Language, Society and Power - Assignment Example

Language, Society and Power Language, Society and Power Introduction According to Eckert and McConnell Ginet, ‘the force of gender categories in society makes it impossible for us to move through our lives in a non-gendered way and impossible not to behave in a way that brings out gendered behavior in others.’ Sin this statement; these scholars are attempting to shed more light on how human beings manipulate the use of language through the construction of certain labels based on gender. This is a clear indication of how the societal gender labels have influenced human language. As these scholars state, human beings are controlled by their gender thinking styles. However, this has been reflected in everyday life including the use of language. Meaning, the language that people use is a product of the gender attitudes and perceptions which have been developed for a very long time. For instance, the male chauvinistic nature of the society has made many people associate God to masculinity. At the same time, it has been at the centre of the creation of non-gender sensitive words such chairman, businessman, just to mention, but a few. To exhaustively explain this, there is a need to be an application of the theories of social construction and difference theory. As explained by the social constructionists, several aspects of human life have been influenced by their day to day agreement with social practices and institutions. On the other hand, difference theory states that human language can be greatly influenced by the gender stereotypes which are developed by the society (Eckert & McConnell, 2003). Gender categories are found within our societies and they serve as a foundation to the creation of an identity that is socially recognized in reference to other societal members. Language structures have an impact on how a person is able to conceptualize worldly aspects. Society in turn defines our gender roles and behaviours. If our language is more dominant and widespread, it will influence other people’s gendered behaviours. Question 1 (a) Gender is defined as being either male or female (Eckert & McConnell, 2003). In a complex definition, the word gender refers to physical, mental, behavioural, and biological characteristics that relate to masculine and feminine, and helps in differentiating between masculinity and femininity. Gender categories make it impossible for us to live our lives in a non-gendered way, for example, girls will always have feminine characteristics even after spending their entire lives with males. Women in our society will often behave in a feminine way, which influences little girls who pick up certain behaviours from them. Gender categories, thus, make it impossible for us not to behave in a way that brings out gendered behaviour in others. Question 1 (b) Gendered behaviours are behavioural models or social norms that are considered suitable for either a male or a female in social relationships or conventions. Gendered behaviour differs according to a society’s culture. Language plays a critical role in influencing our gendered behaviours (Eckert & McConnell, 2003); this relates to gender behaviours too. The language structures of other people can shape other people’s gendered behaviours since language is used to group things into either masculine or feminine. These different language structures are what make people see the world in several diverse ways. They make us interpret our world in many ways. This, however, occurs if the language of others is more widespread, influential, and common than ours. It also occurs if we use other people’s language as a second language. Boys, for example, will talk of wearing trousers while girls will talk of wearing dresses, both boys and girls will grow up knowing that dresses belong to girls, which explains the use of language to influence our gendered behaviours. It also shows why it is impossible to move through our lives in a non-gendered way. A mother will often tell her daughter to behave like a wife material girl, which entails the use of language to bring out gendered behaviour. Language, thus, influences the force of gender categories in our society, which makes it impossible not to behave in a way that brings out gendered behaviour in others. Question 1 (c) The language we use can also influence gendered behaviour in other people. The same way other people’s language can influence our gendered behaviour is the same way we can influence their gendered behaviour using our language. Language shapes our thoughts, it influences the way we see things, and it interprets our culture and defines our society (Eckert & McConnell, 2003). Our language structures will define the way other people interpret things, which influences their gendered behaviours. When growing up, children are guided by their parents through use of language on how to behave as a girl or as a boy, which illustrates how the language we use influences gendered behaviour in others. When gendered behaviour in other people is brought out, it becomes impossible for them to live their lives in a non-gendered way. Question 1 (d) Language constrains our behaviours because it is a cultural tool (Soden & Mooney, 2011). Our language can influence the way we act and behave. People who speak the same language, for example, do experience this since their behaviours are constrained by the language they speak. Social attitudes, on the other, hand influence the language we use. Social attitudes refer to the way people develop a social feeling towards something. People may fail to use a certain language because they have a negative attitude towards its speakers. In our society, for example, we grow up knowing that men should not wear dresses. This is a belief created with language. Boys, thus will grow up without wearing dresses, which illustrates how language constrains our behaviours. Social attitudes and language, thus, enforce our gender categories, which make it impossible for us to move our lives in a non-gendered way. Question 2 (a) The educated speakers of England or New England are people whose first language is not English (Widdowson, 1994). English is their second language. This largely means that they are not native speakers of English. They are people who learn Standard British English as their second language. Question 2 (b) Educated speakers of English speak a language that carries with it some prestige. English is one of the main languages that people are learning as their second language. English as a second language, thus, is widely used all over the world. This makes it carry some prestige. The fact that educated speakers have to learn English as their second language is what makes their English prestige. People from America and those from the United Kingdom form part of the largest social speakers of English (Widdowson, 1994). In Africa, for example, people who can communicate in fluent English are highly regarded, which explains why their English carries some prestige. People who have learnt English as their second language, thus, take pride in their effort to learn English. Question 2 (c) Non-native speakers are taught Standard English from either the United Kingdom, or the United States. English in both countries differs a lot in terms of lexis, syntax, spelling and articulation (Widdowson, 1994). In both British and American English, there are words, which are used to mean the same thing but differ in vocabulary, for example, film and movie are both British and American words respectively, which mean the same thing. These means that English language can only be taught using Standard English from either the United Kingdom, or the United States due to the differences in lexis, syntax, spelling and articulation. Question 2 (d) There are, however, counter arguments on whether non-native speakers should be taught in UK or US Standard English. We have Standard English from Scotland and Australia (Widdowson, 1994). This means that Standard English is not conformed to just the USA and UK. English, thus, should be taught as a foreign language. This is the best model since students will be taught English as a second language by teachers who do not necessarily have to be native speakers. Question 3 (a) Slang is language that has been coined, however, Clive Martin an article writer has a different explanation of what slang is. Clive (2012) argues that slang can be referred to as “impure” English. He refers to slang as language originates from the middle classes with the aim of suiting their language needs. Question 3 (b) The issue of whether middle classes can take control of working class accents and dialects creates a raging debate. It is, however, possible for middle classes to take control of working class accents and dialects. This is possible because the middle class outnumber the working class. There are more middle class language users compared to the working class. It is, thus, easy for the middle class to take control of certain accents and dialects that belong to the working class. A good example is in the use of Standard British English. The middle classes have taken control of Standard English and manipulated it. This is why we have slang language with some words being officially accepted as correct (Clive, 2012). The middle classes are, thus, able to take control of accents and dialects held by the working class. Etiquette is part of accents and dialects held by the working class, which involves use of words such as your Excellency, Sir, Honourable and majesty. . A boyfriend, for example, can refer to his girlfriend as “your majesty”. It is, hence, possible for the middle classes to take control of dialects and accents held by the working classes. Question 4 (a) Racism is often associated with inequality and prejudice. Text and talk, however, play a crucial role in the reproduction of modern day racism. This can be observed, for example, in parliamentary debates when discussing the fate of immigrants. Immigrants are often referred to as “aliens”. Speeches and writings that relay racism are made when discussing them. Texts and talks have different structures, which are analyzed using different approaches. Approaches that are used to analyze texts and talks are used to indicate interactions that discriminate against minority groups either directly or indirectly. The use of the word “alien” is one good example of how texts and talks are used in the reproduction of racism. Speech is often used in the reproduction of racism. In the United States of America, for example, speech and writings were used to discriminate against black people. The black people were often referred to as “negroes” by the whites who formed the majority. In our fashion world, texts and talks are used to label certain clothes belonging to a certain region, for example, a Jewish robe and a Muslim robe. It is easy for one to say, “I cannot wear this robe because it belongs to the Jews.” This indicates how texts and talks are used in the reproduction of racism (Irwin, 2011). Question 4 (b) Mass media has become a strategic place for the reproduction of racism (Irwin, 2011). News media texts are used to disseminate information that conforms to racism, for example, through politics and half-truths. The rise of blog sites and social media that relay news has provided a platform for the reproduction of racism. Reporters often use the word “aliens” when referring to illegal immigrants. This is a good example of how racism is evident in news media text News media texts will often describe a Muslim man who goes around shooting people as a terrorist, but a rogue soldier who goes around shooting people is not referred to as a terrorist. The word “terrorist” in this case is racist. It clearly indicates how media texts are used in the reproduction of racism. News media texts are not supposed to be racist, but the use of certain words makes them avenues for racist discussions. Question 5 (a) Ethnolect is a non-standard variety of language that is associated with a certain cultural or ethnic subgroup. An ethnolect can serve as a social identity mark (Malet & Greenville, 2002). An ethnolect occurs when language users from a different ethnic group make an effort of speaking a dominant language. Question 5 (b) Ethnicity refers to characteristics that are shared by a group of people. Ethnicity creates social groups (Soden & Mooney, 2011). Social groups create social structures, which create power structures. Ethnicity plays a major role in creating power structures in the society. People from the same ethnic group have leaders amongst themselves. These leaders are able to influence how people behave. Power structures enhance ethnicity. This is because power structures created by ethnic groups are meant to control the groups and maintain them. The relationship between ethnicity and power structures in the society is, thus, of mutual benefit. Ethnic groups use culture as a tool for creating power structures. The use of myths, language and symbols helps in the exercise of power. In Africa, for example, ethnic groups in existence have their own power structures, which influence their behaviour. Question 5 (c) People from the same ethnic group often share the same language. This aids in their communication and helps them to understand each other better. Language is a key factor, which helps in identifying a certain ethnic group (Soden & Mooney, 2011). Spanish language belongs to the Spanish people, German marks the identity of Germans and Japanese language is for the Japans. These are good examples of how language associates with a certain ethnic group. In our contemporary society, language use is quite different from how language was used a century ago or decades ago; this makes the relationship between language and ethnicity has become complex. Language used to be associated with a certain region, however, things have changed and today people use language to communicate and not as a social identity. English language, for example, is a first language in Scotland, Australia, Britain and Northern Ireland. This does not mean that people from these countries belong to the same ethnic group. The only thing they share is language. In America, there are Black Americans and White Americans and they all speak American English as their first language. They, however, do not belong to the same ethnic group. The relationship between language and ethnicity is, thus, complex. In Africa, there are countries such as Senegal and Algeria that speak in French as their first language. They, however, do not belong to the same ethnic group with the French. This presents an example of how the relationship between language and ethnicity is complex. Conclusion The language structure in other people’s languages influences our gendered behaviours largely. Language, thus, influences the force of gender categories in our society, which makes it impossible not to behave in ways that brings out gendered behaviour in others. When people in a society live their lives in a gendered way, it becomes inevitable to avoid expressing behaviors that act as examples in instilling gendered behaviours in other people. Learning English as a second language is challenging and takes time. The middle classes by taking over accents held by the working classes use these words in informal settings to refer to one other. News media texts use racist words when referring to certain ethnic groups, thus, promoting racism. Language in our contemporary society is used primarily as a communication tool, which explains why people learn other languages as their second language. The primary objective of learning the second languages is to enhance communication ability in order to diversify interactions. The different uses of language, for example, to communicate has contributed in making the relationship between language and ethnicity complex. People identify one another using language and build beneficial relationships depending on the languages they speak. Language, however, should not be an hindrance to people’s interactions and building beneficial relationships. References Clive, M. 2012. The Middle classes have seized control of our slang, Vice, [online] Available at: http://www.vice.com/en-UK/html [Accessed, 22 March 2014] Eckert and McConnell, G. 2003. Language and Gender. Cambridge: Cambridge University Press. Irwin, A. 2011. Language and the Media. Abingdon, Oxon: Routledge. Malet, M. and Greenville, A., ed. 2002. Changing Countries: The Experience and Achievement of German-Speaking Exiles from Hitler in Britain from 1933 to Today. London: Libris. Soden, S. and A. Mooney. 2011. Language and ethnicity. Abingdon, Oxon: Routledge. Widdowson, H.1994. The ownership of English. TESOL Quarterly, 28(2), pp. 377-389. Read More