2-1: LANGUAGE constitutes learners’ BELIEFS
Language and beliefs are necessarily interrelated. We use language to shape and express our beliefs and vice versa – our beliefs shape the language we speak. When we form a belief, we communicate it, in most cases, in and through language. Then, this means that we can make use of all the resources of the language in which the belief finds expression. In turn, these resources give us different options but they also limit us and channel our thoughts in the form of beliefs by virtue of offering certain options and disallowing others.
This can go deeper. Language can, and very often does, determine the form, i.e. the linguistic form, of our beliefs. But language can also exercise influence on the content of what we believe. If our concept can be directly and accurately conveyed by a concrete word or expression, then it is likely that we share our idea. But if a direct lexical expression is not available, our sharing is more difficult to realise, though not impossible. We can coin a new word, or phrase, or an idiom as the case may be but this requires more cognitive effort on our part and then our new lexical item or phrase, which is an innovation, competes with similar concepts in the languages. This results in innovation and if the community approves of the new form, then speakers will start using it and it will start gaining popularity.
Alternatively, however, the resources of the language in which we want to express our concept can modify the content of our belief and we may make a concession by cutting corners and adapting out conviction to the available means of expression. Also, the resources of a given language and the way they are used can serve as a lens through which we see – subjectively – reality. This is a hypothesis which was proposed by Sapir and Whorf and which sparked debate among linguists.
Language and beliefs are interdependent and influence each other. The clearest proof available to think of and to persuade someone can perhaps be found in proverbs, idioms, and metaphors, the latter holding the potential to be used in direct comparison between corresponding metaphorical expressions and also to be employed on a more abstract level where attention is drawn to how abstract ideas are conceptualised in different languages.
Taking all into account, a safe though exciting claim to bring to the fore is that language constitutes learners’ beliefs. Languages can be seen both as a signifier of prestige or its absence and as a system of means of expression available to the speaker which gives different options to the speaker and also limits the latter by lacking other means of expression some of which can be easily made up for. It is important that we raise our awareness regarding the interaction of language and beliefs and use it to our benefit when using language in all shapes and forms, including teaching and going deeper into the field of cognitive linguistics which has recently been witnessing huge popularity and progress.