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Bridging the Gap: Navigating Linguistic Norms in Communication and Education

This work by Richard Hudson (Giessen, 2008) explores the intricate norms of linguistics, education, and culture as they shape group identities and communication. It highlights the inefficiencies in language detail and the impact of education on vocabulary growth, projecting a significant increase in word knowledge through formal learning. Additionally, it examines how distinct cultural markers, while essential for community identity, can hinder effective communication across diverse groups. The author suggests education in tolerance, expanded repertoires, and improved communication strategies as viable solutions.

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Bridging the Gap: Navigating Linguistic Norms in Communication and Education

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  1. Bridging the gap Richard Hudson Giessen 2008

  2. Norms in linguistics • Closely tied to group membership • Requires a great deal of inefficient detail: • irregular verbs • fine phonetic detail • stylistic homonyms • distinct languages in multilingual communities • Conflicts with communication across group boundaries

  3. Norms in education • Education goes beyond ‘natural’ learning. • It extends a child’s natural repertoire. • 5,000 words at age 5, • growing @ 1K per year, so • projected to 18,000 at 18 • but education produces 50,000 at age 18 • Linguists are highly educated, so no linguist speaks a ‘natural’ language!

  4. Norms in culture • Culture distinguishes many different communities • a ‘multidimensional social space’ • Each one may have its own linguistic markers • BUT: communities must communicate • Community markers make communication harder.

  5. The problem • Communities are important, and so are their markers: • pronunciation details • entire languages • But these markers prevent communication.

  6. The solution Education in: • tolerance • expanded repertoire • communication strategies

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