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TOPIC 4

VALUATION OF THE KNOWLEDGE OF THE FOREIGN LANGUAGE AS AN

INSTRUMENT OF COMMUNICATION AMONG PEOPLE AND CULTURES.
INTEREST IN THE LINGUISTIC DIVERSITY THROUGH THE KNOWLEDGE
OF A NEW LANGUAGE AND ITS CULTURE
1-INTRODUCTION.......................................................................................................................2
2- VALUATION OF THE KNOWLEDGE OF THE FOREIGN LANGUAGE AND
ITS CULTURE.................................................................................................................................3
2.1. Foreign language as communication.......................................................................3
2.2.Foreign languages and international communication......................................3
2.3 Origin of the English language.....................................................................................3
2.4.The importance of the English language (tb aparece en tema 5)........................4
* POLITICAL IMPORTANCE............................................................................................5
* ECONOMIC IMPORTANCE............................................................................................5
* CULTURAL IMPORTANCE (tv, films, newspapers, music, technology,
universities.)............................................................................................................................5
* SCIENTIFIC IMPORTANCE..........................................................................................6
3- INTEREST IN LINGUISTIC DIVERSITY THROUGH THE KNOWLEDGE OF
A NEW LANGUAGE AND ITS CULTURE............................................................................6
3.1. Varieties of language (the dialect, slang, register, jargon, standard)......................6
A) THE DIALECT..................................................................................................................6
B) THE SLANG.......................................................................................................................7
C) THE REGISTER................................................................................................................8
D) JARGON.............................................................................................................................8
E) THE STANDARD.............................................................................................................8
3.2.Varieties of English..........................................................................................................9
3.3. Teaching language and culture................................................................................10
3.4. Reasons to learn a foreign language:.....................................................................10
3.5. Developing cultural awareness................................................................................11
3.6. The Common European Framework of Reference and socio-cultural
competence...............................................................................................................................11
4- CONCLUSION.........................................................................................................................13
5- BIBLIOGRAPHY.....................................................................................................................13
6- LEGAL FRAMEWORK.........................................................................................................14

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TOPIC 4- VALUATION OF THE KNOWLEDGE OF THE FOREIGN

LANGUAGE AS AN INSTRUMENT OF COMMUNICATION AMONG PEOPLE
AND CULTURES. INTEREST IN THE LINGUISTIC DIVERSITY THROUGH
THE KNOWLEDGE OF A NEW LANGUAGE AND ITS CULTURE
1-INTRODUCTION
If we want to understand the way other people live, work and understand the
world they are living in, we also need to know their language. Learning different languages
is not an easy task, but it is the only way of acquiring a complete knowledge of the people
we are interested in, since their language is one of the most important features to
characterise them.
In fact, our new educative law (Organic Act on the Improvement of the Quality of
Education) and its basic curriculum, RD 126/ 2014, introduces the key competence
Cultural awareness and expressions. In the case of our FFL area, all blocks of contents
include Socio-cultural Aspects.
Consequently, when we teach a foreign language, we must introduce the students
to the fundamental features, the language and the culture that represents. Teaching a
foreign language together with a foreign culture is the best way of encouraging and
favouring the students' personal knowledge and tolerance.
However, as we all know, there are also many varieties within the same language,
depending on the speaker's social and cultural status. Although we usually learn the
"standard" variety of a language, in this case of the English language, it would be better
learning all the different varieties of the same, in order to get the widest knowledge of the
English speakers and culture.
Along this topic, we are going to study how a foreign language, the English one in
particular, is a fundamental tool to live in a plural and tolerant society. We have structured
the topic into two main parts:
In section 1, We have explained the importance of studying a foreign language, and
particularly, we have pointed out the case of English.
In section 2, we have developed the linguistic varieties of languages, making a
special reference of the case of varieties of English. In this part we have also included a
reference of the need of teaching the language and its culture, and some practical
examples.

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2- VALUATION OF THE KNOWLEDGE OF THE FOREIGN LANGUAGE AND

ITS CULTURE
2.1. Foreign language as communication
We should remember that language is considered as means of communication, and that
both oral and written language is a system of perfectly well structured signs that people used to
communicate; whereas communication is the function of language understood as the exchange
of information between individual through a common system of symbols. (unit 1).
Communication is a very important necessity due to the fact that people need to
communicate with others.
However, a foreign language can act as a barrier to international communication. This
is the reason why learning one or more foreign languages is the best way to understand foreign
people and other ways of living and acting.
2.2.Foreign languages and international communication
There is no doubt that language is a fundamental necessity for mutual understanding and
cooperation between nations.
Foreign language learning promotes understanding, tolerance and respect for the
cultural identity, rights and values of others, whether abroad or at home minority groups.
Foreign language teaching has an essential role in preparing our pupils to cope with
an ever changing environment, so foreign language learning develop our pupils personality.
Furthermore, success in international commerce is becoming more and more dependent
on foreign language, so it favours international commerce.
Finally, we can see that learning a foreign language is the only way to fully appreciate your
own language and backgrounds.

2.3 Origin of the English language

The natural languages are the result of an evolution process that it is still unknown to us.
This fact is due to the absence of historical information and written documents.
On the one hand, the evolution of a language starts from the beginning of life and we
do not have written documents to contrast the investigations.

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On the other hand, as we should know, the spoken language is not the same as the
written language that is why the written documents cannot give us the born of a language and its
evolution.
Grimm, Rask, Bopp, and Schleicher classified the languages in families or groups.
They came to the conclusion that the first language is the Indo-European language.
The English language belongs to the Western or Occidental Germanic group, one of the
sub-families of the big Indo-European language. It is a language formed by three tribes of the
Western Germanic group: Anglos, Jutes and Saxons.
The English language is born when the dialects of these three Germanic tribes, Anglos,
Jutes and Saxons (very similar between them) start to join and provide big differences with the rest
of the western Germanic dialects. From this moment, it started the evolution through the Old
English, Middle English, Modern English and Contemporary English which is the actual and
known language.
2.4.The importance of the English language (tb aparece en tema 5)
Nowadays, English is the international language all over the world. English is understood,
written and spoken in all the continents. It is recognised as the lingua franca in all kinds of
political, economical, scientific and technological communication.
First of all, English is important due to the number of people who speak it. The
English language is the third most spoken language in the World after Chinese and Spanish.
English is spoken in all the continents.
Secondly, it is also important due to the number of countries that have accepted
English as their official language: Great Britain, the United States, Canada, Australia, New
Zealand, India, some countries in Africa and Asia.
Finally, it is important due to the ability to inform in all the fields : science,
investigation, medicine, literature, economics, law, politics, ...
We are going to study in depth the influence and importance of the English language:
-

Political importance

Cultural importance

Economic importance

Scientific importance

* POLITICAL IMPORTANCE

As we have already pointed out, English at its simplest level is not confined 1 to the

English speaking countries. Many politicians of whatever nationality find useful to have English as
a second language.
-

Finally, we must keep in mind that the USA together with Britain were among the

most important countries that won World War II. Therefore, their influence has been present in

1 restringido
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international organisations such as the UNO (based in New York) or the NATO (being the USA the
most powerful member).

* ECONOMIC IMPORTANCE

English is in many areas a top requirement of those people seeking a good job, and

it is often the language in which much of the business of "profitable jobs" is conducted. The
vocabulary of the economic field is greatly influenced by English terms.
-

The US has a larger gross national product (GNP) than any other country in the

world, both in total and in relation to the population. Indeed, multinational companies are the sign
of such dominance (Ford, IBM, AT and T, Texaco

* CULTURAL IMPORTANCE (tv, films, newspapers, music, technology, universities.)

T.V. It is impossible for people not to realize about the American popular culture through
the medium of TV, films and popular songs. Television programmes like "CSI, The Walking
Death The Soprano or "The Simpsons have become part of the world "cultural' background.
-

Most satellite programmes are broadcasted in English even though their audience

does not have English as a native language.

FilmsThe Cinema Industry in many countries depends on the North American movies, being
the Oscar Awards the most recognised event of cinema around the world
NewspapersThere are many other countries in which daily newspapers in English are
published. American magazines and newspapers like The New York Times", "Time" magazine,
or "Reader's Digest can be found at many newsagent's throughout the world.
MusicTelevision and music, in particular, are vast industries. Programmes and CDs are
manufactured like any others and are sold relentlessly 2in the international market place.
-

Important music awards are also conducted in English (EMI's, GRAMMY'S...)

TechnologyA side effect of this has been that the technical innovations and certain amount
of artistic innovations have been pioneered in America, and anyone wishing to emulate them
must first have some command of English.
UniversitiesThere is a very important number of foreign students at American and British
universities.
-

* SCIENTIFIC IMPORTANCE

It was found that 90% of the scientific community uses books in English. Even more

significant is the fact that 25% of academics preferred to publish their own works in English.

2 implacablemente
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Regardless their nationality, scientists, who want to be up to date with the latest

research work done all over the world, must be able to read articles in English and publish their
own ones in English too.

3-

INTEREST

IN

LINGUISTIC

DIVERSITY

THROUGH

THE

KNOWLEDGE OF A NEW LANGUAGE AND ITS CULTURE

3.1. Varieties of language (the dialect, slang, register, jargon, standard)

The dialect

The jargon

The slang

The standard

The register

A) THE DIALECT
DEFINITION OF DIALECT (According to Cassidy, Fernandez and a general
definition)
There are many definitions of dialect but we can consider two of them which have
been given by Cassidy and by Fernandez:
Cassidy states that a dialect is any of the genetically related subtypes of a language, all of
which share a common core but differ with respect to the features outside the core.
(Cassidy, F.G.)
Cassidy understands that language is a structured medium, listened and
spoken that is used to communicate between the members of a geographical community.
Fernandez states that a dialect is all the varieties of the same language that you can find
in a certain linguistic community. This definition is not a very scientific one but it is a
practical one. (Fernndez,F.)
A dialect may be defined as a subdivision of a language that is used by a group
of speakers who have some non-linguistic characteristic in common. The most common
shared characteristic is a regional one; people who live in the same place tend to talk alike.
CHARACTERISTICS OF DIALECTS (pronunciation, social class)
a) Pronunciation. Differences in pronunciation are very numerous. Stress and
intonation are also important and so are differences of vowel-length. Unfamiliar
rhythms can interfere with intelligibility.
b) Social class. Another point to consider when talking about dialects is the study of
social class dialects. Dialects are not rigid. The personality of the speaker has much to
6

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do with the choice of words; particular phrases are likely to be more frequent in a given
social group than others. For instance, I beg your pardon would be used by low-class
and Excuse me by upper class.
B) THE SLANG
DEFINITION OF SLANG
It is a variety of a language used by a given number of speakers by choice. These speakers are
generally young.
Slang is the use of informal words and expressions that are not considered standard in the
speaker's dialect or language.
CHARACTERISTICS OF SLANG (informality, highly idiomatic, slang words that have a
short life, slang is associated to youth)
a) Informality
Slang is informal, it is mainly concerned with, vocabulary and it is more at home in the spoken
than the written language.
Slang differs from a dialect in two of its characteristics:
Slang is usually novel whereas dialect is usually deep-rooted in the past,
Slang is used deliberately by speakers who could express their ideas more simply.
This same quality of deliberateness will serve to distinguish slang from vulgarisms, A person
uses a vulgarism because he does not know any better; he uses slang from choice. E.g. of deliberate
slang: telly for Television; chocs for chocolate; advert for advertisement.
b) Highly idiomatic
A second characteristic is often highly idiomatic, and it is consequently dangerous trying to use
slang when speaking a foreign language.
c) Slang words have a short life
Slang words have a very short life in the language. Most of the words that form the language
have a very long life, more than a thousand years. It is unusual for slang words to remain in use for
more than a few years, though some slang terms serve a useful purpose and so pass into the language.
Slang words are invented by a few people for the pleasure of novelty and imitated by others
who like to be in the fashion and they undergo3 the fate of all fashions
d) Slang is commonly related with youth
Slang is rather an attempt to avoid some of the evils of habit and imitation in the use of
language. Sometimes these words cease to be slang and become part of the standard language.

3 Undergo=someterse, sufrir
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Slang words tend to be vogue-words 4and their excessive use leads to a reaction against them.
Few forms of speech create such an unfavourable impression as out-of-date slang. On the other hand,
slang is interesting because, when it is new, it is the aspect of language that is most intensely alive, and
in it we can watch linguistic processes at work without the restrictions which the standard language
imposes on them. E.g. instead of saying: How are you? Or How do you do?, they say: How is it going?.

C) THE REGISTER
We can define register as variety of a language or a level of usage, as determined by degree
of formality and choice of vocabulary, pronunciation, and syntax, according to the communicative
purpose, social context, and standing of the user. A register must also include the expressions, the
lexico-grammatical and phonological features.
The category of register will vary, from something that is closed and limited to something
that is relatively free and open.
-

CLOSED REGISTERS it is a kind of register in which the total number of possible meanings
is fixed and finite and may be quite small. there is no scope for individuality, or for creativity.
The range of possible meanings is fixed. (EXAMPLES)
The International Language of Air
Official language.
Register used in the armed services during the Second World War
Language of games.
Other closed registers.

The register of musical scores in Italian.

The language of menus has traditionally been French.

OPEN REGISTERS the range of the discourse is much less constrained. EXAMPLES:
Newspapers

Linguistic Language

Scientific register

Conversational register

4 Vogue words = palabras de moda

8


D) JARGON
Jargon is terminology which is especially defined in relationship to a specific activity,
profession, group, or event
Jargon is a highly specialized sort of shorthand which is used among followers of a
particular trade or hobby, characterized by the usage of terms which are unfamiliar to most people.
Essentially, jargon is a language of technical terms, and it can be incomprehensible to
people who are not familiar with the topic under discussion. Some people also use the term
pejoratively, to describe nonsense language that it is impossible to understand.

E) THE STANDARD
It is the variety of a language that all speakers and learners of that language share. The
standard is spread through the mass media, schools
A standard language is a language variety used by a group of people in their public
discourse. Alternatively varieties become standard by undergoing a process of standardization.
3.2.Varieties of English
British and American English are the main varieties of English.
A small language or a local language may show little variety while a language used by
several million people is certain to have a large number of varieties. This fact can let us expect
English to exist in many different varieties.
It is not the same living in the North of Britain than in the South. There are differences in
pronunciation and in some lexical words. This also happens in the rest of the English speaking
countries: the USA, Canada, Australia, New Zealand, India, etc.; and in other languages: Spanish,
French, German...
They all speak the same language but we can find some varieties:
England
In the North of England there are a lot of Scandinavian words, such as: till = to
In the South of England there are a lot of French loans, mainly in London, E.g. Prison, Poor
The USA
There are some lexical differences from the British English to the American English. Both
forms are right and if it is possible, depending on the situation we can use one or another.
Nowadays, dictionaries present both terms to the students. The American and British
English are the two main varieties of English.

Differences using other words to call the same thing: elevator/ lift; fall /autumn; subway /

underground; truck/lorry; vest /waistcoas.

Differences in spelling:

The Latin words ending in our in British end in or in American: color /colour;
labor/labour

The words ending in -tre in British change into -ter in American: center/ centre;
theater / threatre

Some vowels that the end is not pronounced are eliminated in American English:
catalog /catalogue; dialog /dialogue.

In the US, the words with Greek and Latin origin are reduced: anemia / anaemia;
anesthesia / anaesthesia.

In some cases the words ending in -ence in British finish in -ense in the US:
defense/defence; offense/offence

Sometimes what is written with -ll in British is found with -l in Americantraveler/

traveler; councilor / councilor.

And at the end of the syllable or word the -l in British is -ll in the US: skillfull /
skilful; enroll/enroll.
The most obvious differences are not variations in the quality of vowels and consonants

but differences in the quality of the voice, in stress, intonation, tempo and facial expression.
Confusion is liable to arise when speaker and hearer have different speech habits.
THE STANDARD ENGLISH
Standard English is ... `normal English... basically an ideal, a mode of expression that
we seek when we wish to communicate beyond our immediate community with members of the
wider community (Quirk, R.)
Standard English is spread through the mass media, schools, etc. This Standard English
has been generalised instead of the regional or dialectal forms (said to be slang) even by their
native speakers who are bilingual and can reserve this regional dialect for familiar conversations or
with friends.
Standard English is constantly changing under the influence of fashion.
It is in the nature of all languages to change. This natural change is normally a very slow
process and therefore many people are not aware that it is taking place. Change is inevitable. But
changes that are too rapid can have a disturbing effect on some members of the community.
3.3. Teaching language and culture
Language is a privileged instrument for communication. When learning a language not
only a system of symbols are learnt, but also the cultural meanings that these signs stand for.
Learning a foreign language early in Primary Education has a good chance of
encouraging children to take an interest and develop a positive attitude towards the foreign country
and its people.
Varieties exist in all languages, and it is clear that learning a language is more complicated
that it can be supposed. When learning a language we are going to face difficulties and we must be

prepared for misunderstandings which may result from the faulty use of language or even the lack
of sensitivity the hearer or the reader may have.
A correct teaching method must succeed in transmitting not only the different
varieties of the language, but also the cultural differences these varieties imply.
3.4. Reasons to learn a foreign language:
Our experience as learners and teachers of foreign languages shows us that there exist
numerous reasons to learn those foreign languages. For example:
To develop a positive attitude to encourage the interest in travelling abroad
The tolerance and respect towards other peoples and cultures
The interest in the traditions and costumes of the students' own country in comparison to
those of the foreign ones
Communication among different people
To have a wider view of what our world is like
To value the rules of communication
Meeting new people
The interest in their future to have relationships in a business or professional way.
3.5. Developing cultural awareness (Finocchiaro)
To facilitate the development of cultural awareness we should give our pupils regular
opportunities to:
Come into contact with native speakers
Work with authentic materials from the foreign countries
Consider and discuss similarities and differences between our pupils culture and the
foreign culture.
Identify with the perspective and experiences of the British and American people.
Learn the appropriate social conventions, as our pupils will become increasingly aware of
cultural attitudes and socio linguistic habits.
Finocchiaro suggests the classroom should reflect the culture of the English-speaking
world (1974: 94). She submits that the following aspects should be incorporated into EFL
teaching: maps and posters, a bulletin board with newspaper and magazine clipping, including
comic strips, proverbs and pictures; a table with objects such as stamps, money, artifacts, and a
library corner
She also recommends the carrying out of projects related to English-speaking culture
which will then serve for class reporting and discussion. Additionally, culture may be experienced
through songs, festivals, poems, multimedia resource material. She also suggests, A pen pal
project should be initiated very soon after the students learn to write.

3.6. The Common European Framework of Reference and socio-cultural

competence
The Common European Framework of Reference was presented in Strasbourg in 1997 at a
conference of the Council of Europe entitled the Language Learning for European Citizenship. It
has been translated into several EU languages, such as French, German, Hungarian, Italian,
Portuguese and Spanish.
The CEFR provides a basis to make language qualifications, courses and certificates
internationally comparable, which will be increasingly needed in the European Union, especially
from 2004 onwards when 10 countries will join the EU as new member states. It describes the
competences necessary for communication, and the related knowledge and skills the learner has to
acquire and develop.
One of the most important aspects covered by the CEFR and this is why this document is
relevant to us in the first place, is socio-cultural knowledge, which is described by the CEFR as the
knowledge of features distinctively characteristic of a particular European society and its culture.
These features may relate to everyday living, interpersonal relations, values, beliefs and attitudes,
social conventions etc.
Socio-cultural knowledge is listed in the CEFR under General Competences, called the
four savoirs.
The first one is called savoir: declarative knowledge or knowledge of the world. Besides
factual knowledge concerning the country where the language is spoken, socio-cultural knowledge
(as mentioned before) and intercultural awareness (similarities and difference between one's own
culture and the other culture) are of considerable importance for a learner of a particular language.
The second competence is savoir-faire: describing skills and know-how. Some important
skills which the learner of a foreign language has to develop are, for example, social skills,
professional skills, leisure skills. In addition, intercultural skills and know-how are especially
important, e.g. for dealing effectively with intercultural conflict situations.
Thirdly, there is savoir-tre or co-existential competence, which deals with aspects of the
learners' individual personalities such as attitudes, personality types, motivations. The goal is to
develop an intercultural personality.
Finally, the fourth point is savoir-apprendre, which describes the ability to learn. It has
several components, such as language and communication awareness, general phonetic skills,
study skills.
Strictly speaking, knowledge of the society and culture of the community (ies) which speak
a language forms part of an individuals knowledge of the world and, is therefore part of general
culture. However, knowing about the beliefs and values current in social groups in other regions or
countries such as religious beliefs, taboos, a shared history etc. is essential to communication.
So this kind of knowledge is sufficiently important to deserve special attention in language
teaching, since in contrast with other kinds of knowledge it is likely that it will not be part of
the learners previous knowledge or has been (de)formed as a set of stereotypes. Socio-cultural

competence consists of knowledge, skills and existential competences relating to the distinctive
characteristics of a particular society. These include the features of daily life, living conditions,
interpersonal relations, values, beliefs and behaviours, body language, savoir-vivre (or knowing
how to behave), social rituals
Sociocultural competence is considered as intercultural competence when it takes account
of the comparison between the "world of origin" and "the world of the target community".
Intercultural competence comprises taking account of this contrast, an understanding of the
representations of experience it embodies, the establishment of personal relationships in contact
with members of the target community, coping with situations where misunderstanding or conflict
arises, becoming aware of the cultural, regional and social diversity existing within and outside
each of these worlds.
4- CONCLUSION
As we have seen, the knowledge of one or two different languages gives us a cultural,
historical and grammatical knowledge to understand the different cultures and costumes.
In this topic we have valued the knowledge of foreign languages in a very plural world and
we have also deepened into the importance of English and its origins. In the second part we have
pointed out the different varieties of language and the relevance of learning the culture of a
language while we are learning it.
To conclude, we may say that the learning of a foreign language would contribute to
develop the socialisation process and to recognise their personal and social identity. It would also
contribute to develop the knowledge of the pupils to be responsible for their own learning learning
to learn, so they could transmit this knowledge to other subjects.
In addition, learning and teaching a language will involve adapting to the cultures and
attitudes of the people who speak that language.
Furthermore, students would understand others cultures and they would be able to
compare their language to the foreign one to make a constructive critic, so they would have in their
minds the function of language in our daily life.
Keeping this in mind we will be able to get a genuine communication between people
from different countries, what is our ultimate goal.
5- BIBLIOGRAPHY
A.C.BAUGH, A History of the English Language. London, 1.975.
BROOKS, G. L.,

Varieties of English. The Macmillan Press LTD, 1979.

COUNCIL OF EUROPE, Common European Framework Reference for Languages: Learning,

Teaching and Assessment, Strasbourg, 2001.
FERNNDEZ F.

Historia de la Lengua Inglesa. Gredos, 1993.

FINOCCHIARO M. And BRUMFIT, C.,

The functional-notional approach: from theory to

practice. Reprint ed. Oxford: Oxford Univ. Press, 1985.

HALLIDAY, M.A.K , Language, Context, and Text: Aspects of Language. Oxford University Press,
1989.
HALLS, W.D. Report on Modern Languages at the upper Academic Secondary Level, Oxford,
1969.
HARMER, J., The Practice of English Language Teaching. Longman, 1983.
KINGSBURY, R., Longman Advanced English. Longman, 1986.
& WELLMAN, G.
KRATZNER, K., The Languages of the World, New York, 1975.
LZARO F., Ciclo de Lengua y Literatura. Ediciones Anaya. Madrid, 1988.
MULLER, S.H., The Worlds Living Languages, New York, 1964.
QUIRK. R.,

A Grammar of Contemporary English, London, Longmans, 1972.

SCHLEIDER, VON A.Compedium der vergleichenden Theorie und die Sprachwissenschaft,

Weimar, 1961-62.
STERN, H.H., Fundamental Concepts of Language Teaching. Oxford University Press, 1990.
STEVENS, P., British and American English. Cassell, 1978.
TICE, J., The Mixed Ability Class. Richmond Publishing. 1997.
6- LEGAL FRAMEWORK

Organic Law 2/ 2006, of 3 May, of Education (LOE)

Organic Law 8/2013, of 9 December 2013, on the Improvement of the Quality of

Education

Royal Decree 126/2014, of 28 February in which the basic curriculum for Primary

Education is established

Decree 108/ 2014, of 4 July, of the Valencian Government that establishes the

curriculum in the Community of Valencia.