Baking and Roasting: A Compact Demonstration of a Cultural Code

A linguistico-semantic pattern associated with the designation of foods in English can be used in convenient classroom demonstrations of the concept of a cultural code and its importance.     

Soul and Mind: Linguistic Evidence for Ethnopsychology and Cultural History

The author shows that the Russian word duša 'soul' has a much wider scope of use than the English word soul and that it embodies a different folk psychology (fully congruent with what has been described as the Russian "national character"). She also shows that the English word mind stands for an Anglo-Saxon folk category, which has been reified as an objective category of thought. She links the decline and fall of the concept soul and the ascendancy of mind in English with changes in the cultural history and in the prevailing Western ethnophilosophy.     

Language choices in the teaching of human reproduction

The choice of which language strategies to use in schools in Africa is the subject of much debate. In the Life Sciences, cultural issues associated with the use of biological terminology add to this debate. In our study, we examined the language choices made by Grade 7 Natural Sciences teachers in South Africa during their teaching of human reproduction. A mixed method approach was employed, involving firstly a survey questionnaire amongst 40 teachers in urban schools followed by a multiple case study of 10 of these teachers. Data were collected during classroom observations by means of field notes and audio-recordings followed by interviews which were transcribed and coded. We found that teachers used a variety of language strategies including use of home languages, English or code switching. The teacher’s and/or learners’ fluency in English and the teacher’s perception of the need for learners to feel at ease when discussing human reproduction influenced their choices. In addition, teachers’ belief in the importance of using biological terminology rather than traditional metaphors in order to create a more formal and thus respectful discourse, led them to use the English version of the biological terms. We argue that different language choices are appropriate for different urban contexts, and that teachers should use the language/s in which learners are most comfortable in order to enable deep and rich discussions on the sensitive subject of human reproduction.     

Visual immersion for cultural understanding and multimodal literacy

ABSTRACT

When considering inclusive art curriculum that accommodates all learners, including English language learners, two distinct yet inseparable issues come to mind. The first is that English language learner students can use visual language and visual literacy skills inherent in visual arts curriculum to scaffold learning in and through the arts. Second, in facilitating a sense of belonging for students whose home language and cultural aesthetic may be different from those of the dominant school culture, an authentically developed multicultural art curriculum can guide self-efficacy and inclusiveness. Both aspects of teaching art for English language learners can have the added benefits of facilitating collaborative learning opportunities and increasing worldviews for all students.     

Diagnostic Dilemmas and Cultural Diversity in Emergency Rooms

Language and cultural beliefs play an extremely important role in the interaction between patients from diverse cultural groups and physicians. Especially in emergency rooms, there are many dangers in missed communications. A patient from a foreign culture, especially one who does not speak English, often expresses symptoms in ways that are unfamiliar to many American physicians. Specific areas of cultural vulnerability can be identified for the major ethnic groups in the United States as they interact with the scientific medical system. A short review of folk medical beliefs and recommendations for improving diagnostic accuracy and treatment may assist emergency room staffs in offering care that is culturally acceptable to patients of diverse ethnic backgrounds.     

Use of exclusion by a chimpanzee (Pan troglodytes) during speech perception and auditory-visual matching-to-sample

An adult female chimpanzee showed responding through use of exclusion in an auditory to visual matching-to-sample procedure. The chimpanzee had previously learned to associate specific visuographic symbols called lexigrams with real world referents and the spoken English words and photographs for those referents. On some trials, an unknown spoken English word was presented as the sample, and the match choices could consist of photographs or lexigrams that already were associated with known English words as well as unknown lexigrams or photos of objects without associated lexigrams. The chimpanzee reliably avoided choosing known comparisons for these unknown samples, instead relying on exclusion to choose comparisons that were of unknown lexigrams or photographs of items without associated lexigram symbols.     

Whose Cultural Studies?

What follows is the text of a talk given to literary scholars at a December 1992 Modern Language Association forum called "Cultural Studies and the Disciplines: Are There Any Boundaries Left?" It reflects on the possibilities and anxieties aroused by cultural studies for anthropologists and ethnic studies faculty. It also tries to explain the potential of anthropology and ethnic studies to members of English departments who, at times, see themselves as the owners of cultural studies.     

Tickets to the Opera: A Negotiation of Western Knowledge—Beyond Resistance or Reproduction

What are the prices of "must knowledges?" Does the study of English impose Anglocentric control on its learners or can English as an icon for "must knowledge" enable disempowered populations to empower themselves? This article examines these questions through an ethnographic study of middle-/lower-class Orthodox and Sephardic Jewish women in an adult education course. The women did not resist "Western knowledge," yet its potential for empowerment was not realized. This study offers anthropologists of education an opportunity to reexamine the relations between local cultural systems and external knowledges beyond the binary prism of resistance versus reproduction.     

Cultural consonance and psychological distress: examining the associations in multiple cultural domains

Cultural consonance is the degree to which individuals, in their own beliefs and behaviors, approximate widely shared cultural models. In previous research in Brazil and the United States we found that higher cultural consonance in the cultural domains of lifestyle and social support was associated with lower psychological distress. The aim of this paper is to expand on these results in two ways. First, the measurement of cultural consonance has been improved through a closer link of cultural domain analyses and survey research. Second, the number of domains in which cultural consonance has been examined has been expanded to include—along with lifestyle and social support—family life, national identity, and food. We found that cultural consonance in these five domains can be conceptualized as two latent variables of generalized cultural consonance, and that this generalized cultural consonance is associated with lower psychological distress. These results continue to support the usefulness of cultural consonance as a theoretical construct in the explanation of human social suffering.     

The Universality of the Semantic Structure of Emotion Terms: Methods for the Study of Inter- and Intra-Cultural Variability

The issue of cultural universals versus linguistic relativity is currently one of the most intensely debated topics in sociocultural anthropology. Emotion terms have long served as a contested area and we provide a brief review. The primary aim of the paper is to introduce methods that facilitate the objective analysis of empirical findings on the extent to which semantic structure is shared among different languages. The main finding of this paper is that Chinese-, English-, and Japanesespeaking subjects assign basically similar meanings to 15 common emotion terms. The differences among the three languages are genuine and statistically significant but small. One of the particularly impressive aspects of the present findings is the extent to which they are consistent with previous research traditions that posit cultural and semantic universals. Differences also exist in the performance of Chinese and Japanese bilingual subjects when performing tasks in English compared to performing the same tasks in their native language, [emotions, inter-cultural and intra-cultural variability, cultural universals, linguistic relativity, Chinese, Japanese]     

THE ‘ENGLISH EXPERIENCE’ AMONG THE HUMBLEST CHINESE IN THE CANTON TRADE ERA (1700s‐1842)

This article puts into context the unusual experience of Whang at Tong, the Chinese boy who was brought by John Bradby Blake from Canton to England, against a wider background of 18th and 19th century Canton where a considerable number of Chinese made a living from foreign trade. Referencing various sources and circumstantial materials, I suggest that prior to his first departure for England, Whang at Tong had already been exposed to an English‐Chinese environment in which he was able to make a living by being an in‐between person, perhaps also picking up some English with a few English‐learning kits. He might have benefited from existing foreign knowledge circulated in Canton when he was young; he might also have contributed to the enhancement of this pool of knowledge after he returned home from England in the 1780s. The experiences of Whang at Tong thus open a window to reconsider how cultural encounters between East and West could have taken place, including especially among ordinary people on a daily basis.     

Sweet Science for ALL! Supporting Inquiry-Based Learning Through M&Ms Investigation for English Language Learners

This article describes a series of inquiry-based lessons that provide English language learners (ELLs) with opportunities to experience science and engineering practices with conceptual understanding as well as to develop their language proficiency in elementary classrooms. The four-lesson sequence models how various types of instructional strategies for ELLs can be embedded through science lessons with thoughtful consideration of ELLs’ diverse cultural backgrounds. The cross-curricular science lessons provide ELLs with opportunities to apply and enhance their mathematics, reading, writing, and communicating skills while investigating the properties of M&Ms.     

Both black and symbolically white: The ‘Bajan-Brit’ return migrant as post-colonial hybrid

The research presented in this article centres on an under-researched demographic group of young return migrants, namely, second-generation Barbadians, or ‘Bajan-Brits’, who have decided to ‘return’ to the birthplace of their parents. Based on 51 in-depth interviews, the essay examines the experiences of second-generation return migrants from an interpretative perspective framed within post-colonial discourse. The article first considers the Bajan-Brits and issues of race in the UK before their decision to migrate. It is then demonstrated that on ‘return’, in certain respects, these young, black English migrants occupy a liminal position of cultural, racial and economic privilege, based on their ‘symbolic’ or ‘token’ whiteness within the post-colonial context of Barbados. But this very hybridity and inbetweeness means that they also face difficulties and associated feelings of social alienation and discrimination. The ambivalent status of this transnational group of migrants serves to challenge traditional notions of Barbadian racial identity.     

Cultural Orientation and Its Associations with Alcohol Use by University Students in China

Cultural orientation is defined as an individual’s cultural preferences when encountering imported culture while still living in the native culture. Data was analyzed from 1305 Chinese university students attending universities in Beijing, Kunming, and Wuhan. Cultural orientation was assessed with the Chinese Cultural Orientation Questionnaire, which assesses both Western and Traditional Chinese cultural orientations. The analysis used hierarchical logistic regression with nondrinkers as the reference group and controlling for demographic factors (age, gender, and urban/rural background). Western cultural orientation was found to significantly increase the odds of recent drinking. The results indicated that higher Western cultural orientation was, after gender, the second most important factor associated with Chinese college student drinking frequency. Traditional Chinese cultural orientation was not associated with drinking frequency. This study highlights an unexpected outcome of globalization on students who have not left their home cultures.     

Y chromosome evidence for Anglo-Saxon mass migration

British history contains several periods of major cultural change. It remains controversial as to how much these periods coincided with substantial immigration from continental Europe, even for those that occurred most recently. In this study, we examine genetic data for evidence of male immigration at particular times into Central England and North Wales. To do this, we used 12 biallelic polymorphisms and six microsatellite markers to define high-resolution Y chromosome haplotypes in a sample of 313 males from seven towns located along an east-west transect from East Anglia to North Wales. The Central English towns were genetically very similar, whereas the two North Welsh towns differed significantly both from each other and from the Central English towns. When we compared our data with an additional 177 samples collected in Friesland and Norway, we found that the Central English and Frisian samples were statistically indistinguishable. Using novel population genetic models that incorporate both mass migration and continuous gene flow, we conclude that these striking patterns are best explained by a substantial migration of Anglo-Saxon Y chromosomes into Central England (contributing 50%-100% to the gene pool at that time) but not into North Wales.     

Second Language as an Exemptor from Sociocultural Norms. Emotion-Related Language Choice Revisited

Bilinguals often switch languages depending on what they are saying. According to the Emotion-Related Language Choice theory, they find their second language an easier medium of conveying content which evokes strong emotions. The first language carries too much emotional power, which can be threatening for the speaker. In a covert experiment, bilingual Polish students translated texts brimming with expletives from Polish into English and vice versa. In the Polish translations, the swear word equivalents used were weaker than in the source text; in the English translations, they were stronger than in the original. These results corroborate the ERLC theory. However, the effect was only observed for ethnophaulisms, i.e. expletives directed at social groups. It turns out that the main factor triggering the language choice in bilinguals is not necessarily the different emotional power of both languages, but social and cultural norms.     

‘One of the lads’? Dual ethnicity and assimilated ethnicities in the careers of British Asian professional footballers

The broad focus of this article is on the under-representation of British Asians in English professional football. Specifically, it concentrates on the select group of British Asians that have played, or are currently playing, professional football and examines the significance of dual ethnicity, and processes of cultural assimilation and Anglicization in this phenomenon. Emanating from an extensive period of ethnographic fieldwork and using the oral testimonies of British Asian footballers, this article highlights the fact that those who have achieved the most success have either been classified as Anglo-Asians or have under-emphasized their South Asian heritage and, in some cases, actively sought to decrease the degree to which their cultural difference is apparent. Drawing on the ideas of Bourdieu, this study argues that those players who fall into these categories are more likely to possess the necessary cultural capital for breaking into professional football and for gaining acceptance within player subcultures as “one of the lads”.     

Renegotiating forensic cultures: Between law,science and criminal justice

This article challenges stereotypical conceptions of Law and Science as cultural opposites, arguing that English criminal trial practice is fundamentally congruent with modern science’s basic epistemological assumptions, values and methods of inquiry. Although practical tensions undeniably exist, they are explicable—and may be neutralised—by paying closer attention to criminal adjudication’s normative ideals and their institutional expression in familiar aspects of common law trial procedure, including evidentiary rules of admissibility, trial by jury, adversarial fact-finding, cross-examination and the ethical duties of expert witnesses. Effective partnerships between lawyers and forensic scientists are indispensable for integrating scientific evidence into criminal proceedings, and must be renegotiated between individual practitioners on an on-going basis. Fruitful interdisciplinary collaboration between scholars with a shared interest in forensic science should dispense with reductive cultural stereotypes of Science and Law.