Chapter 1 is the introduction to the volume.

In Chapter 2, Language and culture, we examine a number of approaches to characterising language. We argue that language is a tool that can be put to many useful and creative tasks, and that the things in the world, entities and actions, are reflected in language. We mentioned already that language allows us to communicate regarding the ‘things’ of interest to a community. In this sense, language can be considered as a cognitive instrument for capturing the shared knowledge ontology of a speech community. Also examined is the notion of culture, and how one might seek to define it in some appropriate way. Culture is quite an abstract, and complex, term that has been defined in many ways over the years. However, there is still no unifying definition of culture. Typically, culture is considered to concern the beliefs, values, rules, norms, symbols, and traditions that are common to a group of people.

In Chapter 3, The nature of worldview, we examine the notion of worldview, its importance to how we perceive, conceive and experience, and act in the world. A worldview is the fundamental cognitive orientation of an individual and society encompassing the whole of the individual’s or society’s knowledge. We touch upon the relationship between language and worldview. We discuss the use of the term worldview as introduced by von Humboldt, the German philosopher. Many linguists believe that each language system opens up a new world for us, in which the concepts with which we speak and think, are shaped differently. This is controversial and not yet proven by any means. We briefly survey what evidence might provide support for this perspective, and offer relevant definitions of the term worldview, and examine the functions a worldview provides to us.

In Chapter 4, The linguistic landscape, we discuss the linguistic landscape as an environment where public displays, that incorporate language, act and function as a form of sign. The visible use of language on signs in the public environment constitutes the linguistic landscape of a place. We examine the functions of linguistic landscape as supporting cultural identity and providing important identity markers of communities. As signs in the linguistic landscape consist of a mix of visual and textual elements, we explore the linguistic and visual structures within the realm of visual communication and visual semiotics. People inhabit this human linguistic landscape in time and space. Language on these public signs is a specific type of language use which is distinct from other forms of written and spoken communication. We include a case study on the linguistic landscape and cultural identity.

Chapter 5, The nature of cultural artefacts, examines the circumstance that, in our environment we are surrounded by the artefacts of our society and our culture. We interact with our world via artefacts and in many ways, they enhance the quality of our lives, and often have significant culture value. These artefacts have a function, purpose and a utility of some kind. In virtue of their ability to retain a cultural significance, the artefacts we value are important because they have the potential to reveal distinctive features of the human mind. Our judgment about the nature and identity of an artefact is sensitive to the context in which we use it, or indeed to the task at hand.

In Chapter 6, Cultural models and way of life, we discuss how way of life is defined as the habits, customs, and beliefs of a particular person or group of people. It is a style of living that reflects the attitudes of a person or group, and thereby reflects the cultural models of that society. What then are individual lifestyles, and a way of life, and how do these relate to cultural models? Within cultural and social frames, people develop individual lifestyles, and a way of life. The notion of lifestyle therefore motivates the individual’s active choice of cultural expressions. An individual’s choice of lifestyle, along with their normal everyday activities, is broadly determined by the society and culture in which they belong and the positions occupied within that society and culture. We find, however, that the beliefs, desires, intentions, worldview, and life goals of people are not fully governed by their social or cultural membership. A way of life is developed and maintained social and cultural structures intersect, along with an individual’s own actions and choices.

In Chapter 7, Knowledge and its representation, we delve into elements of the theory of knowledge, and look at some of the characteristic questions including: what is knowledge? and what types of knowledge are there? We can distinguish, for example, between knowledge of propositions, or propositional knowledge, and know-how, or ability knowledge. The goal of a theory of knowledge is to clarify what knowledge involves, how it is applied, and to explain its characteristic features. Any discussion of knowledge must recognise some basic linguistic facts about the way that the verb know and its cognates function in discourse. In particular, it is important to recognise that to know has both a propositional and a procedural sense. This contrast is found in the matter of knowing that something is the case (THAT-knowledge) versus the practical knowledge of knowing how to perform some action to realise some end result (HOW-TO-knowledge). There are in fact more fine-grained insights into the many different kinds of knowledge. Declarative knowledge is to do with concepts, facts and entities. This type of knowledge describes what is known and includes simple statements that are asserted to be either true or false. This also includes a matrix of attributes and their values so that an entity or concept may be fully described. Procedural knowledge is to do with processes, rules, strategies, agendas and procedures. This type of knowledge describes how something operates or how a problem is solved, and provides directions on how to do something. Heuristic knowledge describes our experiential knowledge that guides the reasoning process. It is empirical and represents the knowledge compiled through the experience of solving past problems. Meta-knowledge is high-level knowledge about the other types of knowledge and how to use them, and describes knowledge about knowledge. We use this type of knowledge to guide our selection of other types of knowledge for resolving a particular issue. This type of knowledge is used to enhance the efficiency of our reasoning by directing the reasoning processes into the most promising area. Structural knowledge is to do with our sets of rules, concept relationships and concept to entities relationships. It describes actual knowledge structures within our overall mental models. Our mental model of concepts, sub-concepts, and entities with all their attributes, values, and relationships is typical of this type of knowledge.

In Chapter 8, Context, situation, and common ground, we address how context and situation are important notions within pragmatic analysis. Within a dialogue, context helps to differentiate, for example, between what is said vs. what is meant. The nature of the contribution of context, therefore, is a central area of research interest within pragmatic analysis. We also examine context and its relation to discourse. While theories of speech acts have accounted for some of the properties of speakers and hearers, such as their knowledge, intentions or beliefs, to formulate appropriateness conditions, in many instances they have not pursued a systematic analysis of contextual conditions. Context draws on knowledge of the world and, as almost anything may become relevant for discourse, a theory of context risks becoming too large and unmanageable. However, not everything that can be understood as a knowledge background to discourse is necessarily part of its context. Developing a theory of context means selecting those elements of a communicative situation that are systematically relevant for the discourse situation. This means that there is a need to examine how situations are defined and determine criteria for what must be included in a theory of context. Context models must inform us as to how participants produce and understand discourse, and enable participants to adapt discourse to the communicative situation at the moment of communicative interaction. We also examine context and common ground, and the way in which common ground mediates the multifaceted relationship between culture and language in interaction, and communication, and how culture informs language usage. Common ground is considered to be a complex distributed structured entity important to the interface between culture, language and knowledge, where knowledge includes ontology, knowledge representation, reasoning, cultural schemata, cultural metaphors and cultural conceptualisations. We address the question of how theories of language might effectively characterise contextual knowledge and the cultural connection. One way that functionalist approaches do this is through examining speech act performatives, that is, language in interaction and use within a specific culture. We include a case study addressing how we might meet the challenges of context in the linguistic analysis of two kinds of speech act.

Chapter 9 examines Culture and language in interaction. We look at language in culture, art and artefact, and find that there are several ways in which visual artists use words or text in visual art. Words can be used explicitly when they are included in, or on, the visual artwork. We are all familiar with this explicit use of words within medieval art where the words assume a core prominent position. In particular, medieval illuminated manuscripts are a key example of an art form that relies on the cohesive interdependence of graphics and language where words and image contribute equally to the overall reading. In visual art forms, the explicit words are easily recognised, and are widely accepted while generally understood in virtue of the contribution they make. Indeed, as a more contemporary example, we can consider pop art and MEMEs where words are used as a visual semiotic linguistic device that has a cohesive interdependence with the images displayed. We focus on an empirical analysis and characterisation of elements of the Irish cultural narrative. In this, we are again concerned with the relationship between culture and language, and how culture informs language usage. We posit that common ground mediates this relationship in important and complex ways. We examine the application of language in the service of culture, and how we relate to our world through language. Using authentic data (art, artefact, linguistic landscape, and language), we present empirical case studies of facets of culture as a systemic model whose dimensions encompass culture, worldview, common ground, and language. Specifically, as case studies, we examine and analyse: a) the conceptualisation of the cultural schema for the celebration of the Joycean Bloomsday in Dublin, as a language related ritual, and its connection with the linguistic landscape, and b) the cultural pragmatic schema and pragmeme of ‘offers and refusal’ relating to tea drinking in an Irish social interaction context. Overall, in the characterisation of elements of a particular cultural narrative, we apply a functional-cognitive approach sensitive to cultural issues.