Languages and Cultures

While the role of culture in second and/or foreign language (L2/FL) learning and teaching has often been unquestioned, empirical research on culture learning and teaching in L2/FL education has been less common than opinion-oriented writings in relevant journals. This article offers a summary and synthesis of 52 empirical studies on L2/FL culture learning and teaching published during the 20-year period 1996-2015. In doing so, it first provides some background, then discusses the methods used for choosing, summarizing, and briefly analyzing these studies, and finally outlines a range of quantitative and qualitative findings. Culture learning and teaching research in L2/FL education during this period involved five main languages (English, French, German, Japanese, and Spanish) in 19 different countries; adopted mainly qualitative research approaches; and addressed a diverse range of age and educational levels, although postsecondary research studies were most common. The survey here highlights a shift from a focus on ‘culture’ to the ‘intercultural,’ and reveals that culture learning and teaching research has moved beyond reporting teachers’ and students’ attitudes to a range of topics impacting L2/FL learning and teaching, including instructional approaches, teaching materials, assessment, and technology. It also points to connections between the studies outlined and offers possibilities and directions for future research in this important area.

.  The problems of irreducibility, untranslatability, non-generalized existence of language are there as there persists always something irreducible in the interactions between the self and the other. Considering the Bengali society, perspectivally deliberated through the intellectual lenses of the bourgeois, the self-culture predicates the normative paradigm that structures what should and what should not constitute the essential with regard to socio-political identity. The conflictual cultural implication opposes whatever is non-standard and heterogeneous. Even within the group, the notion of the ‘other-self’ segregates the cultural variants that are marginalized as non-standard and imperfect.

The subject of this thesis is “a study on the channels of distribution of Mc Dowell, Cherthala”.  Distribution (or place) is one of the four elements of marketing mix. An organization or set of organizations (go-betweens) involved in the process of making a product or service available for use or consumption by a consumer or business user.

Using an ethnography of speaking approach, this article discusses the ideological aspects of language practices, as they are played out in a traditional Yupik (Eskimo) village in Chukotka, in the Far East of the Russian Federation. The article shows how local linguistic practices and language choices of individual speakers intersect with purist language ideologies, which frame certain beliefs about languages and ways of speaking, making them appear more normal and appropriate than others. Placing the " work of speaking " within the context of cross-cultural dynamics and purist language economies, this article challenges the basic assumption of linguistic purism about language and identity being intertwined.

El presente artículo se compone de dos partes. La primera está relacionada con la música carranguera, y la segunda, con la metodología socio-crítico literaria. El objetivo de este análisis socio-crítico literaria a la canción carranguera “La china que yo tenía” de Jorge Velosa busca entender cómo se constituye la identidad cultural de la mujer en dicha expresión estética musical de la cultura boyacense. Para hacer este análisis y entender el significado que comporta el texto estudiado, se adoptará el método socio-crítico literario.

Borghetti, C. (2019), 'Interculturality as collaborative identity management in language education'. Intercultural Communication Education, 2(1), pp. 20-38.

Just over ten years ago, Block (2007, p. 2) called the increasing attention that second language researchers – and social scientists at large – were giving to the construct of ‘identity’ an “obsession”. Since then, the identities of those who use, learn or study a language have been investigated in greater detail (e.g., Benson, Barkhuizen, Bodycott & Brown, 2013; Clarke, 2008; Dörnyei & Ushioda, 2009; Edwards, 2009). It may seem that intercultural language education is lagging behind this tendency. However, a number of publications (e.g., Kramsch, 2009; Rivers & Houghton, 2013) suggest that, considering contemporary global societies, the intercultural goals of language learning and teaching can be better promoted by replacing the notion of ‘culture’ with that of multiple ‘identities’ or ‘subjectivities’. More specifically, language education can aim to make students capable of selecting the language resources available to them in order to express their (developing) desired identities and, at the same time, to recognise the multiple identities that their interlocutors put forth in a given context (Borghetti, 2016). To make the case for this ‘identity-related intercultural language education’, the article reviews and discusses a number of studies which, from different perspectives, have already argued for a more prominent role of the construct of ‘identity’ in the field of second language education.

Teaching a foreign language does not merely involve teaching its linguistic system but also its cultural system. A native speaker of English may tolerate EFL speaker's grammatical or phonological errors in communication, but cultural errors may not be tolerated and may create serious problems which lead to communication failure. Therefore, English culture should be given an adequate place in EFL teaching and syllabi if we want to produce competent users of English who can use it effectively and appropriately for communication with English people. For this reason, this paper aimed at raising Yemeni EFL teachers' awareness towards integrating English culture into their EFL classes. It explored Aden University EFL teachers' perceptions of the importance of integrating English culture into their EFL teaching and the actual practices they utilize for integrating English culture into their teaching.
For full article click this link:
https://www.researchgate.net/publication/332199761_Integrating_Culture_into_EFL_Teaching_A_Study_of_Yemeni_EFL_Teachers'_Perceptions_and_Actual_Practices

This article discusses the use of the English language on the mission field in Africa today. While the learning of indigenous African languages was a must for every missionary in the past, contemporary experience shows that more and more missionaries tend to operate only in English (or some other colonial language). This development, which can be observed especially among those missionaries who speak English as their first language, has proven to be problematic. Use of English as the sole language does not assist missionaries in overcoming the cultural gap between them and the African people they have come to serve. It rather conveys an attitude of insensitivity and superiority, which only serves to further cultural distance. Consequentially, missionaries, who insist on speaking English alone, face the danger of remaining cultural outsiders, and risk hindering the effectiveness of their ministries. If missionaries believe the Bible is God’s revelation in written form, they must then recognise how seriously God takes human language as a means of communication. Accordingly, the importance of sharing the gospel of Christ in the mother tongue of indigenous peoples, i.e. in their heart language, should again become a staple element of missionary practice today.

In response to the realization of the need to develop cultural awareness
and intercultural communication competence, recent trends in education
policy and pedagogy in the U.S. and the EU have sought to integrate more
culture into foreign language curricula. While the theoretical foundations
of this trend are accepted as indisputable, the paper takes issue with the
continued separate treatment of language and culture in the classroom and,
especially, any preferential treatment of culture over language. Rather than
culture being at the core of foreign language education, the paper argues
that language should be at the core of intercultural education (IE). After
outlining the basic tenets and insights of the culture movement in foreign
language pedagogy and second language acquisition, the paper builds
upon watershed scholarship (e.g. Claire Kramsch, Michael Byram and
Milton and Janet Bennett) to introduce an over-arching framework for
developing cultural awareness and intercultural communication
competence, while maintaining the centrality of language and therefore the
need to develop both linguistic and communicative competence in the
foreign language. The model is intended solely as an example for what
might be developed from the bottom-up in various educational contexts,
and not as a universal prescription for teaching language and culture
concurrently.
Keywords: Communicative Competence, Cultural Awareness,
Intercultural (Communication) Competence, Interactive-Communicative
Approach, Foreign Language Pedagogy

With the onset of globalisation has come mass mobility of people which has led to an increase in individuals living outside their home communities and an increase in bilingual marriages. This investigation looks into the negotiation of languages and identities within such bilingual marriages.
In this study, using a variety of sources of data, including a chronological approach, I sketch a picture of what it means to be a member of a bilingual family with the aim of better understanding the issues these families face. I approach this by listening to what nine individuals in Turkish-English bilingual marriages say about language use in their families, seeing which issues arise and observing what the individuals are saying about these issues. Their stories were collected through interviews and field-notes from 2007 until 2012 in Istanbul, an urban city which, like many other urban cities, has a high proportion of multilingual speakers and mixed marriages.
From the collected data, it appears that many factors, both micro- and macro-, have led to English being the dominant language in these marriages and have led to British cultural norms being preferred within these relationships. These emerging factors include issues of linguistic investment, gain, capital, power, and English being seen as a class indicator in the local community, all of which I believe may spring from the current global positioning and power of English.
I present the outcome of this research as an understanding of the complexities affecting these individuals’ daily lives; complexities which I believe are rooted in the dynamics of the globalised society we live in today.

Nelle indagini di storia della lingua italiana del Cinquecento si osserva che lo storico processo del lento ma deciso affermarsi di un modello linguistico unitario s’intreccia con il volgarizzamento e la riscrittura della letteratura antica di ogni ramo dello scibile. Questo ‘acclimatamento’ in volgare delle materie, che vanno dalla filosofia naturale a quella morale, dalla poetica alla musica, dalla matematica alle arti meccaniche, avviene non soltanto grazie alla traduzione diretta delle opere greche e latine, ma soprattutto in virtù di un innesto del pensiero filosofico, come di quello scientifico-tecnico, nelle nuove teorie espresse nella trattatistica cinquecentesca. E se nel Duecento il volgare della prosa d’arte traeva modelli di un’elegante finitura formale e retorica dagli esempi mediolatini e classici, l'italiano della scrittura argomentativa nel secolo sedicesimo ricerca e sperimenta forme testuali e moduli linguistici che possano restituire appieno i concetti, «il vero delle cose», delle «auctoritates» in ogni disciplina, di Aristotele «in primis».
In questo intervento mi propongo di illustrare alcune delle questioni scaturite dalle ricerche dedicate alla nuova prosa e alla formazione del lessico sia scientifico (in particolare, della logica) sia tecnico (musicale, drammaturgico), così come al ruolo della cultura accademica nel volgarizzamento del sapere nel Cinquecento.

Every country has its own culture as a character or a way of life. This character has to be preserved and maintained by every citizen of a country including Indonesia as a big nation which has many cultures and tribes. One of the effort to preserve cultures is spreading information of it to people outside the country using English as an international language. It can be started from college students as youth by teaching them to translate from Indonesian about Javanese culture into English. Every vocational student of Bogor Agricultural University from communication major is expected to master this skill to attract foreigners to come visit the country as tourists. To reach this goal, it is important for them to master translation strategies to avoid mistakes on the meaning of words or context. There are some strategies that can be applied in translation to deliver messages from source language into target language. They need to practice these strategies to know which strategies produce the equivalent meaning of target language to source language. However, they get cultural materials but they do not get translation materials. On the other hand, the other group of students majoring environmental management does not get cultural materials but they get translation materials in their English subject that they take. Thus, this research tries to answer the strategies that are commonly used by vocational students of Bogor Agricultural University from two majors in translating a cultural text based on the perspective of Vinay and Darbelnet. The method used in this research was a qualitative descriptive methodology which tries to reveal the most common translation strategy used by vocational students in Bogor Agricultural University and the difference between the two group of students. The most common strategy used by vocational students in translating cultural text is borrowing.

The Bangla world-view has been both liberal and prescriptive varying amongst classes, but having an underlying moral thread that resists deviance. This deviance could be social, professional, individual and sexual. The desire for homogenization is somewhat differently constructed. This is culturally bound and represses individual goals to perpetuate a covert normative adherence. The aim of the paper is not to scandalize cultural constructs or embedded value-systems. The objective is to highlight how the notion of ethical becomes elusive within the cultural system and perceptual framework.

kenning—a descriptive phrase or compound word that replaces a noun Ex. in place of Grendel's name: " the Almighty's enemy " or " sin-stained demon " stock epithet – adjectives that point out special traits of people or things Ex. " hell-forged " and " strong-hearted " Kenning: A noun phrase which describes a well-known, familiar noun in a new and more descriptive way. These are typically (not always!) two word phrases which give specific information about the qualities and characteristics of the noun the phrase replaces. Kennings are very common in Old English and Old Norse poetry. A kenning can be almost like a puzzle or riddle, because its purpose is to show the item in an unusual way. Epithet: Adjectives or adjective phrases that describe special traits of particular persons or things. It emphasizes a characteristic quality or attribute. Typically compound adjectives. Often (not always) repeated multiple times throughout the work. When an epithet is used repeatedly (in one work or in many works) it is called a stock epithet. The term is considered an element of poetic diction, or something that distinguishes the language of poetry from ordinary language. Although epithets can be referred to as " nicknames " and they can (possibility) take the place of the given name for a person or an object, they must include a descriptive adjective. Examples: Sin-stained demon (Grendel)

Il volume raccoglie le osservazioni sul lessico tecnico della musica e del teatro del Cinquecento, attestato dalle traduzioni manoscritte di alcuni trattati greci: «Onomasticon» di Polluce, i «Problemi musicali» («Probl. XIX»), attribuiti ad Aristotele e altri testi più brevi. Le traduzioni, eseguite dal fonetista fiorentino Giorgio Bartoli (1534-1583), forniscono materiali per l'allestimento di un glossario ragionato che costituisce il nucleo centrale del volume.

"For the reconstruction of the military Mycenaean world scarcely
we possess the information extracted from diverse slats written in Linear B, as well as the remains of some pictorial representations and scanty archaeological remains extracted from warriors' diverse tombs. It is for it that the reconstruction of this important aspect inside the Mycenaean culture is not simple, and in this respect it turns out very interesting to manage to raise approximations as the one that occupies us. Across the analysis of few remains which we possess,It occupies. Across the analysis of few remains which we possess, authors of John Chadwick's taya have proposed interesting theories on the Mycenaean systems of defense and, in this case, we will try to approach each other the system that could be used in Pilo's accession."

Demonstrate that the etymology of the Spanish language spoken in Cuba was influenced by colonization. Beginning from the indigenous nations that originally inhabited the island as well as those nations that colonized, governed, assisted or occupied the Caribbean island of the Republic of Cuba.  Moreover, these impacts have not only brought about differing manners of thought but also unique colloquialisms that directly relate to the cultural exchanges that occurred during their tenancy on the island.

An honest examination forces us to challenge common understandings of ethnicity and creolisation in Trinidad and Tobago.
For the most interesting aspect is the death of Indian languages in Trinidad, as opposed to their survival in Fiji, Mauritius, Suriname and virtually every other territory where Indians find themselves outside of the Anglophone West Indies.
The death of Indian languages here coincides with Independence, not with colonialism. I locate the change in my parents’ generation, most likely with the introduction of mass schooling in English in the 1950s.
At that time operated a great Trinidad paradox: the less educated one was, the more languages one knew; the more educated you were, the less languages you knew.

This paper examines gender agreement in three little-known languages of the Aru Islands and places them within the larger pattern of " neuter gender " in eastern Indonesia. For each language, I look first at the variety of agreement targets that are controlled by gendered nouns. Secondly, I look at the semantics of nouns that control agreement. I show that whilst having a strongly semantic base involving animacy, gender in Aru languages is a grammatical category in which many nouns denoting certain types of entities that lack discernable biological animacy are assigned to the same gender as that of animate referents. I conclude by considering the system of gender in proto-Aru.

Full Text:
https://scholarhub.ui.ac.id/wacana/vol16/iss1/

SHORT TEXT/SUMMARY

The problems of expressing items have been discussed throughout the history of language and thought. One of the main questions about items is whether people and the cultures in which they live do not have the same worldview. Therefore, the same items can be named in different languages in different ways. In translations, the problem of how items in the source language are expressed in the target language leads translators to use false statements or take items as they are. Especially in translations of idioms and proverbs that are unique to the culture, the problem of transferring items becomes inextricable, and it is not possible to achieve an equivalent translation. This book aims to draw attention to the problem of transferring items from English to Turkish with their closest meanings to the target language, to better explain this situation with the examples of idioms and proverbs given.

Culture has become an important component of language teaching.  Culture is a complex term to define, as it encompasses different sides.  Teaching culture can be part of daily language activities and does not necessarily require creating separate ones.  The educational and personal benefits of teaching culture are elaborated in relation to the communicative language teaching approach.  Based on various contexts of teaching culture, the main purpose of this paper is to encourage broadening the meaning of culture to cover diverse cultures and not be limited to the culture of the language being taught. These cultures can be the teacher’s or the students’ since both are intriguing, and serve the purpose of encouraging students to be engaged in intercultural communication.  Some skeptical viewpoints of teaching culture are examined here to provide educators with an objective and realistic view of the situation.  Finally, some teaching suggestions and activities are recommended.

The article considers the possibility of translating the names of emotions into other languages, taking into account cultural and sociolinguistic factors. Based on the concepts created by researchers in traductology (e.g. John C. Catford) or cultural linguistics (e.g. Anna Wierzbicka), it has been shown that the names of emotions can be perceived as untranslatable, especially in the context of searching for their one-word equivalents in other languages. Attention was paid to such names, the meaning of which is closely related to the culture of a given society (e.g. historical events) and therefore they should be classified as the so-called mentifacts, defined by Donald W. Klopf as affective and cognitive factors shaping the perception of the world by a given community. The proposed way of explaining the meanings of the names of emotions is the description of exemplary situations as a result of which they arise or with which they are commonly associated in a given society. In the summary, it was emphasized that the names of emotions are keywords with which you can learn not only a foreign language, but also culture.

Il presente articolo offre una riflessione sull'utilizzo didattico di materiale autentico per l'insegnamento della lingua italiana, come ad esempio testi culturali e settoriali, con l'obiettivo di sviluppare le abilità linguistiche di produzione. Nella seconda parte viene illustrato un progetto didattico realizzato con due gruppi di studenti adulti stranieri presso il Centro Linguistico di Ateneo dell'Università Ca' Foscari di Venezia, progetto che ha ottenuto un alto gradimento da parte degli studenti e che ha consentito di esercitare la produzione scritta con una rilevante motivazione ed entusiasmo da parte loro e con risultati ragguardevoli.
Parole Chiave: cultura; arte; storia; materiale autentico; produzione scritta.

Resumo: O presente artigo oferece  uma reflexão sobre o uso didático de material autêntico para o ensino da língua italiana (textos culturais e setoriai), com a finalidade de se desenvolverem as habilidades linguísticas de produção. Na segunda parte é apresentado um projeto didático realizado com dois grupos de estudantes adultos estrangeiros no “Centro Linguistico di Ateneo” da Universidade Ca’ Foscari de Veneza, projeto que teve grande aceitação por parte dos estudantes e que permitiu treinar a produção escrita com uma motivação relevante e entusiasmo por parte deles e com resultados importantes.
Palavras-chave: cultura; arte; história; material autêntico; produção escrita.

Abstract: This article offers a reflection on the use of authentic material for teaching the Italian language, such as cultural and specialist texts, with the aim of developing the language skills of production. The second part discusses an educational project carried out with two groups of adult foreign students at the Language Centre of the University Ca' Foscari of Venice, a project that has received a high rating from the students and that has allowed us to pursue the written production with significant motivation and enthusiasm on their part and remarkable results.

Keywords: culture, art, history, authentic materials, written production.

Every country has its own culture as a character or a way of life. This character has to be preserved and maintained by every citizen of a country including Indonesia as a big nation which has many cultures and tribes. One of the effort to preserve cultures is spreading information of it to people outside the country using English as an international language. It can be started from college students as youth by teaching them to translate from Indonesian about Javanese culture into English. Every vocational student of Bogor Agricultural University from communication major is expected to master this skill to attract foreigners to come visit the country as tourists. To reach this goal, it is important for them to master translation strategies to avoid mistakes on the meaning of words or context. There are some strategies that can be applied in translation to deliver messages from source language into target language. They need to practice these strategies to know which strategies produce the equivalent meaning of target language to source language. However, they get cultural materials but they do not get translation materials. On the other hand, the other group of students majoring environmental management does not get cultural materials but they get translation materials in their English subject that they take. Thus, this research tries to answer the strategies that are commonly used by vocational students of Bogor Agricultural University from two majors in translating a cultural text based on the perspective of Vinay and Darbelnet. The method used in this research was a qualitative descriptive methodology which tries to reveal the most common translation strategy used by vocational students in Bogor Agricultural University and the difference between the two group of students. The most common strategy used by vocational students in translating cultural text is borrowing.

In recent years, the extracurricular training schools have approached most of the primary and secondary school students and become an integral part of their daily life. Due to their open school model and flexible and varied teaching methods, extracurricular training schools have been favored by many primary and secondary school students and their parents. However, it cannot be denied that there are some unfavorable factors and negative influences behind the fanaticalness on extracurricular courses training. It is imperative to consider how to treat this rationally and select appropriate extracurricular training schools for children so that it can truly become an educational activity which is beneficial to primary and secondary school students. The article reflects and discusses the phenomenon of the fanaticalness on extracurricular training school from the following five sections. In the first three sections, the article first clarifies the background of the topic and the significance of the research, raises some critical issues, and then defines the core concepts of extracurricular courses training for primary and secondary school students, pointing out the similarities and differences between it and adult training. The study indicates that the most outstanding feature of adult training is to be in sync with or slightly ahead of the needs of the society, from which the founders of the training institutions can obtain the profitable benefits quickly. However, the extracurricular training to primary and secondary school students is in the category of fundamental education, whose subjects are relatively fixed and training period is longer. In particular, the extracurricular training school founders cannot be for the sole purpose of earning profits. Instead, cultivation and education to the young generation always comes first. After clarifying the connotation of the research object further, the investigation on the fanaticalness on extracurricular training schools has been conducted from the three dimensions: training institutions, primary and secondary school students and their parents. The results show that the students, the parents, and the extracurricular training institutions all have contribute to promoting the fanatical extracurricular training. Each of the three parties has different fanatical performance. In the fourth section, the article analyzes the attribution of the fanaticalness on extracurricular courses training to primary and