Language is Culture

Is language simply a square sewn onto a cultural quilt, or is it an interwoven thread of a tapestry? At one time I saw it as a square, one of many important elements of culture. Some of the other squares were traditions, ceremonies, beliefs, values, religion, food….  However, on the second day of this year's Smithsonian Folk Life Festival, and immersed in the activities of “endangered languages and cultures,” I began to realize that language truly is an interwoven thread of a cultural tapestry. As one participant said, “When our language dies, we die.”

It is true that in each of the elements that would serve as a square on a cultural quilt, language, whether verbal or non-verbal, written, performed, drawn or painted, is used to express and communicate the meaning of all cultural components.

Throughout the two days participants from varied endangered cultures demonstrated “language as culture.” The Hawaiian Hula Masters’ movements, calls, and dances are not simply performances but ways to communicate and pass on messages. The Bolivian musician explained the importance of “reading” their weavings and clothing to determine the community where they live as well as to understand their interests and values. The Garifuna teach and learn through playful games, movement and dance. Play or dance is important to how they learn and interact.

As a Spanish language teacher cultural exposure and engagement have always been integral parts of my lessons. In fact, culture has been the most important aspect, from crafting Huichol yarn paintings, to making maracas out of rice and beans, to playing “naranja ducle,” tasting tropical fruits, and singing De Colores, I have always taught through culture. However, I viewed it as teaching the culture of the countries where the people speak the language.  As I approach this new year (entering the classroom once again after almost 10 years!) I view it a bit differently; I now view language AS culture. That may not sound extraordinarily different to many – but to me it has totally framed the way I will approach my planning and engage my students. If I am always weaving the language into the culture and visa-versa the whole year will turn into a vibrant tapestry – I can’t wait!
How do you use culture to frame your language teaching? (or teaching in general!)

Culture is as complex as its simplicity!

Culture is as complex as its simplicity! When you say the word culture most people would have the gist of what you may be referring to. Traditions, celebrations, food, art, artifacts, routines, ways of life, family formation, language, body language gender roles….. The list could go on. But just look at the list (together with what you may add) and consider the complexity, layers, and multiple angles within each element. Such is culture! And thus culture is not only complex but also very personal or individualized; we all look at life from our own lens even within the culture we share with others. In the end, culture enables us to extract meaning to our lives.

You know the saying, don’t over think things? At one point during my professional studies I was definitely “over thinking” culture.  As with many things in life, if you hyper-focus, over think and get bogged down by details, you don’t always move forward. In the end, I wanted to better understand, how strong cultures are reinforced. (Ok, so what is a strong culture…there I go again, hyper-focusing on the details, lets leave that for another blog post.)

To move on in my studies, and to reflect upon the world around me (professionally, personally, scholarly) it was important at the time to focus my cultural lens through a specific definition. I chose this one:

“A dynamic system of social values, cognitive codes, behavioral standards, world views and beliefs used to give meaning to our lives as well as the lives of others, (Delgado-Guitan &Trueba, 1991).”

Initially this became a “malleable” framework for which I could view my surroundings, reflect on my readings and contemplate new understandings.

Not only does dissecting the elements of culture add complexity, but the context and reason you are thinking about culture in the first place contributes to the individualized meaning you may give it. If I am visiting a new state or country I will absorb and contemplate cultural quite differently than if I am in a professional frame of mind. When visiting a new area I consider the “above the iceberg” elements of culture like, dress, food, art, language, and ceremonies. I concentrate on what I can observe, feel, taste, and contemplate. Of course, I seek out opportunities to engage and participate in other aspects of the culture, which would enable me to pick up on the “under the iceberg” cultural nuances. 

When analyzing data in scholarly work, I am very particular about the elements (or concept within a specific conceptual framework); for example, I may be looking out for relationships and human interactions, symbols, traditions and rituals, and the structures within an organization or a period of time.

Whereas when I am in the planning mode of an educational project or unit of study, my approach changes. In these cases my objective is not to learn about or absorb a new culture but to engage a group of learners (adults or children) to experience and understand a particular culture, sub-culture or cultural concept.

I have had a few experiences this summer through travel, readings, and participating in some cultural events that has led me to really contemplate the term culture. It is such an important aspect of life: how we view culture and how we create meaning from it.

I look forward to expanding on my personal, scholarly, and professional dealings with culture in additional posts.

What are your thoughts on culture, its meaning, and how it may influence you as a person and professional?