EL 101 – LANGUAGE, CULTURE AND SOCIETY (LANCUSO)
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Baliwag Polytechnic College
Dalubhasaan Kong Mahal
2nd Semester
A.Y. 2022-2023
MODULE IN EL 101
LANGUAGE, CULTURE, AND SOCIETY
Prepared by:
MA. CLARA R. SEPACIO, LPT, MTEBE
Professor
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MODULE IN LACUSO, LANGUAGE, CULTURE AND SOCIAL LESSOND, Lecture notes of Communications Law
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Baliwag Polytechnic Colleg e Dalubhasaan KongMahal 2 nd^ Semester A.Y. 202 2 - 2023
MODULE IN EL 101
LANGUAGE, CULTURE, AND SOCIETY
Prepared by:
MA. CLARA R. SEPACIO, LPT, MTEBE
Professor
INTRODUCTION
EL 101- Language, Culture and Society explores how language primarily serves as an instrument in communication, recognize the aspects of social identity reinforced by language use and links the status of geographical variations in language to gain deeper insight and understanding of multilingualism and multiculturism. STUDY GUIDES This module is prepared for you, pre-service, teachers to acquire new concepts and invaluable skills in teaching and learning more on language, culture and society in the perspective of future of diligent and independent communication arts teacher. As a future young professional, this module will greatly help and prepare you to become responsible student and eventually as teachers. Do not waste your time, effort and energy. Always stay motivated and inspired to make your dreams come true. Let the following guides and house rules help you further to be on track and to stay until the end of the module.
- Schedule and manage your time wisely for you to accomplish the given tasks in this module. Keep track of your time for asynchronous learning, independent study and synchronous class.
- If there are things that you do not understand, go over and focus on the lesson. If this will not work, seek the help of your family members or send your instructor a message for assistance.
- Before you start doing anything else, read and understand the learning tasks carefully. Always aim for the best and do not settle for mediocrity.
Lesson 1: Nature and Beginnings of Sociology and Anthropology Lesson 2: Linguistic Anthropology Lesson 3: Society vs Culture a. What is a Society b. Types of Societies c. Types of Social Groups Weeks 15 - 18 MODULE 4: Interface among Language, Culture and Society Lesson 1: Social Functions of Language Dialects Lesson 2: Variety of Language Multilingualism and Multiculturism Person COURSE DESCRIPTION: This course explores the complicated connection between and among language, culture, and society and its implication to the development of English as a global language and the ways by which it is learned and taught. As evidence of learning, students will collaborate on a simple, short-term ethnographic language research to probe into the inter-relatedness of language, culture, and society for a deeper understanding of peoples across cultures. Having a clear grasp of the lessons on introduction to linguistics will greatly help learners gain better understanding of this course. This further explicates the most significant function behind the development of language from being an oral medium to becoming a written one. Before we say something, we think and do that we necessarily use language. Speaking and writing come from thought communicating. We use language to express ourselves to others. We also need language in order to understand what they are communicating to us. Through language, we use the right expressions in requesting, apologizing, informing, ordering as well as promising and refusing, and the like. In all, the pleasure we derive from language emanates from the successful exploitation of linguistic novelty at different levels of the language. Furthermore, communicating our ideas through language allows us to experience pleasure from communication as we explore and discover its link and essence to culture and society. MODULE 1 - LANGUAGE What will you learn from this module? Be ready to explore in Module one (1) more about language in connection to your learnings in introduction to linguistics, the functions and key proponents of language as well as language variations in relation to geography, dialects and social situations. Moreover, to learn better you are expected to gather data from your own speech and that of your families and peers. You will also realize the function of more than one language in your everyday lives as you understand that all languages develop to serve the needs of the speakers, who are members of particular societies and practitioners of particular cultures, and traditions.
This module is composed of 5 lessons. Lesson 1: What is Language? Lesson 2: Language Functions Processing Lesson 3: Proponents of Language Functions Lesson 4: Aspects of Language Functions General or Micro Aspects and Meta Macro Aspects Lesson 5: Status Variations in a Language Dialects, and the Social Equivalent of Such Variation After studying this module, you should be able to:
- explain how language, whose primary function is to serve as an instrument of communication, serves secondarily to help establish aspects of the social identity of its speakers;
- determine aspects of social identity that correlate with linguistic identity—national, ethnic, class, geographical, sexual, educational—and give specific examples of how these aspects of social identity are supported or reinforced by language use;
- identify the status of geographical variations in a language—dialects, as well as the social equivalent of such variation;
- gather data from their own speech and that of their families and peers, of how individual speakers switch among varieties;
- provide specific examples of how a large portion of the world’s population live and function with more than one language in their everyday lives, and
- understand that all languages develop to serve the needs of their speakers, who are members of particular societies and practitioners of particular cultures, and traditions.
In the history of linguistics, we find many renowned personalities who worked on language functions but some of the most prominent are the following: a. Roman Jakobson Born in Russia in 1896, Jakobson was known as American linguist and Slavic-language ( group of Indo-European languages spoken in most of eastern Europe) scholar, a principal founder of the European movement in structural linguistics known as the Prague school. Jakobson extended the theoretical and practical concerns of the school into new areas of study. In 1928, with his colleagues of the Prague school, Nikolaj S. Trubetzkoy and S.I. Karcevskij, he announced his hypothesis that phonemes, the smallest units of speech sounds that distinguish one word from another, are complexes of binary features, such as voiced/unvoiced and aspirated/unaspirated. Roman Jakobson was a Russian thinker who became one of the most influential linguists of the 20th century by pioneering the development of the structural analysis of language, poetry, and art. b. Bronislaw Malinowski ( 1884 - 1942) Born in Kraków, Poland, to an aristocratic family, Malinowski attended Jagiellonian University, receiving a PhD in philosophy, mathematics, and physics in 1908. In 1910 he pursued an interest in anthropology at the London School of Economics (LSE) Living with the people he studied, getting to know them personally, participating in their activities, and conducting his research in the vernacular has since become known as participant observation. His collection of monographs and numerous articles on the
Trobriand Islanders is perhaps the most extensive ethnography of any people written to date. He was considered as the most influential anthropologist of the 20th century particularly for British social anthropology. c. Michael Halliday (1925 - 2018) Full name Michael Alexander Kirkwood Halliday , also called M.A.K. Halliday is a British linguist, teacher, and proponent of neo-Firthian (systemic) theory who viewed language basically as a social phenomenon. In his early work, known as “scale and category linguistics,” Halliday devised four categories (unit, structure, class, and system) and three scales (rank, exponence, and delicacy) to describe language. He also did work on intonation ( Intonation and Grammar in British English , 1967) and on discourse analysis ( Cohesion in English , 1976). His later theory, sometimes called systemic linguistics, was that language has three functions: ideational, interpersonal, and textual. d. Geoffrey Finch is a modern linguist who described the aspects of language function. Please see the details of his study in lesson 4. LESSON 4 : ASPECTS OF LANGUAGE FUNCTIONS Language functions can be studied in two aspects: a. General or micro aspects refer to the particular individual uses of language in a society. Finch (1998) listed seven general (micro) functions: a.1 Physiological
- motive or expressive function
- releasing physical and nervous energy such as our expression of fear and affection, surprise or our involuntary verbal reactions to beautiful things. a.2. Phatic
- coined from Malinowski
- express our willingness to be sociable
- helps us negotiate the start and end of exchanges whether in spoken or written form. a.3. Recording
- denotes using language to make a durable record of things that ought to be remembered.
- the most significant function behind the development of language from being an oral medium to becoming a written one.
- it might be a short-term record, as in a shopping list or a list of things to do, or a long-term record, as in a diary or history of some kind. a. 4 Identifying
- allows us to identify an enormous array of objects and events with considerable precision. a. 5. Reasoning
- a tool of thought
- before we say something, we think and do that we necessarily use language.
- speaking and writing comes from thought a.6. Communicating
All aspects of language including phonemes, morphemes, syntactic structures, and meanings are subject to variation. Examples and Observations
- " Linguistic variation is central to the study of language use. Linguistic Variability is inherent in human language: a single speaker will use different linguistic forms on different occasions, and different speakers of a language will express the same meanings using different forms. Most of this variation is highly systematic: speakers of a language make choices in pronunciation, morphology, word choice, and grammar depending on a number of non-linguistic factors. These factors include the speaker's purpose in communication, the relationship between speaker and hearer, the production circumstances, and various demographic affiliations that a speaker can have." (Randi Reppen et al., Using Corpora to Explore Linguistic Variation. John Benjamins,
- Linguistic Variation and Sociolinguistic Variation are two types of language variation : linguistic and sociolinguistic. With linguistic variation, the alternation between elements is categorically constrained by the linguistic context in which they occur. With sociolinguistic variation, speakers can choose between elements in the same linguistic context and, hence the alternation is probabilistic. Furthermore, the probability of one form being chosen over another is also affected in a probabilistic way by a range of extra-linguistic factors [e.g. the degree of (in)formality of the topic under discussion, the social status of the speaker and of the interlocutor, the setting in which communication takes place, etc.]" (Raymond Mougeon et al., The Sociolinguistic Competence of Immersion Students. Multilingual Matters, 2010)
- Dialectal Variation "A dialect is variation in grammar and vocabulary in addition to sound variations. For example, if one person utters the sentence 'John is a farmer' and another says the same thing except pronounces the word farmer as 'fahmuh,' then the difference is one of accent. But if one person says something like 'You should not do that' and another says 'Ya hadn't oughta do that,' then this is a dialect difference because the variation is greater. The extent of dialect differences is a continuum. Some dialects are extremely different and others less so." (Donald G. Ellis, From Language to Communication. Routledge, 1999)
- Types of Variations Regional variation is only one of many possible types of differences among speakers of the same language. For example, there are occupational dialects (the word bugs means something quite different to a computer programmer and an exterminator), sexual dialects (women are far more likely than men to call a new house adorable ), and educational dialects (the more education people have, the less likely they are to use double negatives). There are dialects of age (teenagers have their own slang, and even the phonology of older speakers is likely to differ from that of young speakers in the same geographical region) and dialects of social context (we do not talk the same way to our intimate friends as we do to new acquaintances, to the paperboy, or to our employer (C. M. Millward and Mary Hayes, A Biography of the English Language , 3rd ed. Wadsworth, 2012)
- Linguistic Variables The introduction of the quantitative approach to language description has revealed
important patterns of linguistic behavior which were previously invisible. The concept of a sociolinguistic variable has become central to the description of speech. A variable is some point of usage for which two or more competing forms are available in a community, with speakers showing interesting and significant differences in the frequency with which they use one or another of these competing forms. "Furthermore, it has been discovered that variation is typically the vehicle of language change." (R.L. Trask, Key Concepts in Language and Linguistics. Routledge, 1999/2005)
- Lexical variables are fairly straightforward, as long as we can show that the two variants--such as the choice between soda and pop for a carbonated beverage in American English--refer to the same entity. Thus, in the case of soda and pop , we need to take into account that for many U.S. southerners, Coke (when used to refer to a beverage and not the steel-making fuel or the illicit narcotic) has the same referent as soda , whereas in other parts of the U.S., Coke refers to a single brand/flavour of the beverage.. .." (Scott F. Kiesling, Linguistic Variation and Change. Edinburgh University Press, 2011) Let’s Try This Name: _________________________________ Date: ____________ Course/ Year/ Section: ___________________ Score: ____________
- Individual Work: For deeper and clearer understanding of the lessons, do further readings on Language on the given tasks below and be ready to list down your answer in the form of poster presentation or a 3-5 slide powerpoint presentation, graphic organizer.
- Pair Work: Work with a partner and choose only one from any of the two options. a. Social identity that correlates with linguistic identity, national, ethnic, class, geographical, sexual, educational and give specific examples of how these aspects of social identity are supported or reinforced by language use. b. Gather data from their own speech and that of their families and peers, of how individual speakers switch among varieties Let’s See What You Have Learned
- Design and prepare an appropriate and comprehensive graphic organizer or concept map that will contain the most salient points of what you have learned about the lessons on Language in Module 1. (20 pts.)
- Describe in your own words within 5-7 sentences the aspects of language functions.
Life of R. Jakobson. https://www.britannica.com/biography/Roman-Jakobson Nordquist, R. (20190.Linguistic Variation. https://www.thoughtco.com/what-is-linguistic- variation- 1691242 Swandie, M. (2022). Module in Language, Culture and Society. https://www.studocu.com/ph/document/pangasinan-state-university/language-culture-and- society/module-in-language-culture-and-society-pdf/ The Wernicke and Broca regions of the brains. https://www.britannica.com/science/Broca-area https://www.britannica.com/science/Wernicke-area Congratulations for having successfully completed Module 1. You are now ready to proceed to Module 2 - Culture.
MODULE 2-CULTURE
https://www.google.com/search?q=ethnicity&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjUzsfJh4H2AhUqsFYBHQyWC58Q_AUoAXoECAEQAw&biw=1 536&bih=754&dpr=1.25&safe=active&ssui=on#imgrc=JjPR-Ghi0jZMnM What will you learn from this module? In this module, you will discover how language and culture are intricately related and dependent on each other. Language is formed by culture, while culture is influenced and impacted by language. Without language, culture cannot be completely acquired nor can it be effectively expressed and transmitted. Without culture, language cannot exist. Relationship between Language, Culture and Identity Culture and language shape one’s identity and personality. There is much importance of culture and language to one’s individual identity. Language is a powerful instrument of identity and belonging. Ralph Linton explained that the word culture refers to a desirable quality we can acquire by attending a sufficient number of plays and concerts and visiting art museums and galleries. Anthropologists, however, have a different definition, as Ralph Linton Culture refers to the total way of life of any society, not simply to those parts of this way which the society regards as higher or more desirable.
The following are Agents of Socialization
1. Family The family’s primary function is to reproduce society, both biologically through procreation and socially through socialization. Given these functions, the individual’s experience of his or her family shifts over time. From the perspective of children, the family is a family of orientation: the family functions to locate children socially, and plays a major role in their socialization. From the point of view of the parent(s), the family is a family of procreation: The family functions to produce and socialize children. Producing offspring is not the only function of the family. Marriage sometimes establishes the legal father of a woman’s child; establishes the legal mother of a man’s child; gives the husband or his family control over the wife’s sexual services, labor, and/or property; gives the wife or her family control over the husband’s sexual services, labor, and/or property; establishes a joint fund of property for the benefit of children; establishes a relationship between the families of the husband and wife. None of these functions are universal, nor are all of them inherent to any one society. In societies with a sexual division of labor, marriage, and the resulting relationship between a husband and wife, is necessary for the formation of an economically productive household. In modern societies, marriage entails particular rights and privileges which encourage the formation of new families even when there is no intention of having children. 2. Neighborhood The neighborhood is a geographically localized community within a larger city, town, or barangay. It is composed of groups sharing a common understanding and often the same language, manners, traditions, and law. Neighborhoods are often social communities with considerable face-to-face interaction among members. On another level, a community is a group of interacting people, living in some proximity. A community usually refers to a social unit larger than a household that shares common values and has social cohesion. The sense of community and formation of social networks comprise what has become known as social capital. Neighborhoods are typically generated by social interaction among people living near one another. In this sense, they are local social units larger than households, but not directly under the control of city or state officials. In some preindustrial urban traditions, basic municipal functions such as protection, social regulation of births and marriages, cleaning, and upkeep are handled informally by neighborhoods and not by urban governments; this pattern is well documented for historical Islamic cities. 3. School Education is the process by which society transmits its accumulated knowledge, skills, customs, and values from one generation to another. Education is the means through which the aims and habits of a group of people are transmitted from one generation to the next.
Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. In its narrow, technical sense, education is the formal process by which society deliberately transmits its accumulated knowledge, skills, customs and values from one generation to another. The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is most concerned with the public schooling systems of modern industrial societies, including the expansion of higher, adult, and continuing education. Education has often been seen as a fundamentally optimistic human endeavor characterized by aspirations for progress and betterment. It is understood by many to be a means of overcoming limitations, achieving greater equality, and acquiring wealth and social status. Education is perceived as an endeavor that enables children to develop according to their Education also performs another crucial function. As various jobs become vacant, they must be filled with the appropriate people. Therefore, the other purpose of education is to sort and rank individuals for placement in the labor market. Those with high achievement will be trained for the most skilled and intellectually tasking jobs and in reward, be given the highest income.
- Peer Groups A peer group is a social group whose members have interests, social positions, and age in common. This is where children can escape supervision and learn to form relationships on their own. The influence of the peer group typically peaks during adolescence. However, peer groups generally only affect short-term interests unlike the family, which has long- term influence. Unlike the family and the school, the peer group lets children escape the direct supervision of adults. Among peers, children learn to form relationships on their own. Peer groups also offer the chance to discuss interests that adults may not share with their children (such as clothing and popular music) or permit (such as drugs and sex). Peer groups have a significant influence on psychological and social adjustments for group individuals. They provide perspective outside of individuals’ viewpoints. Members inside peer groups also learn to develop relationships with others in the social system. Peers, particularly group members, become important social referents for teaching members’ customs, social norms, and different ideologies. Peer groups can also serve as a venue for teaching members gender roles. Through gender- role socialization groups, members learn about sex differences, social and cultural expectations. While boys and girls differ greatly there is not a one-to-one link between sex and gender role with males always being masculine and females always being feminine. Both genders can contain different levels of masculinity and femininity.
Employees that build relationships and seek information can help facilitate the onboarding process. Newcomers can also speed up their adjustment by demonstrating behaviors that assist them in clarifying expectations, learning organizational values and norms, and gaining social acceptance.
- Religion Religion is a collection of cultural systems, belief systems, and worldviews that relate humanity to spirituality and moral values. Religion is a collection of cultural systems, belief systems, and worldviews that relate humanity to spirituality and, sometimes, to moral values. Many religions have narratives, symbols, traditions, and sacred histories that are intended to give meaning to life or to explain the origin of life or the universe. They tend to derive morality, ethics, religious laws, or a preferred lifestyle from their ideas about the cosmos and human nature. Sociology of religion is the study of the beliefs, practices, and organizational forms of religion, using the tools and methods of the discipline of sociology. This objective investigation may include the use of both quantitative methods (surveys, polls, demographic, and census analysis) and qualitative approaches, such as participant observation, interviewing, and analysis of archival, historical, and documentary materials. Agents of socialization differ in effects across religious traditions. Some believe religion is like an ethnic or cultural category, making it less likely for the individuals to break from religious affiliations and be more socialized in this setting. Parental religious participation is the most influential part of religious socialization–more so than religious peers or religious beliefs. For example, children raised in religious homes are more likely to have some degree of religiosity in their lives. They are also likely to raise their own children with religion and to participate in religious ceremonies, such as baptisms and weddings. LESSON 2: RESOCIALIZATION OF CULTURE A total institution is a place where a group of people is cut off from the wider community and their needs are under bureaucratic/governmental control. Resocialization is a process in which a person is taught new norms, values, and practices that foster their transition from one social role to another. Resocialization can involve both minor and major forms of change and can be both voluntary and involuntary. The process ranges from simply adjusting to a new job or work environment, to moving to another country where you have to learn new customs, dress, language, and eating habits, to even more significant forms of change like becoming a parent. Examples of involuntary resocialization include becoming a prisoner or a widow. Resocialization differs from the formative, lifelong process of socialization in that the latter directs a person's development whereas the former re directs their development.
Learning and Unlearning Sociologist Erving Goffman defined resocialization as a process of tearing down and rebuilding an individual’s role and socially constructed sense of self. It is often a deliberate and intense social process and it revolves around the notion that if something can be learned, it can be unlearned. Resocialization can also be defined as a process that subjects an individual to new values, attitudes, and skills defined as adequate according to the norms of a particular institution, and the person must change to function adequately according to those norms. A prison sentence is a good example. The individual not only has to change and rehabilitate his or her behavior to return to society but must also accommodate the new norms required of living in a prison. Resocialization is also necessary among people who have never been socialized from the start, such as feral or severely abused children. It is also relevant for people who haven't had to behave socially for long periods, such as prisoners who have been in solitary confinement. But it can also be a subtle process not directed by any particular institution, such as when one becomes a parent or goes through another significant life transition, like a marriage, divorce, or the death of a spouse. Following such circumstances, one must figure out what their new social role is and how they relate to others in that role. Resocialization and Total Institutions According to Crossman (2019), a total institution is one in which a person is completely immersed in an environment that controls every aspect of day-to-day life under a singular authority. The goal of a total institution is resocialization to completely alter an individual and/or group of people's way of living and being. Prisons, the military, and fraternity houses are examples of total institutions. Within a total institution, resocialization is comprised of two parts. First, the institutional staff attempts to break down the residents' identities and independence. This can be accomplished by making individuals give up their possessions, get identical haircuts, and wear standard-issue clothing or uniforms. It can be further achieved by subjecting individuals to humiliating and degrading processes such as fingerprinting, strip searches, and giving people serial numbers as identification rather than using their names. The second phase of resocialization is attempting to build a new personality or sense of self, which is usually accomplished with a system of reward and punishment. The goal is conformity, which results when people change their behavior to accommodate the expectations of an authority figure or those of the larger group. Conformity can be established through rewards, such as allowing individuals access to a television, book, or telephone. LESSON 3: CHARACTERISTICS OF CULTURE Nideffer cited that culture has five basic characteristics: It is learned, shared, based on symbols, integrated, and dynamic. All cultures share these basic features.