Language and Culture

Language and Culture. David L. Shaul and N. Louanna Furbee. Prospect Heights, IL: Waveland Press, 1998. 305 pp.     

"The Vulgar Spirit of Blogging": On Language, Culture, and Power in Persian Weblogestan

This article is an ethnographic study of Persian-language weblogs (blogs), focusing on a divisive argument among Iranian bloggers that came to be known as the "vulgarity debate." Sparked by a controversial blogger who ridiculed assertions that Islam was compatible with human rights, the debate revolved around the claim that blogging had a "vulgar spirit" that made it easy for everything from standards of writing to principles of logical reasoning to be undermined. My study focuses primarily on the linguistic side of the controversy: I analyze blogging as an emergent speech genre and identify the structural features and social interactions that make this genre seem "vulgar." I also examine the controversy as a confrontation between bloggers with unequal access to cultural capital and a struggle over "intellectualist" hegemony. In the conclusion, I use the construct of "deep play" to weave together multiple layers of structure, explanation, and meaning in the debate.     

Discourse-Centered Approach to Language and Culture

The Sapir- Whorf hypothesis, as usually formulated, searches for isomorphisms between grammar and culture and views language as either providing the means for thought and perception, or, in its stronger form, conditioning thought, perception, and world view. In this article I consider discourse to be the concrete expression of language-culture relationships. It is discourse that creates, recreates, focuses, modifies, and transmits both culture and language and their intersection, and it is especially in verbally artistic and playful discourse, such as poetry, magic, verbal dueling, and political rhetoric, that the resources provided by grammar, as well as cultural meanings and symbols, are activated to their fullest potential and the essence of language-culture relationships becomes salient.     

"Ma'iingan Is Just a Misspelling of the Word Wolf": A Case for Teaching Culture through Language

Framed by the English language and positioned as a distinct subject, Ojibwe culture and language are often appreciated by students rather than taught for a deeper understanding or fluency, or used as the language of instruction in tribal schools. Ojibwe culture and language have been "added on" to existing school curriculum, an approach that changes the meaning of culture. In this article I critique the add-on approach and propose that teaching through the Indigenous language (immersion) supports cultural and language revitalization in a more fundamental way.     

The Issue of "Authenticity" in California Language Restoration

Two language revitalization programs in California are described here with a focus on how new words can be developed in a way authentic to a given language which reflects traditional values and thoughts. The importance of combining classroom approaches with community-based programs is also discussed.     

Students and a "Culture of Resistance" in Provincetown's Schools

Provincetown, Massachusetts is a popular multigendered tourist destination where openness to diversity is part of the school and wider community ethos. Youth encounter their hometown as a place whose cultural ethos they do not always embrace. Based on participant-observation fieldwork from 1995 to 2002, this article explores how students have developed a "culture of resistance" to dominant discourses of tolerance and acceptance. By deconstructing how schools are sites of intergroup conflicts over gender tolerance and public school ownership, student-resistance conduct is shown to be a response to perceived alienation from mainstream social norms and discourses.     

Language and Culture on the North Coast of New Guinea

Statistical analysis of variability in assemblages of material culture obtained at different villages on the North Coast of New Guinea indicates that similarities and differences among these assemblages are most strongly associated with geographic propinquity, irrespective of linguistic affinities. When assemblage similarity is adjusted for the effect of distance, diversity in material culture appears unrelated to the linguistic relationships of these communities. This study shows that similarity in material culture assemblages can mask marked heterogeneity in language. Language, however, is frequently used to index people in Melanesia on the assumption that language is a useful key to their other human characteristics. This analysis does not lend support to this common practice, and it has implications for how prehistoric cultural complexes in Melanesia are defined and interpreted.     

Chapter V: The Active and Passive, "Receptive" and "Productive" in Learning a Second Language

Although in contemporary methods and (insofar as we are justified in using the term at all) in the contemporary psychology of foreign-language learning, the concepts of "active" and "passive" are widely used with reference to aspects of learning, to methods, habits, and models, these concepts are actually quite vague. This raises the necessity of systematically examining the main problems associated with maintaining a distinction between "active" and "passive" in language acquisition.     

龙牙百合的组织培养

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The Irish Language in Northern Ireland: The Politics of Culture and Identity

The Irish Language in Northern Ireland: The Politics of Culture and Identity. Camille C. O'Reilly. New York: St. Martin's Press, 1999.213 pp.