This document discusses the relationship between language and culture. It makes three key points:
1) Language is the primary means of transmitting culture from one generation to the next and helps establish shared cultural identities.
2) The structure of a language influences how its speakers view and categorize the world, as demonstrated by the Sapir-Whorf hypothesis. Different languages encourage different conceptualizations.
3) Culture strongly influences language acquisition and use, affecting vocabulary, social conventions around self-reference, and high- versus low-context communication styles. Language both shapes and is shaped by the cultures of its speakers.
Social factors governing language variationZaraAnsari6
It is a presentation, presenting some social factors that govern language. All the factors are really well elaborated separately with no ambiguity. This presentation will be very beneficial for students to learn about social factors governing language variation.
Social factors governing language variationZaraAnsari6
It is a presentation, presenting some social factors that govern language. All the factors are really well elaborated separately with no ambiguity. This presentation will be very beneficial for students to learn about social factors governing language variation.
This ppt is all about Culture and linguistics relativity that is a part of sociolinguistics' subject.
I hope you would find all your quires here and it will help you alot.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Language
Mean of communication
Primary vehicle of communication
Through language
We establish & maintain the
relationship
We transmit our culture
We categories the world
We Interpret & organize the reality
3. Cont
Language separates us from other species of
animals
This single human trait makes us unique from
animals.
We cannot be human without a language
4. Three main function of language
Cultural perspective: it is primary
means of preserving the culture and
medium of transmitting the culture of
the new generations.
It helps establish and preserve
community by linking individuals into
communities of shared identity.
Societal level: it is important to all
aspect of human interaction because it
often related to the political goals.
5. Culture
Characteristics shared by community
Distinguish by other communities
Learn by other people
Different communities have some
common or different characteristics
In culture we mostly include eminent
characteristics that exist rare in others
6. Relationship between language
and culture
Structure of language determines the
way the language that a speaker of that
language view the language of world.
Culture is reflected in language cultural
requirement do not determine structure
of language but influence how it used.
8. The Sapir-Whorf Hypothesis
Sapir (1929)
Human beings do not live in the soceity alone. Language of the
society predispose certain choices of interpretation about how we
view the world.
Whorf (1930s)
We dissect nature along lines laid down by our native languages. We
categorise objects in the scheme laid by the language and if we do
not subscribe to these classification we cannot talk or communicate.
9. Cont’d
The Sapir-Whorf Hypothesis consists of two
associated principle:
1. Linguistic Determinism
2. Linguistic Relativity
Linguistic Determinism: Language may
determine our thinking patterns, the way we
view and think about the world. Linguistic
Determinism is also called «strong
determinism»
10. cont
One well-known example Whorf used to support his
theory was the number of words the Eskimo
Language has for ‘snow for example ‘apun’ snow
on the ground ‘qanikca’ hard snow on the qround ‘
etc.
Arabic has many words for different kinds of
camels,in Chinese there is only one term luotuo and
in English there is camel
11. Linguistic Relativity: the less similar the
languages more diverse their
conceptualization of the world; different
languages view the worl differently.
12. Cont’d
2. Linguistic relativity
Speakers of different languages
perceive the world differently
Language influence thinking
Linguistic difference between cultures
are associated with cultural difference
in thinking
View points vary from language to
language.
13. The structure doesn't determine the
view but is still extremely influential in
predisposing speakers of a language
towards adopting a particular world
view
Different languages represent different
ways of thinking about the world
around us.
14. The Whorfian perspective is that
translation between one language
and another is at the very least,
problematic, and sometimes
impossible.
. One such example is of the
Punjabi word “joot.”
15. There is closest relationship between
language and thought. Language may
not determine the way we think but it
does influence the way we perceive and
remember and it affects the ease with
which we perform mental task.
16. Effect of culture on language
Culture influences language acquisition from
the very early stage through the entire
developmental process.
Culture influences all aspects of language.
It is through use of language the an individual
is transformed into agent of culture.
17. Cont,
Culture has a powerful influence on verbal and
nonverbal encoding and decoding processes.
Culture affects not only language lexicons, but
also the function and/or pragmatics.
Change in society may produce corresponding
linguistic changes
18. Language differences across
cultures
Culture and Lexicons
Self-Other Referents
In U.S., the use of “I”, “we”, is prevalent, but
in Japan there are cultural rules governing
how to refer self and other. It is dependent
largely on the status relationship between
you and the other person.
This reflects importance of status and group
differentiation in Japan.
19. High vs. Low Context
Cultures
This has to do with the extend to which the specific
contents of messages are spelled out.
In Low Context Cultures, everything is made crystal
clear; no need to read between the lines. “What part
of ‘NO’ don’t you understand” mode of
communicating.
The opposite is true for High context Cultures. If you
don’t read between the lines and understand the
cultural context of the words used, you won’t get the
meaning of what was said.