Language and Society 2001 LENGUA Y COSMOVISIÓN

Presentación del tema: "Language and Society 2001 LENGUA Y COSMOVISIÓN"— Transcripción de la presentación:

1 Language and Society 2001 LENGUA Y COSMOVISIÓN
LENGUA Y CULTURA LENGUA Y COSMOVISIÓN L4 Lang& timeSpace Self.ppt

2 UNO MISMO DIRECCIÓN TIEMPO ESPACIO ETNOCATEGORÍAS RELIGIÓN y COSMOS
Lengua y cosmovisión Language and Society 2001 UNO MISMO DIRECCIÓN TIEMPO ESPACIO ETNOCATEGORÍAS RELIGIÓN y COSMOS We’ve been looking generally at concepts of language and worldview. And we recognise that somehow there is relationship between language and worldview . The better we understand worldview, the better we can understand what our own worldview is and how it might be influencing us, and also obviously helps us understand the culture we’re living in. Of course the next step is to determine what is appropriate language within the context of a certain worldview, but 1st lets start with an awareness of some specific examples of some worldview. We’ll just address some aspects of worldview : SELF DIRECTION TIME SPACE ETHNO-CATEGORIES RELIGION & COSMOS L4 Lang& timeSpace Self.ppt

3 Language and Society 2001 Lengua y cosmovisión Objectivos Identificar cómo perciben algunas culturas los siguientes aspectos: sí mismo, dirección, tiempo, espacio Tomar conciencia de cómo la perspectiva del mundo influye en la comunicación 1stly we’ll address self, direction, time & space, so at the end of this topic, should take 2 classes … 1. identify how some cultures view these aspects of worldview 2. Be aware of how some worldview perspectives influence communication L4 Lang& timeSpace Self.ppt

4 UNO MISMO en relación con los demás
Language and Society 2001 UNO MISMO en relación con los demás Self, in relationship to others Our position in society affects how we interpret & use speech and actions, and other forms of communication. Ask some students how they would attract my attention if they have a question, and how they would then say “I’ve got a question” eg Aussie, Korean, Chinese … reveals teacher / student roles Think about how these responses reflect a worldview Lets look at some perspectives in different cultures L4 Lang& timeSpace Self.ppt

5 YO! Perspectiva occidental A. Western worldview
Language and Society 2001 YO! A. Western worldview Kinship : our nuclear family = mum/ dad, siblings. And there’s a differentiation between siblings and cousins/ and between parents and aunts/ uncles Organisation : emphasis is on individualism, and on personal decision making Society becomes subordinate to the individual Reflected in advertising. Who is the most important person.? ME Although we also have certain authority structures within our culture that have specific language expectations associated, eg teacher / student - although I think the Aussie worldview is more egalitarian than some others - and that’s reflected in our communication L4 Lang& timeSpace Self.ppt

6 Igualitaria Perspectiva no occidental Egalitarian Society: e.g.:
Language and Society 2001 Igualitaria Egalitarian Society: e.g.: 1. Hawaiian culture has an egalitarian worldview also, they have no differentiation between siblings and cousins! 2. In Bontoc in the Philippines, Keith Benn had 4 women come to his house to sing, 6 others come to listen. He gave 500g of sugar to each of the ladies who sang. The 6 others were upset that they didn’t get sugar. They said those who sang needed someone to listen. With out them listening they wouldn’t be able to sing. So they should also receive sugar from Benn. 40 men came to build a house. 20 were involved in the building and the other 20 sat and watched and gave advice. All received the same payment at the end of the day. In this egalitarian society no honorifics were used; only polite language. 3. In Madagascar (Ref: Shopen) family & society are egalitarian. Eg kids doing homework will all copy to ensure that the work standard is the same, no one is perceived as better or worse than another. L4 Lang& timeSpace Self.ppt

7 Igualitaria Familia / sociedad Perspectiva no occidental
Language and Society 2001 Perspectiva no occidental Igualitaria Familia / sociedad Allegiance maybe expected to the family and society. Eg1 Korean, where submission and obedience is expected, and language reflects this perspective. Consider John 2 where Jesus is at the Wedding and turns the water in to wine. Setting: Jesus’ mother comes to Jesus and says the wine has run out. What was Jesus’ response? “Dear woman why do you involve me? My time has not yet come” How would you react? A Korean I know of found this horrifying that Jesus should speak so disrespectfully to his mother. He had this perception because of his Korean world view of himself and his place in the family and society. (We might also find it shocking that Jesus said ‘woman….’ But not to the same extent) Many languages like Korean have honorific titles in their language to reflect their role in society. Koreans also have generational names to emphasise their identity in the society Closest example in Western Setting is the Lord of the house and the servants, i.e.: the language used between them. One’s position is very important to determine how you speak to another person. Eg 2 Chinese/ Malay : have different terms for older/ younger brother/ sister L4 Lang& timeSpace Self.ppt

8 Igualitaria Familia / sociedad Ciclo / casta Perspectiva no occidental
Language and Society 2001 Perspectiva no occidental Igualitaria Familia / sociedad Ciclo / casta Balinese- [Ref : Lansing, J Stephen, “The Balinese” 1995, L294] This worldview also emphasises family, but from the perspective of Hindu: Beliefs re-inforced through Balinese language. They have defined hierarchical caste names, & birth order (since they recognise cycles of personal identity (1st born (Wayan), 2nd born (Nyoman) etc (Made, Ketut, Wayan, Nyoman, etc). Generational status continues - when they become parents, they are known as ‘mother of “, father of ..”. And then “grandmother of .. “, grandfather of …”. In this setting between castes only certain forms of language are acceptable and others strictly prohibited. L4 Lang& timeSpace Self.ppt

9 Igualitaria Familia / sociedad Ciclo / casta Dependencia
Language and Society 2001 Perspectiva no occidental Igualitaria Familia / sociedad Ciclo / casta Dependence : (Ref : Shopen) eg in Japan dependence is encouraged, and is a positive relationship. Eg when visiting, guests make themselves dependent on their hosts, accepting whatever they’re given. Contrast with a western situation - the host will usually ask guests what they would like to drink. This is NOT to say that all Japanese have dependent personalities, it’s the worldview we’re addressing! Dependencia L4 Lang& timeSpace Self.ppt

10 Igualitaria Familia / sociedad Ciclo / casta Dependencia
Language and Society 2001 Perspectiva no occidental Igualitaria Familia / sociedad Ciclo / casta Dependencia In Australian Aboriginal communities, which are divided into 2 moieties, everyone within the one moiety is of the same ‘family’. (Ref Shopen, 1987 Ch IV) Everyone in one generation are siblings, and everyone in the ‘grandparent’ generation have ‘grandparent’ roles. They use specific words with specific kinsmen & men can’t relate, or speak at all with their mother-in-law Organización social L4 Lang& timeSpace Self.ppt

11 DIRECCIÓN 4. Direction People have different orientation in direction
Language and Society 2001 DIRECCIÓN 4. Direction People have different orientation in direction L4 Lang& timeSpace Self.ppt

12 (National Geographic, Vol 178, No.5, Noviembre 1990)
Language and Society 2001 4. Direction People have different orientation in direction TASK Choose 2 students, one to give directions, and one to follow directions. 1. First ask that directions are to the person’s seat. Have the person giving directions be in a position in the middle of the room, and the person receiving be past that person somewhere. Hopefully they express their directions based upon the following terms front, left, right, behind of me- maybe choose 2 people from western cultures. (National Geographic, Vol 178, No.5, Noviembre 1990) L4 Lang& timeSpace Self.ppt

13 YO DELANTE DERECHA IZQUIERDA DETRÁS Perspectiva occidental
Language and Society 2001 DELANTE YO IZQUIERDA DERECHA Western Perspective Direction is usually relative to ego right, left, front, back Whats important in our western culture … me! So its normal for directions to be given in respect of me! Choose 2 more people - 2. Have one direct the other to a point in the classroom, that only the first person knows! What is relevant … things that are perceived as major items in the room .. Eg desks .. Not a red pencil sitting on someone’s desk! In non-Western societies - what’s important? DETRÁS L4 Lang& timeSpace Self.ppt

14 Perspectiva no occidental
Language and Society 2001 Importante río Dirección río arriba río abajo NON WESTERN DIRECTION PERSPECTIVES whats important MAY BE certain geographical elements/ ie elements in the world around them eg in this photo in Sarawak - access to villages is via river, their ‘world’ is centred around the river, so direction is given with respect to the river eg upriver or downriver or in other communities it maybe where the sun sets or rises L4 Lang& timeSpace Self.ppt

15 Perspectiva no occidental
Language and Society 2001 Importante montaña Dirección montaña arriba montaña abajo Non Western Perspective, eg a village on a mountainside Eg Tzeltal of Mexico - living in a mountainous region m elevation. - Land falls from highland to lowland (roughly south to north = highland to lowland) Uphill / downhill If I put something on the desk here .. It wouldn’t be on my right or left .. It would be down or uphill! L4 Lang& timeSpace Self.ppt

16 Perspectiva no occidental
Language and Society 2001 Importante mar tierra/ montañas sol Dirección mar adentro tierra adentro/ sobre la montaña amanecer puesta del sol Another eg … an island situation direction is via sunrise and sunset, (E.g.., in Paicî language of New Caledonia (From Richard Lee): ‘east’ = ‘where the sunrises’.) How many people in the class unconsciously mark directions from the sea or mountains. For many Sydneysiders, their reference of east is the ocean. For many Californians, their reference of west is the ocean! L4 Lang& timeSpace Self.ppt

17 W N E O S Aborígenes australianos Perspectiva no occidental Importante
Language and Society 2001 Perspectiva no occidental Aborígenes australianos Importante hitos geográficos W O pueblo N E S Dirección ‘cuadrantes’ con referencia a hitos geográficos With Australian Aborigines they have a perspective on direction with respect to specific geographic terms, referencing roughly to cardinal directions. For some aboriginal cultures such as the Yanyuwa, the very process of hearing and speaking their language trains them to be aware of their location, relative to location and directions. Eg they can’t just say “the plane landed”, but “the plane landed in the south” Translation egs 1. Acts : the southerly and northeaster winds! 2. Jesus goes ‘up’ to Jerusalem * ‘Direction influences maps too (another means of communication!) you’ll find that people may not represent directions on a map in the same way you do. * And direction may be influenced by another aspect of society … eg Africa : backpacking & asking directions .. Socially it was more important that they give an answer, regardless of whether it was wrong or right!! L4 Lang& timeSpace Self.ppt

18 Language and Society 2001 ESPECIALIZADO
ESPACIO ESPECIALIZADO SPACE: People VIEW space differently & USE space differently. (I’m NOT referring to outer space) Have a couple of people come up and draw an outline of their childhood home, and label the rooms in the house. Space is organised into 1. Specialised use 2. General use GENERAL L4 Lang& timeSpace Self.ppt

19 Cómo entrar a una casa Yakan
Perspectiva espacial Language and Society 2001 Cómo entrar a una casa Yakan Yakan house eg Yakan, Philippine Muslims on the island of Basilan. (Refer to article “How to enter a Yakan house” from Frake 1980, Language and Cutural Description) For an outsider to move into a Yakan house involves displays of proper ettiquette by both the householder and the outsider, and the outsider may be invited into different ‘stages’ of the house. And provisions also offered which are dependent on the ‘stage’, eg betel nut if they were on the porch, a meal if they were inside. The space in a Yakan house is not just space or zones; it is a structure set of social relations. Frake Language and Cultural Despcriptions: Essays. “How to Enter a Yakan House” L4 Lang& timeSpace Self.ppt

20 Language and Society 2001 TIEMPO Time Ask some students what the time is, ask a few and see if you get different answers … eg the actual hour/ minute time, the date, or an event time (eg someone’s birthday, nearly lunch time) etc For Westerners we’re very tied to time & five minutes’ lateness for an appointment is important – though this varies according to the culture (Aus, UK. USA….), and the type of appointment. Time is important in all cultures but the categories are different. Different cultures have different ways of looking at time: L4 Lang& timeSpace Self.ppt

21 ORIENTACIÓN Futuro Presente Pasado Perspeciva temporal
Language and Society 2001 Perspeciva temporal ORIENTACIÓN Futuro Presente Pasado A. Orientation (focus) 1. Future orientation-such as Western perspective, hard work leads to success ---American viewpoint (seasons?; Australian? NZ? 2. Present orientation: Future is unreal, uncertain, intangible; eg PNG eg 2 I spent some time in Madagascar (Ref: Shopen) have ‘non-committal’ to future because if it doesn’t happen, then they are shamed - a major social no-no 3. Past Orientation: Ancestor worship, family tradition, present is connected to the past. Hindu, Buddhist, Chinese, Japanese, many African cultures. L4 Lang& timeSpace Self.ppt

22 CONCEPTOS Lineal Circular Perspectiva temporal Concepts of time
Language and Society 2001 Perspectiva temporal CONCEPTOS Lineal Circular Concepts of time 1. Linear: Time extends from the past to the future- eg Western world view. reflected in the fact we have different tenses for our verbs (PAST, PRESENT, FUTURE) Everything we say reflects time! 2. Oscillating time : circular, events repeat themselves:. Indian-Hindu & Bali world view (circular but moving forward), eg Thai does not have tenses but does have aspect - which are concerned with the event: is it incomplete or complete? L4 Lang& timeSpace Self.ppt

23 UNIDADES Hay siete días en una semana Cuatro semanas en un mes
Language and Society 2001 Perspectiva temporal UNIDADES Hay siete días en una semana Cuatro semanas en un mes Doce meses en un año Units of time Show the class this : There are seven day in a week, Four week to a month and twelve month to a year ask the class:, ‘Are these statements correct?’ They should correct them to read the plural forms. Ensure consensus .. The Chinese in the class may have no problem! Why? L4 Lang& timeSpace Self.ppt

24 UNIDADES Unidades discretas Orientación por eventos No cuantificable
Language and Society 2001 Perspectiva teemporal UNIDADES Unidades discretas Orientación por eventos No cuantificable Days are countable in Western culture -because we see each day to be different and that they are quantifiable and linear. … 1. Discrete units : Western culture has discrete units of time: minutes, seconds, days weeks, etc 2. Event orientation eg: Tribals; seasons of planting, moons (Chinese and Muslim calendar), wet seasons etc Sabahans don’t know their birthdates - not important - measure time in events, not years 3. Not quantifiable eg Hopi language of the Indians of Arizona, time is not quantifiable because according to its worldview it is cyclic. Each day is not new but a repeat of the previous. L4 Lang& timeSpace Self.ppt

25 + sustantivo singular)
Perspectiva temporal Language and Society 2001 UNIDADES ESPAÑOL (número cardinal + sustantivo plural) un día dos días tres días cuatro días HOPI (número ordinal + sustantivo singular) primer día segundo día tercer día cuarto día L4 Lang& timeSpace Self.ppt