Language and Identity
Languages are viewed as universal abstract systems that are considered as independent and self-sustainable such that they can be extracted from an individual. The implication is that, whereas the language systems are of the individuals, they can be extracted and studied independently of the users for clearer insight. Individual plays no role in shaping the language systems as they are independent of the users. However, they can manipulate them to communicate and express themselves as they deem fit. Identity is a significant component of a language; it refers to the ay an individual perceives his or her relationship to the world and how the relationship is structured in different time and spaces. Identity also encompasses the future roles that an individual will play in the society (Bonny). Thus, the recognition of language as a social construct allows us to study how it is constructed by various elements. The conditions under which a learner acquires a second language contributes to the shape of the identities. Identity is thus subject to changes as a result of changes in the elements that shapes it. In this case, language is an important element of identity. In this paper, we shall evaluate the relationship between language and identity about the age, ethnicity and social class and gender.
Age
Language uses in the expression of individual identity changes with the changes in the age of the individual. As an individual age progress, the use of languages changes to fit particular age group. It is possible to calibrate various pronunciations and use of certain words and phrases with a particular age. Language is a key component in any society. For every individual, language is the main instrument that individual perceive and evaluate the world around us. Thus, language is perceived to be a central element of identity. Perception refers to how an individual perceives their strength and weaknesses, the evaluation of the past happenings and the assessment of the future events. Thus, identity will offer direction, aims, and visions to the steps that an individual takes towards the future. This image is created through interaction with other people, an evaluation of their pasts and inspiration from those who have what you aspire to get in future. Language is an important element in communicating and shaping the lives of the individuals. A feeling of commonality is experienced by people who share a common language. Language mastery capabilities enable smooth communication with other people and foster social bonds, self-confidence and a sense of belonging.
Various studies have been done to evaluate the relationship between age and language use. The studies have largely concentrated on the varying language use in a life span of an individual and the language of different age groups that lives within a society. People tend to conserve their speech patterns as they proceed through their life span (Labov, 1994, 107). The study of the relationship between language and generation thus must entail the study of the changes that occurs as age goes by. There is, however, no clear distinction between age and generation as age is and aging are experienced by an individual and as a part of the community that shares a life span.
There are some specific features of language that are associated with the chronologic ages of the individual. Examples include one-word utterances and stammering by children and voice trembling by elderly people (Helfrich 1979, p. 85). Such features are expected to be manifested in all people as they are universal. Other functions are unique to the cultural background of an individual. Examples include: In Japan, children are encouraged not to speak nor interact with adults in a conversation. Silence is encouraged as a way of demonstrating respect to the leader people in the society. On the other hand, in the Western nations, children are encouraged to talk and interact with all members of the society. This creates differences in the language features and communication techniques that are unique to particular cultures. There are some unique differences in the way adults and children communicate, in most cases, the adults tend to speak to children as lower beings and thus communicate in a commanding voice that is aimed at preventing them from engaging in unruly behaviors. This demonstrates the fact that the adult to child interaction is not communication between two equals but between a person higher in the status and another one that is lower in the status. These norms as taught in the childhood shapes the way people communicate and identify themselves when they grow up.
Thus language elements are unique at different ages. Thus it is possible to study the use of languages by various age groups. Most studies have concentrated on the study of the language that is used by the youth and adolescents across various languages. More studies needs to be carried out on the elderly and adult use of languages. The relationship between the use of languages in the interactions between various age groups have been documented in various places.
Ethnicity and Social Class
There are various studies that have been carried out to evaluate the relationship between the languages and social groups. Social dialect is a type of a language that is associated with a particular social group such as a social, economic group, an age group, or a particular ethnic group amongst others. The relationship between social classes and linguistic has been studied by various scholars. One of the key research that has been conducted in the field was carried out by Labov (1966) when he conducted a survey on the pronunciation patterns of the people who resided on the lower East side of New York City which established that language correlates various factors including social standing, gender and age. The studies that were carried out by Labov were based on the assumption that social categories determined individual linguistics behaviors.
The studies were conducted on various groups that were formed based on various social-economic factors such as income, working class, and middle class amongst other classifications. The speeches of the interviewees were monitored in a one on one interviews that were conducted on various groups. The speeches were divided into various settings including the most casual setting to most formal ones and the variations and the pronunciations were monitored. Patterns of stylistic stratifications amongst various groups were conspicuous amongst various studies, and they were consistent with each other. The studies showed that for stable variables, middle-class people employ the standard use of the words with more preciseness as compared to the working class people. Some variables were found to have no social variation attached to them, and thus, they are universally pronounced across the social stratifications (Dodsworth, 2010). Other variables were deemed to be more affected by the social status with some assumed to be more prestigious to use while others are stigmatized causing the users to either avoid them or modify their usage. The studies found out that all users follow a similar pattern in the employment of the words that they employ which is characterized by an increased use of standard words and a decrease in the use of non-standard words.
The general shifts in the styles as identified in the Labov (1966) was assumed to be an indication that most New Yorkers agreed on the most prestigious and higher status styles. The above hypothesis was tested in another experiment that was conducted in the year 1967 designed to determine the reaction of various participants to various social class sounds. The New York residences agreed on the voices they heard potentially identifying the social stratification and distinguishing various classes. A general statement about the language state in New York State was reached. New York City was thus regarded as speech community that is unified by a common evaluation of the same variables which distinguish between different speakers. Other studies that have been carried out on the subject include (Coupland, 1984). He was interested in the evaluation of the relationship between social class and language. To avoid the constraints that are presented by the use of interviews in which an individual can alter their pronunciation to fit into the norms and mimic the interviewer. He thus wanted to test themselves in their natural environment. Thus, he chose a travel agency where various customers were observed through recorded videos as they engaged with the sales representatives. 51 clients were observed in total. The observer noted that most of the people who are high in the social hierarchy used more standardized terms while the lower ones used the vernacular variants more often.
Coupland carried out more analysis on the sales person and noted that they adjusted to the customer needs depending on their social hierarchy. This was in agreement with the prediction of the accommodation theory (Giles and Powesland 1975). He thus asserted that the variation in the style by the customer representative was a good resource that could help the customers to communicate effectively as they feel as though they are communication with a peer. There are various criticisms on the nature of the studies that were conducted as they are deemed to be more descriptive as compared to the later.
Social class stratifications are not limited to a particular ethnic group or just a particular group. It cuts across divides and at times may cut even through the ethnic group. In a study that was carried out on a group of students stayed together, they had formed parallel groups consisting of students who were in a similar class. The study found out that social stratification even on students who comes from a diverse ethnic group is also possible. Thus, we can conclude that social stratification is not based only on the ethnic groups, but a social construct that is built based on the status of people in a particular society setting.
There are distinctive variations in the use of languages on various social classes of people. Various studies that have been conducted have identified various slangs and pronunciations that are associated with low income earners. Also a notable point is that people tend to adjust their pronunciations to fit a particular listener thus helping in creating a rapport with them.
Gender
Various scholars have widely studied gender and language. Although the term gender sounds straightforward either in biological aspect on in the general meaning, defining the gender identity is challenging. As noted earlier, identity defines how we perceive ourselves. Thus, gender identity refers to the way individuals experience their genders. An individual gender identity may vary from the one assigned at birth. In the modern days, there have been newer categories that have been introduced between the traditional male and female genders. There are individuals who are switching their biological genders at a mature age while others develop two genitals at an older age. Thus, assigning gender values to such individuals is a challenging role. In the past, biological sex, masculinity, and femininity defined the term gender.
Thus, we can say that gender is a social construct that has been shaped by the cultural and social aspects of society. In many societies, there are differing attributes in the genders aspects that are assigned to the males and the ones assigned to the male members of the societies (Carson & Heth, 2013). Many individuals assume gender identity at a tender age. Thus, any attempt to change the assumed identity after that age may result in gender dysphoria. In the same way, all genders have distinctive ways of communicating their feelings. Regarding languages, both male and female communicate differently. In many cultures, female assumes submissive roles, they are responsible in their words, they express themselves better than men.
In conclusion, language and gender identities relate to the various social classes, gender, and ages. People are products of their cultural and social constructs, and the languages they speak are shaped by the values acquired from the social and cultural perspectives.
References List
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References
Norton, Bonny (2013). Identity and Language Learning: Extending the Conversation. Bristol: Multilingual Matters. p. 45.
