Post 2: Learning more about the debate on Linguistic Relativity

As I continued my research, I realized that the Sapir Whorf hypothesis has undergone much development since it was first introduced and the reaction to it has changed dramatically. When it was first introduced, it was relatively well received until Whorf’s claims about native American languages were proven wrong as in the “Eskimo 100 words for snow” situation, which was greatly exaggerated from four up to one hundred. Many of Whorf’s claims about language and thought were later disproved and the theory lost favor in the scientific community, caused also by the introduction of the Chomskean Universal Grammar. With this theory, it was thought that language could have no influence on thought if the general properties of language were all universal. Since then, there has been a resurgence of interest for linguistic relativity, in part spear headed by Lera Boroditsky’s articles in favor of linguistic relativity which are actually what caught my interest when one of them was published in Scientific American back in 2011. She presents an eye catching argument for linguistic relativity using examples from her own research on topics such as the effect of language on assigning blame and the affect of language on conceptions of time. However in the time since his work has been published, there has been much backlash against some of her work. After analyzing one of her papers, the cross-linguistic differences in eyewitness memory she found, though statistically significant, were just barely and could not be said to have any significant real world application outside of the carefully controlled lab setting. In addition, her results on different conceptions of time due to language could not be replicated in six separate experiments.

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Post 1: Determining what’s out there on linguistic relativity

As I started my research, I realized that the first book I intended to read, The Language Hoax by John McWhorter was actually somewhat of a response to a previously published book called Through the Language Glass by Guy Deutscher. Through the Language glass was published in 2010 and detailed the history of the study of how language influences how and what we perceive, starting with Homer’s descriptions of color in ancient Greece, continuing through Whorf’s theory of linguistic relativity and closing with the recent studies showing how language was influencing thought. Although Deutscher is arguing for the theory that language does have some impact on our world view, one important aspect of his argument is that the differences are not in what languages are able to express, but what they encourage their speakers to express or perceive. Deustcher wrote an insightful analysis on the studies done on the Guugu Yimithirr, a language where directions are always expressed by the cardinal directions, and those done comparing Russian with their two different words for blue and showing how those aspects of language affected cognition. I was fairly convinced at that point that language had something to do with how we were thinking. And then I read The Language Hoax.

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Changes in German Language Education, Blog Post #3: Summary Blog

Well, here I am, at the “final” chapter of this project – and yet I still feel that all I have given you, my loyal reader, is two abnormally-long blog posts and whatever ends up in this one. You may be disappointed after this, and some of you may even get to say “I told you so!” Whatever the case, I can sincerely promise you I am not done. My background in Language Acquisition before this project was minimal, in Pedagogy virtually non-existent; thus, I entered this project basically as a student of German, yet feel that my commitment and effort on it speaks to my newfound passion for the former two fields of study. I will not give-up on these passions easily, and thus plan to return to this research, whether it be next summer or as a graduate student.

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Changes in German Language Education, Blog Post #2: The Textbook Survey

First off, I apologize for this blog coming so late – if there is one thing I have learned from this process, it’s that doing things when you have the time to do them is important; otherwise, you may have to put off what you are passionate about to make room for the passions of those who are either paying or grading you. That all said, let me share the main chunk of what I have done with my research since I last checked-in: my textbook survey.

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