Language and Culture

A language can be defined as a system of signs (verbal or otherwise) intended for Communication. Language as one element of culture has a very important role in human life. Language allows a person communicating with others in meeting their needs. It can be said is the main function of language as a communication tool. Language as one element of culture has a very important role in human life. Language allows a person communicating with others in meeting their needs. it can be said is the main function of language as a communication tool. Another function is as a tool to express self-expression, a tool to make integration and social adaptation, as well as a tool to hold social control.

"Language is a means of communication between members of the public symbol of the sound produced”

Oxford Dictionary defines culture as “customs, civilization and Achievements of a particular time or people”

 In general terms “culture defines a people’s way of life.”

Culture is symbolic communication. Some of its symbols include a group's skills,knowledge, attitudes, values, and motives. The meanings of the symbols are learned and deliberately perpetuated in a society through its institutions.

Understanding language

 Language is at the heart of language teaching and learning and teachers need to constantly reflect on what language is. This is because our understandings of language affect the ways we teach languages.

Language as code

Traditionally, language is viewed as a code. In this view, language is made up of words and a series of rules that connect words together. If language is only viewed in this way, language learning just involves learning vocabulary and the rules for constructing sentences. This understanding of language is, however, a very narrow one. It sees language as fixed and finite and does not explore the complexities involved in using language for communication.

Language as social practice

An understanding of language as ‘open, dynamic, energetic, constantly evolving and personal’ encompasses the rich complexities of communication. This expanded view of language also makes educational experience more engaging for students. Language is not a thing to be studied but a way of seeing, understanding and communicating about the world and each language user uses his or her languages differently to do this. People use language for purposeful communication and learning a new language involves learning how to use words,

Rules and knowledge about language and its use in order to communicate with speakers of the language. This understanding of language sees a language not simply as a body of knowledge to be learnt but as a social practice in which to participate. Language is something that people do in their daily lives and something they use to express, create and interpret meanings and to establish

And maintain social and interpersonal relationships.

Understanding culture

         

Cultures varies from one another and it shares four major components,

these are

ü communication,

ü cognitive,

ü material

ü behavioral aspects.

Relationship between Language and culture

ü Culture is a product of the human mind and it is defined, propagated and sustained through language.

ü Language serves as an expression of culture without being entirely synonymous with it.

ü In most cases, a language forms a basis for ethnic, regional, national or international identity.

ü The relationship between language and culture is deeply rooted. Language is used to maintain and convey culture and cultural ties.

ü The relation between language and culture is indisputably symbiotic.

ü It different ideas stem from differing language use within one’s culture and the whole intertwining of these relationships start at one’s birth

When an infant is born, it is not unlike any other infant born, in fact, quite similar. It is not until the child is exposed to their surroundings that they become individuals in and of theircultural group. This idea, which describes all people as similar at birth, has been around forthousands of years and was discussed by Confucius as recorded in the book by his followers,From birth, the child’s life, opinions, and language are shaped by what it comes in contact with. Brooks (1968) argues that physically and mentally everyone is the same, while the interactions between persons or groups vary widely from place to place. Patterns which

emerge from these group behaviours and interactions will be approved of, or disapproved of.Behaviours which are acceptable will vary from location to location thus forming the basis of different cultures. It is from these differences that one’s view of the world is formed. Hantrais (1989) puts forth the idea that culture is the beliefs and practices governing the life of a society for which a particular language is the vehicle of expression. Therefore, everyone’s views are dependent on the culture which has influenced them, as well as being described using the language which has been shaped by that culture. The understanding of a culture and its people can be enhanced by the knowledge o f their language. This brings us to an interesting point brought up by Emmitt and Pollock (1997), who argue that even though people are brought up under similar behavioral backgrounds or cultural situations but however speak different languages, their world view may be very different. As Sapir-Whorf argues, different thoughts are brought about by the use of different forms of language. One is limited by the language used to express one’s ideas. Different languages will create different limitations, therefore a people who share a culture but speak different languages, will have different world views. Still, language is rooted in culture and culture is reflected and passed on by language from one generation to the next. From this, one can see that learning a new language involves the learning of a new culture. Consequently, teachers of a language are also teachers of culture. The implications of language being completely entwined in culture, in regards for language teaching and language policy are far reaching. Language teachers must instruct their students on the cultural background of language usage, choose culturally appropriate teaching styles, and explore culturally based linguistic differences to promote understanding instead of misconceptions or prejudices. Language policy must be used to create awareness and understandings of cultural differences, and written to incorporate the cultural values of those being taught. An understanding of the relationship between language and culture is important for Language learners, users, and for all those involved in language education. For language teachers and learners in general, an appreciation for the differences in opinion regarding the relationship

Between language and culture can help to illuminate the diversity of views held toward the use of language. Moreover, insight into the various views can assist not only second language learners but also first language users, as the way we choose to use language is not just important for some of us. Such insights also open the door for a consideration of how both language and culture influence people’s life perceptions, and how people make use of their pre-acquainted linguistic and cultural knowledge to assess those perceptions. For all language users, the recognition of how their language affects others can greatly impact the direction and motivation for both language study and interpersonal relationships, and it can also add great insight and value to language education, program planning, and curriculum development. Understanding the nature of the relationship between language and culture is central to the process of learning another language. In actual language use, it is not the case that it is only the forms of language that convey meaning. It is language in its cultural context that creates meaning: creating and interpreting meaning is done within a cultural framework. In language

learning classrooms, learners need to engage with the ways in which context affects what is communicated and how. Both the learner’s culture and the culture in which meaning is created or communicated have an influence on the ways in which possible meanings are understood. This context is not a single culture as both the target language and culture and the learner’s own language and culture are simultaneously present and can be simultaneously engaged. Learning to communicate in an additional language involves developing an awareness of the ways in which culture interrelates with language whenever it is used.