[06:28] Dr. Boroditsky, in reference to Navajo identifying drinking from a closed or open container, “so when people have considered these kinds of differences, one intuitive idea is well of course speakers of different languages have to think differently because look, languages are requiring our speakers to pay attention to such different information just in order to be able to speak but on the other side people have argued you know just because people talk differently doesn’t necessarily mean they think differently.”

I think this is important because as a single language speaker in multicultural societies (school settings), this awareness can improve intercultural communication. Understanding that speakers of other languages might perceive and describe the world differently can lead to more effective and empathetic interactions. Understanding this can lead to greater self-awareness of how their language influences their perception and categorization of the world.

[11:43] Dr. Boroditsky mentions how American English speakers organize a series of events from left to right and how “it turns out if you read and write a language that goes from right to left like Hebrew Arabic then you’ll also organize time from right to left.”

It highlights the need to be aware of the potential cognitive biases and thought patterns that students from diverse linguistic backgrounds may have when processing information related to time and sequence. For example, Arabic-speaking students may naturally conceptualize timelines from right to left, contrary to the left-to-right convention common in Western education systems.

[32:34] (Context accidents and intentional actions) Dr. Boroditsky mentions, “So there’s a trade off, there’s only so much stuff that we can pay attention to and what we see here are speakers of different languages witness exactly the same event but come away remembering different things about that event.”

As a Vice Principal in a culturally diverse school, it’s essential for me to recognize that students from different linguistic and cultural backgrounds may perceive and recall events differently. This understanding is particularly important when addressing playground fights or disagreements between students. It’s a good reminder to use clear and simple language to ensure effective communication and resolution.

[34:00]  Context: how we think about number. Dr. Boroditsky states, “How we think about number.  Numberis such a fascinating case because we tend to think of mathematics as this universal language.  So often when I teach about language and culture to my undergraduates, I start out by asking them what is culture.  They come up with , then I ask what is not culture. Eventually at least one group will say math, math is not culture because it is universal.”  She later states, [34:44] “the system of math we use now of course is a relatively recently human invention or discovery as you want to think it.  The decimal positional system that we use, it only really took root in Europe in the 1700s.” And later [36:26] “some languages don’t have numbers at all”

The key implication is that contrary to popular belief, the way we conceptualize and represent numbers is not universal but deeply shaped by the linguistic and cultural contexts we are embedded in. Our base 10 number system is just one of many possible systems invented by humans. This challenges the notion of mathematics as a universal, culture-free truth. Instead, it suggests that even fundamental mathematical concepts like numbers arise from the cognitive influences of the particular language and culture we grow up in.

[45:25] Dr. Boroditsky mentions, “leave you with this thought about thinking about linguistic diversity as this aspiration to thinking about how you could think about things differently.  What are all the different things your mind can do.”

Dr. Boroditsky emphasizes the profound impact of linguistic diversity on cognitive processes, suggesting that exploring different languages can broaden our cognitive horizons by providing new ways to conceptualize and interpret the world. This idea challenges us to consider the vast capabilities of the human mind when shaped by diverse linguistic frameworks.

[57:00] (in response to Q: Do you think that the different ways people use the language now by texting  is changing the way they think?) Dr. Boroditsky states, “People are always using language in new ways, right?  Language has never been static, it’s a living thing. The one thing that has been common throughout history is that older people complain about how younger people are killing the language. She continues, [5755]: “whether it’s technology or through being exposed to new experience that’s just always going to happen.  So, yes, people are definitely changing the language, part of that is driven by technology but this is nothing new.”

From what we have covered so far, I can see the evolving nature of language, driven by technology and new experiences, will have several significant impacts on education moving forward. For me as an educator  means embracing multimodal communication involves valuing diverse forms of expression beyond text. As well as  integrating visual, audio, and interactive media into teaching to enhance students’ communication skills.

Conclusion