6 statements from Lera Boroditsky’s lecture that I relate to:
- [2:05] – Tense and verb differences across languages
Dr. Boroditsky explains how some languages, like Indonesian, do not mark tense on verbs, while others, like Russian, can be highly specific about aspects such as whether an event was completed or personally witnessed.
This struck me because many of my students are English language learners whose home languages may differ greatly from English in how tense and verbs are expressed. I realize how confusing English grammar can feel to them, and how important it is for me to be patient and understanding. Their struggles are not a lack of ability, but a reflection of how their first language structures thought and expression differently.
- [11:19] – Time and directionality
Dr. Boroditsky shares how a Nestle advertisement failed in Arabic speaking countries because the left-to-right sequences of images didn’t align with how readers process text in Arabic.
This made me wonder how my students might conceptualize time or sequences, especially if their first written language reads right-to-left or top-to-bottom. Even when my younger students are not yet literate, older students may naturally approach tasks in ways shaped by their home languages. It reminds me not to assume there is only one “correct” way to sequence ideas.
- [20:05] Gendered language
Dr. Boroditsky discusses how many languages assign grammatical gender to nouns, such as the sun being feminine in German but masculine in Spanish.
This resonated with me because I remember struggling with French in school, especially with grammatical gender. I studied it from Grade 4 through university, yet I’m still nowhere near fluent. Conjugating verbs and remembering the gender of nouns were constant challenges, and I often felt frustrated. Looking back on those struggles helps me empathize with students learning a new language, since rules that seem arbitrary can easily make them doubt themselves.
- [34:07] Math as a universal language
Dr. Boroditsky challenges the assumption that math is universal, showing that some cultures use base 5, base 20, or body-based systems. Other languages have no exact number words at all. I had always naively believed math was a neutral, universal language. Learning this makes me rethink how I approach math instruction. If number systems themselves are culturally embedded, then students who grew up with different systems may need more support, not because they’re “bad at math” but because they are adjusting to a new way of quantifying the world.
- [41:23] Prunes vs dried plums
Dr. Boroditsky highlights how renaming “prunes” to “dried plums” boosted sales because of the associations carried by each word.
This example reminded me how much words matter, not just in advertising but in education. The words I choose in class can influence how students feel about themselves and their learning. Subtle differences in phrasing can shape motivation, confidence, and engagement. For instance, I often tell students, “It’s okay to make mistakes,” and even share my own, like admitting I’m not great at drawing but still try my best. I also highlight their effort by saying things like, “You worked so hard on this, I love all the colours you used.” These small choices in language help build confidence and encourage a growth mindset.
- [53:40] Reading fiction improves theory of mind
Dr. Boroditsky points to research showing that reading fiction strengthens our ability to understand others’ perspectives.
This resonated deeply because I enjoy reading aloud to students and encouraging families to do the same at home. Picture books provide a powerful way to introduce social-emotional learning, such as kindness and belonging. At the start of the year, I make a point of sharing a variety of SEL books to help establish our classroom community. For example, this coming week I will read The Kindness Quilt by Nancy Elizabeth Wallace with my class. Afterward, we’ll discuss what it means to be kind, and students will each write a sentence and draw a picture. For me, literacy is not only about decoding words but also about nurturing empathy. Reading in students’ home languages is equally important, which is why I encourage parents to continue sharing stories in their first language.
Final thoughts
Taken together, these six moments highlight how deeply language shapes thought and understanding. As Boroditsky (2011) notes, why can a five-year-old in one culture point north with ease while scientists in another cannot? The answer lies in language. Struggling with a concept does not indicate a lack of intelligence, it may reflect differences in linguistic or cultural systems. For example, the Pirahã people of the Amazon do not have number words, and Deaf signers without number systems face similar challenges. Personally, I often need visual references to draw, while others can imagine and create without them. Lacking a skill does not mean lacking understanding; it means needing the right entry point.
These ideas connect with other perspectives explored this week. Alexander MacDonald (2016) emphasized oral traditions, showing how knowledge can be passed through rhythm, song, or dance. This reminds me that oral traditions, rhythm, poetry, and sign language are not secondary to written text but equally powerful ways of knowing and communicating. Christine’s (2014) Shetlandic story also highlighted the importance of embracing one’s mother tongue as part of identity, resonating with Boroditsky’s (2011) point that the languages we know shape how we think and share knowledge.
Altogether, this reinforces my responsibility as a teacher: to create entry points that allow all students to access knowledge, while affirming their linguistic and cultural identities. Language is not just a tool for communication, it is a gateway to thinking, understanding, and belonging. As a teacher, I want to honour not just written English but the full range of ways my students can communicate – through story, song, movement or sign – because all are valid languages of learning.
References
Boroditsky, L. (2011). How language shapes thought. Scientific American, 304(2), 62–65.
MacDonald, A. (2016, February 26). Oral tradition in the age of smart phones | TEDxFulbrightDublin [Video]. YouTube. https://www.youtube.com/watch?v=egO_46P894k
School for Advanced Research. (2017, June 7). Lera Boroditsky: How the languages we speak shape the way we think[Video]. YouTube. https://www.youtube.com/watch?v=iGuuHwbuQOg
Wikitongues. (2014, September 21). Christine speaking Shetlandic [Video]. YouTube. https://www.youtube.com/watch?v=m0EwquC6wBU