Module 1 Language: Introduction to Language

Introduction to Language

What is language? You have already written your own definition, posted it online, and responded

to one of your classmates’ definitions. (If you have not already done this, stop reading and post

your definition before continuing!)

As you may have discovered in trying to write your own definition, the topic of language is

huge. Kumaravadivelu (2006) states, “Language permeates every aspect of human experience,

and creates as well as reflects images of that experience. It is almost impossible to imagine

human life without it” (p. 3).

Language as a System and Language as Communication

If you had difficulty coming up with a definition, you’re in good company. Experts have spent

years studying language, and defining and redefining it. Though a single definition of language

is unlikely to emerge, two perspectives are commonly discussed: (1) language as a system and

(2) Language as communication. The first perspective views language primarily as a system of

sounds, symbols, and structure. Grammar is part of this system, as are written symbols (such as

the English alphabet) and pronunciation. Language as a system tells us that the sentence “She

black hair has” is not possible in English. It also tells us that “man” and “men” are two different

sound sets in English, with different meanings. Language as communication helps us understand

that the sentence “Could you please close the door?” is actually a request in English, not a simple

yes/no question. It also helps us explain the use of idioms and phrasal verbs. For example, the

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Module 1 Language: Introduction to Language

phrase “get out!” meaning “I can hardly believe it!” rather than “exit” can only be explained as

we look at the various ways language is used by real groups of people, for real communication.

Using the System for Communication

Ultimately, of course, we cannot separate language into two polar opposites called system and

communication. Rather, these aspects of language are intertwined. In order to communicate any

idea we must call on our language system and use it as a tool to express our ideas. And even

when language is taught as a system, the words and grammar that are used do represent real ideas

and communicate meanings. Still, however, these two different perspectives on language become

significant in language teaching because different methods or techniques favor one perspective

over the other. For example, a traditional grammar class would be said to favor the systematic

view of language, whereas a language class in which students are sitting in small groups telling

about their families would likely favor the communicative nature of language.

Most language teachers today acknowledge that both views of language are important in the

language learning classroom. We do want students to view language as a means of expressing

ideas. We aim to enable learners to use language as a tool to communicate with others in verbal

and written forms, and to access information through listening or reading. This is using language

for real communication. However, the system of language provides the building blocks for

achieving this communication. Without a shared system of grammar, sounds, and symbols, ideas

cannot be communicated through language.

So an appropriate working definition of language for this course might be the following:

Language is a system of communication using symbols which represent ideas.

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Module 1 Language: Introduction to Language

Language Characteristics

In our discussion of language, it is also useful to look at a list of characteristics of language. H.

D. Brown (2007) provides just such a list, which will help us navigate through the complexities

of language teaching throughout this course:

1. Language is systematic.

2. Language is a set of arbitrary symbols.

3. Those symbols are primarily vocal, but may also be visual.

4. The symbols have conventionalized meanings to which they refer.

5. Language is used for communication.

6. Language operates in a speech community or culture.

7. Language is essentially human, although possibly not limited to humans.

8. Language is acquired by all people in much the same way; language and language learning

both have universal characteristics (p. 6).

In addition to these broad theoretical characteristics of language, some more basic

understandings are important for language teachers. Language can be seen as either receptive,

language that you “receive” through listening or reading, or productive, language that you

“produce” through speaking or writing. This leads to the understanding that language use is

comprised of four skills: reading, writing, speaking, and listening. To this list of skills, some may

add grammar, vocabulary, and pronunciation. However, though having grammatical knowledge,

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Module 1 Language: Introduction to Language

good pronunciation, and a knowledge of words is certainly important, they should be viewed as

building blocks for the four skills of language use. Most students do not aim to learn grammar,

for example, just to know grammar. Rather, they learn grammar so that they will be successful in

reading, writing, speaking, or listening in English.

Language and Culture

A final important factor in the nature of language is its connection to culture (see Brown’s

Number 6). Kramsch (2001) states, “Language is the principal means whereby we conduct our

social lives. When it is used in contexts of communication, it is bound up with culture in multiple

and complex ways” (p. 3). In this module, you will have an opportunity to read more about

culture and its connection to language and language teaching.

What About the English Language?

Later in this course we will focus on structural aspects of the English language. But from the

beginning of the course you should have some understanding of the role that English currently

plays on the world stage. Though all languages share the characteristics discussed earlier, there

are issues today associated specifically with the English language, due to its increasing position

as the world’s lingua franca. These issues bear some consideration before we move on.

World Englishes

You are probably already familiar with the concept of dialects, and are aware that English has

many, such as British English, American English, and Australian English. Often, people

distinguish such dialects through accents—differing features of the sounds of language.

However, accent is not the only distinguishing feature of dialects. Geographic distance also
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Module 1 Language: Introduction to Language

results in the use of different words and expressions. For example, if you are reading a book

which uses the term apartment rather than flat for a home within a building, you will probably

conclude that the writer has learned a North American variety of English.

These dialects come from traditionally English-speaking countries. But there are other

English dialects which may not as readily come to mind, for example, Indian English, and

Singaporean English. Kachru (1985) illustrated the growing role of English in the world today

through a series of concentric circles. He labeled the traditional English-speaking countries the

inner circle, and the newer countries claiming English as a national or native language the outer

circle. To these he adds the expanding circle, countries that do not have English as a national

language but in which English plays a significant role as a language of international

communication. Kachru’s view of World Englishes can give us a broader perspective as we

consider the teaching and learning of English. We need to keep in mind that there are many more

users of English in the outer and expanding circles than there are in the inner circle. The needs

and goals of these English users may be quite different from those of individuals residing in the

inner circle.

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Module 1 Language: Introduction to Language

The Native Speaker Problem

An understanding of World Englishes brings us to another problematic issue as we consider the

English language: Who is a native English speaker? A traditional definition of a native speaker

might be a person who speaks his or her native language at home with all family members, in the

local community, and in school with all teachers. However, many proficient and “native-like”

English speakers do not fit that description. Today, many people speak a different first language

at home but study in English, acquiring a higher level of English than of their native language.

Are these people native English speakers? Others speak English to their parents but a local

language in the local environment and in school. Are these people native English speakers? A

great deal of recent research has pointed to problems with a “native speaker standard,” especially

with regard to the common practice of preferring “native speakers” as English teachers (see

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Module 1 Language: Introduction to Language

Braine, 1999; Kamhi-Stein, 2004). Language teachers need both language proficiency and

teaching skill. It is important to remember that it is individuals who become teachers. These

individuals can be either native speakers or nonnative speakers: Both can possess the essential

qualities for language teaching.

The Problem of Correctness

The issues surrounding world Englishes and the difficulty of defining native speaker culminate

in the question: Whose English is the standard? What English is “correct”? To what extent

should so-called nonstandard varieties of English be accepted? Countries which have attempted

to police languages and keep them “pure” have fought a losing battle. Why? Because languages

always change over time. Let’s take an example from the English language. It is quite common

now to hear this type of sentence:

He gave the money to my friend and I.

Technically, the final pronoun should be me because it is an object. However, so many people

say this incorrectly, using the subject form, that in 20–30 years it may no longer be considered

incorrect. With such changes taking place within the English language in speech communities all

over the world, it will become more and more difficult to define correctness for the English

language.

Conclusion

If you are now beginning to feel that language is much more complicated than you had thought,

don’t worry! That feeling is common and is actually useful. We cannot begin to learn until we

“know what we don’t know.” So, hang in there, and let’s get started!
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Copyright © 2009 by Teachers of English to Speakers of Other Languages, Inc. (TESOL)
Module 1 Language: Introduction to Language

TESOL acknowledges and appreciates the work of TESOL member Jan Dormer in developing

and writing this material for the TESOL Core Certificate Program, with additional review

provided by members of TESOL’s Profession Development Committee.

References

Braine, G. (Ed.) (1999). Non-native educators in English language teaching. Mahwah, NJ:

Lawrence Erlbaum.

Brown, H.D. (2007). Principles of language learning and teaching (5th Ed.). White Plains, NY:

Pearson Longman.

Kamhi-Stein, L. (Ed.). (2004). Learning and teaching from experience: Perspectives on

nonnative English-speaking professionals. Ann Arbor: University of Michigan Press.

Kachru, B.B. (1985). Standards, codification and sociolinguistic realism: The English language

in the outer circle. In R. Quirk & H. Widdowson (Eds.), English in the world: Teaching

and learning the language and literatures (pp. 11–36). Cambridge: Cambridge

University Press.

Kramsch, C. (2001). Language and culture. Oxford: Oxford University Press.

Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod.

Mahwah, NJ: Lawrence Erlbaum.

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Copyright © 2009 by Teachers of English to Speakers of Other Languages, Inc. (TESOL)