurs in a traditional classroom setting.  Language Learning Environments Language Labs They are equipped with audio and visual aids can provide an immersive language learning environment.  Language Learning Environments Online-based Language courses are available on online platforms that allow learners to access them from anywhere and at any time.  Language Learning Environments Immersive Learners are exposed to the language in a natural context, such as living with native speakers or participating in language exchange programs.  Language Learning Environments Study Abroad Learners can learn a language in the country where it is spoken through study abroad programs.  Language Learning Environments Home-based Learners can study a language at home, either through self-study or with the help of a tutor or language learning software.  Language Learning Environments Social Media-based Language learning materials, communication with native speakers, and language learning groups are available on social media platforms.  Language Learning Environments Language Exchange Groups These are informal gatherings (physical or virtual) where people interested in learning languages come together.  Language Learning Environments Community-based Learners can participate in community events, volunteer work, and language exchange programs to learn a language.  QUIZ – TWO CHOICES Which of the following does a language barrier make more difficult to do? A.Intrapersonal communication B.Understand cultural nuances  QUIZ – TWO CHOICES Pressure from standardized testing typically results in which of the following? A.Enhanced learning B.Increased stress  QUIZ – TWO CHOICES Intrinsic student motivation is more influenced by which of the following? A.Interests B.Rewards  QUIZ – TWO CHOICES Compared to other learning methods, classroom- based learning typically provides more of which of the following? A.Structure B.Flexibility  QUIZ – TWO CHOICES Which of the following is a unique benefit of studying abroad? A.Cultural Immersion B.Academic Advancement  QUIZ – TWO CHOICES Which of the following skills is most directly improved by participating in language exchange groups? A.Writing Skills B.Conversation Skills  Creating a Conducive Language Learning Environment Create a Welcoming Environment Make the classroom a safe and welcoming space for all students.  Creating a Conducive Language Learning Environment Encourage Peer Learning Encourage students to learn from each other. Creating a Conducive Language Learning Environment Incorporate Technology Use technology to enhance learning.  Creating a Conducive Language Learning Environment Provide Constructive Feedback Provide students with constructive feedback on their language use.  Creating a Conducive Language Learning Environment Set Realistic Goals Set realistic and achievable goals for language learning to give them a clear sense of direction.  Creating a Conducive Language Learning Environment Engage Parents Engage parents in their children’s language learning through regular communication.  Creating a Conducive Language Learning Environment Encourage Student Participation Encourage students to actively participate in class through group discussion, presentation, or interactive activities.  Creating a Conducive Language Learning Environment Use Varied Teaching Methods Different students have different learning styles.  Creating a Conducive Language Learning Environment Promote Growth Mindset Encourage students to have a growth mindset – the belief that their abilities can improve with effort and practice. Thank you, Eagles!