Reflection # 6

Re the Whorfian hypothesis: Are there concepts or ways of saying things in one of the languages that you speak that can not be said or expressed or the meaning changes in another of your languages? The Whorfian Hypothesis, Brown refers to Whardhaugh (1976, p. 74) "it appears possible to talk about anything in any language provided the speaker is willing to use some degree of circumlocution" later Whardhaugh continues: "If such is the case, every natural language must be an extremely rich system which readily allows speakers to overcome any predisposition that exists." Brown states: We also recognize that through both languages and culture, some universal property binds all together in one world" which answers the original question: Does language reflect the worldview or does language shape the world view.
So its both, the human being changes, his ways of communication also change. These changes will in turn affect new learners, other human beings around them.
When the Spanish came to this continent they discovered a great number of objects, foods, and customs they had never seen before. Therefore they incoporated it as part of their language. Hence the word "maiz". Idioms are other examplems of historically or event embedded terms that might only make sense to some and would need extensive explinations for second language learners.
Needless to say, I need explanations from my 19 year-old son when listening to his Hip-hop, Rock, or even Soul lyrics, the modern lingo is totaaly foreing.
Likewise, the first time I was amonst Mexican speaking males, addressing each other as "buey", I asked myself, why are they calling themselves OX, are they castrated, are they hard working animals? In English they call each other "dogs", another animal. I guess its because of this animals particular habits towards the female!
How do you address culture in your classrooms? Do you go beyond the "holiday" model of culture? Definitely, the spirit I try to create is that of we are part of a huge world, which transcends, the neighborhood, and the country. I want to give them the GLOBAL view. It starts from the morning greeting. I greet them in different languages as best as I can, show them on the map where we would use these terms. Anytime we have an author and we find out their place of origin or residence we look for it in our maps and later make connections about distance, experiences due to climate, flora fauna,. etc. I try to teach Celebration Origins even if others tell me they are too young, and relate them to similar celebrations in their own culture. Therefore, for example when Holloween time comes along, we make an "altar" and explain to their parents its NOT wittchcraft, its of Aztec origin, part of their heritage, and also send a internet- generated handout about both origins: "ALL Hollows EVE" and "Día de los muertos". In addition I usually try to address the Winter Soltice and have them finally compare and contrast these traditions. I do Winter Celebrations instead of just "Christmas Around the World". We talk about Giftbearers, not JUST Santa Clause or the Three Kings.