Chapter 7: Language
These students may also lack a common cultural frame of reference. If you think about it, in order for you to fully understand a play on words, a joke that’s being told, or even a story that’s being shared, you have to understand the references that the speaker uses. If you’ve always lived in a small town in a rural area, a visit to New York City might be exciting, but it could also be overwhelming. Asking directions from the New Yorkers that you encounter might seem logical, but if you don’t know the landmarks that are used to provide the directions, the references are useless to you.
When individuals do not share a similar culture or do not come from a common background, it can be difficult to communicate; their life experiences have been different, and they have little in common. These individuals may see the world in a different way than you. Your childhood may have little resemblance to the childhood of someone from a war-torn country. While you may recall trips to the fair and birthday parties, these pastimes may be foreign to them. Your childhood was, hopefully, safe and protected; theirs was full of danger and constant anxiety. Naturally, it would be difficult for either of you to completely understand the other’s view of life. It may be that your only chance to truly get to know that person is through conversation, sharing your experiences through language. The use of language to connect is a wonderful reminder of the power of language.
Appropriateness relates to several categories involving how persons and groups should be referred to and addressed based on inclusiveness and context. The term “politically correct” has been overused to describe the growing sensitivity to how the power of language can marginalize or exclude individuals and groups. While there are silly extremes such as the term “vertically challenged” for “short,” these humorous examples overlook the need to be inclusive about language. Overall, people and groups should be respected and referred to in the way they choose to be. Using inclusive language in your speech will help ensure you aren’t alienating or diminishing any members of your audience.
The first common form of non-inclusive language is language that privileges one of the sexes over the other. There are three common problem areas that speakers run into while speaking: using “he” as generic, using “man” to mean all humans, and gender-typing jobs. Consider the statement, “Every morning when an officer of the law puts on his badge, he risks his life to serve and protect his fellow citizens.” Obviously, both male and female police officers risk their lives when they put on their badges.
A better way to word the sentence would be, “Every morning when officers of the law put on their badges, they risk their lives to serve and protect their fellow citizens.” Notice that in the better sentence, we made the subject plural (“officers”) and used neutral pronouns (“they” and “their”) to avoid the generic “he.” Likewise, speakers of English have traditionally used terms like “man,” and “mankind” when referring to both females and males. Instead of using the word “man,” refer to the “human race.”
The last common area where speakers get into trouble with gender and language has to do with job titles. It is not unusual for people to assume, for example, that doctors are male and nurses are female. As a result, they may say “she is a woman doctor” or “he is a male nurse” when mentioning someone’s occupation, perhaps not realizing that the statements “she is a doctor” and “he is a nurse” already inform the listener as to the sex of the person holding that job.
Ethnic identity refers to a group an individual identifies with based on a common culture. For example, within the United States we have numerous ethnic groups, including Italian Americans, Irish Americans, Japanese Americans, Vietnamese Americans, Cuban Americans, and Mexican Amer- icans. As with the earlier example of “male nurse,” avoid statements such as “The committee is made up of four women and a Vietnamese man.” All that should be said is, “The committee is made up of five people.”
If for some reason gender and ethnicity have to be mentioned—and usually it does not—the gender and ethnicity of each member should be mentioned equally. “The committee is made up of three European-American women, one Latina, and one Vietnamese male.” In recent years, there has been a trend toward steering inclusive language away from broad terms like “Asians” and “Hispanics” because these terms are not considered precise labels for the groups they actually represent. If you want to be safe, the best thing you can do is ask a couple of people who belong to an ethnic group how they prefer to be referred to in that context.
The last category of exclusive versus inclusive language that causes problems for some speakers relates to individuals with physical or intellectual disabilities or forms of mental illness. Sometimes it happens that we take a characteristic of someone and make that the totality or all of what that per- son is. For example, some people are still uncomfortable around persons who use wheelchairs and don’t know how to react. They may totalize and think that the wheelchair defines and therefore limits the user. The person in the wheelchair might be a great guitarist, sculptor, parent, public speak- er, or scientist, but those qualities are not seen, only the wheelchair.
Although the terms “visually impaired” and “hearing impaired” are some- times used for “blind” and “deaf,” this is another situation where the per- son should be referred to as he or she prefers. “Hearing impaired” denotes a wide range of hearing deficit, as does “visually impaired. “Deaf” and “blind” are not generally considered offensive by these groups.
Another example is how to refer to what used to be called “autism.” Saying someone is “autistic” is similar to the word “retarded” in that neither is appropriate. Preferable terms are “a person with an autism diagnosis” or “a person on the autism spectrum.” In place of “retarded,” “a person with intellectual disabilities” should be used. Likewise, slang words for mental illness should always be avoided, such as “crazy” or “mental.”
Other Types of Appropriateness
Language in a speech should be appropriate to the speaker and the speaker’s background and personality, to the context, to the audience, and to the topic. Let’s say that you’re an engineering student. If you’re giving a presentation in an engineering class, you can use language that other engi- neering students will know. On the other hand, if you use that engineering vocabulary in a public speaking class, many audience members will not understand you. As another example, if you are speaking about the Great Depression to an audience of young adults or recent immigrants, you can’t assume they will know the meaning of terms like “New Deal” and “WPA,” which would be familiar to an audience of senior citizens. Audience analysis is a key factor in choosing the language to use in a speech.