language and culture essay

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The 8 Main Ways Language and Culture Are Related

Learning about different cultures helps us approach languages with new insight. It allows us to delve deeper into the meaning of  words and expressions  and helps us feel more connected to each other.

Read on to explore the relationship between language and culture more deeply. Hopefully, when you’re done, you’ll have a new appreciation for the language you’re currently studying as well as the culture it comes from. 

What Does Language Have to Do with Culture?

1. language reflects the values and beliefs of a culture, 2. language reflects our perception of the world, 3. language gives us a away to express our culture, 4. language allows for transmission of culture, 5. language shapes perceptions, 6. language gives us identity and belonging, 7. language holds cultural norms and etiquette, 8. language reflects cultural innovation and change, historical perspective: the link between the history of a culture and its language, use ancient terms as cultural examples, look for footprints left by other cultures on a language, note the ever-evolving meaning of words, how this understanding affects your language learning journey, and one more thing....

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To answer this question, let’s think about the purpose of language .

Language allows us to express our thoughts and feelings as well as communicate and share knowledge with one another.

You won’t fully master a language unless you understand the culture, just like you’ll never fully understand a culture until you’ve immersed yourself in a study of their language. This is because language is constantly in flux and largely dependent on the ever-evolving views, values and customs of its speakers.

Let’s look at just how connected they really are.

The differences between two cultures are reflected in their languages . Mastering the nuances of a language means really being able to understand people who (more than likely) grew up with an entirely different set of values and beliefs. 

Taking a look at common expressions and idioms gives you a glimpse into what a society deems important.

For example, the vast number of Chinese idioms relating to family demonstrates the value they place on this relationship and tells us a little about the family construct.

You can find lots of examples of the historical and cultural values reflected in typical English expressions and idioms by just listening to an episode of NPR’s radio program “A Way with Words.”

Have you ever heard the phrase “A Whistle in the Dark” or noticed any of the other words and expressions for the word courage ? Such observations would lead an English learner to believe that bravery is a highly coveted attribute in English-speaking societies.

But that’s not the only connection between language and culture.

Language affects the way we perceive the world and therefore, how we choose to interact with it.

When discussing language and perception, most linguists will probably point you to the Sapir-Whorf hypothesis , which states that the limits and structure of language determines their user’s thoughts and actions. This hypothesis is supported by professor Lera Boroditsky who wrote a whole paper on the topic of linguistic relativity .

Those who study linguistic relativity often explore the concept of time and space between languages. Boroditsky found that while English speakers view time horizontally (i.e., the past is behind us or to the left and the future is ahead or to the right), Mandarin speakers are more likely to view time vertically (i.e. the order of events is viewed from top to bottom).

Others have studied the connection between  bilingualism and personality , finding that when people switch languages they also seem to “switch” their personality to fit the language, shifting their way of thinking to reflect that of the people who speak the respective language. 

Language reflects perception, but also the history of a culture and explains why certain ideas and beliefs are so prominent and profound.

A great way to expose yourself to a culture’s unique perspective and values is to engage with native media produced by people from that culture . One way you can do this is by using an immersion program such as FluentU .

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Language is a medium for artistic expression, including literature, poetry, music and theater, so it’s not a stretch to say that language literally allows us to express our culture in all its forms.

These forms of cultural expression not only enrich the language but also provide insights into the values, aesthetics and creativity of a culture.

Language is the primary vehicle for transmitting culture from one generation to the next.

Through language, traditions, stories, rituals and historical accounts are passed down , helping to maintain cultural identity and cohesion.

Think of the lessons, morals and stories that your grandparents and parents gave to you through language, and soon you’ll realize that language is a delivery device for all things culture.

The language we speak shapes our perceptions and worldview.

Different languages have unique ways of expressing concepts and experiences , influencing how speakers perceive and interpret the world around them.

For example, in Turkish, the past tense changes depending on whether the speaker has actually seen the action with their own eyes, or if they merely heard about the action taking place.

Language is a fundamental aspect of personal and group identity.

Speaking a particular language can foster a sense of belonging to a specific cultural community, while language loss or suppression can lead to feelings of alienation and cultural disconnection.

Just think of the Native American tribes that have lost their languages through various processes including the introduction of English and Spanish. These tribes, on average, have higher rates of poverty and shorter lifespans, compared with tribes whose language is prospering.

Language often contains implicit cultural norms and etiquette.

Understanding the nuances of language usage, such as appropriate forms of address, greetings and expressions of politeness , is essential for effective communication within a cultural context.

For example, if you walked up to a Japanese person you never met, said hello, told them about your day and then kissed them, they might be totally freaked out. If you did the same to a French person, they’d accept it as normal.

Language is dynamic and continually evolves, often influenced by cultural changes and interactions.

New words, expressions and linguistic conventions emerge as cultures evolve, reflecting shifts in societal values, technology, and global influences.

This also tells us a lot about cultural power dynamics. Think of the word “internet” for example. Many languages use this word even though it originated in English, where much of the internet-related businesses were founded.

Understanding a culture’s history allows you to form some idea of how and why certain words came to mean what they do. For example, in Mandarin, 心 (Xīn)  is often directly translated to “heart” in English. However, the word also refers to the mind and one’s emotions.

The meaning of the word is an important concept in Daoist teachings and makes those teachings much more accessible to Mandarin speakers.

The history of a culture explains the power a term or idea can carry in a language, but it also explains the existence of certain linguistic elements.

To really understand a language, you also have to ask yourself about the influence of other cultures on it.

The English language is a perfect example of mixing cultures and language. The Germanic Anglo-Normans and Latin-based French essentially planted the seed for English as we know it to grow.

Learning all about its history will help you understand the meaning behind certain words and phrases with Latin roots , as well as other words of foreign language descent .

English isn’t the only example of a language with a rich history. If you’re studying one of the Romance languages, it helps to learn about European history and the spread of Latin.

Maybe you’re learning Spanish and wondering why there are so many words that start with  al ? Spanish has many words of Arabic origin due to the  Islamic conquest of Spain , such as al fombra  (rug, carpet),  al mohada  (pillow) and  al godón (cotton).

Knowing the history of a culture is not just a way to get clarification, it also shows how words have evolved to reflect the current cultural climate.

When looking at etymology (the study of word origins and development), you’ll find that many words once meant one thing but now mean something else entirely.

In the past, it was almost impossible to pinpoint the redefining moments for these words. The broadening or dissolution of their original meanings tended to just happen slowly over time with usage. Nowadays, we can study this much more closely.

Words can evolve in various ways. Sometimes they can start out as harmless phrases but evolve to be quite rude, like the word “bimbo” which has its roots in the Italian word  “bambino” (little child). In English, this originally referred to an unintelligent man, but over time it came to be quite a derogatory term for an attractive, but not very bright, woman.

Another example is the word “awesome.” Its root is “awe” which used to be synonymous with “dread.” The word maintained that connotation until around the late 1970s when people started using it to describe great things.

As you can see, our ever-developing culture forces language to develop alongside it . 

Being able to understand the culture behind a language can help immeasurably in understanding the connotations of a word , especially when there’s no equivalency in your own language. Not doing so can cause some embarrassing or offensive situations.

Take a language like Japanese that has words that are closely tied to the culture. The Japanese don’t just have formal and informal forms, but honorific and humble forms as well. This is referred to as keigo .

When trying to master another language, the best thing to do is to go in without any expectations or preconceived notions and focus on understanding the culture behind it.

Now that you’ve learned about the deep connection between language and culture, you may be interested in watching this super interesting TEDx talk on the subject:

When you take that understanding of culture and apply it as you learn the language, you start to have a whole new appreciation for the language you’re studying.

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The power of language: How words shape people, culture

Speaking, writing and reading are integral to everyday life, where language is the primary tool for expression and communication. Studying how people use language – what words and phrases they unconsciously choose and combine – can help us better understand ourselves and why we behave the way we do.

Linguistics scholars seek to determine what is unique and universal about the language we use, how it is acquired and the ways it changes over time. They consider language as a cultural, social and psychological phenomenon.

“Understanding why and how languages differ tells about the range of what is human,” said Dan Jurafsky , the Jackson Eli Reynolds Professor in Humanities and chair of the Department of Linguistics in the School of Humanities and Sciences at Stanford . “Discovering what’s universal about languages can help us understand the core of our humanity.”

The stories below represent some of the ways linguists have investigated many aspects of language, including its semantics and syntax, phonetics and phonology, and its social, psychological and computational aspects.

Understanding stereotypes

Stanford linguists and psychologists study how language is interpreted by people. Even the slightest differences in language use can correspond with biased beliefs of the speakers, according to research.

One study showed that a relatively harmless sentence, such as “girls are as good as boys at math,” can subtly perpetuate sexist stereotypes. Because of the statement’s grammatical structure, it implies that being good at math is more common or natural for boys than girls, the researchers said.

Language can play a big role in how we and others perceive the world, and linguists work to discover what words and phrases can influence us, unknowingly.

How well-meaning statements can spread stereotypes unintentionally

New Stanford research shows that sentences that frame one gender as the standard for the other can unintentionally perpetuate biases.

Algorithms reveal changes in stereotypes

New Stanford research shows that, over the past century, linguistic changes in gender and ethnic stereotypes correlated with major social movements and demographic changes in the U.S. Census data.

Exploring what an interruption is in conversation

Stanford doctoral candidate Katherine Hilton found that people perceive interruptions in conversation differently, and those perceptions differ depending on the listener’s own conversational style as well as gender.

Cops speak less respectfully to black community members

Professors Jennifer Eberhardt and Dan Jurafsky, along with other Stanford researchers, detected racial disparities in police officers’ speech after analyzing more than 100 hours of body camera footage from Oakland Police.

How other languages inform our own

People speak roughly 7,000 languages worldwide. Although there is a lot in common among languages, each one is unique, both in its structure and in the way it reflects the culture of the people who speak it.

Jurafsky said it’s important to study languages other than our own and how they develop over time because it can help scholars understand what lies at the foundation of humans’ unique way of communicating with one another.

“All this research can help us discover what it means to be human,” Jurafsky said.

Stanford PhD student documents indigenous language of Papua New Guinea

Fifth-year PhD student Kate Lindsey recently returned to the United States after a year of documenting an obscure language indigenous to the South Pacific nation.

Students explore Esperanto across Europe

In a research project spanning eight countries, two Stanford students search for Esperanto, a constructed language, against the backdrop of European populism.

Chris Manning: How computers are learning to understand language​

A computer scientist discusses the evolution of computational linguistics and where it’s headed next.

Stanford research explores novel perspectives on the evolution of Spanish

Using digital tools and literature to explore the evolution of the Spanish language, Stanford researcher Cuauhtémoc García-García reveals a new historical perspective on linguistic changes in Latin America and Spain.

Language as a lens into behavior

Linguists analyze how certain speech patterns correspond to particular behaviors, including how language can impact people’s buying decisions or influence their social media use.

For example, in one research paper, a group of Stanford researchers examined the differences in how Republicans and Democrats express themselves online to better understand how a polarization of beliefs can occur on social media.

“We live in a very polarized time,” Jurafsky said. “Understanding what different groups of people say and why is the first step in determining how we can help bring people together.”

Analyzing the tweets of Republicans and Democrats

New research by Dora Demszky and colleagues examined how Republicans and Democrats express themselves online in an attempt to understand how polarization of beliefs occurs on social media.

Examining bilingual behavior of children at Texas preschool

A Stanford senior studied a group of bilingual children at a Spanish immersion preschool in Texas to understand how they distinguished between their two languages.

Predicting sales of online products from advertising language

Stanford linguist Dan Jurafsky and colleagues have found that products in Japan sell better if their advertising includes polite language and words that invoke cultural traditions or authority.

Language can help the elderly cope with the challenges of aging, says Stanford professor

By examining conversations of elderly Japanese women, linguist Yoshiko Matsumoto uncovers language techniques that help people move past traumatic events and regain a sense of normalcy.

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The Relationship between Language and Culture

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Language, Culture and Curriculum

claire kramsch

Saima Jafri

The current study examines the literature linked with the significance of culture in learning a second language .In the last few decades there has been considerable research on the role culture plays in language education. It is not possible to divorce cultural phenomenon from language instruction in modern times. The basic thesis of the study is that successful communication is not just about language ability but about cultural understanding as well. Thus, Language teaching has to focus not just on improving and enhancing communicative competence but cultural competence also has to be inculcated among the learners. The teaching of culture has the potential to create compassion and reverence among the learners toward diverse customs of the world. The integration of culture in language learning can promote cultural insightfulness and a broader outlook. Introduction When it comes to learning a second language, culture appears as a neglected aspect both in curriculum and pedagogy. Learners enter the Second Language class room with their own distinctive culture and it is important for them to get acquainted and even to acquire the culture of the second language to succeed at the new language. Since culture is embedded in the very language we speak, second language learning is connected with cultural acquisition at the very core.

International Journal of English Language and Translation Studies

The present study aimed at presenting the historical background of the emergence of culture in language learning and how it can be correlated with the language learners. In fact, by providing various definitions of culture and the role it might play in the process of language learning, whether directly or indirectly, this research provides a clear-cut overview of culture and its application among the people as well as their communication in the society. Moreover, the relationship between culture and language learning is also taken into account. To this end, basic definitions of culture in different research studies are investigated moving toward finding a path to make a connection between language and culture. Therefore, a review of studies on the relationship between language learning and culture is provided to account for the possible effectiveness of benefiting from culture in the language learning process in that the learning context (i.e. foreign or second language) can be affected by the culture of the teachers as well as the learners. This demands that both teachers and learners should be aware of cultural issues surrounding the language and the fact that it can be beneficial for the process of language learning. If learner are consciously involved in the culture of the language they are learning, they certainly can have better performance and understand the language more tangibly.

Sumera Umrani

The current study examines the literature linked wi th the significance of culture in learning a second language .In the last few decades th re has been considerable research on the role culture plays in language education. It is not p ssible to divorce cultural phenomenon from language instruction in modern times. The basic the sis of the study is that successful communication is not just about language ability bu t about cultural understanding as well. Thus, Language teaching has to focus not just on improvin g a d enhancing communicative competence but cultural competence also has to be inculcated a mong the learners. The teaching of culture has the potential to create compassion and reverenc among the learners toward diverse customs of the world. The integration of culture in la guage learning can promote cultural insightfulness and a broader outlook.

Applied Linguistics

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There are different views on the relationship between language and culture. Some consider them as separate entities one being a code-system and the other a system of beliefs and attitudes. Some believe in a cause and effect relationship between the two; and yet others argue for a co-evolutionary mode of interrelation. This paper will subscribe to the Hallidayan co-evolutionary view of the relationship (cf. Halliday 1991), presenting the view that language and culture are both integrated into a unique socio-semiotic system always interacting with one another for the successful functioning of the system. It will discuss some aspects of this interaction and the implications for ESL/EFL education programs.

sheeraz ali , Bahram Kazemian , Israr Hussain

English has been designated as a source of intercultural communication among the people from diverse linguistic and cultural backgrounds. A range of linguistic and cultural theories contribute meaningful insights on the development of competence in intercultural communication. The speculations suggest the use of communicative strategies focusing on the development of learners’ efficiency in communicating language through cultural context. However, the teaching of culture in communication has not been paid due importance in a number of academic and language settings of Pakistan and Iran. This assignment study indicates problems in view of teaching English as a medium of instruction in public sector colleges of interior Sindh, Pakistan and prescribed textbooks in Iranian schools. It also aims to identify drawbacks and shortcoming in prescribed textbooks for intermediate students at college level and schools. Therefore, the assignment study recommends integration of cultural awareness into a language teaching programme for an overall achievement of competence in intercultural communication.

Missou Princess

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5.1: Language

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THE IMPORTANCE OF HUMAN LANGUAGE TO HUMAN CULTURE

Human language can be considered a culture’s most important feature since complex human culture could not exist without language and language could not exist without culture. They are inseparable because language encodes culture and provides the means through which culture is shared and passed from one generation to the next. Humans think in language and do all cultural activities using language. It surrounds our every waking and sleeping moments, although we do not usually think about its importance. For that matter, humans do not think about their immersion in culture either, much as fish, if they were endowed with intelligence, would not think much about the water that surrounds them. Without language and culture, humans would be just another great ape. Anthropologists must have skills in linguistics so they can learn the languages and cultures of the people they study.

All human languages are symbolic systems that make use of symbols to convey meaning. A symbol , as defined in Chapter 2, anything, verbal or non-verbal, that stands for something else, often without an obvious or natural connection. It has a meaning that cannot be guessed because there is no obvious connection between the symbol and its referent. This feature of human language is called arbitrariness . For example, many cultures assign meanings to certain colors, but the meaning for a particular color may be completely different from one culture to another. Western cultures like the United States use the color black to represent death, but in China it is the color white that symbolizes death. White in the United States symbolizes purity and is used for brides’ dresses, but no Chinese woman would ever wear white to her wedding. Instead, she usually wears red, the color of good luck. Words in languages are symbolic in the same way. The word key in English is pronounced exactly the same as the word qui in French, meaning “who,” and ki in Japanese, meaning “tree.” One must learn the language in order to know what any word means.

Definition: arbitrariness

The relationship between a symbol and its referent (meaning), in which there is no obvious connection between them.

Adapted From

"Language" by Linda Light, California State University. In Perspectives: An Open Invitation to Cultural Anthropology , 2nd Edition, Society for Anthropology in Community Colleges, 2020, under CC BY-NC 4.0 .

Human Relations Area Files

Cultural information for education and research, language, culture & society.

Return to Teaching eHRAF: Tile View | Table View

View exercise overview

Francine barone, human relations area files at yale university, language and culture.

Human culture and language are deeply intertwined. Anthropologists would have difficulty understanding a culture without becoming familiar with its language and vice versa. In fact, neither one can exist without the other.

A distinguishing aspect of human communication is that it is symbolic . In order to convey meaning, language uses arbitrary signs to stand for concepts. Whether spoken, written, or via gestures, people continually communicate with others throughout their lives. Yet the power and meaning of language goes far beyond its signs or symbols. Through language, humans are able to share beliefs, worries, perceptions, expectations, experiences and knowledge. These are the building blocks of communicating culture.

The Sapir-Whorf hypothesis – or linguistic relativity – suggests that a language and its overarching categories or structures used to classify the world directly shape one’s perceptions, so much so that speakers of distinct languages are likely to view the world differently.

Sociolinguistics

Sociolinguistics is the study of language as it relates to social structure and contexts such as gender, age, religion, geography, social class and status, education, occupation, ethnicity, nationality, and identity. Like culture, language is continually changing. Societal norms and practices impact the ways that people communicate with each other. Thus, by looking at how people speak to each other, we can deduce certain things about their relationships and relative status in society.

The power of language

Language use and patterns of speaking can tell us a great deal about power and agency in society. For example, ritual and religion are domains in which words are endowed with performative qualities, such as speaking a prayer aloud to ward off evil spirits. Saying “I’m sorry” can mend a strained relationship, while refusing to apologize can just as easily break it. Oratory is another category of expression that can “make things happen”, such as the speech from a charismatic leader that inspires a revolution.

Sometimes people are restricted from speaking in certain situations, such as based on gender or age. Sociolinguists pay attention to this contestable nature of language, including how more than one exclusive variant of a language can exist among its speakers.

Diglossia refers to the existence of two different ways of speaking (or “registers”) within a single language, typically with a “high” or formal variety and a “low” or informal, everyday variety. Speakers consciously select which register to used based on accepted social conditions. For example, one might speak differently when chatting with friends versus when addressing a college professor.

Bilingual, multilingual and plurilingual people may likewise switch from one language to another in the course of a conversation with one or more participants, known as code-switching . The motivations for switching codes in mid-conversation can range from a polite attempt to include nearby speakers of other languages, to a deliberate political act of defiance.

Activity 1: Ethnographic examples

Read the following ethnographic accounts of language use in different cultures and answer the questions provided.

Tukano (SQ19)

Sorensen (1967) – “Multilingualism in the Northwest Amazon”

https://ehrafworldcultures.yale.edu/document?id=sq19-007

“Multilingualism”, pages 677-678 on language exogamy

• How are language, gender, and kinship connected in Tukano society?
• How does this connection influence marriage patterns?
• How many languages may be spoken in a single Tukano longhouse?
• How does a Tukano decide which language to speak?

Highland Scots (ES10)

Coleman (1984) – Language Shift in a Bilingual Hebridean Crofting Community

https://ehrafworldcultures.yale.edu/document?id=es10-015 .

Pages 84-88 on speaking Gaelic vs. English

• What impression is given when a local person chooses to speak English over Gaelic?
• How does age and location factor into Gaelic language identity?
• Under what conditions do young people prefer to use English?
• What other aspects of culture is Gaelic language use associated with?

Wolof (MS30)

Swigart (1994) – “Cultural Creolisation and Language Use in Post-Colonial Africa: The Case of Senegal”

https://ehrafworldcultures.yale.edu/document?id=ms30-059

Pages 177-178 on urban vernacular language

• How do bilingual French and Wolof speakers combine the two languages?
• What is the difference between an urban variety and a creole language?
• What cultural status does mixing a vernacular language with a European language confer the urban Wolof speaker?

Taiwan Hokkien (AD05)

Barnett (1971) – An Ethnographic Description of Sanlei Ts’un, Taiwan, with Emphasis on Women’s Roles.

https://ehrafworldcultures.yale.edu/document?id=ad05-004

“Languages”, pages 77-78 on plurilingualism, gender, and age

• What languages are spoken in Sanlei and for what purposes?
• How does language use vary by age group?
• What inhibits Taiwanese speakers from learning and speaking Mandarin?
• What other language is most likely spoken by older men?

Serbs (EF06)

Pavlovic (1973) – Folk Life and Customs in the Kragujevac Region of the Jasenica in Sumdaija

https://ehrafworldcultures.yale.edu/document?id=ef06-019

“Swearwords, Curses, and Oaths”, pages 131-133 on power and speech

• How common or uncommon is swearing?
• What differences are there between how men and women curse?
• How are curses invoked, and who might be cursed?
• What are oaths used for?

Activity 2: Language and Culture Essay

Use eHRAF World Cultures to research how language intersects with another aspect of culture such as class, ethnicity, race, age, religion, occupation, gender, nationality.

Try to find at least 2 ethnographic examples from different world regions of language use as it relates to your chosen aspect of culture.

Write a short paper of 2-4 pages summarizing your findings and comparing and contrasting any similarities or differences you have found across the cultures you selected.

Consider how language use or patterns of speaking can be powerful, performative, or how they might reinforce or contest societal divisions.

You may wish to add one or more of the following subject categories to an Advanced Search:

• Sociolinguistics (195)
• Language (190)
• Oratory (537)
• Gender status (562)
• Classes (565)
• Status, role, and prestige (554)

Barnett, William Kester. 1971. An Ethnographic Description of Sanlei Ts’un, Taiwan, with Emphasis on Women’s Roles: Overcoming Research Problems Caused by the Presence of a Great Tradition. Ann Arbor, Mich.: University Microfilms. https://ehrafworldcultures.yale.edu/document?id=ad05-004 .

Coleman, Jack David Bo. 1984. Language Shift in a Bilingual Hebridean Crofting Community. Ann Arbor, Mich.: Xerox University Microfilms. https://ehrafworldcultures.yale.edu/document?id=es10-015 .

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Sorensen Jr, Arthur P. 1967. “Multilingualism in the Northwest Amazon.” American Anthropologist Vol. 69 (no. 6): 670–84. https://ehrafworldcultures.yale.edu/document?id=sq19-007 .

Swigart, Leigh. 1994. “Cultural Creolisation and Language Use in Post-Colonial Africa: The Case of Senegal.” Africa Vol. 64 (no. 2): 175–89. https://ehrafworldcultures.yale.edu/document?id=ms30-059 .

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The Relationship Between Language and Culture

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Connection Between Language and Culture, Essay Example

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It is clear that language affects culture, and culture is also influenced by language. In contemporary society, people from varying cultures have blended, which has led to blending the different languages they have spoken. In some way, they have led to the creation of a new language. It is therefore clear that language evolves as the culture is increasingly blending with other cultures.

How Language Affects Culture and Vice Versa

Language and cultures interact to affect each other. Notably, language develops from a culture where people living in the same society create words that will perfectly understand each other. Cultures develop languages that relate to their actions and customs, evidenced by the fact that there are words that exist in one language and do not exist in another culture (Mahadi and Moghaddas Jafari 230). Through language, the characters of a culture can be identified. For instance, East Asian countries have no word for self-esteem, and this shows that there was no time that self-esteem was discussed. It is also clear that culture can be influenced by language. Different cultures have different habits, and language can be used to show the expected code of conduct (Leveridge 1). For instance, all cultures have words that resemble their actions. For example, in the English culture, one can say “slam the door” instead of “close the door” to show that slamming is probably in anger or disrespect. Cultures that do not mind how loudly a person closes the door can only have words that can translate to close the door.

How The Language I speak Affects the Way I think .

I believe that the language we speak affects the way we think. For instance, when talking of colors, the Dani people from Papua Guinea only describes the colors into forms, classifying them as either dark or bright. This is, however, even though they can see all the colors. This shows that they do not perceive the differences in colors while other languages can see differences. Moreover, the making of words for different cultures can describe the intensity of something better or worse than other cultures. For instance, the Japanese culture is not direct in accepting or denying a person a favor. When they do not want to do a blessing to someone, they are likely to tell someone that they will think about it instead of no. On the other hand, my culture is more direct, and in case one is being denied a favor, he or she is likely to be told no. This difference creates a different thinking pattern amongst people of different cultures.

Why People of The Same Culture Speak the Same Language and How Blended Cultures Are Creating New Languages

People of the same culture speak the same language because as they connect through different activities, they have to develop ways that will increase cohesion and understanding in the community. The human language developed as a survival instinct. It enabled people to communicate to fend off predators and convey different messages to describe the situation at hand. When people of different cultures live together, they are likely to have a blended culture where they can borrow from the languages of both cultures to have a completely different language (Mahadi and Moghaddas Jafari 230). For instance, during slavery, Africans brought to America as slaves had other languages, but as they interacted to form a new culture, they created a new language and a new culture where they could all interact. It is also clear that blending cultures can lead to code-switching. Code-switching is when a person tries to change their accent to fit into a given culture (Hall and Nilep 598). This is usually common with immigrants trying to appear to be natives of a given country. It is typically practiced to increase their chances of being treated as nationals. However, it is likely that even with code-switching, one cannot sound like a native, and this will lead to the creation of a completely different language. Culture blending also leads to communication accommodation where people can change their language to fit in other cultures (Hordila-Vatamanescu, Elena-Madalina, and Pana 280). Accommodation can be convergent where people of a given culture change how they communicate to ensure that other people from different cultures understand them. Communication accommodation can also be divergent where people from one culture use language that people from another culture, who are in their company, will not understand. This shows that people can either connect with other cultures or shut out people from other cultures.

Culture and languages are intertwined. Human beings are social beings, and through socialization, there is the development of culture and language. Culture ensures that the whole socialization group agrees on what they are supposed to do, and language communicated the ideals held by the community. The development of language influences how people think differently, and this is shown by the fact that some cultures might have no word for certain things or feelings. Through the blending of cultures, new languages and new cultures are created. Cultural blending also leads to code-switching, which can create an entirely different language.

Works Cited

Hall, Kira, and Chad Nilep. “28 Code-Switching, Identity, and Globalization.”  Discourse Analysis  (2015): 598.

Hordila-Vatamanescu, Elena-Madalina, and Andra-Dina Pana. “The Application of the Communication Accommodation Theory to Virtual Communities: A Preliminary Research on the Online Identities.”  International Journal of Interdisciplinary Social Sciences  5.4 (2010). 280.

Leveridge, Aubrey. “The Relationship Between Language & Culture and The Implications for Language Teaching | Teflnet”. Tefl.Net , 2021, https://www.tefl.net/elt/articles/teacher-technique/language-culture/.

Mahadi, Tengku Sepora Tengku, and Sepideh Moghaddas Jafari. “Language and Culture”  International Journal of Business and Social Science  3.24 (2012). 230-232.

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Language and Culture Interaction in English Language Teaching Analytical Essay

Introduction, language and culture, cultural implications for language teaching, importance of culture in teaching and learning, the role of culture in english language classroom.

Language has so far been the evolutionary device that has created a sense of cultural identity for people in the world today . There has also been a growing interest when it comes to the subject of culture and language in practice of English language teaching. This growing interest raises concerns of the survival of cultural identity. Language is said to have a dual character. This is according to Wei (2005). It is both a carrier of culture and a means of communication.

It is unthinkable to have language without culture and similarly culture without language. The relation between language and culture is described by Brown (1994) to be mutual whereby each is part of the other. This implies that the two are interwoven and they cannot be separated.

If in case they are separated, the significance of the other is lost. However, looking at these concepts in the context of teaching and learning, Goa (2006) says that they are interdependence. This is in the sense that when one teaches language, culture has to be taught simultaneously. Similarly when students learn language they simultaneously learn culture. This paper discusses how language and culture interaction raises for the practice of English language teaching.

Tomlin (2008) considers teaching culture as a language skill among writing, reading, speaking, and reading. In the context of teaching English language, Tomlin (2008) says that globalization and the global role that English language plays in the world today are the two main reasons for teaching culture.

Teaching culture when teaching English provides the students with the opportunity to appreciate and understand values. It also equips them with the knowledge of different ways of doing things. The students are made to use as a way of accepting differences in the global society.

In order to teach culture in practice of ELT, the teacher has to have cultural knowledge, cultural value, cultural behavior, and cultural skills. Cultural knowledge is the entirety of culture within the society. Cultural skills refer to the ability to be aware and have intercultural sensitivity when using English language to communicate and interact with others.

Cultural knowledge refers to the awareness of daily routines within the society, whereas cultural value is the awareness of what people regard to be important in the society. All these aspects have to be displayed during practice of English language teaching.

It is not quite easy to teach culture when teaching language. Basically, the role that teachers play when teaching culture is that of guidance. This means that the teachers only get to show the way of how things are supposed to be done. The teachers make students become sensitive and aware of important cultural traits.

Curriculum developers and teachers have to take into consideration the social cultural background of learners especially when coming up with materials for learning and when developing and implementing curriculum. When teachers act oblivious to the norms and expectations of the students, is simply denying the experiences of the learners. This means that teachers are not taking into account the variation of culture in a classroom and therefore it can lead to difficulties in teaching language.

Teachers have to engage the students in the cultural background of English language usage. Since English is an international language, its usage is within the global context.

Without giving students the cultural background of English, the teachers are simply giving the students empty symbols and expect them to attach meaning to them. Therefore, English student may find themselves using the language within a context where they are not supposed to use. The students would lack knowledge of proper cultural context to use the language. As a result conflict may arise.

Within a classroom, teachers must know that there is variation of cultural background of the students. Students come from different areas and regions of the world. Therefore teachers have to realize that whatever content they deliver can be interpreted differently by different students.

Basically, students give meaning to the content material based on their cultural context. According to Bruner (1990) students taking English as a second language have a varying sensory preference. Cultural influence is asserted to be the main contributor to this variation. Students with Asian background are identified to have high preference of visual learning style. Auditory learning among ESL students is high among students with Hispanic background.

It is easy for teachers to notice the obvious differences within different ethnic groups. In order to have an impact in teaching and learning, teachers have go further and be aware of the diversity that exist within each of the ethnic groups. The importance of culture in teaching and learning process is that it helps provide equity. Students will be treated equally and be given equal opportunities to succeed. Access to curriculum will also be equal.

These therefore are the main reasons why culture has to be taken into serious consideration during practice of ELT. The structure of the lessons by English teachers must take into account the individual differences of each student in a classroom. When teachers address this issue, students will always see themselves as individuals.

Similarly they will see their fellow peers as individuals. According to psychologist John Piaget, learning normally occurs when information and ideas are transferred from earlier experiences and knowledge. Based on this assertion, teachers have to facilitate the transfer of knowledge. The best and most effective way to do this is to understand the cultural background of each and every student within their class.

When it comes to identifying and defining the role of culture especially in language classroom, several issues are raised. Some of the concerns include the appropriate moment for teaching culture when teaching language, the best way of teaching culture in a language lesson, and the necessity of a target culture for the students. As it was mentioned earlier, culture and language are inseparable.

It is not enough to make the learners aware of a target culture but they also have to be shown how to use the knowledge of culture to interact within the society. Students have to be taught how to address different people in a culturally appropriate manner. They have to learn how to address their peers, and how to address their elders within the standards accepted in the society. The best moment to teach culture according to Tomlin (2008) is immediately after the students gain knowledge of basic grammar.

Many studies have been done in the area of culture and language and there is a wide range of complexity due to various findings reported. Most of the findings reported are based on theories and concepts in the field of psychology such constructivist, cognitive and behavioral . This therefore implies that studies in culture and language began as early as studies on these concepts were conducted.

The chief proponent of behavioral theory is B.F. Skinner . The theory basically talks about observing changes in behavior either through negative reinforcement or positive reinforcement . Whenever learner display desirable behaviors, the instructors can encourage recurrence of the behavior through positive reinforcement of the behavior. This can be through rewards.

The final theory upon which culture and language are built on is the constructivist theory. This theory was developed by Bruner and it asserts that students construct knowledge by actively interpreting every learning experience that they go through.

This implies that the assertions that learners store information are insufficient for learning to take place . The students have to draw conclusions from every learning experience and as a result construct knowledge. Therefore it is not only a matter of receiving information but also a matter of constructing knowledge .

Culture and language have therefore been developed from the influence of the theories mentioned above. Development of culture and language began by Myers (1962) and has so far been advanced and expanded by Thellen in 2001. The studies conducted to develop the concept of culture and language has played a significant role in the learning of English as a foreign language and similarly as a second language.

The studies conducted by Rayner (1998) reveal how culture and language exist in the field of literature. The study tends to categorize individuals in two main areas, wholist and analytical. Analytical individuals tend to have structured kind f thinking and use logical sequences as the basis of their decisions. Their preferred style is mostly systematic and structured. On the other hand, individuals who are wholist, rely more on a combination of creativity and spontaneity.

Their decisions are mostly based on random methods unlike analytic individuals who base their decisions on systematic approaches. The study therefore has proved significant since it helps researchers determine how learners gain knowledge using each of the perceptual learning styles . Teachers have to engage the students in the cultural background of English language usage. Since English is an international language, its usage is within the global context.

Learning as a process is achieved whenever individual experiences are transformed into memorable knowledge that can be transferred or applied in a different situation. Learning styles therefore play a very important role in enhancing learning. This is the reason why individuals with ability to use multiple learning styles have an increased level of learning whereby they can easily gain information and retain it for long.

New information is used to build upon the one that has already been acquired. According to the theory, the way learning is organized in the memory is such that there are chunks of information that are built in the memory bank of learners for future use . For instance before a learner develops full knowledge of a learning concept, they first have to acquire the basic knowledge of the concept at low levels of learning.

Development of the concept progresses as the learner progresses in learning and continues to be met with experiences to enhance understanding of the concept . Instructors therefore can make use of this theory in the teaching and learning process by engaging learners to be proactive.

Emphasis needs to be laid upon learning activities that provide for variety and originality. In this way learner’s attention will always be captured during the process of learning . One issue that needs to be considered when incorporating cognitive theory in the learning process by instructors, is providing only enough and required information. When too much is provided, the learners are likely to be confused and unable to properly develop concepts

This paper has discussed how language and culture interaction raises for the practice of English language teaching. Language has been seen to be the evolutionary device that has created a sense of cultural identity for people in the world today. Language is said to have a dual character. It is both a carrier of culture and a means of communication. It is unthinkable to have language without culture and similarly culture without language.

Looking at these concepts in the context of teaching and learning, Goa (2006) says that they are interdependent. This is in the sense that when one teaches language, culture has to be taught simultaneously. Similarly when students learn language they simultaneously learn culture. Basically, the role that teachers play when teaching culture is that of guidance. This means that the teachers only get to show the way of how things are supposed to be done.

The teachers make students become sensitive and aware of important cultural traits. Curriculum developers and teachers have to take into consideration the social cultural background of learners especially when coming up with materials for learning and when developing and implementing curriculum Teaching culture when teaching English provides the students with the opportunity to appreciate and understand values. It also equips them with the knowledge of different ways of doing things. The students are made to use as a way of accepting differences in the global society.

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