Certificate No.

AJA19-0226

CHAPTER 4

Techniques and Approaches in Teaching the Mother Tongue as a Language

Learning Outcomes

 Trace the methodical history of language teaching

 Develop an electric method of language teaching

Introduction

Language teaching has a long, fascinating but rather tortuous history, in which a debate
on teaching methods has evolved particularly over the last hundred years. The names of many of
the methods (Grammar-translation Method, Direct Method, Audio-lingual Method, Communicative
Teaching Method, etc) are familiar enough, yet the methods are not easy to grasp in practice
because a method, however ill-defined it may be, is more than a single strategy or a particular
technique. As a part of language teaching theories, these methods derived partly from social,
economic, political, or educational circumstances, partly from theoretical consideration (new
changes in language theories and in new psychological perspective on language learning), partly
from practical experience, intuition, and inventiveness. Therefore, to some degree, they represent
a combination of language teaching beliefs, but it is evident that they are characterized by the
over-emphasis on single aspects as the central issue of language teaching and learning,

Content Focus

History of the Methods of Language Teaching

The methodological history of language teaching is described as ‘changing winds and

shifting sands’.
Today’s communicative language teaching (CLT) method came about after several other
language teaching methods waxed and waned. This does not mean, however, that the past
method is gone forever. Each new method departed from the old but took with it some of the
positive aspects of the previous practices. A perfect example of this cyclical nature of the
development of language teaching methods is the audiolingual method. The audiolingual method
broke away from the grammar translation method, but borrowed tenets from the direct method,
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its predecessor. Brown puts it succinctly: “Nothing is taken as gospel; nothing is thrown out of
court without being put to the test. This “test” may always change its mechanics, but the fact
remains that the changing winds and shifting sands of time and research are turning the desert
into a longed-for oasis” (Brown, 2004).
The first method cited in the history of language teaching is the classical method which
become known later as the grammar translation method.
At the time, it was important to focus on grammatical rules, syntactic structures, along
with rote memorization of vocabulary and translation of literary texts. There was no provision for
the oral use of languages under study; after all, both Latin and Greek were not being taught for
oral communication but for the sake of their speakers’ becoming “scholarly” or creating an illusion
of “erudition” (Brown , 2004). This method contributed very little to language learning since the
focus was on a ‘dissected body’ of nouns, adjectives and prepositions, doing nothing to enhance
a student’s communicative ability in the foreign language (Brown, 2004).

Gouin and Berlitz – The Direct Method

Then came the Series method of Francois Gouin which taught learners directly a “series”
of connected sentences that are easy to understand. Nevertheless, this approach to language
learning was short-lived and, only a generation later, gave place to the Direct Method of Charles
Berlitz. In the Direct Method second language learning is similar to first language learning. In this
light, there should be lots of oral interaction, spontaneous use of the language, no translation, and
little, if any, analysis of grammatical rules and syntactic structures.
The Audiolingual Method, otherwise known as the Army Method, because it was the
method used to teach the American army to become orally proficient in the languages of their
allies and enemies alike at the outbreak of World War II was also introduced. The popularity of
Audiolingual Method, however, waned. It fell short of promoting communicative ability as it paid
undue attention to memorisation and drilling, while downgrading the role of context and world
knowledge in language learning. Language was not acquired through a process of habit formation.
Then came the “Designer” Methods of the 1970s which gave attention to the “deep
structure” of language and on the affective and interpersonal nature of learning. As a result, new
methods were proposed, which attempted to capitalize on the importance of psychological factors
in language learning. David Nunan (1989:97) referred to these methods as “designer” methods,
on the grounds that they took a “one-size-fits-all” approach. These are Community Learning,
Suggestopedia, the Silent Way, Total Physical Response, the Natural Approach. You may have the
feeling that they are not methods! In fact the last one on the list is Natural Approach. The need
for communication has been relentless leading to the emergence of the Communicative Language
Teaching approach. It is an approach because it transcends the boundaries of concrete methods.
It is a theoretical position about the nature of language and language learning and teaching.
The basic premises and features of each these language teaching methods lifted from
Douglas Brown are given in the succeeding pages.

The Language Teaching Methods*

1. Grammar Translation Method (first known as Classical method) – The characteristics are:
a. Classes are taught in the mother tongue with little active use of the target language.
b. Much vocabulary is taught in the form of lists of isolated words.
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c. Long elaborate explanations of the intricacies of grammar are given.

d. Grammar provides the rules for putting words together and instruction often focuses on
the focuses on the form and inflection of words.
e. Little attention is paid to the content of texts which are treated as exercises in
grammatical analysis
g. Often the only drills are exercises in translating disconnected sentences from the target
language into the mother tongue.
h. Little or no attention is given to pronunciation.
This does not enhance students’ communicative ability in a language.

2. The Direct Method – This is premised on the principle that second language learning should
be more like first language learning – lots of oral interaction, spontaneous use of the language,
no translation between first and second languages and little or no analysis of grammatical rules.
a. Classroom instruction was conducted exclusively in the target language.
b. Only everyday vocabulary and sentences were taught.
c. Oral communication classes were built up in a carefully traded progression organized
around question-and-answer exchanges between teachers and students in small, intensive classes.
d. Grammar was taught inductively.
e. New teaching points were taught through modelling and practice
f. Concrete vocabulary was taught through demonstration, objects and pictures. Abstract
vocabulary was taught association of ideas.
g. Both speech and listening were taught.
h. Correct pronunciation and grammar were emphasized.

3. The Audiolingual Method (ALM)

It is based in behavioristic theory that advocated conditioning and habit-formation models
of learning that were perfectly in keeping with mimicry drills and pattern practices of audiolingual
method.
The following are the characteristics of the ALM:
a) New material is presented in dialog form.
b) There is dependence on mimicry, memorization of set phrases and overlearning.
c) Structures are sequenced by means of contrastive analysis and taught at one time.
d) Structural patterns are taught using repetitive drills.
e) There is little or no grammatical explanation. Grammar is taught by inductive analogy
rather than deductive explanation.
f) Vocabulary is strictly limited and learned in context.
g) There is much use of tapes, language labs and visual aids.
h) Great importance is attached to pronunciation.
i) Very little use of the mother tongue by teachers is permitted
j) Successful responses are immediately reinforced
k) There is great effort to get students to produce error-free utterances.

Failure of ALM – It didn’t teach long term communicative proficiency. Its popularity
waned. Language was not really learned through a process of habit formation and overlearning.
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4. The “Designer” Methods are products of multidisciplinary researches after ALM waned.

a) Community Language Learning (CCL) – This is an affectively-based method. This

reflect Carl Rogers’ view of education in which learners in a classroom are regarded as
a “group” rather than a “class” in need of certain therapy and counselling. This is how
CCL goes.

The group of clients (learners), having first established in their native language an
interpersonal relationship and trust, are seated in a circle with the counsellor (teacher) on
the outside of the circle. When one of the clients wants to say something to the group or
to an individual he/she says it in the native language (e.g. Tagalog) and the counsellor
translates the utterance back to the learner in the second language (e.g. English). The
learner then repeats the sentence as accurately as possible. Another client responds and
the utterance is translated by the counselor; the client repeats it and the conversation
continues.

An advantage of this CCL method is the threat of making mistakes in foreign

language learning in front of classmates are removed. However, this demands translation
expertise on the part of the counselor-teacher who may become highly non-directive when
initially in language learning there is need for learners to be directed.

b) Suggestopedia – This grew from Bulgarian psychologist Georgi Lozanov’s view that
the human brain could process great quantities of material if simply given the right conditions for
learning, among which are a state of relaxation and giving over of control to the teacher. Baroque
music was central to this method because Lozanov believed that the soft playing of Baroque music
increases alpha brain waves and decreases blood pressure and pulse rate and so one can take in
tremendous quantities of material.

Below is a description of the concert portion session of a Suggestopedia language class:

At the beginning of the session, all conversation stops for a minute or two. And the teacher
listens to the music coming from a tape recorder. He waits and listens to several passages in order
to enter into the mood of the music and then begins to read or recite the new text, his voice
modulated in harmony with the musical phrases. The students follow the next text in their
textbooks where each lesson is translated into the mother tongue. Between the first and second
part of the concert, there are several minutes of solemn silence. In some cases, even longer pauses
can be given to permit the students to stir a little. Before the beginning of the second part of the
concert, there are again several minutes of silence and some phrases of the music are heard again
before the teacher begins to read the text. Now the students close their textbooks and listen to
the teacher’s reading. At the end, the students silently leave the room. They are not told to do
any homework on the lesson they have just had except for reading it cursorily once before going
to bed and again before getting up in the morning. (Brown, 2004)
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Why the name suggestopedia? In this method, students become ‘suggestible’ because they
are encouraged to be as ‘childlike’ as possible, sometimes assuming roles (and names) of native
speakers of the target language, yielding all authority to the teacher

Suggestopedia was seen to be highly impractical in an educational system where there is

dearth of comfortable chairs and music. It is more of memorization and is, therefore, far from the
comprehensive process of language acquisition.

b) The Silent Way – This method capitalized on discovery learning. It is based on the
following learning theories:

Learning is facilitated:
(a) if the learner discovers or creates rather than remembers and repeats what is to be
learned.
(b) by accompanying physical objects
(c) by problem solving involving the material to be learned (Richards and Rodgers, 1986).

How is the Silent Way applied? Here is an example:

Small colored rods are used to introduce vocabulary, colors, numbers adjectives,
verbs and syntax (tense, comparatives, pluralization, word order and the like). The teacher
provides single word stimuli or short phrases and sentences, once or twice and then the
students refined their understanding and pronunciation among themselves with minimal
corrective feedback from the teacher. The charts introduce pronunciation models and
grammatical paradigms.

From the example, it is clear that the students are taught independence and
responsibility. But like Suggestopedia and CCL, the Silent Way was criticized to be too harsh
a method because the teacher was too distant and that students were left to themselves
to discover the answers to their own questions spending long hours which could easily be
given by the teacher.

d) Total Physical Response – This is anchored on the “trace theory” of learning which
claims that memory is increased if it is stimulated or “traced” through association with
physical activity. This method demands listening and acting. The teacher is the ‘director’
and the students are the ‘actors’ (Asher 1977).
How is this applied? Teacher gives commands and students do what they are
commanded to do. Examples: “Open the window”, “close the door’, “stand up”, “sit down”,
“pick up the book’, “give it to John”. No verbal response is necessary. Students just execute
the commands. The commands progress in complexity like “Draw a circle on the board”.
The commands may turn into questions – “Where is Don? “where is the table?” and the
students just point. Eventually, students would feel comfortable to attempt verbal
responses to questions and then finally ask questions and the process continues.
The TPR method also has it share of negative points. It seems effective only at the
beginning levels of language proficiency but may no longer work as students advance in
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their communicative competence. Its ‘theatrical’ and ‘dramatic’ appeal to language

learning, however, is commendable.

5. The Natural Method – In this method it is believed that learners would be benefited
if production is delayed until speech emerges. In here, learners should be as relaxed as
possible in the classroom and a great deal of communication and ‘acquisition’ should take
place as opposed to analysis. This is aimed at the goal of basic personal communication
skills, i.e., everyday language situations – conversations, shopping, listening to the radio.
This method involves 3 stages:
a) the preproduction stage – the development of listening comprehension skills;
b) early production stage – is usually marked with errors as students struggle with the
language. The teacher focuses on meaning here, not on form, and therefore, the teacher does not
make a point of correcting during this stage (unless they are gross errors that block meaning
entirely);
c) extending production into longer stretches of discourse involving more complex games,
role-plays, open-ended dialogs, dialogs, discussions and extended small work.
The most questioned aspect of the natural method is delay of oral production (silent
period). Questions raised against the natural method are “what about a student whose
speech never emerges, what about students with different timetables on speech
emergence – how will this be tackled, and for comprehensible input, which should guide
it, structure of language or topic of conversation?”
One good thing of this method, however, is that it reminds Language teachers not to insist
on students’ speaking right away and so students’ initial silence is beneficial.

6. Communicative Language Teaching (CLT) – The five features of CLT are: 1) emphasis on
learning to communicate through interaction in the target language; 2) the introduction of
authentic texts into the learning situation; 3) the provision of opportunities for learners to focus,
not only on language, but also on the learning process itself; 4) an enhancement of the learner’s
own personal experiences as important contributing elements to classroom learning; and 5) an
attempt to link classroom language learning with language activation outside the classroom (David
Nunan, 1991).
In other words, the primary goal of CLT is for students to acquire proficiency through
pragmatic uses of the target language in speaking, listening, reading and writing. To make that
happen, teachers make informed use of authentic materials and contexts. There is a high level of
engagement both in the input and output stages by making the students feel the necessity to
communicate. Furthermore, students are no longer limited to talk about themselves and what is
in the curriculum. Instead, learning the target language will empower them to communicate
beyond the classroom, such as in self-learning by reading books, magazines and newspapers.

Principles related to CLT are;

1) learner-centered teaching,
2) cooperative learning,
3) interactive learning,
4) whole language education
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5) content-centered education,
6) task-based learning.
Teachers who make use of CLT are warned not to pay lip service to the main and related
principles to CLT and not to overdo certain CLT features at the expense of the other feature. An
example is when you engage in real life, authentic language in the classroom and you totally
exclude controlled exercises, grammatical pointers and analytical devices which are potentially
helpful.

Principles Related to Communicative Language Teaching

1. Learner-centered Teaching. As the name implies, the learner is the center of teaching in
contrast to the teacher as center of teaching. Learner-centered Teaching makes use of:
 techniques that focus on learners’ needs, goals and styles
 techniques that give some control to the students
 techniques that follow for student creativity and innovation
 techniques that enhance student’s sense of competence and self-worth (Brown, 1994).
2. Cooperative Learning. Language teaching and learning emphasize collaborative efforts of
students and teacher working together to pursue goals and objectives. Students work together in
pairs or in groups. Teamwork is evident in choice of techniques and in evaluating progress. This
is discussed in Chapter 5.
3. Interactive Learning. Communicative is essentially interactive in nature and so necessarily,
Language classes must be highly interactive. Most likely to be found in interactive language classes
are:
 doing a significant amount of pair work and group work
 receiving authentic language in real world contexts
 producing language for genuine, meaningful communication
 performing classroom tasks that prepare them for actual language use out there.
 Practicing oral communication through the give and take and spontaneity of actual
conversations.
 writing to and for real audiences, not contrived ones
4. Whole Language Education. This emphasizes: a) the wholeness of language as opposed to
views that fragmented language into phonemes, graphemes, morphemes and words; b) the
interaction and interconnections among the macroskills listening, speaking, reading and writing;
and c) the importance of the written code as natural and developmental, just like the oral code.
5. Content-centered Education. Content learning is integrated in language teaching. It is the
study of language and subject matter at the same time with the form and sequence of language
presentation depending on content material. This is the contrast of teaching language skills in
isolation from content or subject matter.
6. Task-based Learning. Learning is focused on tasks. The learning process is a set of
communicative tasks the completion of which leads to the realization of learning goals such as
communicative competence.
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What to do

1. You master a thing by teaching it. Choose 1 method of language teaching from those discussed.
Pretend that you are the advocate of that language teaching method. Illustrate the method thru
its;
1) the main features of your chosen method;
2) a concrete example to illustrate the method and
3) strengths and weaknesses of the method.
2. By way of an appropriate graphic organizer, trace the historical development of language teaching
methods from the grammar translation to communicative language teaching. Prove that the
historical development of these methods is appropriately described as ‘changing winds and shifting
sands’. The development of language teaching methods seems to have followed a cyclical pattern.
3. With methods of language teaching and effective language teacher in mind, research on what H.
Douglas Brown meant by the phrase enlightened electrical Language teacher. A wise
language teacher extracts from the various methods of language teaching that which is insightful
and fruitful then adapt those insights to his/her own teaching contexts.
4. Below is an example of a list of the “Ten Commandments” for good language learning (taken from
Brown, H.D., 137). These can sensitise you to the importance of attaining autonomy and so take
charge of your learning. Please add as many as you can.

Teacher’s Version Learner’s Version

1. Lower inhibitions Fear not!
2. Encourage risk-taking Dive in!
3. Build self-confidence Believe in yourself!
4. Develop intrinsic motivation Seize the day!
5. Engage in cooperative learning Love thy neighbor!
6. Use right-brain processes Get the BIG picture!
7. Promote ambiguity tolerance Cope with the chaos!
8. Practice intuition Go with hunches!
9. Process error feedback Make mistakes work FOR you!
10. Set personal goals Set your own goals!

5. After understanding the various methods/approaches to language teaching, find out where you
are in terms of language teaching methods/approaches. Write your chosen answer immediately
on your paper.

Your Approach Indicator: An Informal Questionnaire*

A B C D
1. The main focus in a language class should be
ON MEANING ON GRAMMAR
2. Language learners learn best by using plenty of
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ANALYSIS INTUITION
3. It is better to
THINK DIRECTLY USE TRANSLATION
IN THE L2 FROM L1
4. Language learners need
IMMEDIATE REWARDS LONG TERM REWARDS
5. Classes operate more successfully by encouraging
INTRINSIC MOTIVATION EXTRINSIC MOTIVATION
6. With new language learners, teachers need to be
TOUGH AND DEMANDING GENTLE AND EMPATHETIC
7. Because learners have differing learning styles, teachers should
GIVE INDIVIDUAL GET EVERYONE TO THINK
ATTENTION IN THE SAME STYLE
8. The language classroom should have plenty of
MEANINGFUL LEARNING ROTE LEARNING
9. Because different cultures have different values, my classroom should
RESPECT DIFFERENCES BE CULTURALLY NEUTRAL
10. A teacher’s feedback to the student should be given
FREQUENTLY INFREQUENTLY, SO STUDENTS WILL
DEVELOP INDEPENDENCE
11. Teaching learners to use their own learning strategies is
USEFUL AND INEFFICIENT-JUST TELL
PRODUCTIVE THEM WHAT TO LEARN
12. Mistakes that students make in speech
ARE INFORMATIVE SHOULD BE ERADICATED
13. A communicative class should give special attention to
ACCURACY FLUENCY

6. Study Table 4. Add Grammar Translation Method and Direct Method. (These were discussed in the
preceding paragraphs.) Why do you think these two (2) were not included in the comparison
Table? Answer

Table 4. Approaches and Methods – an Overview (Adapted from Nunan, 1989).

Theory of Theory of Objectives Syllabus Activity Learner Teacher Roles of mate

language learning types roles roles
Audiolingu
al
Language is a Habit Control of Graded Dialogues Organisms Central and Primarily te
system of rule- formation; structures of syllabus of and drills, that can be active teacher- oriented. Tapes
governed skills are sound, form, phonology, repetition directed by dominated visuals, language
structures learned and order, morphology, and skilled training method. often used.
more mastery over and syntax. memorizatio techniques to Provides
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hierarchically effectively symbols of Contrastive n, pattern produce model controls

arrange. of oral the language; analysis practice. correct direction and
precedes goal: native- responses. pace.
written; speaker
analogy not mastery.
analysis.
Total Physical L2 learning Teach oral Sentence- Imperative Listener and Active and No basic text; ma
Response: is the same proficiency to based drills to elicit performer, direct role, the and media hav
Basically a as L1 produce syllabus with physical little influence director of a important role
structuralist, learning; learners who grammatical actions. over the stage play with Initially voice,
grammar- comprehen can and lexical content of students as and gesture
based view of sion before communicate criteria learning. actors. sufficient.
language. production, uninhibitedly being
is and primary, but
“imprented” intelligibly focus on
through with native meaning not
carrying out speakers. form.
commands
(right brain
functioning)
; reduction
of stress.
The Silent Processes Near-native Basically Learner Learning is a Teacher must Unique mat
Way: Each of learning fluency, structural responses to process of (a) teach (b) colored rods, color
language is a second correct lessons commands, personal test (c) get out pronunciation
composed of language pronunciation planned questions, growth. of the way. vocabulary charts.
elements that are , basic around and visual Leaners are Remain
give it a fundamenta practical grammatical cues. responsible for impassive.
unique rhythm lly different knowledge of items and Activities their own Resist
and spirit. from L1 the grammar related encourage learning and temptation to
Functional learning. L2 of the L2. vocabulary and shape must develop model,
vocabulary learning is Learner Items are oral independence, remodel,
and core an learns how to introduced responses autonomy, assist, direct,
structure are intellectual, learn a according to without and exhort.
key to the cognitive language. their grammatical responsibility.
spirit of the processes. grammatical explanation
language. Surrender complexity. or modelling
to the music by teacher.
of the
language,
silent
awareness
then active
trial.
Community Learning No specific No set Combination Learners are Counselling/pa No textbook which
Language involves the objectives. syllabus. of innovative members of a rental analogy. inhibit growth. Ma
Learning: whole Near native Course and community. Teacher are developed as
Language is person. It is progression conventional Learning is not provides a safe progresses.
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more a system a social mastery is the is topic- . viewed as an environment,

for process of goal. based; Translation, individual in which
communicatio growth learners group work, accomplishme students can
n. It involves from child- provide the recording, nt, but learn and
whole person, like topics. transcription something grow.
culture, dependenc Syllabus , reflection, that is
educational, e to self- emerges and achieved
developmental direction from observation, collaboratively
communicativ and learners’ listening, .
e processes. independen intention free
ce. and the conversation
teacher’s .
reformulatio
ns.
The Natural There are Designed to Based on Activities Should not try The teacher is Materials come
Approach The two ways of give selection of allowing and learn the primary realia rather
essence of L2 language beginners communicati comprehensi language in source of textbook. Primary
language is developme and ve activities ble input the usual comprehensibl to pr
meaning. nt intermediate and topics about things sense, but e input. Must comprehension
Vocabulary “acquisition learners basic derived from in the here- should try and create positive communication.
note grammar ”- a natural communicativ learner and-now. lose low-anxiety
is the heart of subconscio e skills. Four needs. Focus on themselves in climate. Must
language us process, broad areas; meaning not activities choose and
and basic form. involving orchestrate a
“learning”-a personal meaningful rich mixture of
conscious communicativ communicatio classroom
process. e skills n. activities.
Learning (oral/written)
cannot lead ; academic
to learning skills
acquisition (oral/written)
.
Suggestopedia Learning To deliver Ten unit Initiatives, Must maintain To create Consists of texts,
: Rather occurs advanced courses questions a passive state situations in classroom fixtures
conventional, through conventional consisting of and answer, and allow the which the music. Texts shoul
although suggestion, competence 1,200 word role play, materials to learner is most force, literary q
memorization when quickly. dialogues listening work on them suggestible and inter
of whole learners are Learners are graded by exercises (rather than and present characters.
meaningful in a deeply required to vocabulary under deep vice-versa). material in a
texts is relaxed master and relaxation. way most
recommended state. prodigious grammar. likely to
. Baroque lists of encourage
music is vocabulary positive
used to pairs. reception and
induce this retention.
state. Must exude
authority and
confidence.
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Communicativ Activities Objectives Will include Engage Learner as Facilitator of Primary role
e Language involving will reflect the some/all of learners in negotiator, the promoting
Teaching: real needs of the the communicati interactor communicatio communicative lan
Language is a communica learner; they following: on, involve giving as well n process, use; task
system for the tion; will include structure, processes as taking. participants’ materials; authent
expression of carrying out functional functions, such as tasks, and
meaning meaningful skills as well notions, information texts; needs Combination
primary tasks; and as linguistic themes, sharing. analyst, innovative
function- using objectives. tasks. Negotiation counsellor, conventional.
interaction language Ordering will of meaning process
and which is be guided by and manager.
communicatio meaningful learner interaction.
n to the needs.
learner.

7. Research says that an environment that promotes language practice:

a) allows students to take risks with language,
b) supports students’ attempts to express ideas,
c) uses grammatical structures in their natural context,
d) uses “user-friendly” interactive technology and
e) corrects students’ utterances by echoing them correctly.
Example:
Student: “She teached me to tie my shoe.”
Teacher: “Oh! That’s great! She taught you to tie your shoe!”
How do you apply each in language teaching? Give a specific example.

8. React to this: “In the past, textbooks have tended to isolate cultural information in sidebar sections,
as if culture could be taught in incremental tidbits. Through language, students should experience
and learn about new ways of thinking and doing, believing and communicating. Authentic
representations of culture should be at the center, not the periphery, of the Languages discipline.”

Assessment

1. Trace the methodical history of language teaching by using up-the-stairs timeline graphic
organizer. Somewhere in the line, state the reason why the language teaching waned in popularity
while another method came in.
2. Develop an electric method of language teaching. To arrive at the best, it is wise to collect the
good from every teaching method. Describe your electric method along the following:
a) outcomes of teaching the language subject
b) guiding principles in the choice or conduct of:
(1) teaching method, techniques
(2) instructional materials
(3) assessment
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(4) manner of relating to students

(5) handling students’ mistakes

____________________________________________

How Understanding Culture Impacts Your Language Studies

Learning Outcomes

 Determine the relationship between language and culture

 Cite specific issues in the “mother tongue” believed to have been
affected by culture of the community

What Does Language Have to Do with Culture?

To answer that question, let’s think about the purpose of language.

Simply put, language allows us to express our thoughts and feelings, it allows us
to communicate and share knowledge with one another. You won’t fully master a
language unless you understand the culture, just like you’ll never fully understand a
culture until you’ve immersed yourself in a study of their language. This is because
language is constantly in flux and largely dependent on the ever-evolving views, values
and customs of its speakers.

Let’s look at just how connected they really are.

Language reflects the values and beliefs of a culture

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The differences between two cultures are reflected perfectly in their languages. Mastering the
nuances of a language means really being able to understand people who (more than likely)
grew up with an entirely different set of values and beliefs. You have to open yourself up to
these differences.

Those contrasting values and beliefs can manifest in a variety of ways. Taking a look at
common expressions and idioms gives you a glimpse into what a society deems important.

For example, just looking at all the Chinese idioms dealing with family demonstrates the value
they place on this relationship and tells us a little about the family construct and potential
dynamics.
Or if you were learning English, you can find lots of examples of the historical and cultural
values reflected in typical English expressions and idioms by just listening to an episode of
NPR’s radio program “A Way with Words.”
Have you ever heard the phrase “A Whistle in the Dark” or noticed any of the other words and
expressions for the word courage? Such observations would lead an English learner to believe
that bravery is an attribute that’s highly coveted in English-speaking societies.

But that’s not the only connection between language and culture.

Language reflects our perception of the world

Language affects the way we perceive the world and therefore, it affects how we
choose to interact with it.

There have been several studies on this.

Sapir-Whorf (2010) hypothesis, states that the limits and structure of language
determines their user’s thoughts and actions. It’s a hypothesis supported by professor
Lera Boroditsky who wrote a whole paper on the topic of linguistic relativity.
A great example explored by those who study linguistic relativity is the concept of
time and space between languages. Boroditsky conducted an experiment in which she
found that while English speakers view time horizontally (i.e., the past is behind us or to
the left and the future is ahead or to the right), Mandarin speakers are more likely to view
time vertically (i.e. the order of events is viewed from top to bottom).
Others have studied the connection between bilingualism and personality, finding
that when people switch languages they also seem to “switch” their personality to fit the
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language. That is, they seem to shift their way of thinking to reflect that of the people
who speak the respective language. It’s fascinating!

Language reflects perception, but it also reflects the history of a culture and
explains why certain ideas and beliefs are so prominent and profound.

The Link Between the History of a Culture and Its Language

Take terms that have lasted from ancient times to modernity to heart
When you look at any culture, you cannot rightly ignore its history. Understanding
its history allows you to form some idea of how and why certain words came to mean
what they do. For example, in Mandarin, 心 (Xīn) is often directly translated to “heart” in
English. However, the word also refers to the mind and one’s emotions.
The meaning of the word is an important concept in Daoist teachings and makes
those teachings much more accessible to Mandarin speakers (which may explain why it
has thrived since ancient times).
The effects of these ancient beliefs on modern Chinese values and culture are still
present today. Clearly, the deep-rooted meaning of the term Xin is something a
Mandarin learner would want to take to heart if they truly wanted to understand the
implications behind the word.

The history of a culture explains the power a term or idea can carry in a language,
but it also explains the existence of certain (sometimes seemingly random) linguistic
elements. To really understand, you also have to ask yourself about the influence of other
cultures on a language.

Watch out for footprints left by other cultures on a language

The English language is a perfect example of mixing cultures and language. The
Germanic Anglo-Normans and Latin-based French essentially planted the seed for
English as we know it to grow.
Learning all about that history could certainly help you understand the meaning
behind certain words and phrases with Latin roots, as well as other words of foreign
language descent.
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English isn’t the only example of a language with rich history. If you’re studying
one of the Romance languages, it helps immeasurably to learn about European history
and the spread of Latin.

Maybe you’re learning Spanish and wondering why there are so many words that
start with al? Spanish has many words of Arabic origin due to the Islamic conquest of
Spain. Clearly, the influence of that culture has left its mark.

Knowing the history of a culture is not only a way to get clarification, it also
shows how words have evolved to reflect the current cultural climate.

Keep track of the ever-evolving meaning of words

You often hear people say, “back in my day, that word used to mean… something else.”

Words change. A lot.

Take a brief look into the world of etymology (the study of word origins and
development) and you’ll find that many words once meant one thing but now mean
something else entirely.

Before the internet, it was next to impossible to pinpoint the redefining moments
for these words. The broadening or dissolution of their original meanings tended to just
happen slowly over time with usage. Thanks to the internet, we can study this much more
closely.

Words can evolve in various ways. Sometimes they can start out as harmless
phrases but evolve to be quite rude, like the word “bimbo” which has its roots in the Italian
word “bambino” (little child). In English, this was a term originally referring to an
unintelligent man, but over time it came to be quite a derogatory term for an attractive,
but not very bright, woman.
Then let’s take a look at the word “awesome,” which nowadays is used to
describe the best things ever (like this trivia filled article)! The root of the word is “awe”
which used to be synonymous with “dread.” The word maintained that connotation until
around the late 1970s when people started using it to describe great things.
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Our ever-developing culture forces language to develop alongside it. We usually

don’t notice the strange ways in which these words change until we either look it up or
have a non-native speaker point it out.

But what does that mean on a day-to-day basis?

Now that we’ve discussed the fluidity of language and culture over time, let’s take
a look at what this has to do with you and your language-learning journey.

How This Understanding Affects Your Language Learning Journey

More than anything else, your learning will help you choose your words more carefully.

Understanding the culture behind a language can help immeasurably in understanding the
connotations of a word, especially when there’s no equivalency in your own language. Not doing
so can cause some embarrassing or offensive situations.

Take a language like Japanese that feature words that are closely tied to the culture. The
Japanese don’t just have formal and informal forms, but honorific and humble forms as well. This
is referred to as keigo.

No doubt you already have your impressions of each culture and perhaps even for certain
languages based on your own experience (and culture’s history). When trying to master another
language, it’s best to go in without any expectations or pre-conceived notions.

Learn with what you know, keep an open-mind and respect the differences you find.

Now that you know why it’s all so important…

So what have we learned today? Hopefully you can look back at your learning experience
with more awareness about what to change about your learning methods or your mindset. We’ve
discussed how closely related language and culture is and by association, the importance of
learning the etymology of a language.
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It doesn’t have to be in-depth but maybe just enough to form a deeper understanding
and appreciation for the quirks and rules of the language(s) you’re trying to learn.

How deep is your understanding of the foreign words you learned? Have you just
memorized their definitions or translations, or do you understand what they mean and what
they imply when spoken?

When you take that understanding and apply it as you learn the language, single words
suddenly carry new weight and words you once found just quirky and strange start to make a
lot more sense.

And
What to do

This time you need to have an analysis of your mother tongue in your community the do
the following:
1. Identify at least five certain mother tongue (waray waray) term and phrases that
have been formed for underwent changes because of culture. Describe its changes.
2. Choose a certain part of the culture in you place and develop/prepare a reading
material in “waray waray” / mother tongue of your place for your beginning readers.
e.g.
a. Illustrated book on legends of the place
b. Short story for children
c. Experiential chart
d. Instructional pamphlets for children
e. Others of your choice.

Be creative!,..Good Luck!