All languages are sexist - Essay Example

?All languages are sexist Introduction Language has become an integral part of the human survival and existence in this world. Humans need to communicate and initiate a communication process in order to achieve consistent social activity. In other words, language is basically a necessity for humans in order to convey a living legacy of any sort from generation to generation. However, language has certain implied meanings as well. Language is formed out of experience. However, this can be contested on the point that the human brain structure is innately defined for complex activity for language. All of these claims may have potential truth behind them, but what is important is the point that language is created for certain purpose and essential meaning. All languages are sexist. At some point, it is not easy to claim this as true, because the entire activity of proving it requires substantial information on social constructionism, understanding social groups, and its context through varieties of methods in language studies. The proponent tries to elaborate these prior to pointing out that all languages are sexist. However, there are many important ideas that need to be clearly understood prior to doing this. For the mean time, it is important to understand some significant theories and assumptions in line with language development. Language development All languages are created based on the human experience. Since culture for instance is in line with the human experience, all things that are named or understood by humans are achieved through practical understanding of every event, situation or certain issue. All of these are integral components of learning among people and environment plays substantial role regarding it. In other words, an individual acquired language eventually from his or her immediate environment. For instance, some studies reveal that babbling among infants reflects the very language spoken by adults around them including the tone, pitch and sound and this belongs to the critical period for advancement in language in each individual (Feldman 2003). It is therefore assumed that each person has to undergo critical period for language development and this substantially is depicted among infants and their language development. In fact, certain studies could potentially prove this claim. Those children who were not exposed to normal conversation during the critical period for language advancement were later had difficulty in overcoming this deficit (Kuhl et al. 1992; Vyt, Bloch & Bornstein 1994). Based on experience, there might be truth regarding this claim. I personally witnessed a child born to a mute mother who in all the times relies on gestures to express herself. Eventually, her son learned to follow his mother and most of the time would love to express himself too using gestures. There is minimal application of language or word by this child unlike the other children of his age. This particular case only proves that individuals substantially learn many things from their environment and it is a crucial point among for language development among infants when they need substantial adult supervision. In fact, from cognitive, behavioural and humanistic perspectives of psychology, language could be defined as integral component of an individual’s behavior because it is created based on the strong influence of the environment. Specifically, cognitive, behavioural and humanistic perspectives of psychology assume that behaviors are eventually learned from the environment (Feldman 2003). Language acquisition on the other hand from the learning-theory approach is achieved by an individual through the principle of reinforcement and conditioning. This is proven by certain studies which found that the more infants are praised by their parents for mentioning certain words, the more they are most likely to come up with an adult speech and they become more proficient in language especially if their parents constantly speak to them (Skinner 1957; Hart & Risley 1997). However, the learning-theory approach in understanding language acquisition may not be enough because reinforcement comes even if children do not respond well to using the proper language. Thus, there is an assumption that humans are born with innate linguistic capability which can ultimately develop substantial software in times of exposure to the environment (Kasher 1991). The above theories about the language development could remarkably contribute to the idea that humans are specifically supreme above any living creatures on earth. Humans are basically capable of creating language and this can be definitely explained from the point of view of both biological and behavioral perspectives. It is therefore important not only to confine certain perspective on understanding language development from only one of these point of views. For the sake of discussing how certain languages have become sexist in their real context, there is a necessity to point out the essential contribution of the social environment in its development. Social constructionism Social constructivists recognise culture as texts, with variation of how they are read and interpreted by different people and even in least complex societies (Greene & Kropf 2009). This variation surfaced due to human interaction which is constantly transformed from time to time. This depicts that culture is about experience, and social transformation is significantly influenced by the prevailing human experience in great detail, which is tantamount to the creation of various interpretations within a society. One of the very obvious legacies of the past that clearly define culture as set of texts with meaning is the Holy Bible. The old testament of this book depicts patriarchal society starting from the lineage of Adam down to the generation of Noah, Abraham, Isaac, Jacob and so on. In fact, most of the highlighted names in the Bible are men, by this it would mean not mostly of the names of their female counterparts. God specifically chose men to take dominion on earth, which signifies why Adam was created first before Eve. The historical documentation in the Bible pointed that Eve was taken from the man’s body, Adam’s body, so its appropriate name is a “woman”, the female counterpart of the “man”. As time goes by, certain terms were modified and have become strongly discriminatory in nature. For example, most texts in science considered “human” or “man” as the general term for both men and women. The term “people” would have been much appropriate in this case. From the past civilisations, men were considered stronger than their female counterparts. In fact, Kings or mighty warriors were superior in the land and men in general were superior to women. Based on the above illustrations, there is a strong influence of culture, the human experience or the environment on meaning given to certain texts. The term man is viewed naturally as aggressive, strong, powerful and superior. Woman on the other hand depicts feminine characteristics. These are all suggested by culture, out from the human experience and various interpretations of people in the society that significantly promote social change from time to time. A very definite illustration depicting this can be seen on the language or themes of various contemporary and revolutionary fairy tales and cartoon movies such as Cinderella, Snow White, Mulan and Pocahontas. There is actually strong demarcation among these four movies aside from the fact that they were created separately at absolutely different times. Cinderella and Snow White were both created at the time when women had to be more submissive to men’s dominion or power. The very point of Cinderella or Snow White to rely their fate on their Prince is a depiction of men’s dominion over women in almost every aspect in life. This is a specific language implying men’s dominion over women, which substantially is affected by various social experiences. As time goes by, more women were forcefully longing to become equal to their male counterparts. As a result, more women were trying to liberate themselves from the common social trend of identifying men superior than them. In fact, movies such as Mulan and Pocahontas surfaced in order to showcase the potential of women to take dominion over men in some certain aspects or areas in life. Oprah Winfrey for instance is one of the renowned richest women in the world. Unlike before, today women can be equal to men when it comes to business. The very language of the business today simply does not take into account the issue about gender which is completely different before as men had to be on top in the business world. However, as stated earlier specifying that culture is based upon on one’s interpretation, the very accomplishment of Winfrey can be definitely used by feminist groups as a significant proof on their part that women can indeed be equal to men. It would definitely boast their morale and even to the point that it would strengthen their faith on their social stand towards gender and equality. Integration of language and human experience Culture is defined so far as a matter of experience. This experience allows humans to develop certain reaction towards things or events in life. Humans are able to develop certain languages because of this experience. As a result, certain languages are definitely created to provide ways for self expression. History suggests that languages are basically influenced by high sense of touch of social awareness. As already discussed, language can potentially be acquired through the environment. Whatever may be the actual explanation how language is substantially created; the most important point is the fact that there is a touch of social influence in the entire process. It is an integral part of the human existence to create language prior to self expression. Due to this self expression, language has become a fundamental way to associate and even explain fundamental human experience. However, from the stand point of social constructivist, experience may vary in their interpretation and meaning and therefore language may vary as well. This variation substantially includes the observable differences, characteristics or meanings of a certain language. Methods employed in language studies There are varying methods used in language studies. Just like any other fields, language study requires the same treatment like them and it especially includes research, case studies, ethnographic methods and other scientific-based methods in achieving important facts and information. These methods can definitely uncover that sexism is universally present in all languages. Scholars continuously disagree whether language creates or reflects gender biases that already exist in the society (Lind & Brzuzy 2008). It is in this reason that various methods were employed in language studies in order to find this out. However, what is the most important point is to go back to the basic in understanding language and its contribution to the existing body of knowledge. Language is either learned or innate to humans, but substantial evidence, and as stated earlier could potentially prove it that it could be influenced by the environment as well. Thus, one of the most basic ideas in understanding whether language is sexist in general is to come up with detailed observation how it is acquired or formed and even to the point of understanding how it acquired its meaning. Through observation, one may be able to find out that generally language is sexist. For instance, there is always certain meaning integrated with certain word. A “man” for instance should stand for someone who has masculine behavior while his female counterpart is a “woman” who is expected to have a feminine behaviour. In observation, one may be able to identify basic differences, characteristics or implied qualities of the subject involved. What is one of the most meaningful contributions of observation in understanding language as sexist in general is to integrate the entire activity with the human experience or culture. Culture or human experience is something that can be understood in both qualitative and quantitative context. This is the reason why language can elaborately be discussed by mere observation. For instance, as stated earlier, babbling infants definitely can be observed to acquire their basic language from their immediate environment. Whatever the environment teaches them is a great influence on the creation of language they will be using in the future aside from the fact that acquiring knowledge maybe innate at some point. This point of view is based on the assumption from psychological perspective that the environment can potentially influence an individual. Thus, considering that the human culture is very particular with the individual status and meaning of gender, the acquired language therefore has potential meaning as well that could potentially reflect gender. For instance, all languages have designated potential word for man and a woman, a husband and a wife, a girl and a boy and so on. This clearly depicts the fact that language potentially has considerable inclusion of the idea of sexes. All of these can be initially recognised by mere observation or investigation. Society, based on experience, specifically places important language for gender. Thus, in general, there is always a word or something that could explain the status of a man or woman in a society. The language could always be used as a way to express substantial number of ideas within the context of understanding culture or human experience especially when it comes to gender. Language and its context It is true that the language has various meanings and they can be defined based on certain context. Applying the socio-cultural context in understanding language for instance may vary from one culture to another due to different human experiences. Language therefore can be better understood in relation to its environment (Ghadessy 1999). For instance, there are various languages that could be used to define “superiority”. In other culture, this word could best explain the masculinity complex of a man. In other culture it would mean competitive advantage. The context of the word “superiority” is not innately made, but people indicate a meaning into it because of the prevailing experiences they acquire from their environment. In the United States for instance, part of its culture according to Hofstede’s theory of cultural dimension is to have high instinct for individualism (Hofstede 2001; Luger 2009; Hofstede 1997). This means Americans love to compete with each other leaving a high value for superiority as competitive advantage. Applying this in the context of gender, Hofstede does not exclude the fact that different cultures place important emphasis on gender (Hofstede 2001; Hostede, Pedersen & Hofstede 2002). In Japan, male are considered superior to their female counterparts. This allows organisation to always choose male to dominantly prevail in the organisational structure. The above illustrations substantially point out that language can be understood in relation to its environment and there is a great issue covering the fact that language potentially places a room for emphasising gender based on the human experience. Conclusion It is therefore found that even though it is assumed that humans are innately designed to have complex capacity for language, the development of words with potential meaning is subject to human experience and the immediate environment. Gender is part of the human experience. Since language is part of the human experience, gender therefore is highly associated with language. Thus, this specifically implies that all languages are sexist especially on how they are applied in context. In various cultures, different languages have potential to identify various meanings. There is always a clear evidence supporting the fact that potential discrimination between a man and a woman continuously exist in society where the basic tool in order to express self is language. References Feldman, R. S. (2003). Essentials of Understanding Psychology (5th ed.). New York: NY: McGraw-Hill. Ghadessy, M. (1999). Text and context in functional linguistics. Philadelphia, PA: John Benjamins Publishing Company. Greene, R. R., & Kropf, N. (2009). Human Behavior Theory: A Diversity Framework (2nd ed.). New Brunswick, NJ: Transaction Publishers. Hart, B., & Risley, T. R. (1997). Use of language by three-year-old children. Alaska: Anchorage. Hofstede, G. H. (2001). Culture's consequences: comparing values, behaviors, institutions, and organizations across nations (2nd ed.). London: SAGE. Hofstede, G. J., Pedersen, P., & Hofstede, G. H. (2002). Exploring culture: exercises, stories, and synthetic cultures. Yamouth, Maine: Intercultural Press. Hofstede, G. (1997). Cultures and organizations: software of the mind. New York, NY: McGraw-Hill. Kasher, A. (1991). The Chomskyan turn. Cambridge, MA: Blackwell. Kuhl, P. K., Williams, K. A., Lacerda, F., Stevens, K. N., Lindblom, B. (1992). Linguistic experience alters phonetic perception in infants by 6 months of age. Science, 255, 606-608. Lind, A., & Brzuzy, S. (2008). Battleground Women, Gender and Sexuality. Westport, CT: ABC-CLIO. Luger, E. (2009). Hofsteede's Cultural Dimensions. Norderstedt: GRIN Verlag. Skinner, B. F. (1957). Verbal behavior. New York, NY: Appleton-Century-Crofts. Vyt, A., Bloch, H., & Bornstein, M. H. (1994). Early child development in the French tradition: Contributions from current research. Hillsdale, NJ: Erlbaum. Read More