World English refers to the English language as a lingua franca used in business, trade, diplomacy and other spheres of global activity, while World Englishes refers to the different varieties of English and English-based creoles developed in different regions of the world, Smith and Forman (1997), and Thumboo (2001b).
Language and Thought The Sapir-Whorf HypothesisOne of the most .docxDIPESH30
Language and Thought: The Sapir-Whorf Hypothesis
One of the most important and long-standing debates in studies of language and
behavior involves the relationship between language and thought processes. This
relationship is particularly important to the cross-cultural study of language
because each culture is associated with a given language as a vehicle for its expression.
How does culture influence language? And how does language influence
culture?
The Sapir-Whorf hypothesis, also referred to as linguistic relativity, suggests
that speakers of different languages think differently, and that they do so because
of the differences in their languages. Because different cultures typically have different
languages, the Sapir-Whorf hypothesis is especially important for understanding
cultural differences (and similarities) in thought and behavior as a function
of language.
The Sapir-Whorf hypothesis is important to verify, because if correct, it suggests
that people of different cultures think differently, just by the very nature,
structure, and function of their language. Their thought processes, their associations,
their ways of interpreting the world—even the same events we perceive—
may be different because they speak a different language and this language has
helped shape their thought patterns. This hypothesis also suggests that people who
speak more than one language may actually have different thought patterns when
speaking different languages.
Many studies have examined language–cognition issues since Edward Sapir
and Benjamin Whorf first proposed their hypothesis in the 1950s. In one of the
earliest language studies, Carroll and Casagrande (1958) compared Navajo and
English speakers. They examined the relationship between the system of shape classification
in the Navajo language and the amount of attention children pay to
shape when classifying objects. Similar to the Japanese language described earlier
in this chapter, the Navajo language has the interesting grammatical feature that
certain verbs of handling (for example, “to pick up,” “to drop”) require
special linguistic forms depending on what kind of object is being handled. A total
of 11 such linguistic forms describe different shapes—round spherical objects, round
thin objects, long flexible things, and so forth. Noting how much more complex this
linguistic feature is in Navajo than in English, Carroll and Casagrande (1958)
Culture, Language, and Communication 241
suggested that such linguistic features might play a role in influencing cognitive processes.
In their experiment, they compared Navajo- and English-dominant children to
see how often they used shape, form, or type of material to categorize objects. The
Navajo-dominant children were significantly more likely to categorize by shape than
were the English-dominant children. In the same study, Carroll and Casagrande
(1958) also reported that the performance of low-income African American Englishspeaking
children was similar ...
World English refers to the English language as a lingua franca used in business, trade, diplomacy and other spheres of global activity, while World Englishes refers to the different varieties of English and English-based creoles developed in different regions of the world, Smith and Forman (1997), and Thumboo (2001b).
Language and Thought The Sapir-Whorf HypothesisOne of the most .docxDIPESH30
Language and Thought: The Sapir-Whorf Hypothesis
One of the most important and long-standing debates in studies of language and
behavior involves the relationship between language and thought processes. This
relationship is particularly important to the cross-cultural study of language
because each culture is associated with a given language as a vehicle for its expression.
How does culture influence language? And how does language influence
culture?
The Sapir-Whorf hypothesis, also referred to as linguistic relativity, suggests
that speakers of different languages think differently, and that they do so because
of the differences in their languages. Because different cultures typically have different
languages, the Sapir-Whorf hypothesis is especially important for understanding
cultural differences (and similarities) in thought and behavior as a function
of language.
The Sapir-Whorf hypothesis is important to verify, because if correct, it suggests
that people of different cultures think differently, just by the very nature,
structure, and function of their language. Their thought processes, their associations,
their ways of interpreting the world—even the same events we perceive—
may be different because they speak a different language and this language has
helped shape their thought patterns. This hypothesis also suggests that people who
speak more than one language may actually have different thought patterns when
speaking different languages.
Many studies have examined language–cognition issues since Edward Sapir
and Benjamin Whorf first proposed their hypothesis in the 1950s. In one of the
earliest language studies, Carroll and Casagrande (1958) compared Navajo and
English speakers. They examined the relationship between the system of shape classification
in the Navajo language and the amount of attention children pay to
shape when classifying objects. Similar to the Japanese language described earlier
in this chapter, the Navajo language has the interesting grammatical feature that
certain verbs of handling (for example, “to pick up,” “to drop”) require
special linguistic forms depending on what kind of object is being handled. A total
of 11 such linguistic forms describe different shapes—round spherical objects, round
thin objects, long flexible things, and so forth. Noting how much more complex this
linguistic feature is in Navajo than in English, Carroll and Casagrande (1958)
Culture, Language, and Communication 241
suggested that such linguistic features might play a role in influencing cognitive processes.
In their experiment, they compared Navajo- and English-dominant children to
see how often they used shape, form, or type of material to categorize objects. The
Navajo-dominant children were significantly more likely to categorize by shape than
were the English-dominant children. In the same study, Carroll and Casagrande
(1958) also reported that the performance of low-income African American Englishspeaking
children was similar ...
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
1. Language Attitudes
The same range of language attitudes found in spoken language communities can also be
found in Deaf communities. The most crucial attitudes Sign languages 93 are those that
pertain to the very status of sign languages as viable linguistic systems. These attitudes
have always had a very direct effect on the education of deaf children. As eminent a
linguist as Leonard Bloomfield stated that “gesture languages [were] merely
developments of ordinary gestures and that any and all complicated or not immediately
intelligible gestures are based on the conventions of ordinary speech (1933: 39), and
further that “elaborate systems of gesture, deaf-and-dumb language, signaling codes,
the use of writing, telegraphy and so on, turn out, upon inspection, to be merely
derivatives of language” (p. 144). More recently, Griffey, an influential educator of deaf
children in Ireland, has stated that “sign language is quite dependent on concrete
situations and mime. Its informative power can be very limited without knowledge of a
majority language such as English, French, etc.” (1994: 28).
2. Even though the education of deaf children started very promisingly in France and in the
United States with sign language as the medium of instruction, opinions about the
inherent superiority of spoken languages prevailed both in Europe and in the United
States even before the famous conference on deaf education held in Milan in 1880
where it was resolved that speech should take precedence over signs in the teaching of
deaf children and, in fact, that the use of signs would interfere with the learning of
speech and lip reading. As early as the 1840s, the movement for the oral education of
deaf children – using spoken English, for example, as the medium of instruction and
teaching them to speak English to the exclusion of ASL – was rapidly gaining momentum,
partly due to a cultural change in the United States involving views on creationism and
evolution. As Baynton states: “Most of the former [teachers of the deaf] came of age
before the publication of Darwin’s Origin of the Species in 1859, and had constructed
their understanding of the world around the theory of immediate creation. Most of
those opposed to the use of sign language belonged to a younger generation whose
worldview was built upon an evolutionary understanding of the world” (1996: 36–37).
3. Similar perceptions have been found in Deaf communities in other
countries. Kyle and Woll (1985) found that when research on sign language
began, deaf people had no label for their language other than “signing” and
did not realize that it was a language. In Ireland, Burns (1998) found that
only two-thirds of deaf subjects recognized Irish Sign Language as a language
and a number of labels such as “broken,” “ugly,” and “telegraphic” have
been used by deaf people to describe their language (Edwards & Ladd
1983). However, as with the use of sign languages as the medium of
instruction for deaf children, deaf perspectives on the status of sign
languages have slowly brightened, helped no doubt by large international
gatherings such as Deaf Way I (1988) and Deaf Way II (2002), conferences
and celebrations of Deaf culture and sign language held in Washington, DC.
Deaf Way I was attended by over 6,000 people and Deaf Way II by 10,000
people from all over the world
4. Teachers of deaf children have of course also formed attitudes about the languages
in question. Training for teachers of the deaf has recently begun to focus on the
use of sign language as the medium of instruction in conjunction with literacy in
the majority language. Training programs even in the recent past did not require
sign language skills and most often required teachers to learn one of the various
manual codes devised to represent the spoken language. Examples of these codes
include Signing Exact English or SEE (Gustason, Pfetzing & Zawolkow 1975),
5. Discourse analysis As with spoken languages, the discourse of natural sign
languages is structured and subject to sociolinguistic description (Metzger &
Bahan 2001), and there are as many discourse genres in sign languages –
conversations, narratives, lectures, sermons, and so forth – as can be found
in spoken languages. In addition, the frequent need for sign language
interpreters has given rise to a genre of interpreted discourse, subject to
specific constraints. Some of these constraints are also very specific to the
legal, educational, or medical setting in which the interpreting is taking
place. Research on sign language discourse can best be described in terms of
the approaches to discourse outlined by Schiffrin (1994). For example, with
regard to speech act theory (Austin 1962
6. Interactional sociolinguistics has proven to be a fruitful lens through which to
view sign language discourse. Signers may show their loyalties and how they
perceive a speech event in a variety of ways: by choosing to sign ASL, by
signing and talking simultaneously, by speaking English with voice (with no
signing at all), or by mouthing voicelessly. Researchers analyzing interactions
can readily observe these choices. Sign languages are also used to establish or
reinforce social relations and to control the behavior of others. For example,
Mather (1987; Mather et al. 2006) has explored adult–child interaction in
elementary school classrooms and also the discourse particular to TTY
(teletypewriter) conversations between deaf interlocutors (1991).