To Speak Maker: Effects of Speaking the Dominant Science Language on Non-Expert Individuals' Scientific and Technological Predisposition – Examined Over the Case of Makerspace Participants in Germany

Date

2025-1-28

Author

Akol, Mert

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This study explores how language impacts the understanding and engagement of non-experts in science and technology, with makerspaces serving as a case to examine these experiences. Rooted in the Sapir-Whorf Hypothesis, or linguistic relativity, the research looks at how language shapes the way individuals approach specialised scientific or technological concepts. English, as the dominant language in science, tends to give native speakers an intuitive grasp of technical terms, while non-native speakers often encounter additional challenges that can slow their understanding or even progress. Although a lot has been said about and numerous studies were conducted on how language affects professionals and academia, there is a noticeable gap in the literature when it comes to non-experts. Using ethnographic observation, interviews, and surveys, this research looks into how language influences non-experts’ experiences with science and technology, how far these language-based advantages or barriers extend without formal training, and how non-native speakers adapt to these challenges in makerspaces. The findings aim to shed light on how language affects access to scientific knowledge and engagement in individual settings and informal spaces like makerspaces.

Subject Keywords

maker movement, linguistic relativity, dominant science language, language barriers, scientific understanding

URI

https://hdl.handle.net/11511/113397

Collections

Graduate School of Social Sciences, Thesis