Task 2- Does language shape the way we think?

2. [8:14] Is it true that speakers of different languages actually attend to the world differently. To what extent does language and culture guide what we see in the world? 

I’ve tied these quotes together because I feel that the first quote is evidence for the second one. It is quite telling to learn that some languages don’t have specific words for numbers, or a generic word for tree. I think this is an example of where the language portrays what the culture who speaks it values.  

I have heard it said before that the Hawaiian language has something like 200 words for rain! It rains a lot in Vancouver, but I certainly don’t know anywhere close to even 100 words for rain in the English language. This, to me, is further evidence that in Hawaii, they value being able to distinguish between the different types of rain! They think differently about rain; they attend to and learn about the different types of rain, in ways that we don’t. 

While I understand that point of this quote was draw attention to the fact that different languages are known to have different strengths or are known for being more romantic etc. 

Just last week, I learned about a family in my school where the parents speak one language to each other (their native language) and “broken” English to their child. When they immigrated to Canada, it was suggested to them that they only speak English to their child. On the one hand, I understand why someone might suggest that to their child, if their goal was to raise a child with English as it’s native tongue. But I wonder if this is actually the best approach. The parents are self-conscious about the English their child is learning from them because they don’t feel fluent. The parents said it feels awkward for them to communicate with each other in any language other than their native language. I think it is sad that they are not teaching their child their native language. I wonder what this does to their relationship with their child? 

This quote makes me think about something I am so passionate about: “language matters, words matter!” As a learning support teacher, I have had my job title change from year to year and school district to school district. I was once called a Special Education Teacher, a Resource Teacher, and Inclusive Education Teacher. The same goes for ESL (English as a Second Language); which has changed from ESL to ELL (English Language Learner) to EAL (English as an Additional Language). Often my colleagues roll their eyes at the new term or way of saying something. My hope is that people will become aware that these changes to the language are meant to help people change the way they think. For example, not every English language learner is learning English as their second language, it could be their third or fourth.  

A few other words and phrases that are either now obsolete or are changing the way people think are: disabled, handicapped, “Black Lives Matter”, and LGBTQ has grown to include LGBTQQIP2SA. Something I have been passionate about while working in learning supports is to bring attention to my colleagues when speaking about the children in their class. The child should not be spoken about as if they are the disease or diagnosis. For example, instead of saying “This student in my class Diego is ADHD”. I model language like, “I have a student in my class named Diego who has ADHD”.  

I, naively, did not realize that a base ten number system wasn’t standard across all languages and cultures. I do remember learning about the language of numbers during my Bachelor of Ed. Degree. I found it fascinating how the word eleven actually means ten and one left over. The professor gave so many examples of different languages have named their numbers and English seemed to the most illogical! French for example, the word 11 is actually ten and one. 

I think this point is very important! I think it is easy for someone who only speaks one language, let’s say English, to judge or look down on someone who is learning English as an additional language. The native English speaker may not value what the speaker who is learning English has to say because they don’t “sound” as fluent. I see this a lot in local high schools in regard to international students. I’m sure there are other social and cultural factors that go into the fact that it appears hard for the international students to become woven into the general school population, but I am confident that language proficiency is a factor.  

I found this question and response fascinating. I had never thought about it before, but of course it would be the case. I have a friend whose father is doing his own direct translation of the Greek from the New Testament, into English. She said it is barely recognizable to read his direct translation of Greek to English. Unless it is a very common passage, such as John 3:16** she would struggle to understand what the English words mean when written in this direct translation. 

** For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life. (New International Version) 

Can I get an “Amen” for the shout out to lovers of reading fiction? 

There are several reasons why I love reading fiction, historical fiction in particular. The first is to learn about people of different cultures, experiencing life in different parts of history. I have lived a privileged life and I feel it is my duty as such (and as an empath) to learn about how other people have experienced life. Another reason I love to read fiction is simple escapism and a love of the written word. I find this to be true from watching both reality tv and movies.