Advancing Holistic Understanding in ESL By Ameerchund Ashraf

Advancing Holistic Understanding in ESL By: Ameerchund (Ashraf) Maharaj

BRIEF OVERVIEW OF AREAS TO BE COVERED • Introduction: language as a social construct • Words and their meanings • Some examples • Language and Values: examples • Wider implications: language, power and history • Summary: questions & comments • Some fun

How do we arrive at meaning? • MEANING IS SOCIALLY CONSTRUCTED. THIS BEING SO, WORDS ARE SUBJECT TO DIFFERENT MEANINGS AND INTERPRETATIONS. THEY WILL BE READ AND UNDERSTOOD IN DIFFERENT WAYS BY DIFFERENT PEOPLE. LANGUAGE IS VERY RARELY, IF EVER, “NEUTRAL”.

Words and their meanings Words can have no single fixed meaning. Like wayward electrons, they can spin away from their initial orbit and enter a wider magnetic field. No one owns them or has a proprietary right to dictate how they will be used. David Lehman, Signs of the Times, 1991

“BOY…” Consider these uses of the word: “boy” 1. “Don’t give him such a heavy box to carry…he’s just a boy. ” 2. “You’re giving him a doll as a gift. That’s ridiculous…for goodness’ sake, he’s a boy. ” 3. “Tell the boy to clean my car!” 4. “I know you stole the money, boy. ”

Language and values Values are often a part of the language we speak. “Spatial” words like “up”, “down”, “high”, “low”, “rise” and “fall” ARE NEVER NEUTRAL. “up” words= +ve “down” words= -ve

FIRE • in the line of fire • fire away • The fat is in the fire • To add fuel to the fire • To play with fire • To get fired Generally, “fire” in its literal sense= -ve but in its figurative sense= +ve.

THE SUBJECTIVE (CONNOTATIVE) USE OF LANGUAGE • “The trekkers (settlers) hurried into the laager (circle of wagons) and closed the entrance. All around were the Matabele (African tribe) hordes, sharpening their spears, killing animals and drinking the raw blood. Sarel Celliers offered up a prayer.

THE SUBJECTIVE (CONNOTATIVE) USE OF LANGUAGE (Cont. . ) • When the enemy made a savage attack, the defenders fired volley upon volley into their ranks. All helped. The women and children, including Paul Kruger, loaded extra guns and handed them to the men. After a fierce battle, the Matabele fled. ” (quoted from: Janks, H. : Language & Position)

Questions 1. From whose perspective is this historical anecdote written? 2. What is the writer’s attitude towards: • The settlers; and • The Matabele 3. Whose side would he like the reader to be on? Why?

SUMMARY REMEMBER: 1. Don’t stop at the literal level 2. Consider the CONTEXT in which the word has been used 3. Look at the antonym/synonym dichotomy 4. What are the possible figurative uses of the word? 5. Modern day usage of the word in idioms, adverts, euphemisms, etc.

THE STUDENT SHOULD LEAVE THE ROOM WITH THE WIDEST POSSIBLE UNDERSTANDING OF THE MEANING OF THE CONCEPT / WORD.

Some fun • • ‘Funny signs’ Cocktail lounge, Norway LADIES ARE REQUESTED NOT TO HAVE CHILDREN IN THE BAR Budapest zoo, Turkey PLEASE DO NOT FEED THE ANIMALS. IF YOU HAVE ANY SUITABLE FOOD, GIVE IT TO THE GUARD ON DUTY.

Some fun (contd) • Nairobi restaurant, Kenya CUSTOMERS WHO FIND OUR WAITRESSES RUDE OUGHT TO SEE THE MANAGER • Outside a Nairobi private school NO TRESPASSING WITHOUT PERMISSION

Some fun (contd) • Advertisement by a Hong Kong dentist: TEETH EXTRACTED BY THE LATEST METHODISTS • Tourist agency, Czechoslovakia TAKE ONE OF OUR HORSE-DRIVEN CITY TOURS. WE GUARANTEE NO MISCARRIAGES