2.2 Elements of culture  (Page 6/25)

Even while it constantly evolves, language continues to shape our reality. This insight was established in the 1920s by two linguists, Edward Sapir and Benjamin Whorf. They believed that reality is culturally determined, and that any interpretation of reality is based on a society’s language. To prove this point, the sociologists argued that every language has words or expressions specific to that language. In the United States, for example, the number 13 is associated with bad luck. In Japan, however, the number four is considered unlucky, since it is pronounced similarly to the Japanese word for “death.”

The Sapir-Whorf hypothesis    is based on the idea that people experience their world through their language, and that they therefore understand their world through the culture embedded in their language. The hypothesis, which has also been called linguistic relativity, states that language shapes thought (Swoyer 2003). Studies have shown, for instance, that unless people have access to the word “ambivalent,” they don’t recognize an experience of uncertainty due to conflicting positive and negative feelings about one issue. Essentially, the hypothesis argues, if a person can’t describe the experience, the person is not having the experience.

In addition to using language, people communicate without words. Nonverbal communication is symbolic, and, as in the case of language, much of it is learned through one’s culture. Some gestures are nearly universal: smiles often represent joy and crying often represents sadness. Other nonverbal symbols vary across cultural contexts in their meaning. A thumbs-up, for example, indicates positive reinforcement in the United States, whereas in Russia and Australia, it is an offensive curse (Passero 2002). Other gestures vary in meaning depending on the situation and the person. A wave of the hand can mean many things, depending on how it’s done and for whom. It may mean “hello,” “goodbye,” “no thank you,” or “I’m royalty.” Winks convey a variety of messages, including “We have a secret,” “I’m only kidding,” or “I’m attracted to you.” From a distance, a person can understand the emotional gist of two people in conversation just by watching their body language and facial expressions. Furrowed brows and folded arms indicate a serious topic, possibly an argument. Smiles, with heads lifted and arms open, suggest a lighthearted, friendly chat.

Is the united states bilingual?

In 1991, when she was 6 years old, Lucy Alvarez attended a school that allowed for the use of both English and Spanish. Lucy’s teacher was bilingual, the librarian offered bilingual books, and many of the school staff spoke both Spanish and English. Lucy and many of her classmates who spoke only Spanish at home were lucky. According to the U.S. Census, 13.8 percent of U.S. residents speak a non-English language at home. That’s a significant figure, but not enough to ensure that Lucy would be encouraged to use her native language in school (Mount 2010).

Lucy’s parents, who moved to Texas from Mexico, struggled under the pressure to speak English. Lucy might easily have gotten lost and left behind if she’d felt the same pressure in school. In 2008, researchers from Johns Hopkins University conducted a series of studies on the effects of bilingual education (Slavin et al. 2008). They found that students taught in both their native tongue and English make better progress than those taught only in English.

Technically, the United States has no official language. But many believe English to be the rightful language of the United States, and over 30 states have passed laws specifying English as the official tongue. Proponents of English-only laws suggest that a national ruling will save money on translation, printing, and human resource costs, including funding for bilingual teachers. They argue that setting English as the official language will encourage non-English speakers to learn English faster and adapt to the culture of the United States more easily (Mount 2010).

Groups such as the American Civil Liberties Union (ACLU) oppose making English the official language, claiming that it violates the rights of non-English speakers. English-only laws, they believe, deny the reality of our nation’s diversity and unfairly target Latinos and Asians. They point to the fact that much of the debate on this topic has risen since 1970, a time when the United States experienced new waves of immigration from Asia and Mexico.

Today, a lot of product information gets written in multiple languages. Enter a store like Home Depot and you’ll find signs in both English and Spanish. Buy a children’s product and the safety warnings will be presented in multiple languages. While marketers are financially motivated to reach the largest number of consumers possible, this trend also may help people acclimate to a culture of bilingualism.

Studies show that most American immigrants eventually abandon their native tongue and become fluent in English. Bilingual education helps with that transition. Today, Lucy Alvarez is an ambitious and high-achieving college student. Fluent in both English and Spanish, Lucy is studying law enforcement, a field that seeks bilingual employees. The same bilingualism that contributed to her success in grade school will help her thrive professionally as a law officer serving her community.

Summary

A culture consists of many elements, such as the values and beliefs of its society. Culture is also governed by norms, including laws, mores, and folkways. The symbols and language of a society are key to developing and conveying culture.

Short answer

Further research

The science-fiction novel, Babel-17 , by Samuel R. Delaney was based upon the principles of the Sapir-Whorf hypothesis. Read an excerpt from the novel here: (External Link)

References

Mount, Steve. 2010. “Constitutional Topic: Official Language.” USConstitution.net , last modified January 24. Retrieved January 3, 2012 ( (External Link) ).

OED Online . 2011. Oxford University Press. Retrieved May 5, 2011 ( (External Link) ).

Passero, Kathy. 2002. “Global Travel Expert Roger Axtell Explains Why.” Biography July:70–73,97–98.

Slavin, R. E., A. Cheung, C. Groff, and C. Lake. 2008. “Effective Reading Programs for Middle and High Schools: A Best-Evidence Synthesis.” Reading Research Quarterly 43(3):290–322.

Sumner, William G. 1906. Folkways: A Study of the Sociological Importance of Usages, Manners, Customs, Mores, and Morals . New York: Ginn and Co.

Swoyer, Chris. 2003. “The Linguistic Relativity Hypothesis.” In The Stanford Encyclopedia of Philosophy , edited by E. N. Zalta, Winter. Retrieved May 5, 2011 ( (External Link) ).

Vaughan, R. M. 2007. “Cairo’s Man Show.” Utne Reader March–April:94–95.

Weber, Bruce. 2001. “Harold Garfinkel, a Common-Sense Sociologist, Dies at 93.” The New York Times , May 3. Retrieved February 10, 2012 ( (External Link) ).

Westcott, Kathryn. 2008. “World’s Best-Known Protest Symbol Turns 50.” BBC News , March 20. Retrieved January 3, 2012 ( (External Link) ).