The Picture of Dorian Gray: A Psychoanalysis

“If I could stay young and make the picture grow old! For that, I would give everything! I would give my soul for that!”

Wishes are part of the unconscious, along with dreams, slips of the tongue, and the like. These are desires that are not consciously known to a person, yet they can become powerful forces that, if left unattended, control one’s behavior to some extent. This is what the novel The Picture of Dorian Gray is all about, along with the many truths it reveals about beauty, age, wealth, and the illusions surrounding human pleasures and hedonistic ideas.

The Picture of Dorian Gray was first published in 1890 in Lippincott’s Monthly Magazine and was later published as a novel in 1891. The novel depicts the reality that human beings must face the inevitable decay of the body. In simpler terms, beauty is not eternal.

The novel has three main characters: Basil Hallward, the artist who painted the portrait of Dorian Gray; Dorian Gray, a wealthy and handsome young man; and Lord Henry Wotton, a hedonistic aristocrat. The characters ultimately face tragic consequences.

Dorian Gray, having lived his life according to hedonistic ideas, allowed his rational mind to become increasingly distorted. He came to believe that life should be enjoyed and that the human body, mind, and soul should experience every worldly pleasure possible. When he discovered that his wish had come true, that he would remain youthful forever while his portrait would bear the consequences of his actions, he abused his precious innocence and became increasingly reckless.

Haunted by his sins, he committed murder and eventually attempted to destroy the portrait that bore his true identity. In that attempt, his servants heard a crash and entered the room, only to find the beautiful portrait of Dorian Gray and an ugly old man lying dead on the floor with a knife in his chest.

Through a psychoanalytic lens, one can recognize the inevitable task of balancing the three divisions of the psyche: the id, the ego, and the superego. One can also see the consequences of allowing the unconscious to override rationality.

First, the id is represented, to some extent, by the character of Lord Henry Wotton. The id is one of the three divisions of the psyche in psychoanalytic theory. It is completely unconscious and serves as the source of psychic energy derived from instinctual needs, desires, and pleasures.

“To influence a person is to give him one’s own soul. He does not think his natural thoughts, or burn with his natural passions. His virtues are not real to him. His sins, if there are such things as sins, are borrowed. He becomes an echo of someone else’s music, an actor in a part that has not been written for him.”

This passage reflects Lord Henry’s belief in the power of influence. Ironically, although he criticizes the act of influencing others, he becomes the very person who exerts a powerful influence over Dorian. Through his ideas, he awakens desires within Dorian that eventually consume him.

“The aim of life is self-development. To realize one’s nature perfectly, that is what each of us is here for.”

From these lines, Lord Henry emerges as a powerful and dangerous influence on Dorian. He believes in self-development, but his idea of self-development is detached from conventional morality. For him, the purpose of life is to pursue and realize one’s own nature completely. Pleasure, experience, and personal fulfillment become more important than moral restraint.

Another example can be found in his attitude toward Dorian’s relationship with Sibyl Vane:

“I think the novelty of the emotion must have given you a thrill of real pleasure.”

The lines reveal the hedonistic beliefs that Lord Henry lives by and attempts to impart to the innocent young Dorian Gray. His philosophy encourages Dorian to see life as an endless pursuit of pleasure and experience, regardless of the consequences. Through this influence, Dorian gradually allows desire to overpower morality.

In psychoanalytic terms, Lord Henry can therefore be seen as an external force that encourages the impulses associated with the id. He represents instinct, desire, pleasure, and the rejection of restraint. However, he does not merely represent the id. Rather, he awakens and strengthens the part of Dorian that seeks immediate pleasure without considering its consequences.

This makes The Picture of Dorian Gray more than a story about a beautiful young man who remains eternally youthful. It is also a story about desire, influence, morality, and the dangerous consequences of allowing one’s deepest wishes to control one’s life.

Dorian’s tragedy began with a wish. But perhaps the more frightening question is this: What happens when the wishes we do not fully understand are finally given the power to come true?

Picture from: https://www.themoviedb.org/movie/23488-dorian-gray

People, money, objects, art, and anything else are merely tools of pleasure to him. If something ceases to entertain him, he immediately abandons it and loses interest in it altogether. The only exception to this pattern of abandonment is Dorian Gray himself, whom Lord Henry continues to teach that the most important goal in life is the pursuit of pleasure and happiness, regardless of the cost.

Second, the superego is portrayed by the character of Basil Hallward, the artist who painted the portrait of the young and handsome Dorian Gray. In psychoanalytic theory, the superego is partly conscious and represents parental conscience and the rules of society. It functions through a system of moral attitudes, conscience, guilt, and the internalized distinction between right and wrong.

Toward the end of the novel, Basil Hallward discovers the truth about the portrait and realizes how deeply Dorian’s soul has been corrupted by his sinful actions and his life of hedonism. He then tells Dorian:

“Pray, Dorian, pray. What is it that one was taught to say in one’s boyhood? Lead us not into temptation. Forgive us our sins. Wash away our iniquities. Let us say that together. The prayer of your pride has been answered. The prayer of your repentance will be answered also. I worshipped you too much. I am punished for it. You worshipped yourself too much. We are both punished.”

From these lines, Basil clearly wants Dorian to repent for his sins and cleanse his soul. Thus, he reveals his moral attitude and his belief that wrongdoing can be forgiven through penitence and self-realization. Another line that demonstrates Basil’s sense of guilt and conscience is:

“It is never too late, Dorian. Let us kneel down and try if we can remember a prayer. Isn’t there a verse somewhere, though your sins be as scarlet, yet I will make them as white as snow?”

Basil Hallward, who is strongly associated with the moral impulses of the superego, believes that human beings possess an innate capacity for goodness. Ultimately, because of his optimism and his high-minded character, which upholds the values of beauty, truth, and love, he pays the highest price: his life.

Dorian Gray becomes enraged by Basil Hallward’s attempts to persuade him to turn away from his sinful life and worldly pleasures. Unable to confront the truth about himself, Dorian kills Basil by stabbing him.

Third, the ego is initially depicted in the character of Dorian Gray. In psychoanalytic theory, the ego serves as the organized and conscious mediator between the individual and reality, functioning in both perception and adaptation to the demands of the real world.

Dorian is initially portrayed as having a simple and beautiful nature. Basil Hallward tells Lord Henry:

“Your aunt was quite right in what she said of him. Don’t spoil him for me. Don’t try to influence him. Your influence would be bad. The world is wide, and has many marvelous people in it. Don’t take away from me the one person that makes life absolutely lovely to me, and that gives to my art whatever wonder or charm it possesses. Mind, Harry, I trust you.”

The lines uttered by Basil Hallward suggest that Dorian is decent and upright and that his innocence should not be corrupted by Lord Henry’s influence.

Another description of Dorian is given by Lord Henry Wotton:

“Yes, he was certainly wonderfully handsome, with his finely curved scarlet lips, his frank blue eyes, his crisp gold hair. There was something in his face that made one trust him at once. All the candor of youth was there, as well as all youth’s passionate purity. One felt that he had kept himself unspotted from the world.”

This description highlights Dorian’s youth, beauty, innocence, and purity. Before his corruption, he appears untouched by the moral and psychological ugliness of the world around him.

On the other hand, Dorian Gray also portrays an inability to balance his psyche and his state of mind. He allows the id to override his moral restraint, and consequently, his unconscious desires gradually consume his rational, innocent, and youthful self.

“His eye fell on the yellow book that Lord Henry had sent him. It was the strangest book he had ever read. It seemed to him that in exquisite raiment, and to the delicate sound of flutes, the sins of the world were passing in dumb show before him. Things that he had dimly dreamed of were suddenly made real to him. Things of which he had never dreamed were gradually revealed.”

These lines demonstrate how Dorian’s perspective on life begins to change. The book exposes him to ideas and desires that eventually weaken his moral foundation. He allows his unconscious desires to gain control over his actions, despite the innocence and purity that initially characterize him.

Therefore, through the lens of psychoanalytic theory, Oscar Wilde’s The Picture of Dorian Gray demonstrates the importance of balancing the three divisions of the psyche: the id, the ego, and the superego. The novel can be interpreted as a reminder that human beings must learn to manage their desires, morality, and relationship with reality. When one division becomes dominant over the others, the consequences can be destructive.

The novel also reminds readers that the human body inevitably undergoes decay. Beauty and youth do not last forever, and the pursuit of eternal youth can become dangerous when it becomes an obsession. How one cares for the body is an investment, but physical beauty should never become the sole measure of a person’s worth.

Human beings have only one life and one body. Therefore, one must learn to appreciate how wonderfully one has been created without becoming enslaved by vanity, vice, or temptation. The desire for pleasure is not necessarily destructive, but an uncontrolled desire for pleasure can harm both oneself and the people around them.

When moral depravity takes hold, a person may sink into a life of moral, physiological, mental, social, and spiritual destruction. One should always consider the importance of good deeds and the truth that nothing lasts forever, especially human beauty.

Do not waste your life insatiably pursuing sexual pleasure, knowledge, wealth, or attention. An excessive and uncontrolled desire for any of these things can destroy you or the people around you. Eventually, you may realize, too late, that the choices you have made and the life you have been living were wrong.

Remember, time wasted is lost forever.

English Language in the Digital Age

Give the important periods of history that paved the way to the Digital Age. Describe how language use and language learning were during these periods.

The English language rapidly spread around the world between the eighteenth and twentieth centuries as a result of colonial and economic expansion. By the time the Internet was invented, English had become a global language. Although all languages evolve over time, the Internet provided a new platform through which language change could occur. Since the widespread availability of the Internet, changes in English spelling, pronunciation, vocabulary, and grammar have given rise to contradictory opinions and disputes among linguists.

According to some linguists, such as Ali (2012) and Kern (2006), mainstream varieties of English are at risk because of the emergence of new English dialects influenced by the Internet. Such objections stem from the fact that the English used on the Internet today frequently does not comply with what prescriptivists consider “standard.”

According to Crystal, these modifications to English structure and usage have given rise to a new field of linguistics that he calls Internet Linguistics. Internet Linguistics has become a significant topic in academia, particularly in relation to computer-mediated communication (CMC), digital communication, and Herring’s term, computer-mediated discourse analysis (CMDA) (2001).

The historical changes in the English language influenced by digital technology are explored in this discussion. It is specifically designed for English language learners and focuses on the history of the language. It is written in the style of an introductory history of the English language, with particular emphasis on the period when the Internet and the World Wide Web first emerged as defining elements among the many digital technologies that have significantly influenced language development.

Before discussing the topic in its entirety, there is a need for a brief history of the English language to help L2 students understand the various forms and dialects of the language they encounter in written texts. These include texts from earlier periods, such as Chaucer’s The Canterbury Tales and Shakespearean plays, as well as T. S. Eliot’s The Waste Land, contemporary short messaging, emojis, and other forms of digital communication.

This discussion becomes easier when viewed from a historical perspective, as it charts significant changes in English spelling, pronunciation, syntax, the addition of new e-terms, the development of cybergenres, and digital tone brought about by the Internet. The study of these changes is justified by the fact that understanding the rules and characteristics of Internet English can help language teachers and students keep up with the language’s ongoing development. This enables language instruction to remain relevant to learners’ needs while expanding their vocabulary and helping them adapt to a rapidly changing society.

It is important to contrast the historical forces that influenced the history of the English language, such as the Norman invasion, with the historical influences that have contributed to language change in the Digital Age. It is well established that digital technologies have driven language change and that modern spoken English has taken on certain characteristics of computer-mediated communication. It is also widely accepted that spoken English has never been as formal as written English.

The development of English before it became a global language and before the invention of the Internet can be traced back to Old English (450 to 1100), Middle English (1150 to 1500), and Modern English (1500 onwards), which have historically been considered the three primary eras in the development of the English language. Since the Angles, Saxons, and Jutes originally brought the language to the British Isles in the fifth century, it has undergone significant changes. Their Proto-Germanic-derived language, known as Old English or Anglo-Saxon, gradually supplanted the languages of the Celtic peoples (Algeo, 2009; Baugh & Cable, 2002).

Another significant change occurred in 1066 during the Norman invasion and the subsequent defeat of the Vikings, following successive waves of Old English and Old Norse speakers arriving in the British Isles.

The Middle English era was significantly influenced by this shift in political authority. French became the language of the upper classes and the new ruling elites, which led to an influx of French words into English (Algeo, 2009). By the fourteenth century, English had regained its dominance while retaining a significant number of French loanwords. For instance, The Canterbury Tales by Chaucer, which was published in 1388, contained a substantial number of words with French roots (Algeo, 2009; Baugh & Cable, 2002).

The average person today seems to have difficulty understanding Middle English without a translation into contemporary English. However, this discussion does not aim to delve deeply into the many dialects of Old and Middle English. Instead, it demonstrates how the language evolved until it reached its current stage of development. The Great Vowel Shift, standardization, and the influx of new terms from other languages distinguished Modern English from Middle English throughout the period from approximately 1500 to the present.

The two main divisions of this era are Early Modern English and Late Modern English. Following the sixteenth century, English-speaking people spread abroad to establish colonies and engage in global trade. Additional waves of loanwords entered English as a result of contact with colonial languages. New words were also created to address the changing needs of society.

Many scholars and language authorities during this period called for standardization (Jackson, 2013; Wells, 1973). The Royal Society, of which John Locke was a member, campaigned for a non-emotive and straightforward prose style in the first half of the seventeenth century. During the eighteenth century, attempts were also made to establish order and standards or principles by which truth could be defined and attained.

The need to protect the language from change was also expressed. John Dryden (1631 to 1700), for example, expressed concerns about the perceived decline of the English language. He stated that the language lacked an adequate lexicon and grammar and remained, in his view, in a primitive condition. In the present day, concerns about the language’s decline often remain stronger than concerns about its growth (as cited in Wells, 1973, p. 39).

One factor was that English, unlike other important European languages, never had a language academy responsible for overseeing an official version of the language (Considine, 2014). The development of a dictionary and a standardized grammar and usage system were also necessary. In both respects, Dr. Johnson’s dictionary had a significant impact on the standardization of English.

While working on the dictionary, Dr. Johnson stated in a piece published in The Rambler, “I have struggled to purify our language to grammatical purity and to clear it from colloquial barbarism.” He also stated that the chief goal was to “preserve the purity, and ascertain the meaning of our English idiom” (as cited in Jackson, 2013, p. 115). His dictionary’s principal goal was to “rescue” the language from alteration and ambiguous usage.

In the opinion of Thomas Sheridan (1719 to 1788), Dr. Johnson’s dictionary would provide the uniformity and accuracy required at the time. Sheridan argued that if the language were ever to be standardized, Dr. Johnson “must be considered by all future generations as the founder, and his dictionary as the cornerstone” (as cited in Goring, 2005, p. 104). A set of more uniform grammar standards was also adopted during this period (Considine, 2014; Goring, 2005; Jackson, 2013).

Since the sixteenth century, there had been sporadic attempts to establish a single grammar book. By the eighteenth century, however, demands for a uniform grammar had grown. These demands were motivated by three main goals: to codify linguistic principles into rules, resolve contentious issues and rule on usage disputes, and draw attention to common errors that could help improve the language. Latin served as a model for grammarians during this period, and by the end of the eighteenth century, efforts to standardize English had become more established.

Language is constantly changing. Some writers prioritized rhetoric in order to create consistency, grammatical authority, and finesse (Goring, 2005). Dr. Johnson’s dictionary made it easier to standardize meaning, pronunciation, and the parts of speech. While the British Empire was developing a standard form of British English, Americans desired their own linguistic identity. Another standard variety of the language was established through Webster’s dictionary, which was first published in 1828.

As history has demonstrated, significant changes in English have frequently occurred as a result of population movements, invasions, colonialism, and political turmoil. English may never have possessed a completely fixed standard form, either before the eighteenth century, during the eighteenth century, or even today. Because the language has continued to evolve, prescriptivists such as Locke, Johnson, and Swift were arguably fighting an uphill battle from the beginning.

Take a stand in the context of multilingualism: “The advent of the Digital Age posed a serious risk to our languages.”

Some language experts, such as Ali (2012) and Kern (2006), have claimed that the emergence of new English varieties influenced by the Internet, as well as the widespread use of slang influenced by globalization, youth language, gay slang, and popular culture, poses a threat to standard language varieties.

Such arguments stem from the fact that Internet English and other language varieties used on a daily basis frequently deviate from established standards. However, established language researchers, such as David Crystal (2001, 2005, 2011), view Internet English and other language variations as part of a linguistic revolution rooted in creativity and language mastery. According to Crystal, these changes in English form and usage have given rise to a new field of linguistics known as Internet Linguistics.

Therefore, the statement, “The advent of the Digital Age posed a serious risk to our languages,” may be true to some extent, but it lacks sufficient foundation and is incorrect in many ways.

Give at least four observable, research-based changes in language use and communication brought about by digitalization. Point out specific aspects of language, including phonology, syntax, semantics, and pragmatics.

Language has changed as a result of the rapid advancement of technology, which has redefined and reshaped both personal and public spaces. According to McCrindle and Wolfinger (2011), technology, culture, multiculturalism, and globalization are four major forces influencing language today. Technology has altered the way we use language, communicate, and express ourselves. It has done more than simply increase our vocabulary. The younger generations are now at the forefront of this linguistic revolution.

English was taught on a large scale to non-native speakers in the second half of the twentieth century under several labels, including English as a Foreign Language (EFL), English as a Second Language (ESL), and, more recently, English as a Lingua Franca (ELF). As English for Specific Purposes (ESP) developed, it expanded into various forms that served different functions across a wide range of fields.

For instance, some of the most well-known subcategories of ESP include English for Academic Purposes (EAP), English for Business Purposes (EBP), English for Internet Purposes (EIP), and English for Occupational Purposes (EOP). Yet, despite the social transformation brought about by the Internet, relatively little emphasis has been given to the development of a global culture and language.

As discussed above, the English language has undergone numerous modifications in both its written and spoken forms throughout its history. The ancient building blocks of tribal dialects that formed the rudimentary framework of English during the Old English period and later gave rise to classical and standardized forms of the language have now, to some extent, been supplemented by new forms of communication brought about by the phenomenal development of information technologies.

In other words, one of the most notable shifts is the continuing development of new varieties of English influenced by rapidly expanding technological developments, particularly the Internet. These tendencies can be discussed under the headings of electronic English, or more specifically, Internetese and Textese. These expressions refer to variations of contemporary English that have become well known in linguistic literature.

According to the study, new terminology shares four traits: it is popular, creative, concise, and deeply metaphorical. According to Crystal (2011), language change in the digital environment involves modifications in vocabulary, spelling, grammar, pragmatics, and style. Numerous new words and neologisms have also been added to the English language.

Many new words have emerged in different fields, including x-ray, infrared, CT scan, genetic code, test tube, and AIDS in the medical sciences, as well as electron, proton, neutron, quantum, and relativity in physics. However, English has also undergone further changes in many cultures where it has been adopted, including Hawaii, Nigeria, and the Caribbean Islands. New linguistic varieties have increasingly distanced themselves from either American or British English (McCrindle & Wolfinger, 2011; Mesthrie & Bhatt, 2008).

The changes that have occurred in spoken and written English since 1990 have been examined by several linguists. Studies by Cho (2010), Lyddy et al. (2014), and Abu Sa’aleek (2015), for example, demonstrate that significant historical language changes appear to be occurring during this period. In some of this research, corpora of electronic language used by L2 learners were analyzed, and various categories of electronic English use were developed.

Researchers have also used various terms to refer to the language used by young people in electronic communication, including “electronic discourse” (Davis & Brewer, 1997), “electronic language” (Collot & Belmore, 1996), “computer-mediated communication” (Herring, 1996), “interactive written discourse” (Werry, 1996), “Netlish,” “Weblish,” “Internet language,” “cyberspeak,” “netling” (Thurlow, 2001), “cyberlanguage” (MacFadyen, Roche, & Doff, 2004), “Netspeak” (Thurlow, 2001; Crystal, 2006), and “virtual language” (Pop, 2008).

Whatever terms have been proposed, they essentially describe the distinctive English variety known as electronic English. A significant number of corpus-based investigations have examined the linguistic and paralinguistic characteristics of electronic English. Sun (2010, p. 103), for instance, investigated the shared and unique lexical and word-formation trends found in Internet English and other forms of communication.

In syntax, the “verbification” of nouns, as in to Google, to text, or to email, is a typical example of linguistic change. It may not always be simple, or even necessary, to distinguish between standard and nonstandard English in today’s Internet-informed age because people frequently communicate online more than they do face-to-face. They may also combine online and offline styles. As many scholars have argued, the distinction between online and offline communication is no longer clearly defined because people bring their communicative strategies and assumptions from the “real world” to the keyboard and vice versa.

Compare and contrast oral, written, and computer-mediated language.

Oral language is one of the earliest forms of communication and is widely employed as a medium for sharing information. It involves transmitting or receiving information through spoken words. Written language, on the other hand, is generally a more formal mode of communication in which messages can be deliberately planned and constructed. It can also be retained as a reference or legal record.

Computer-mediated language allows interaction among people who are not physically present in the same space. However, this mode of communication also raises concerns related to security, anonymity, and privacy.

Among the three, oral communication generally provides the fastest feedback because participants can respond immediately. Written communication, however, provides a permanent record that can serve as evidence that communication occurred. Revision before delivering a message is possible in oral communication, although it is generally more difficult to revise spoken words after they have been uttered. In written and online communication, messages can often be revised before they are sent.

Among the three, computer-mediated communication is perhaps the most diverse, culturally flexible, and accessible, particularly when communication is constrained by distance and physical accessibility.

Explain language variation in the Digital Age. Is there a digital variation of the English language? What are Netspeak and digilect? Support your answers.

In their article, “Evolution of English in the Internet Age,” Al-Kadi and Ahmed (2018) emphasize that English became one of the most extensively used languages on the Internet because many industries, particularly the IT sector, adopted English as a primary working language. Cultural imperialism is another factor that has contributed to the internationalization and globalization of English.

In countries where English is used as a second language, novels written in English may have a larger audience than those written in local or national languages. In other words, language variation in the Digital Age involves the continuing development of new varieties of English influenced by rapidly expanding technological innovations, particularly the Internet. These varieties are often associated with terms such as Netspeak, digilect, computer neologisms, and other forms of Internet language.

Researchers have also used different terms to refer to the language used by people in digital communication, especially young people. These include “electronic discourse” (Davis & Brewer, 1997), “electronic language” (Collot & Belmore, 1996), “computer-mediated communication” (Herring, 1996), “interactive written discourse” (Werry, 1996), “Netlish,” “Weblish,” “Internet language,” “cyberspeak,” “netling” (Thurlow, 2001), “cyberlanguage” (MacFadyen, Roche, & Doff, 2004), “Netspeak” (Thurlow, 2001; Crystal, 2006), and “virtual language” (Pop, 2008).

Give at least three affordances and three constraints of CALL. Support each answer properly.

Thomas, Reinders, and Warschauer (2013) highlight that contemporary Computer-Assisted Language Learning (CALL) is strongly influenced by technology. CALL offers numerous affordances that provide organizational, practical, and pedagogical advantages.

Access

From a practical standpoint, technology has given students access to learning materials at a level that was previously impractical. Learners in remote or underdeveloped areas now have better access to educational resources and are therefore less dependent on limited or nonexistent teacher support. In this regard, mobile-assisted language learning, in particular, shows considerable promise (Kukulska-Hulme & Traxler, 2005).

2. Storage and Retrieval

Technology extends the concept of access by making it easier to save and retrieve educational resources and learning records. These records can provide information about students’ learning habits both inside and outside the classroom. This applies to both teachers and students, who can identify and access resources while keeping track of how they are used.

3. Sharing and Recycling of Materials

Technology makes it easier to create, distribute, share, and update pedagogical materials, and students may even participate in this process. This feature is crucial to the development of learner autonomy because it gives students a level of control that they may be deprived of in more conventional learning settings.

However, these affordances do not come without challenges for self-directed learners. The mere availability of technology is not enough to create autonomous learning. There are also limitations and potentially undesirable side effects of technology. Some of these CALL constraints include the following:

Cost Efficiency

The Internet and smartphone applications immediately come to mind when considering technology and language learning today. Everything is often assumed to be free. However, there are hidden costs associated with much of this “free” content, most notably distractions from website advertising, a lack of organization, and inconsistent quality control in much of its production (Decoo, 2010).

Additionally, there are costs associated with hardware, infrastructure, maintenance, and training at the institutional level. These requirements may also be difficult for independent learners to afford, understand, and adapt to.

2. Authenticity

The abundance of options for widely taught languages can easily direct learners to legitimate but incomprehensible content. If the content is too advanced for the learner, it may not be naturally assimilated and may not be helpful for language learning (Breen, 1985). Furthermore, exposure to confusing material can also cause demotivation.

3. Interaction

Technology-mediated interactions run the risk of being inauthentic, which may distort how the target language is used. On the other hand, unrestricted interaction may not provide sufficient focus on form. A lack of systematization may reduce learning effectiveness and leave gaps in the learner’s developing language system (Decoo, 2010).

Examples can be found in online fandoms, forums, and platforms such as Wattpad and Twitter, where learners may be exposed to Internet language variations without first developing a strong foundation in grammar and linguistics. While these platforms can provide authentic opportunities for interaction, they may also contribute to unsystematic language learning.

Take a stand: “Second or foreign language learning is easier in the Internet Age.”

Second or foreign language learning is easier in the Internet Age because of easier access to information and learning resources. According to Al-Kadi and Ahmed (2018), English was taught to non-native English speakers on a large scale during the second half of the twentieth century under categories such as English as a Foreign Language (EFL), English as a Second Language (ESL), and, more recently, English as a Lingua Franca (ELF). As English for Specific Purposes (ESP) developed, it expanded into different forms that served distinct functions across a variety of fields.

Furthermore, English gained prominence as a language of science and technology, in addition to its importance in industry. Because computers and digital technologies have become integrated into families, businesses, and organizations, our ways of thinking, living, communicating, and managing information have evolved. This development allows ESL and EFL learners to access knowledge firsthand.

Therefore, learning a second or foreign language is easier in the Internet Age because technology can provide teachers and students with the resources, opportunities, and support they need throughout the learning process.

Who are digital natives and digital immigrants?

Digital natives are people who grew up during the Information Age and are generally familiar with digital technologies from an early age. Digital immigrants, on the other hand, are people who grew up before the widespread development of digital technology and later had to adapt to it.

REFERENCES

Al-Kadi, A. M. T., & Ahmed, R. A. (2018). Evolution of English in the internet age. Indonesian Journal of Applied Linguistics, 7(3), 727-736.
Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge University Press.
Crystal, D. (2004). A glossary of netspeak and textspeak. Edinburgh: Edinburgh University Press.
Crystal, D. (2005). The scope of Internet linguistics. Paper given online to the American Association for the Advancement of Science meeting. Retrieved from http://allthingslinguistic.com/post/9447199392 4/the-scope-of-internet-linguistics
Crystal, D. (2006). Into the twenty-first century. In L. Mugglestone (Ed.), The Oxford history of English (pp. 394–413). New York: Oxford University Press.
Crystal, D. (2008). Texting. ELT Journal, 62(1), 77– 83. Crystal, D. (2011). Internet linguistics: A student guide. New York: Routledge. Goring, P. (2005). The rhetoric of sensibility in eighteenth-century culture. Cambridge: Cambridge University Press.
Herring, S. C. (Ed.). (1996). Computer-mediated communication: Linguistic, social, and crosscultural perspectives. Philadelphia: John Benjamins Publishing.
Herring, S. C. (2001). Computer-mediated discourse. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.), The Handbook of discourse analysis (pp. 612–634). Malden: Blackwell.

Still I Rise (Babangon Parin Ako)

by Maya Angelou

Source Text	Line #	Translated Text	Translation Method
You may write me down in history	1	Maaari mo akong isulat sa kasaysayan	Literal Translation
With your bitter, twisted lies,	2	Kasama ang iyong mapait, baluktot na kasinungalingan,	Literal Translation
You may trod me in the very dirt	3	Maaari mo akong yurakan sa napaka dumi	Literal Translation
But still, like dust, I’ll rise.	4	Ngunit, gaya ng alikabok, ako’y babangon	Literal Translation
Does my sassiness upset you?	5	Naiinis ka ba sa aking kabastusan?	Literal Translation
Why are you beset with gloom?	6	Bakit ka nababalot ng dilim?	Literal Translation
’Cause I walk like I’ve got oil wells	7	’Dahil sa paglalakad ko na parang mayroon akong mga balon ng langis	Literal Translation
Pumping in my living room.	8	Nagpupuso sa aking silid.	Literal Translation
Just like moons and like suns,	9	Kagaya ng mga buwan at mga araw,	Literal Translation
With the certainty of tides,	10	Kasama ang kasiguroan ng pagtaas ng alon,	Literal Translation
Just like hopes springing high,	11	Kagaya ng pag-asa na tumatalbog ng mataas,	Literal Translation
Still I’ll rise.	12	Babangon parin ako	Literal Translation
Did you want to see me broken?	13	Ginusto mo ba akong masira?	Literal Translation
Bowed head and lowered eyes?	14	Nakayuko at nakababa ang mata?	Literal Translation
Shoulders falling down like teardrops,	15	Ang balikat ay nakababa parang luha,	Literal Translation
Weakened by my soulful cries?	16	Nanghihina sa aking malulungkot na iyak?	Literal Translation
Does my haughtiness offend you?	17	Ang akin bang pagmamayabang ay nakakasakit?	Literal Translation
Don’t you take it awful hard	18	Huwag mo itong gawing nakakakilabot at mahirap	Literal Translation
’Cause I laugh like I’ve got gold mines	19	‘Dahil akoy tumatawa na parang meron akong mkina ng ginto	Literal Translation
Diggin’ in my own backyard.	20	Naghuhukay’ sa aking likod-bahay.	Literal Translation
You may shoot me with your words,	21	Maaari mo akong barilin ng iyong mga salita,	Literal Translation
You may cut me with your eyes,	22	Maaari mo akong putolin ng iyong mga mata,	Literal Translation
You may kill me with your hatefulness,	23	Maaari mo akong patayin ng iyong pagkamuhi,	Literal Translation
But still, like air, I’ll rise.	24	Ngunit parin, parang hamgin, ako\’y babangon.	Literal Translation
Does my sexiness upset you?	25	Ang akin bang kaseksihan ay nakakasama ng loob?	Literal Translation
Does it come as a surprise	26	Ito ba ay dumarating bilang sorpresa?	Literal Translation
That I dance like I’ve got diamonds	27	Na ako ay sumasayaw na parang diyamante	Literal Translation
At the meeting of my thighs?	28	Sa pagitan ng aking mga hita?	Literal Translation
Out of the huts of history’s shame	29	Sa labas ng kubo ng kahihiyan ng kasaysayan	Literal Translation
I rise	30	Bumangon ako	Literal Translation
Up from a past that’s rooted in pain	31	Mula sa nakaraan na nakaugat sa sakit	Literal Translation
I rise	32	Bumangon ako	Literal Translation
I’m a black ocean, leaping and wide,	33	Ako’y itim na karagatan, lulukso at malawak,	Literal Translation
Welling and swelling I bear in the tide.	34	Natatapon at namamaga na dinadala ko sa pagtaas ng tubig.	Literal Translation
Leaving behind nights of terror and fear	35	Umalis sa likod ng mga kilabot at takot	Literal Translation
I rise	36	Bumangon ako	Literal Translation
Into a daybreak that’s wondrously clear	37	Tungo sa bukang liwayway na kamangha-manghang malinaw	Literal Translation
I rise	38	Bumangon ako	Literal Translation
Bringing the gifts that my ancestors gave,	39	Dala ang kaloob na igay ng mga ninuno,	Literal Translation
I am the dream and the hope of the slave.	40	Ako ang pangarap at pag-asa ng mga alipin.	Literal Translation
I rise	41	Bumangon ako	Literal Translation
I rise	42	Bumangon ako	Literal Translation
I rise	43	Bumangon ako	Literal Translation

Used Justification for the translated text:

“Since the colonization of the Americans, Filipinos have been using English as their second language and have been accustomed to using the language alongside local languages (Esquivel, 2019, p. 59).” In connection, Lannga & Alico (2020) highlights that in the Philippines, people especially students are expected to possess proficiency in Filipino (the national language) and English, both official languages of the country. Thus, there is a vivid similarity among both languages,

Therefore, the translated text uses literal translation all throughout, also called a metaphrase or a word-for-word translation. The translation process use literal translation since the poem ‘Still I Rise’ by Maya Angelou use lexicon that have equivalent in the Filipino, thus, ‘Babangon Parin Ako.’

References:

Angelou, A. (2021). Still I rise https://www.poetryfoundation.org/poems/ 46446/still-i-rise

Esquivel, O. J. D. (2019). Exploring the Filipinization of the English Language in a Digital Age: An Identity Apart from Other World Englishes. Journal of English as an International Language, 14(1), 58-72.

Langga, P. M. M., & Alico, J. C. (2020). Students’ Proficiency and Challenges in Filipino-to-English Translation: The Case of Filipino Senior High School Students in a Private Institution. International Journal of Linguistics, Literature and Translation, 3(4), 51-62.

Gendered Language: Gender placement issues across discourses

Language use is an important and inevitable aspect of human civilization. Human beings have always used language and will continue to use it. Language is used as a means of communication, including the sharing of messages, the giving of feedback, the exchange of thoughts and ideas, and the development of understanding. Language is also used to interact, participate, and build relationships within a speech community. It is likewise a tool used to create new words that acquire different meanings depending on their usage and construction. When it comes to how language is used and who uses it, these factors do matter. Therefore, language use, in relation to the speaker, may be affected and influenced by one’s gender.

Gender is a significant concept that organizes our environment and social lives. It is a way of life that affects everyone. After all, no one is exempt from gender classification, whether as a woman or a man. As Cameron (1990, p. 291) states, “Gender is one major construct that organizes our world and our social life. It involves all human beings; every individual, after all, cannot escape being categorized as either female or male.” In this sense, language may also be affected by gender.

Furthermore, terms such as sex, man, and woman are important concepts that should not be confused with or used interchangeably with gender. From a sociological perspective, gender is often defined in relation to the physical and social condition of being male or female (Cambridge Dictionary, 2021). Tolland and Evans (2019) explain that sex refers to an individual’s biological characteristics, which are determined by anatomy, genes, hormones, and their interactions. Sex is commonly categorized as male or female and is generally assigned at birth.

Gender, on the other hand, is a social construct that involves labels of masculinity and femininity, as well as socially constructed behaviors and attributes. Gender identity refers to an individual’s personal and internal perception of the self. The gender category with which a person identifies may differ from the sex assigned at birth. It may involve identifying as a man, a woman, no gender, or a nonbinary gender. In this sense, gender identity may be understood as existing somewhere along a continuum rather than being limited to a strict binary.

Moreover, the World Health Organization’s Regional Office for Europe defines sex in relation to biologically determined characteristics, whereas gender is based on socially constructed characteristics. The organization recognizes that people’s experiences of gender differ depending on their self-perception, speech, behavior, and social experiences.

Being a woman or a man, as well as the concepts of sex and gender, are important considerations that may influence the character of one’s writing and language use. Tolland and Evans (2019) highlight that nearly all people are born with physical characteristics that are labeled male or female. In addition, the term gender identity was coined by Robert Stoller in 1964 and refers to an individual’s personal perception of gender and how they feel internally. It is a closely held, self-identified sense of self that may deeply affect how an individual uses language and how they perceive the world in relation to their gender identity.

When it comes to the social placement of gender, which gender is perceived as inferior across different discourses, and which is considered superior? As Mills (1998) puts it, “man is not a gender but the general gender or gender itself.” Feminists and linguists alike, including Cameron (1990), Gal (1991), and Holmes (2013), have argued that, historically, men’s language and writing were regarded as superior and more privileged than women’s writing.

Women were often constructed as inferior and underprivileged in discourse, scholarship, politics, science, and other areas, but these perceptions existed primarily within socially constructed worldviews. In terms of discourse, however, women are equally capable of being efficient, skillful, diverse, powerful, and proficient communicators. Decades ago, and even today, stereotypes surrounding language use and the placement of gender within discourse continue to exist. Regarding these stereotypes, however, there is no absolute rule governing how gender should be represented in language. Society itself has created and perpetuated issues based on fossilized errors and worldviews, often causing confusion and conflict in communication.

As Uchida, cited in Cameron (1990, p. 211), explains:

“Gender is one major construct that organizes our world and our social life. It involves all human beings; every individual, after all, cannot escape being categorized as either female or male. But it must also be remembered that gender is so salient because it is a social construct, something that we do in interaction and not something that is based on nature or biology. It does not exist independently of other social factors such as region, ethnicity, age, class, sexual orientation, and religion; these elements are constantly in interaction. The issue at hand is not whether we should take the dominant power-based approach or the difference/cultural approach, or both approaches, to analyze sex differences in discourse. Rather, it is how we can come up with a framework that allows us to see gender as a holistic and dynamic concept regarding language use, a framework that allows us to see how we, in the social context, are doing gender through the use of language.”

In a social and linguistic context, the idea that women writers must become “sexless” in order to achieve a superior level of writing raises an important question. Should Woolf’s concept of an androgynous form of writing be acknowledged? Mills (1998) highlights Woolf’s idea:

“She will write in a rage where she should write calmly. She will write foolishly where she should write wisely. She will write of herself where she should write of her characters. She is at war with her lot.”
(Woolf, as cited in Mills, 1998, p. 67)

Mills (1998) clarifies this issue by arguing that the supposedly neutral gender Woolf referred to may actually be the male sentence, which is implicitly described as calm, wise, objective, and impersonal.

Furthermore, when Woolf (1998) describes the female sentence, her discussion seems to focus more on content and subject matter than on style or language. This adds another layer of ambiguity, as she also states that men can, in fact, use this type of sentence. At some point in her writing, she suggests that the best form of writing is androgynous or, in a sense, bisexual.

This suggests that it is acceptable for writing to reveal the gender of the writer and their identity. It may even be valuable for readers and audiences to recognize the gender of the person participating in a discourse and understand why gender matters in that particular context. In this way, gender bias in language use may be reduced, as audiences and readers may learn not to stereotype discourse according to gender but instead to focus on the content and importance of the subject matter at hand.

This may also happen because audiences and readers can gradually become accustomed to disregarding gender stereotypes. One way to challenge and eventually reduce such stereotypes is through consistent practice and the continuous application of more inclusive approaches to language.

In connection with the androgynous form of writing and other forms of expression, is it possible to determine whether one form of writing is feminine and another is masculine? Gender may be examined in two ways: socially constructed gender and grammatical gender. Socially constructed gender may be analyzed through the lenses of language and culture, while grammatical gender may be identified through linguistic features such as pronouns, honorifics, and nouns.

However, it is difficult, and sometimes impossible, to determine the gender of a writer from scientific journals and other forms of writing that do not use such features. Understanding the factors that construct our writing and speaking styles may provide a possible means of understanding the sentiments of a speaker or writer and, in some cases, their gender.

The question, “What constructs one’s writing and speaking style?” is difficult to answer because every individual possesses a style that differs from that of another person. Style is therefore subjective. A person’s writing and speaking style is shaped by a unique combination of factors, including emotion as a driving force, tone, subjectivity, personal experiences, biases, objectivity, and professional approaches.

Furthermore, the complexity of one’s style may also be influenced by the differences between the spoken and written voice of a writer or speaker. This adds another consideration to questions concerning the identification of gendered sentences and gendered forms of discourse.

Regarding the topic, “Gendered Language: Gender Placement Issues Across Discourses,” I would not simply agree with Mills’s (1998) claim that the male sentence presents meaning as a simple matter, in which language functions as a transparent medium that does not draw attention to itself and merely carries thought. However, I do agree that “feminine writing” may function as a naturalizing metaphor for the brutal political reality of the domination of women and, as such, may enlarge the apparatus through which “femininity” presents itself.

Sentences and discourses should therefore be regarded more carefully, with efforts made to alleviate biases concerning gender and language. The myth that “women” are merely a superstition or an abstract construction should also be challenged because womanhood and women’s experiences are real, inviolable, and inevitable aspects of human social life. Language should not reproduce rigid hierarchies that privilege one gender over another. Instead, it should provide a space in which different identities, experiences, and voices can participate without being reduced to stereotypes.

References/ Works Cited

Cameron, D. (1990). The feminist critique of language: A reader. Routledge.

Gender. (2021). In Cambridge Dictionary. Cambridge University Press. https://dic tionary.cambridge.org/dictionary/english/gender

Holmes, J. (2013). An introduction to sociolinguistics. Routledge.

Mills, S. (1998). The gendered sentence. The feminist critique of language: A reader (2), pp. 65-77. Routledge.

Tolland, Laura & Evans, Joanne. (2019).What is the difference between sex and gender? https://www.ons.gov.uk/economy/environmentalaccounts/articles/whatis thedifferencebetweensexandgender/2019-02-21

Speech Community: Role of Language in a Multicultural and Multilingual Society

People speak differently in different social contexts, and language has several ways of conveying meaning. Language within a speech community is used differently depending on how it functions and what purposes it serves in ensuring the effectiveness of discourse. Furthermore, despite these differences, language on a global scale is influenced by both its users and its uses. As Holmes (2013, p. 8) explains:

“Some relate to the users of language, the participants; others relate to its uses, the social setting and function of the interaction. Who is talking to whom (e.g. wife-husband, customer-shopkeeper, boss-worker) is an important factor. The setting or social context (e.g. home, work, school) is generally a relevant factor too. The aim or purpose of the interaction (informative, social) may be important.”

The role of language, therefore, is to provide various ways through which people communicate while considering linguistic and cultural variations within multilingual and multicultural societies. These roles include identifying the participants within a speech community, understanding the setting of the discourse, meeting societal communication needs through productive and creative language use, and evoking or expressing feelings.

Through language, people connect, produce, create, and express. When viewed within a multicultural and multilingual society, language performs different roles.

First, language is interactive or interactional. It is used as a tool to create connections between people and to form relationships and mutual understanding. The interactional function of language is an important aspect of bridging differences among people in terms of lexicon, culture, norms, and beliefs. It is also through the development of good relationships among communities, separated by gender, race, religion, points of view, and other factors, that civilization continues to progress.

Holmes (2016) asks the question, “What is language being used for, and to whom?” Is the speaker asking a favor, giving orders to someone, or simply sharing a thought rhetorically? For example, Louie is presenting a project proposal concerning the improvement of school youth leadership. In this situation, Louie does his best to use a formal style, standard vocabulary, and appropriate gestures to properly deliver his ideas to the school board of regents. This creates a student-to-authority relationship within the school that is formed through respect and understanding.

On the other hand, he uses a different approach when talking to his friends. He speaks casually, using jargon and slang that only they understand. This creates a more intimate relationship based on understanding, enduring affection, esteem, and trust. It also gives them the confidence to communicate without fear of being judged or reprimanded. In this way, interactions may differ, but they share the same objective: to exchange knowledge and experiences and, consequently, build relationships.

The second role of language is its social function. As Atlantic International University (2014, p. 2) explains:

“Language is a set of conventional communicative signals used by humans for communication in a community. Language in this sense is a possession of a social group, comprising an indispensable set of rules which permits its members to relate to each other, to interact with each other, to cooperate with each other; it is a social institution.”

In this sense, the social function of language is connected to its interactional function. The social nature of language lies in the fact that it is shared by a group of people within a speech community and is therefore understood by its members.

So, how can an individual become part of a speech community? Holmes (2013, p. 8) explains:

“In any community the distinguishable varieties or codes which are available for use in different social contexts form a kind of repertoire of available options. The members of each community have their distinctive linguistic or verbal repertoires. In other words, in every community there is a range of varieties from which people select according to the context in which they are communicating. People may use different pronunciations, vocabulary, grammar, or styles of a language for different purposes.”

For an individual to become part of a speech community, they should be able to understand the rules, culture, language, and experiences that characterize that community. Because linguistic and cultural variation exists, a person should consider learning and understanding the norms and conventions of a particular language and culture in order to participate in the discourse of a particular speech community.

A good example of a speech community can be seen in the variation among different varieties of Cebuano across Mindanao and the Visayas in the Philippines. Even when people use the same language, there are still differences in vocabulary, pronunciation, and word usage. For example, the Cebuano word bag-ang means “jaw.” Other terms, such as apapangig and panga, may also be used in other Philippine languages or varieties to refer to the same concept.

Another example of language variation across different languages is the word yawa. In Cebuano, yawa may function as a curse word or an expression. However, in some Binukid varieties spoken in Bukidnon and other highland communities, yawa means “beautiful.” This demonstrates how the meaning of a word may vary across languages and speech communities.

The third role of language in a multicultural and multilingual community is the provision of societal needs through effective communication. As Atlantic International University (2014, p. 3) states:

“Language has creativity and productivity. The structural elements of human language can be combined to produce new utterances, which neither the speaker nor his hearers may ever have made or heard before, yet which both sides understand without difficulty. Language changes according to the needs of society.”

Language is creative because it adapts to the needs of a particular discourse. It is creative in the sense that people always have choices regarding what forms or types of language they can use. These choices may involve creating new meanings and developing new forms of expression, such as new word forms, coined terms, slang, and jargon, depending on the setting and the people involved in the interaction.

Lastly, language is used to evoke and express feelings. Through language, people can communicate their understanding of issues, ideologies, and perspectives. Language can also reflect how an individual feels and can be used to assert one’s beliefs, personality, and individual traits.

Through language, a person may be perceived as happy, angry, or sad depending on the choice of words, tone, and intonation used in a discourse. An example is the rise in the intonation and volume of a teacher’s voice when students do not listen to a class discussion. In this situation, language becomes a tool for expressing a particular emotion, such as anger.

In conclusion, when individuals and speech communities recognize the roles of language, they can understand that language is an inseparable part of human civilization. In every speech community, language enables the exchange of messages and ideas and facilitates the development of relationships among and between people in multicultural and multilingual communities.

References/ Works Cited

Atlantic International University. (2014). Basic processes of thought. https://courses.aiu.edu/BASIC%20PROCESSES%20OF%20THOUGHT/Sec%202/ SEC%202%20BASIC.pdf

Holmes, J. (2013). An introduction to sociolinguistics. Routledge.

Sociolinguistics: Purposes of Sociolinguistics and Chomsky’s Linguistic Theory (CLP)

When encountering the content of sociolinguistics, one might ask: What does sociolinguistics mean, and what does it concern itself with in its study? What principles and parameters does it have within the field of linguistic research? Similar questions may arise when considering Chomsky’s definition of linguistic theory, as reflected in Hymes’s principle: “The first commandment of the study of discourse must be: Let people surprise you as to what they can do, and what they can use to do it” (Hymes, as cited in Paoletti, 2011, p. 1).

The relationship between language and culture is examined by sociolinguists. They are concerned with defining the social roles of language, how language is used to communicate social meaning, and why people speak differently in various social contexts. Examining how people use language in different social settings can reveal much about how language functions, as well as about social interactions within a group and how people use language to convey and construct aspects of their social identity (Holmes, 2013).

The way we speak and the linguistic variations that underlie discourse, including sounds, word structure or morphology, grammar, syntax, and vocabulary, are among the interests of sociolinguists. They are also concerned with the ways people express emotions, how these emotions are brought to the surface through social interaction, and how messages are created and delivered differently, with or without the influence of one’s social identity. Class, gender, race, age, and other social factors also influence language use. These factors demonstrate why language use may be shaped by social conditions and why sociolinguistics, as the study of language and society, is concerned with the interconnectedness of these two areas.

The study of sociolinguistics has undergone significant changes from the early study of archaic language to the modern discipline that it is today. Before the development of modern sociolinguistics, traditional dialectology was one of the major areas concerned with language variation. Traditional dialectology, together with the activities of American and British linguists since the early 1960s, contributed to the emergence of modern sociolinguistics. Among the most influential scholars was William Labov, who, in his pioneering investigation of English in New York City, published in 1966, arrived at important conclusions concerning language variation and language change.

According to Hickey (2009), traditional dialectology often involved the study of archaic or conservative forms of language because of the belief that “the older the language, the more genuine it is.” The more conservative a speaker’s language was considered to be, therefore, the more genuine their form of language was assumed to be. This assumption presented a significant weakness in dialect investigations during the nineteenth and early twentieth centuries.

As Hickey (2009, p. 2) explains:

“This standpoint is quite different from that of present-day sociolinguistics. Language use in society applies to all groups, young and old, male and female, rural and urban. Indeed because the majority of inhabitants of western countries now live in cities and because such concentrations of people tend to induce high amounts of language variation, sociolinguists are more often than not concerned with language use in cities.”

This is why modern sociolinguistics, according to Hickey (2009), emphasizes several important principles, although methods and research principles continue to evolve in order to obtain reliable linguistic data:

The prior definition of one’s area of investigation.
The impartial selection of informants.
The use of appropriate methods of investigation, such as tape recording rather than relying solely on questionnaires, thereby allowing for later review and control.
When possible, the anonymous collection of data.

Through these developments, we can see that sociolinguistics has become a vibrant area of study and a crucial component in understanding the development of both culture and language. It is necessary for achieving a specific objective: the cultivation and deeper understanding of language within society. Such understanding is particularly important in education and linguistic research.

Through sociolinguistics, we have become better able to understand who may be listening to us, the settings in which we communicate, and how social and emotional factors influence our bodies, minds, and reactions. Since a message may be expressed differently to different people, various communicative styles have been developed and continue to evolve across different contexts. Scholars and language users continue to contribute to the development and understanding of these styles.

From another perspective, Noam Chomsky has contributed to the development of theories and movements that have influenced cognitive science, linguistics, philosophy, and, more specifically, rationalism. Chomsky developed ideas concerning several linguistic and philosophical parameters, including rationalism over empiricism, analytic philosophy, cognitive psychology, linguistic nativism, essentialism, competence rather than performance, I-language rather than E-language, and the theory of universal grammar.

According to Barman (2012, p. 106), Chomsky’s linguistic theory appears to have three main features:

“First, the mind is cognitive, that is, it is the center of thoughts, including those of language. Second, most of the important properties of language and mind are innate. Third, the mind is composed of an array of interacting and specialized subsystems, which make linguistic activities possible.”

Chomsky’s linguistic philosophy can therefore be understood as a discussion involving rationalist, analytic, cognitive, essentialist, and reductionist properties (Barman, 2012).

Therefore, Chomsky’s theory and approach to linguistics can be regarded as important foundations for the development of various schools of thought in psychology, language, culture, philosophy, cognitive science, and other disciplines. His ideas concerning linguistic philosophy also have strong connections with the works of Plato and René Descartes, who is often regarded as the father of modern philosophy.

As Barman (2012, p. 119) states:

“Chomsky has placed linguistics at the core of studies of the mind. According to him, linguistic theory must account for universal similarities between all languages. His contribution to the cognitive sciences, fields that seek to understand how we think, learn, and perceive, emerges from his insightful theories.”

Furthermore, from a personal perspective, both sociolinguistics and Chomsky’s linguistic theory are concerned with language, but each approach serves a different purpose. The development of sociolinguistics and Chomsky’s linguistic philosophy has enhanced the study of many fields within the modern linguistic arena.

Thus, when considering the developments and differences between these two approaches in linguistic research, the distinction between sociolinguistics and Chomsky’s linguistic philosophy can be explained simply: sociolinguistics examines how language operates in society, including who uses it, how it is used, why it is used, and what social purposes it serves. In contrast, Chomsky’s philosophy of language primarily focuses on the cognitive, rational, scientific, and universal processes underlying language and the relationship between language and the human mind.

Basically, sociolinguistics concerns the relationship between language and society, whereas Chomsky’s linguistic philosophy concerns language in relation to psychology, philosophy, cognitive science, mental processing, and human nature.

References:

Barman, B. (2012). The linguistic philosophy of Noam Chomsky. Philosophy and Progress, 103-122.

Hickey, R. (2009). Language and society. http://www.raymond-hickey/2009 /LanguageAndSociety.pdf

Holmes, J. (2013). An introduction to sociolinguistics, (4^{^th} Ed.). Routledge

Kamala. K. (2006). The bard who sings of love and life…a sociolinguistic study of

Kamala Das’s works. (Undergraduate Thesis). Department of English, University of Calicut.

If love be Madness, may we never run across it

Open letter:

“There shouldn’t be any moment in your life where you have to prove your worth to someone, because when you do, you absolutely should just walk away.”

You should never be a pastime, downtime, or spare time for people who, most of the time, leave you hanging and then find a way into a round-the-clock tug-of-war, because your worth should never be on “pending” status while they’re in a play-off. You are not part of any contest- you are already a winner on your own.

Don’t stand on the line where you have to choose between giving up and seeing how much more you can take. You are not someone’s vessel who could not build themselves from heartbreaks and confusion we never caused, and from conversations we never heard. You are worth more than what you are settling for.

Lastly, accept what it is and how things become. Engulfed your sanity. Why? Because it’s hard that even people are not pushing us away, when still, they are not fighting to keep us either. You would seem to be a dead flower watering itself. If they give us up, it means they never wanted it.

Global Disaster Resiliency through Effective Communication and Participation

EDITORIAL

Can we return to who we once were after being shattered, pressed, bent, and broken by circumstances beyond our control?

Can we rise again when we have fallen beneath the weight of tragedies that seem too heavy to carry?

And when adversity separates us from the world we once knew, from the laughter in our classrooms, the conversations along university hallways, the familiar faces we passed every day, and the simple happiness of being young and free, how do we find our way back?

For us in Central Mindanao University, these questions are no longer merely philosophical.

They have become part of our lives.

To be a student in 2020 is to learn that life can change without warning.

One day, we were inside classrooms, worrying about quizzes, deadlines, recitations, requirements, and whether we would make it to class on time. We complained about early classes, long walks around the campus, and teachers who gave requirements we thought were impossible to finish.

Then suddenly, those became the things we missed.

We missed the noise.

We missed the classrooms.

We missed our friends.

We missed complaining about things that now seem so small.

The halls became quiet. Classrooms were left empty. Students went back to their homes, bringing with them unfinished plans, uncertain futures, and a fear that none of us were prepared to carry.

And then, we were told to continue.

But continuing was not the same for everyone.

For some students, continuing meant opening a laptop and attending an online class.

For others, it meant climbing a hill just to find enough signal to send a requirement.

For some, it meant sitting outside their homes with their phones raised, hoping that even one bar of signal would be enough to connect them to their teachers and classmates.

For others, continuing meant waiting for a printed module while wondering how they would keep up with students who had better access to technology.

Some had their own rooms where they could study.

Others studied in crowded homes.

Some had stable internet connections.

Others had none.

Some had parents who could immediately provide them with laptops, mobile phones, or data.

Others watched their parents stare at bills, groceries, and empty wallets while trying to figure out where they would find money for another school requirement.

And yet, we were still students.

We were still expected to learn.

But behind every student who managed to submit a requirement on time was often a story that nobody saw.

There was a father working overtime just to buy a mobile phone his child could use for online classes.

There was a mother budgeting the family’s remaining money between food, electricity, internet data, and tuition.

There were parents who did not understand how online learning worked but still tried their best to help.

Parents who had never used Zoom.

Parents who did not know what Google Classroom was.

Parents who could barely understand why their children needed to stay in front of a screen all day.

Yet they still found ways.

Because education was still their hope.

Perhaps this was one of the quietest sacrifices of the pandemic.

Parents who were already struggling to survive suddenly had another responsibility: finding a way to keep their children in school.

For some families, buying a load worth a few pesos was no longer simply buying internet access. It was buying another chance to attend class.

For some students, a new phone was not a luxury. It was their classroom.

A laptop was not simply a gadget. It was their library, notebook, classroom, and connection to the outside world.

And behind these things were parents who sacrificed.

Some borrowed money.

Some postponed buying what they needed for themselves.

Some worked longer hours.

Some sold what they could.

Some simply told their children, “Padayon lang. Mahuman ra lagi ni.”

Continue. You will get through this.

Yet the struggle did not belong to students and parents alone.

Our teachers were struggling, too.

For years, many of them taught inside classrooms where they could see us.

They could tell when we were confused.

They could notice when we were tired.

They could approach us after class.

They could hear our excuses, our complaints, and our laughter.

Then, almost overnight, many of them had to learn how to teach through screens.

Some teachers had to learn unfamiliar technologies while redesigning lessons and preparing materials for students with different levels of access.

They, too, worried.

They worried about students who disappeared from classes because of poor internet connections.

They worried about students who could no longer submit requirements.

They worried about how much was too much.

They worried about how to continue teaching when they themselves were also trying to survive the same crisis.

Behind every online class was a teacher who was also adjusting.

Behind every module was someone who prepared, checked, and worried.

Behind every deadline was a teacher trying to balance academic standards with compassion.

And while we were learning how to become students in a new normal, our teachers were learning how to become teachers in one.

Our university staff were also carrying their own burdens.

The offices that we once entered without much thought were now operating under restrictions and uncertainty. Administrative personnel continued processing documents and supporting students. Security personnel continued protecting the campus. Utility workers continued maintaining spaces that many of us were no longer there to occupy.

The university may have seemed quieter, but it did not stop existing.

There were still people behind the scenes trying to keep it alive.

People whose names we may not know.

People whose work we may have taken for granted.

People who also had families waiting for them at home.

People who were also afraid.

People who also had bills to pay.

People who also wondered when life would return to normal.

And perhaps that is what we sometimes forget.

We were all struggling.

In different ways.

At different levels.

With different resources.

But we were all struggling.

Before the pandemic, Mindanao had already known what it meant to live with uncertainty.

In 2017, the siege in Marawi City shook not only Lanao del Sur but the entire island. Families lost their homes. Communities were displaced. Lives were interrupted. Students were separated from their schools. Parents worried about their children. Families who once lived ordinary lives were forced to leave everything behind.

Marawi reminded us that disaster does not always come in the form of a typhoon or an earthquake.

Sometimes, disaster comes through conflict.

Sometimes, it comes through violence.

Sometimes, it leaves people alive but takes away the life they once knew.

The declaration of Martial Law across Mindanao added another layer of uncertainty to the lives of many Mindanawans. Security, peace, fear, rights, and daily life became conversations that entered our homes and communities.

For some, it may have felt distant.

For others, it was deeply personal.

And then came the pandemic.

A different kind of crisis.

An invisible one.

It did not destroy our buildings, but it closed them.

It did not bomb our schools, but it emptied them.

It did not force everyone to flee their homes, but it forced us to stay inside them.

It did not discriminate between students, teachers, parents, workers, or administrators.

It simply changed everything.

And once again, Mindanao was reminded of the importance of resilience.

The American Psychological Association defines resilience as the process of adapting well in the face of adversity, trauma, tragedy, threats, or significant sources of stress.

But resilience should never mean pretending that we are not tired.

It should never mean forcing ourselves to smile when we are already exhausted.

It should never mean romanticising poverty, suffering, or hardship.

Being resilient does not mean that we should be thankful for every painful situation.

Sometimes, being resilient means admitting that we are not okay.

Sometimes, it means asking for help.

Sometimes, it means crying before opening another module.

Sometimes, it means telling a teacher that the deadline is too difficult to meet.

Sometimes, it means telling a parent, “Kapoy na ko.”

And sometimes, it means hearing someone say, “Sige lang. Naa ra ko diri.”

I am here.

For a student during this time, resilience may simply mean logging in again tomorrow.

For a teacher, it may mean opening another online class despite being exhausted.

For a parent, it may mean waking up again and going to work despite not knowing whether there will be enough money for the next school expense.

For a university staff member, it may mean continuing to report for work despite personal fears and uncertainties.

For someone displaced by conflict, resilience may mean rebuilding a home and waiting for the day they can finally return.

For a Mindanawan who has lived through conflict, natural disasters, and a pandemic, resilience may simply mean refusing to give up.

But resilience alone is not enough.

We also need communication.

During disasters, conflict, and emergencies, information can save lives.

But misinformation can destroy trust, spread fear, deepen prejudice, and place people in danger.

The responsibility to communicate properly has never been more important.

As students, we must learn to verify before we share.

As teachers, we must communicate with clarity and compassion.

As institutions, we must provide information that is accurate and accessible.

As a community, we must learn to listen before we judge.

Communication should not add to fear.

It should provide understanding.

It should not create distance.

It should build connection.

It should not make people feel more alone.

It should remind them that help exists.

Participation is equally important.

We cannot expect to recover as a community if we continue to think only of ourselves.

A student can help another student.

A teacher can understand a struggling learner.

A parent can continue encouraging a child who is losing motivation.

A school can create spaces where students can ask for help without shame.

A community can support families who have less.

Participation does not always require money.

Sometimes, participation means sharing verified information.

Sometimes, it means helping a classmate.

Sometimes, it means checking on a friend who has suddenly disappeared from the group chat.

Sometimes, it means listening.

Sometimes, it means understanding that behind someone’s late submission is a story we may never fully know.

Perhaps the greatest lesson these years have given us is that no one survives alone.

The student is connected to the parent.

The parent is connected to the teacher.

The teacher is connected to the school.

The school is connected to the community.

The community is connected to the larger society.

And when one part begins to struggle, everyone feels the consequences.

This is why resilience must be collective.

We cannot tell students to simply be strong while ignoring the reasons why they are struggling.

We cannot demand productivity from teachers without recognising their own hardships.

We cannot expect parents to provide everything when the economy itself is uncertain.

We cannot expect school personnel to continue working without appreciating the risks and sacrifices behind their service.

We must learn to pull people up instead of dragging them down.

To understand before judging.

To verify before sharing.

To listen before speaking.

To help before turning away.

Because someday, the world may return to something that looks like normal.

We may once again walk through the halls of Central Mindanao University.

We may complain about early morning classes again.

We may run to our next subject because we are late.

We may eat with our friends.

We may laugh in places that have remained silent for too long.

And perhaps we will realise that the things we once took for granted were, in fact, things we were fortunate to have.

But when that day comes, we will not return as the same people.

We will return carrying stories.

Stories of students who studied despite having no stable internet.

Stories of parents who sacrificed so their children could continue their education.

Stories of teachers who learned to teach in ways they never imagined.

Stories of university staff who continued working behind the scenes.

Stories of Mindanawans who survived conflict, displacement, natural disasters, and a pandemic.

Stories of people who were exhausted but continued.

People who were afraid but tried.

People who were uncertain but hoped.

Can we return to our original state after everything we have experienced?

Perhaps not.

Perhaps we were never meant to return to exactly who we were.

Perhaps resilience is not about going back.

Perhaps it is about moving forward.

Broken, but still breathing.

Exhausted, but still trying.

Afraid, but still hoping.

Separated, but still connected.

And maybe, just maybe, that is what these difficult years have taught us.

That even after disasters have shattered our lives, even after conflict has divided our communities, even after a pandemic has separated us from the people and places we love, we can still rise.

Not because we were never broken.

But because we learned that being broken does not mean we can no longer be whole.

And when we finally find our way back to one another, may we remember everyone who carried us when we could no longer carry ourselves.

The parents who sacrificed.

The teachers who adjusted.

The staff who continued.

The friends who stayed.

The communities that helped.

And the people who, in one way or another, reminded us that we were not alone.

Because resilience is not simply the strength to survive.

Sometimes, resilience is the courage to keep going when someone else believes you can.

And perhaps, in the middle of every disaster, that is the most powerful form of communication and participation we can offer one another:

To stay. To listen. To help. And to remind every person who feels left behind that they are still worth waiting for.

When

When I think of tomorrow,
I always think of you.
I look forward to seeing you from afar

slowly approaching in my direction,
Pressing tightly-
The pavements of your arms caressing my upper body.
Greetings-
Your lips slowly locked with mine.

You’re mine. A thread;

You’re mine, because if i try to find a replacement, I’ll end up to be sadly disappointed, you can’t be replaced. You’re the only man in all the world who possesses the right combination of qualities for me.

You can turn your stare upon me all you like, because everytime you do that? you always petrify me. You can knock me about to your heart’s content without worrying about doing any damage.

You can perpetrate any sort of outrage your wicked mind conceives and be sure I’ll join in, with a will.

You’re a Tartarus I’d gladly succumed to, a labyrinth I’d be happy living in. If you’ll set limitations for me, ANYTHING, any limitation, sorry but I’ll definitely see them as arbitrary.

You’re mine and even if it sounds very possesive, idc as long as we’re in a relationship, nobody touches you, cause you’re for me only, mine and mine alone.