Language and Culture: Multiculturalism Models

Abstract

The paper begins by introducing the conception of language and culture, and considers the connection between the two through the three presumptive connections encouraged by Wardhaugh: language structure determines language operation, artistic values determine the way we use language, and the claim that a relationship between the two does not live. In the ultimate part of the paper, the counteraccusations of such a relationship are bandied as they pertain to language education and policy. With first language learners immersed in their own culture, connections between language and culture frequently no way come to question. For foreign language learners, where true artistic complications and understandings are positioned well beyond the text, an understanding of language assumes a veritably different form. While it is possible to separate language and culture, one must question the validity and counteraccusations similar separation brings. The significance of artistic faculty is also considered for its relevance to language education and the counteraccusations it holds for language literacy and policy. The final part concludes the specifics of the four multiculturalism models, i.e., multiculturalism education, cultural integration, context for choice, and cultural language. Focusing on the multiculturalism models, it is presented how each model may contribute to business and corporations rather than discuss the philosophical stance of multiculturalism, influence on communication, and exemplify the methodologies for multicultural education. Nevertheless, the important role of multiculturalism is endorsed for language learners and all those involved in language education.