How Language Shapes Identity (A2-B2)

Useful vocabulary

Intermediate:

• Identity – The characteristics that define who a person is
• Personality – The combination of qualities that form a person’s character
• Culture – The customs, arts, and social institutions of a particular group
• Accent – A distinctive way of pronouncing a language
• Stereotype – A widely held but fixed and oversimplified image of a particular type of person or thing

More advanced:

• Linguistic variety – The range of different ways a language can be spoken or written
• Generalization – A broad statement or concept applied to a whole group or class
• Adapt – To adjust to new conditions or environments
• Preserve – To maintain something in its original state
• Talkative – Fond of or given to talking
• Reserved – Slow to reveal emotion or opinions
• Mother tongue – The language a person learns from birth
• Spanglish – A mixture of Spanish and English
• African American English – A variety of English spoken primarily by African Americans in the United States
• Compromise – An agreement reached by each side making concessions

Practice:

Practice the words on Quizlet. Click here. You may be asked to create an account on Quizlet.

Video (B2)

Task: As you watch, note down three to five of the most important takeaways from the video.

Text “Language and Identity”

There are two versions of the text, an easier one (Level 1) and a more difficult one (Level 2). Start with Level 1: read the text and do the Comprehension Questions task. Then do the same with Level 2.

Level 1 (Easier)

Some people think different languages show different personalities.

When people speak their native language, they may use different body language and tone of voice. For example, Spaniards might seem more talkative than Norwegians, and Americans might seem louder than British people. But we shouldn’t make general statements about all people from one country.

People often travel or move to new countries. There, they meet new people and learn new languages. Children usually learn new languages faster than adults. Some people change their personality when they speak a different language, while others try to keep their original identity. This is why we have words like ‘Spanglish’ or ‘African American English’. People might keep their accent or use words from their first language.

When we move to a new place, it’s important to learn the language. This helps us understand the new culture and its customs. We do this for ourselves and our families, to have a better life. Living in a new culture means finding a balance between our own traditions and the new ones. The saying ‘When in Rome, do as the Romans do’ means that if we respect the new culture, people will respect us and our culture too.

Comprehension questions

Level 2 (More difficult)

The Interplay of Language and Identity

It’s often suggested that various languages reflect distinct personalities. We’ve all observed how individuals’ body language and vocal intonations differ when using their mother tongue, whether they’re Arabs, Norwegians, Spaniards, Americans, or British.

Spaniards tend to be more talkative and direct in their communication style compared to the more reserved Norwegians. Americans are perceived as louder and more forthright than their British counterparts. However, it’s crucial to avoid generalizations, as they can lead to negative stereotypes. Nonetheless, we can broadly state that each culture’s identity is expressed through its language. Some even propose that our personality shifts when we speak a different language.

In today’s globalized world, people travel for leisure or relocate to new countries, encountering diverse cultures and languages. Children typically acquire new languages and accents more rapidly than adults. While some teenagers and adults adapt easily to new cultural environments, even altering their personality based on the language they’re using, others strive to preserve their original identity regardless of their linguistic or geographical context. This phenomenon has given rise to terms like ‘kebab Norwegian’, ‘Spanglish’, or African American English (also known as ‘Black English’). Individuals maintain their identity by retaining their accent or incorporating words from their native language. We often hear phrases like “She speaks English with a Norwegian accent” or “He speaks Norwegian with a Polish accent.” Accents not only reveal our origins but also contribute to the rich tapestry of linguistic variety.

When relocating to a place with a different language, learning that language should be a priority. It serves as a key to understanding the new society and culture, including its customs, traditions, and norms. This effort is not for others’ benefit, but for our own and our families’ – to find our place and improve our quality of life. Living in a different culture requires a compromise between our own traditions and those of the new environment. The adage “When in Rome, do as the Romans do” suggests that by showing respect to the local culture, we can expect reciprocal respect for our own cultural background.

In essence, our identity is closely tied to the languages we speak and the cultures we inhabit. As we navigate new linguistic and cultural landscapes, we must find a balance between adapting to our new environment and maintaining our core identity. This delicate equilibrium allows us to embrace the richness of diverse cultures while preserving our unique personal and cultural heritage.

Comprehension questions

LET’S TALK

Level 1

• Draw a simple picture or list 5 words that describe your identity. Share with a partner.
• Think of one way to keep your home culture while living in a new country. How can you also learn about the new culture?
• Do you act differently when you speak different languages? Give an example.
• If you know children who speak more than one language, how do they sound different in each language?
• Name two things that are the same and two things that are different between your home country and Norway (or another country you know).

Level 2

• Make a mind map on what the notion of identity means to you. Compare with other students.
• How can you preserve your own identity in Norway or any other foreign country and at the same time adapt to the local culture?
• Express what the following statement means: ‘Different languages express different personalities’. Do you agree with this statement? Why or why not?
• If you look at schoolchildren, do you see any difference when they speak Norwegian, English and other languages? What are the differences?
• What are the differences and similarities between the Norwegians and the people from your homeland with respect to culture, language and behaviour?

Test Your Vocabulary

Level 1

Level 2

Writing task

Answer the questions below in writing.

Level 1

1. What does your native language mean to you? 

2. How can you learn a new language while preserving your first language? 

3. What does the phrase “When in Rome, do as the Romans do” mean? Do you agree with this idea? Why or why not? 

4. If you speak more than one language, do you feel different when speaking each language? How? 

5. What are some differences you notice between the Norwegian culture and the culture of your homeland (or any other culture you know well)?

Level 2

1. What does identity mean to you? 

2. How can you preserve/keep your identity in Norway and at the same time adapt to the local culture? 

3. What does the following statement mean “Different languages express different personalities”? Do you agree? Why or why not? 

4. If you have younger siblings, do you see any difference when they speak Norwegian or your mother tongue? What are the differences? 

5. What are the differences and similarities between the Norwegians and the people from your homeland with respect to culture, language and behaviour?

Song “Sound of Diversity”

This educational song explores the relationship between language and personal identity. Learn about the interplay between language, culture, and identity while expanding your English vocabulary.

The lyrics incorporate intermediate and advanced vocabulary related to language learning and cultural studies. This song is ideal for upper-intermediate to advanced English learners interested in sociolinguistics and cultural diversity. Suitable for classroom discussions or self-study on topics of language acquisition and cultural adaptation.