importance of native language essay

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The Importance of Maintaining Native Language

The United States is often proudly referred to as the “melting pot.” Cultural diversity has become a part of our country’s identity. However, as American linguist, Lilly Wong Fillmore, pointed out in her language loss study, minority languages remain surprisingly unsupported in our education system (1991, p. 342). Although her research was conducted more than twenty years ago, this fact still rings true. Many non-minority Americans are not aware of the native language loss that has become prevalent in children of immigrant parents. While parents can maintain native language, children educated in U.S. schools quickly lose touch with their language heritage. This phenomenon, called subtractive bilingualism, was first discovered by psychologist Wallace Lambert, in his study of the language acquisition of French-Canadian children. The term refers to the fact that learning a second language directly affects primary language, causing loss of native language fluency (Fillmore, 1991, p. 323). This kind of language erosion has been integral to the narrative of this country for some time. Many non-minority Americans can trace their family tree back to a time when their ancestors lost fluency in a language that was not English. Today, due to the great emphasis on assimilation into the United States’ English-speaking culture, children of various minorities are not only losing fluency, but also their ability to speak in their native language, at all (Fillmore, 1991, p. 324).

The misconceptions surrounding bilingual education has done much to increase the educational system’s negative outlook on minority languages. In Lynn Malarz’s bilingual curriculum handbook, she states that “the main purpose of the bilingual program is to teach English as soon as possible and integrate the children into the mainstream of education” (1998). This handbook, although written in 1998, still gives valuable insight into how the goals of bilingual education were viewed. Since English has become a global language, this focus of bilingual education, which leads immigrant children to a future of English monolingualism, seems valid to many educators and policymakers. Why support minority languages in a country where English is the language of the prosperous? Shouldn’t we assimilate children to English as soon as possible, so that they can succeed in the mainstream, English-speaking culture? This  leads us to consider an essential question: does language loss matter? Through the research of many linguists, psychologists, and language educators, it has been shown that the effect of native language loss reaches far. It impacts familial and social relationships, personal identity, the socio-economic world, as well as cognitive abilities and academic success. This paper aims to examine the various benefits of maintaining one’s native language, and through this examination, reveal the negative effects of language loss.

Familial Implications

The impact of native language loss in the familial sphere spans parent-child and grandparent-grandchild relationships, as well as cultural respects. Psychologists Boutakidis, Chao, and Rodríguez, (2011) conducted a study of Chinese and Korean immigrant families to see how the relationships between the 9th-grade adolescences and their parents were impacted by native language loss. They found that, because the adolescents had limited understanding and communicative abilities in the parental language, there were key cultural values that could not be understood (Boutakidis et al., 2011, p. 129). They also discovered there was a direct correlation between respect for parents and native language fluency. For example, honorific titles, a central component of respect unique to Chinese and Korean culture, have no English alternatives (p.129). They sum up their research pertaining to this idea by stating that “children’s fluency in the parental heritage language is integral to fully understanding and comprehending the parental culture” (Boutakidis et al., 2011, p. 129). Not only is language integral to maintaining parental respect, but also cultural identity.

In her research regarding parental perceptions of maintaining native language, Ruth Lingxin Yan (2003) found that immigrant parents not only agree on the importance of maintaining native language, but have similar reasoning for their views. She discovered that maintaining native language was important to parents, because of its impact on heritage culture, religion, moral values, community connections, and broader career opportunities.

Melec Rodriguez, whose parents immigrated to the United States before he was born, finds that his native language loss directly impacts his relationship with his grandparents. Rodriguez experienced his language loss in high school. He stated that due to his changing social group and the fact that he began interacting with his family less, he found himself forgetting “uncommon words in the language.” His “struggle to process information” causes him to “take a moment” to “form sentences in [his] mind during conversations” (M. Rodriguez, personal communication, Nov. 3, 2019). Of his interactions with his grandparents, who have a limited understanding of English, he stated:

“I find very often that I simply cannot think of a way to reply while conveying genuine emotion, and I know they feel I am detached at times because of that. I also struggle to tell exciting stories about my experiences and find it hard to create meaningful conversations with family” (M. Rodriguez, personal communication, Nov. 3, 2019).

Rodriguez’s native language loss creates a distinct communicative barrier between him and his grandparents, causing him difficulty in genuine connection building. Although this is a relatively obvious implication of native language loss, it is nonetheless a concerning effect.

Personal Implications

Native language, as an integral part of the familial sphere, also has strong connections on a personal level. The degree of proficiency in one’s heritage language is intrinsically connected to self-identity. The Intercultural Development Research Association noted this connection, stating that “the child’s first language is critical to his or her identity. Maintaining this language helps the child value his or her culture and heritage, which contributes to a positive self-concept. (“Why Is It Important to Maintain the Native Language?” n.d.). Grace Cho, professor and researcher at California State University, concluded “that [heritage language] development can be an important part of identity formation and can help one retain a strong sense of identity to one's own ethnic group” (Cho, 2000, p. 369). In her research paper, she discussed the “identity crisis” many Korean American students face, due to the lack of proficiency they have in their heritage language (p. 374). Cho found that students with higher levels of fluency could engage in key aspects of their cultural community, which contributed greatly to overcoming identity crises and establishing their sense of self (p. 375).

Social Implications

Native language loss’ connections to family relationships and personal identity broaden to the social sphere, as well. Not only can native language loss benefit social interactions and one’s sense of cultural community, it has large-scale socioeconomic implication. In Cho’s study (2000) she found that college-aged participants with Korean ancestry were faced with many social challenges due to limited fluency in Korean. Participants labeled with poor proficiency remarked on the embarrassment they endured, leading them to withdraw from social situations that involved their own ethnic group (p. 376). These students thus felt isolated and excluded from the heritage culture their parents actively participated in. Native language loss also caused students to face rejection from their own ethnic communities, resulting in conflicts and frustration (p. 377). Participants that did not complain of any conflict actively avoided their Korean community due to their lack of proficiency (p. 378). Participants who were labeled as highly proficient in Korean told of the benefits this had, allowing them to “participate freely in cultural events or activities” (p. 374). Students who were able to maintain their native language were able to facilitate meaningful and beneficial interactions within their cultural community.

Melec Rodriguez made similar comments in his experience as a Spanish and English- speaking individual. Although his native language loss has negatively affected his familial relationships, he has found that, in the past, his Spanish fluency “allowed for a greater social network in [his] local community (school, church, events) as [he] was able to more easily understand and converse with others” (M. Rodriguez, personal communication, Nov. 3, 2019). As this research suggests, native language fluency has a considerate influence on social interactions. Essentially, a lack of fluency in one’s native language creates a social barrier; confident proficiency increases social benefits and allows genuine connections to form in one’s cultural community.

Benefits to the Economy

Maintaining native language not only benefits personal social spheres, but also personal career opportunities, and thereby the economy at large. Peeter Mehisto and David Marsh (2011), educators central to the Content and Language Integrated Learning educational approach, conducted research into the economic implications of bilingualism. Central to their discussion was the idea that “monolingualism acts as a barrier to trade and communication” (p. 26). Thus, bilingualism holds an intrinsic communicative value that benefits the economy. Although they discovered that the profits of bilingualism can change depending on the region, they referred to the Fradd/Boswell 1999 report, that showed Spanish and English-speaking Hispanics living in the United States earned more than Hispanics who had lost their Spanish fluency (Mehisto & Marsh, 2011, p. 22). Mehisto and Marsh also found that bilingualism makes many contributions to economic growth, specifically “education, government, [and] culture…” (p. 25). Bilingualism is valuable in a society in which numerous services are demanded by speakers of non-English languages. The United States is a prime example of a country in which this is the case.

Increased Job Opportunites

Melec Rodriguez, although he has experienced native language loss, explained that he experienced increased job opportunities due to his Spanish language background. He stated:

“Living in south Texas, it is very common for people to struggle with either English or Spanish, or even be completely unable to speak one of the languages. There are many restaurants or businesses which practice primarily in one language or the other. Being bilingual greatly increased the opportunity to get a job at many locations and could make or break being considered as a candidate” (M. Rodriguez, personal communication, Nov. 3, 2019).

Rodriguez went on to explain that if he were more confident in his native language, he would have been able to gain even more job opportunities. However, as his language loss has increased through the years, Spanish has become harder to utilize in work environments. Thus, maintaining one’s native language while assimilating to English is incredibly valuable, not only to the economy but also to one’s own occupational potential.

Cognitive and Academic Implications

Those who are losing native language fluency due to English assimilation are missing out on the cognitive and academic benefits of bilingualism. The Interculteral Development Research Association addresses an important issue in relation to immigrant children and academic success. When immigrant children begin at U. S. schools, most of their education is conducted in English. However, since these students are not yet fluent in English, they must switch to a language in which they function “at an intellectual level below their age” (“Why Is It Important to Maintain the Native Language?” n.d.). Thus, it is important that educational systems understand the importance of maintaining native language. It is also important for them to understand the misconceptions this situation poses for the academic assessments of such students.

In Enedina Garcia-Vazquez and her colleague's (1997) study of language proficiency’s connection to academic success, evidence was found that contradicted previous ideas about the correlation. The previous understanding of bilingualism in children was that it caused “mental confusion,” however, this was accounted for by the problematic methodologies used (Garcia- Vazquez, 1997, p. 395). In fact, Garcia-Vazquez et al. discuss how bilingualism increases “reasoning abilities” which influence “nonverbal problem-solving skills, divergent thinking skills, and field independence” (p. 396). Their study of English and Spanish speaking students revealed that proficiency in both languages leads to better scores on standardized tests (p. 404). The study agreed with previous research that showed bilingual children to exceed their monolingual peers when it came to situations involving “high level…cognitive control” (p. 396). Bilingualism thus proves to have a distinct influence on cognitive abilities.

Mehisto and Marsh (2011) discuss similar implications, citing research that reveals neurological differences in bilingual versus monolingual brains. This research indicates that the “corpus callosum in the brain of bilingual individuals is larger in area than is the case for monolinguals” (p. 30). This proves to be an important difference that reveals the bilingual individual’s superiority in many cognitive functions. When it comes to cognitive ability, Mehisto and Marsh discuss how bilinguals are able to draw on both languages, and thus “bring extra cognitive capacity” to problem-solving. Not only can bilingualism increase cognitive abilities, but it is also revealed to increase the “cognitive load” that they are able to manage at once (p.30). Many of the academic benefits of bilingualism focus on reading and writing skills. Garcia-Vazquez’s study focuses on how students who were fluent in both Spanish and English had superior verbal skills in both writing and reading, as well as oral communication (p. 404). However, research indicates that benefits are not confined to this area of academics. Due to increased cognition and problem-solving skills, research indicates that bilingual individuals who are fluent in both languages achieved better in mathematics than monolinguals, as well as less proficient bilinguals (Clarkson, 1992). Philip Clarkson, a mathematics education scholar, conducted one of many studies with students in Papua New Guinea. One key factor that Clarkson discovered was the importance of fluency level (p. 419). For example, if a student had experienced language loss in one of their languages, this loss directly impacted their mathematical competence. Not only does Clarkson’s research dissuade the preconceived notions that bilingualism gets in the way of mathematical learning, it actually proves to contribute “a clear advantage” for fluent bilingual students (p. 419). Clarkson goes on to suggest that this research disproves “the simplistic argument that has held sway for so long for not using languages other than English in Papua New Guinea schools” (p. 420). He thus implies the importance of maintaining the native language of the students in Papua New Guinea since this bilingual fluency directly impacts mathematical competency.

Both Garcia-Vazquez et al. and Mehisto and Marsh reveal how proficiency in two languages directly benefits a brain’s functions. Their research thus illustrates how maintaining one’s native language will lead to cognitive and academic benefits. Clarkson expands on the range of academic benefits a bilingual student might expect to have. It is important to note that,  as Clarkson’s research showed, the fluency of a bilingual student has much influence on their mathematical abilities. Thus, maintaining a solid fluency in one’s native language is an important aspect of mathematical success.

Suggested Educational Approach

The acculturation that occurs when immigrants move to the United States is the main force causing language loss. Because of the misconceptions of bilingual education, this language loss is not fully counteracted. Policymakers and educators have long held the belief that bilingual education is essentially a “cop-out” for immigrants who do not wish to assimilate to the United States’ English-speaking culture (Fillmore, 1991, p. 325). However, bilingual education is  central to the maintenance of native language. Due to the misconceptions and varied views on this controversial subject, there are two extremes of bilingual education in the United States. In Malarz’s (1998) curriculum handbook, she explains the two different viewpoints of these approaches. The first pedological style’s goal is to fully assimilate language-minority students to English as quickly and directly as possible. Its mindset is based on the idea that English is the language of the successful, and that by teaching this language as early as possible, language- minority children will have the best chance of prospering in mainstream society. However, this mindset is ignorant of the concept of subtractive bilingualism, and thus is not aware that its approach is causing native language loss. The second approach Malarz discusses is the bilingual education that places primary importance on retaining the student’s heritage culture, and thereby, their native language. This approach faces much criticism ,since it seems to lack the appropriate focus of a country that revolves around its English-speaking culture. Neither of these approaches poses a suitable solution to the issue at hand. Maintaining native language, as we have discussed, is extremely valuable. However, learning English is also an important goal for the future of language-minority students. Thus, the most appropriate bilingual educational approach is one of  careful balance. Native language, although important, should not be the goal, just as English assimilation should not be the central focus. Instead, the goal of bilingual education should be to combine the two former goals and consider them as mutually inclusive. This kind of balanced education is certainly not mainstream, although clearly needed. In Yan’s research regarding parental perceptions of maintaining native language, she found that parents sought after “bilingual schools or those that provided instruction with extra heritage language teaching” (2003, p. 99). Parents of language-minority students recognize the importance of this kind of education and educators and policymakers need to, as well.

The ramifications of native language loss should not be disregarded. Unless bilingual children are actively encouraged and assisted by parents and teachers to maintain their native language, these children will lose their bilingualism. They will not only lose their native fluency and the related benefits, but they will also experience the drawbacks associated with language loss. As the research presented in this article illustrates, there are several specific advantages to maintaining native language. The familial implications reveal that native language loss is detrimental to close relationships with parents and grandparents. Maintaining native language allows for more meaningful communication that can facilitate respect for these relationships as well as heritage culture as a whole. Native language maintenance is also an important factor in the retainment of personal identity. In regard to the social sphere, isolation and a feeling of rejection can occur if native language is not maintained. Additionally, it was found that maintaining native language allows for greater involvement in one’s cultural community. Other social factors included the benefits of bilingualism to the economy as well as the greater scope of job opportunities for bilingual individuals. A variety of studies concluded that there are many cognitive and academic benefits of retaining bilingualism. Due to the many effects of native language loss and the variety of benefits caused by maintaining native language, it can be determined that native language retainment is incredibly important.

Boutakidis, I. P., Chao, R. K., & Rodríguez, J. L. (2011). The role of adolescent’s native language fluency on quality of communication and respect for parents in Chinese and Korean immigrant families. Asian American Journal of Psychology, 2(2), 128–139. doi: 10.1037/a0023606.

Cho, G. (2000). The role of heritage language in social interactions and relationships: Reflections from a language minority group. Bilingual Research Journal, 24(4), 369-384. doi:10.1080/15235882.2000.10162773

Clarkson, P. C. (1992). Language and mathematics: A comparison of bilingual and monolingual students of mathematics. Educational Studies in Mathematics, 23(4), 417.

Fillmore, L. W. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6(3), 323–346. doi: 10.1016/s0885-2006(05)80059-6

Garcia-Vazquez, E., Vazquez, L. A., Lopez, I. C., & Ward, W. (1997). Language proficiency and academic success: Relationships between proficiency in two languages and achievement among Mexican American students. Bilingual Research Journal, 21(4), 395.

Malarz, L. (1998). Bilingual Education: Effective Programming for Language-Minority  Students. Retrieved November 10, 2019, from http://www.ascd.org/publications/curriculum_handbook/413/chapters/Biling... n@_Effective_Programming_for_Language-Minority_Students.aspx .

Mehisto, P., & Marsh, D. (2011). Approaching the economic, cognitive and health benefits of bilingualism: Fuel for CLIL. Linguistic Insights - Studies in Language and Communication, 108, 21-47.

Rodriguez, M. (2019, November 3). Personal interview.

Why is it Important to Maintain the Native Language? (n.d.). Retrieved from https://www.idra.org/resource-center/why-is-it-important-to-maintain-the... language/.

Yan, R. (2003). Parental Perceptions on Maintaining Heritage Languages of CLD Students.

Bilingual Review / La Revista Bilingüe, 27(2), 99-113. Retrieved from http://www.jstor.org/stable/25745785

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Why is it Important to Maintain the Native Language?

• by National Clearinghouse for Bilingual Education • IDRA Newsletter • January 2000 • 

Children who speak a language other than English enter U.S. schools with abilities and talents similar to those of native English-speaking children. In addition, these children have the ability to speak another language that, if properly nurtured, will benefit them throughout their lives. In school, children who speak other languages will learn to speak, read and write English. However, unless parents and teachers actively encourage maintenance of the native language, the child is in danger of losing it and with that loss, the benefits of bilingualism. Maintaining the native language matters for the following reasons.

The child’s first language is critical to his or her identity. Maintaining this language helps the child value his or her culture and heritage, which contributes to a positive self-concept.

When the native language is not maintained, important links to family and other community members may be lost. By encouraging native language use, parents can prepare the child to interact with the native language community, both in the United States and overseas.

Intellectual:

Students need uninterrupted intellectual development. When students who are not yet fluent in English switch to using only English, they are functioning at an intellectual level below their age. Interrupting intellectual development in this manner is likely to result in academic failure. However, when parents and children speak the language they know best with one another, they are both working at their actual level of intellectual maturity.

Educational:

Students who learn English and continue to develop their native language have higher academic achievement in later years than do students who learn English at the expense of their first language.

Better employment opportunities in this country and overseas are available for individuals who are fluent in English and another language.

Collier, V. “Acquiring a Second Language for School,” Directions in Language and Education (1995) 1(4).

Cummins, J. Bilingualism and Minority-Language Children (Toronto, Ontario: The Ontario Institute for Studies in Education, 1981).

Cummins, J. et.al. Schooling and Language-Minority Students: A Theoretical Framework (Los Angeles, California: California State University, School of Education, 1994).

Wong-Fillmore, L. “When Learning a Second Language Means Losing the First,” Early Childhood Research Quarterly (1991) 6, 323-346.

Reprinted with permission from the National Clearinghouse for Bilingual Education’s “AskNCBE” web site (www.ncbe.gwu.edu/askncbe/faqs). NCBE is funded by the U.S. Department of Education’s Office of Bilingual Education and Minority Languages Affairs (OBEMLA) and is operated by the George Washington University, Graduate School of Education and Human Development, Center for the Study of Language and Education.

Comments and questions may be directed to IDRA via e-mail at [email protected] .

[©2000, IDRA. This article originally appeared in the January 2000  IDRA Newsletter by the Intercultural Development Research Association. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.]

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• Copy URL https://www.pbs.org/newshour/nation/analysis-how-indigenous-languages-can-be-preserved-and-why-those-efforts-help-revitalize-culture

Analysis: How Indigenous languages can be preserved, and why those efforts help revitalize culture

When the federal government set up boarding schools in the 19th century to assimilate Native American children into American culture, one of the objectives was to get them to turn away from the use of their native languages. In recognition of Indigenous Peoples’ Day in the U.S., The Conversation turned to Daryl Baldwin, a citizen of the Miami Tribe of Oklahoma who is a leader in Native American language and cultural revitalization and a member of the National Council on the Humanities, for insight into a tribal community’s efforts working with a university to help bring languages back.

How were Indigenous languages lost?

Many actions throughout history put pressure on tribal communities to abandon the use of their languages. This included the forced assimilation that resulted from the Indian Civilization Act of 1819 . This act established Indian boarding schools to teach subjects such as math and science while suppressing the use of Indigenous languages and cultures.

Boarding schools lasted until the mid-20th century, and their effect was devastating for Indigenous communities and their languages . Linguists have estimated that prior to European settlement, there were 300 Indigenous languages spoken in what is now the United States. Communities are struggling to pass these languages on to a younger generation.

READ MORE: Analysis: How well-meaning land acknowledgements can erase Indigenous people and sanitize history

These affected communities include the Miami Tribe of Oklahoma, of which I am a citizen. The Miami Tribe lost the last speakers of the Myaamia language during the mid-20th century in part due to these assimilation efforts. Additionally, the forced relocation of the Tribe from its homeland in the Ohio-Indiana region to Kansas, and eventually Oklahoma, during the 19th century caused the community to become fragmented due to some families remaining behind or being exempt from relocation.

These factors also increased the stress on the community to simply survive. Many tribal members and elders from this time have recounted how they didn’t pass the language on to their children for fear of discrimination .

Why bring the languages back?

Simply put, our languages help make us whole again. When we empower our cultural selves through speaking our languages, we begin to undo the damage caused by years of cultural and linguistic oppression.

For the Miami Tribe of Oklahoma, language and cultural revitalization is a priority. We contribute significant time and financial resources into educational programs that help tribal citizens reconnect to their cultural heritage.

When we engage in revitalization activities, we are weaving strands of knowledge, cultural practices and other ways of being into our lives so we may draw on them as a source of community strength. Today, this encompasses all aspects of our lives , including art, games and food, as well as song and dance. For many of us, our Myaamia language is central to this process.

Since 1972, Miami University has been an important partner in this process of language and cultural revitalization. The Myaamia Center – the tribe’s research arm – directly supports the Myaamia Heritage Program . The program provides Miami Tribe students with tuition waivers and a unique opportunity to engage with their cultural heritage while earning a college degree.

What practical uses do these languages serve?

Language was an important aspect of my home when my four kids were young. Being able to say teepaalilaani – “I love you” – and to sing bedtime songs to my children – kiilhswa neewaki kiilhswa neewita … – “I see the moon, the moon sees me …” – in my native language was important to me.

Speaking my language connects me to our ancestral homelands of what are now parts of Ohio and Indiana. And doing so strengthens my relationship with my immediate family who also speak the language, and allows me to communicate in a way that is unique to my culture. My language may not be practical in holding a mainstream job or getting around in the world, but it is important to my identity as a Myaamia person. I feel grounded when I can speak my language with other members of my family and community.

READ MORE: States return recordings of Indigenous oral histories to tribal control

The Myaamia Center’s Nipwaayoni Acquisition and Assessment Team has evaluated programs since 2012 and found that Myaamia students regularly comment on how important speaking their language is to their identity.

Jenna Corral, a Myaamia student who graduated in 2021, described her experience: “Learning our language has been one of the best ways to make me feel connected to my identity and tribal community. Being able to learn and speak the language that was developed by my ancestors was something I never thought I would do. I am forever grateful for all I have learned about my heritage and culture and the positive impact it has had on my life.”

How do students benefit from learning these languages?

Myaamia tribal youth who participate in language and cultural revitalization programs are more engaged in tribal activities, internal assessment research shows. Participation has continually risen over the past 20 years, in part due to increased tribal enrollment encouraged by language and cultural revitalization. Engagement is increasing because people want to be involved and participate in what is happening. We have gained approximately 1,000 citizens in the last five years, boosting our enrollment to 6,780 today. This is a significant development because we view youth engagement as important to future growth of the tribal nation.

Myaamia students have been enrolled at Miami University since 1991. Students who attended before the creation of the Myaamia Heritage Course, which allows students to explore their Myaamia heritage, had a graduation rate of 56%. Since the addition of the course in 2003, our six-year graduation rate has increased to 92% – more than double the national six-year graduation rate of 41% for Native Americans – and 106 Myaamia students have earned degrees from Miami University.

We believe growth of tribal programs developed by the tribe’s Cultural Resources Office, the creation of the Myaamia Center and further development of the heritage program are at the core of what has driven this dramatic increase in our graduation rate .

How will these languages be preserved going forward?

Just as the boarding school era was designed to remove language and culture, our tribal efforts can put back what was taken.

But these efforts require financial resources. Some people feel that the federal government holds a degree of financial responsibility in the revitalization of these languages. This is because significant federal funding was used historically to eradicate these languages. The federal government spent $2.81 billion – adjusted for inflation – to support the nation’s Indian boarding schools, but only a fraction of that amount for Indigenous language revitalization today.

Partnerships between tribes and universities can be powerful in building a response to inequalities that have emerged through our recent history. Yes, language is an important part of what we do, but in the end it’s about knowledge, who holds that knowledge and how it’s expressed through our unique language and culture. Our partnership with Miami University is one such model.

This article is republished from The Conversation under a Creative Commons license. Read the original article .

Daryl Wade Baldwin is the executive director of the Myaamia Center at Miami University.

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Pope Francis apologizes for abuse at Indigenous schools, but the pain remains for many

World Jul 27

Reading, Writing and Preserving: Native Languages Sustain Native Communities

MAGAZINE OF SMITHSONIAN'S NATIONAL MUSEUM OF THE AMERICAN INDIAN

• From Issue: Summer 2017 / Vol. 18 No. 2
• by John Haworth

“Most people know that we are losing species. Ask schoolchildren, and they’ll know about the panda or the orchid…but ask someone if they know that languages all over the world are dying, maybe one in 10 might.”

These are the words of Bob Holman, poet and expert on oral traditions, sounding the alarm on an impending Extinction Event in indigenous languages. Holman played a key role in the PBS documentary Language Matters with Bob Holman , produced by David Grubin. Scholars estimate that there are more than 6,000 languages spoken throughout the world, but we lose on average one every couple of weeks and hundreds will likely be lost within the next generation. According to Holman, “By the end of this century, half the world’s languages will have vanished. The die-off parallels the extinction of plant and animal species. The death of a language robs humanity of ideas, belief systems and knowledge of the natural world.”

Karis Jackson (left) and Nina Sanders (right) discuss the evolution of Crow beadwork while studying historic beaded martingales at the Cultural Resources Center of the National Museum of the American Indian, 2016.  Photo By Zach Nelson, Recovering Voices Project, Smithsonian Institution

Ke Kula ‘o Na-wahı-okalani‘o-pu‘u is a Hawaiian language immersion school with grades K–12 on the Island of Hawaii, also known as Big Island, Hawaii. All the classes at Nawahi are taught in Hawaiian.  Image Courtesy David Grubin Productions From The Film Language Matters With Bob Holman

The volcano at Kilauea on Hawaii Island. The volcano is called Pele by Hawaiians after the Hawaiian goddess who, according to legend, lives there.  Image courtesy David Grubin Productions From The Film Language Matters With Bob Holman

Still image from The Fireflies that Embellish the Trees , (2015, 1:05 min. Mexico), an animated short fi lm based on a tradition from the Matlatzinca people. The story tells of resuming a Saint Peter’s Day tradition in which people and fireflies took care of trees so they bore more fruit. The film short told in the Matlatzinca language is part of the 68 Voices, 68 Hearts project, a featured partner of the 2017 Mother Tongue Film Festival.

Harvest, 1992 by Michael M. Chiago (Tohono O’odham/Piipaash/Akimel O’odham), b. 1946. Paper, watercolor. Donated to NMAI by Ms. Patricia R. Wakeling in 2001 in memory of Dr. M. Kent Wilson. 25/8464

In some ways, the loss is even greater than the loss of an animal or plant species. According to Joshua A. Bell, anthropologist and curator of globalization at the Smithsonian’s National Museum of Natural History, “Language diversity is one of humanity’s most remarkable achievements.” Indigenous people are the greatest source of this diversity and have the greatest stake in its preservation. Natives who can communicate in their own languages have an even richer appreciation of their own heritages and command a deeper understanding of their culture and communities. For the Native communities themselalves, fluency in Native languages complements efforts for greater social unity, self-sufficiency and identity. And for those outside these communities, sustaining this cultural diversity enriches all of us and helps greater cross-cultural understanding.

Declaring Emergency

International organizations recognize the crisis. The United Nations Educational, Scientific and Cultural Organization (UNESCO) publishes an Atlas of the World’s Languages in Danger , edited by Christopher Moseley, and now in its third edition. UNESCO estimates that there are about 3,000 endangered languages worldwide, and the Atlas lists about 2,500 (among which 230 have become extinct since 1950). The interactive online version of this publication uses intergenerational language transmission to measure degrees of endangerment.

The U.S. government, major Native organizations and the Smithsonian itself have long been part of the fight to save Native languages, where possible marshaling resources to support tribes and Native speakers. Congress passed the Esther Martinez Native American Languages Preservation Act in 2006, providing support for Native language immersion and restoration programs. The Native American Languages Act of 1990 recognized that “the status of the cultures and languages of Native Americans is unique, and the United States has the responsibility to act together with Native Americans to ensure [their] survival.”

In late 2012, the Department of Health and Human Service’s Administration for Native Americans, the Department of Interior’s Bureau of Indian Education and the White House Initiative on American Indian and Alaska Native Education signed a Memorandum of Understanding to collaborate on promoting instruction and preservation of Native American languages. A Native American Languages Summit met in Washington, D.C. in September 2015, to celebrate 25 years of the Native American Languages Act. The Summit discussed long-term strategies for immersion language programs, trumpeted the work of youth-led efforts to revitalize languages and encouraged evidence-based research, education and collection of language documentation.

American Indian organizations are increasingly active. In 2010, The National Congress of American Indians (NCAI) declared Native languages to be in a state of emergency. This leading Indian advocacy organization declared that the crisis was the result of “longstanding government policies – enacted particularly through boarding schools – that sought to break the chain of cultural transmission and destroy American Indian and Alaska Native cultures.” Tribes understand that tribal identity depends on language and culture.

Other Native groups, such as the Association of Tribal Archives, Libraries and Museums (ATALM) and the American Indian Language Development Institute, also play a key role. ATALM convenes tribal cultural organizations in conferences and workshops, teaching Indian Country grassroots the importance of preserving historical documents, records, photographs, cultural materials and language materials and recordings. It values tribal librarians, archivists and museum specialists as guardians of “memory, language and lifeways.”

Recovering Voices

The Smithsonian itself has launched the Recovering Voices Initiative, one of the most important language revitalization programs in the world. As a collaborative program of the National Museum of Natural History, the National Museum of the American Indian and the Center for Folklife and Cultural Heritage, Recovering Voices partners with communities worldwide. Its research links communities, museum collections and experts. In collaboration with communities, it is identifying and returning cultural heritage and knowledge held by the Smithsonian and other institutions

Smithsonian geologist and curator Timothy McCoy gives an example. “In the Miami Tribe of Oklahoma, our language is being reintroduced to the community using written documentation collected a century or more ago. Language revitalization goes hand-in-hand with cultural revitalization, strengthening traditional ways of thinking about our people, place and relationships.”

The Recovering Voices Initiative ( www.recoveringvoices.edu ) also hosts film programs through its Mother Tongue Film Festival , an annual program now in its second year. Beginning on United Nations Mother Language Day in February, this year’s festival presented more than 30 films representing 33 languages from around the world. Films about language revitalization and efforts to teach younger generations their “mother tongues” are also part of this festival.

Teresa L. McCarty, a scholar who has taught at UCLA and Arizona State University, has written extensively about indigenous language immersion. She is deeply informed by an understanding that the world’s linguistic and cultural diversity is endangered by the forces of globalization, “which works to homogenize and standardize even as they segregate and marginalize.” Language immersion helps counter the pressures on children to communicate exclusively in English.

Although establishing immersion schools – along with the ongoing work required to operate them – requires resources often beyond the capacities of many tribes, there is a growing appreciation that language and cultural immersion approaches are necessary for Native communities to have fluent speakers in their own languages. NCAI has urged the federal government to provide funding, training and technical support.

Many approaches support cultural immersion in communities, from language instruction in early childhood education to bilingual and multi-lingual instruction in schools, to language camps and classes and childcare provided by speakers of the language. Programs include teacher training, family programming designed to support Native language use in the home, development of educational resources (e.g. lesson plans) and creative uses of technology on the Internet and social media. Use of Native languages in local radio, television and in local publications also helps. Some local efforts focus on novice learners, others on learners with prior language knowledge and proficient speakers. Many tribes have found creative ways to advance this work and engage their communities.

One of the most significant federal programs that support this work is a program of the Institute of Museum and Library Services (IMLS). Their Native American/Native Hawaiian Museum Services program provides funding to Indian tribes, Native Alaskan villages and corporations, and organizations primarily representing Native Hawaiians. These grants sustain heritage, culture and knowledge, including language preservation work.

Here are three programs supported by IMLS:

• In Neah Bay, Washington State, the Makah Cultural and Research Center is working to preserve oral histories and facilitate access to archival collections by digitizing and indexing fragile audio reel-to-reel tape, cassettes and handwritten transcriptions. These transcripts of the Makah language recordings originally created by elders and fluent speakers, provide avenues for tribal members to learn more about their history, culture and tradition.
• In Taholah, Wash., the Quinault Indian Nation is working to digitize a dictionary, complete with audio recordings and a searchable database, a comprehensive digital repository of their language. This work is critically important to preserving the extinct Tsamosan (Olympic) branch of the Coast Salish family of the Salishan language.
• In Salamanca, N.Y., the Seneca-Iroquois National Museum is developing a permanent, interactive exhibition titled “Ganönyö:g,” commonly referred to as the “Thanksgiving Address,” for its new Seneca Nation Cultural Center building. “Ganönyö:g” will visually represent each section of the speech with corresponding audio recordings featuring local Seneca Nation members speaking in the Seneca language. Through the exhibition, museum visitors will gain a deeper understanding of contemporary Seneca cultural beliefs, philosophy, origins and language.

The Modern Language Association gave strong support to the effort in its annual conference, honoring Ofelia Zepeda, the Tohono O’odham poet and scholar and other leaders in indigenous language research. Scholars presented papers and panels informed by a scholarly commitment to indigenous worldviews. The Association unveiled a Language Map aggregating data from the American Community Survey and the U.S. Census to display the locations and numbers of speakers of 30 languages commonly spoken in the United States. Their Language Map Data Center provides information about more than 300 languages spoken throughout the country.

Though the challenges can be overwhelming, Native languages are being preserved, and becoming part of the daily life of Native communities. As indigenous peoples communicate in their own languages, they honor their rich heritages and cultures.

John Haworth (Cherokee) is senior executive emeritus, National Museum of the American Indian – New York. He has taken a leadership role in the development of the Diker Pavilion for Native Arts and Cultures and Infinity of Nations (a major long-term exhibition currently on view at the GGHC), and serves on the advisory boards of the Native Arts and Cultures Foundation and the Association of Tribal Archives, Libraries and Museums.

© 2023 Smithsonian Institution

The Importance of Indigenous Language Revitalization

Subjects themes, what students will uncover.

The significance of language and Indigenous language vitality

Essential Questions

• How does language impact one’s identity and culture? 
• How is language an essential element in keeping a culture alive?
• Why is Indigenous language revitalization important?

Lesson Overview

Students watch a film about a Native American woman, Marie Wilcox, who is the last fluent speaker of Wukchumni. For seven years, she created a dictionary in order to keep her language and culture alive. Students engage in learning activities to explore the cultural element of language and to consider the impacts of language loss and language revitalization efforts on Native communities.

At a rapid rate, Indigenous languages around the world are becoming endangered. Individuals, linguists, and organizations are developing ways to celebrate, revitalize, and preserve Native languages and cultures.

Learning Objectives

Students will:

• Illustrate how language is an integral element of culture.
• Understand the importance of Indigenous language revitalization.
• Recognize people in society whose language and cultural heritage is at risk.

Putting the Film in Context

Intended for the educator, this section provides information about the story as well as an overview of language loss and Indigenous language revitalization efforts.

Marie’s Dictionary tells the story of Marie Wilcox, a Native American woman who is the last fluent speaker of Wukchumni. She created a dictionary in order to keep the Wukchumni language alive. The Wukchumni are a non-federally recognized tribe that are part of the broader Yokuts tribal group native to Central California. As many as 50,000 Yokuts lived in the region before European contact, but numbers have greatly diminished. Today, it is estimated that fewer than 200 Wukchumni remain.

Preserving the Wukchumni language has become Marie Wilcox's life. To date, Marie has spent more than thirteen years working on the dictionary. The language is now being taught to tribe members at a local career center, yet the language still struggles to gain traction and move beyond an elementary level. With her hard work, Marie hopes that her dictionary will support the revitalization of the Wukchumni language for future generations.

In the United States, many Native American languages are struggling to survive— with 75 languages considered "critically endangered," according to UNESCO. [1] Endangered languages preserve priceless cultural heritage. According to the UN, it is estimated that half of the world’s 7,000 living languages will disappear by 2100 if nothing is done to preserve them. [2]  

From declared war on tribal nations, genocide, and forced assimilation, to more hidden systems of oppression, centuries of European colonization have contributed to widespread loss of Indigenous life and culture, including language. Read “The World’s Indigenous Languages in Context” for an overview of the causes of language loss as well as language revitalization efforts taking place worldwide.

1. " Atlas of the World’s Languages in Danger ." UNESCO.  [^]

2. " 2019 | International Year of lndigenous Languages ." UN.  [^]

From the Filmmaker

In this filmmaker’s statement from director Emmanuel Vaughan-Lee, learn more about Marie Wilcox and the intentions and choices made in the film Marie’s Dictionary. Intended for both educators and students.

Throughout the United States, many Native American languages are struggling to survive. According to UNESCO, more than 130 of these languages are currently at risk, with 75 languages considered “critically endangered.” These languages preserve priceless cultural heritage, and some hold unexpected value—nuances in these languages convey unparalleled knowledge of the natural world. Many of these at-risk languages are found in my home state of California. Now for some, only a few fluent speakers remain.

Marie Wilcox, the last fluent speaker of the Wukchumni language.

This short documentary tells the story of Marie Wilcox, the last fluent speaker of the Wukchumni language, and the dictionary she has created. I met her through the Advocates for Indigenous California Language Survival, an organization that encourages the revival of languages like Wukchumni. Through training and mentorship, it has supported Ms. Wilcox’s work for several years. Ms. Wilcox’s tribe, the Wukchumni, is not recognized by the federal government. It is part of the broader Yokuts tribal group native to Central California. Before European contact, as many as 50,000 Yokuts lived in the region, but those numbers have steadily diminished. Today, it is estimated that fewer than 200 Wukchumni remain.

Like most Native Americans, the Wukchumni did not write their language until recently. Although several linguists documented the grammar of the Wukchumni language in the 20th century, Ms. Wilcox’s dictionary is the longest work of its kind. Ms. Wilcox has also recorded an oral version of the dictionary, including traditional Wukchumni stories like the parable “How We Got Our Hands,” featured in the film. The pronunciation of the language, including intricate accents, will be preserved, which will assist future learners of the language.

For Ms. Wilcox, the Wukchumni language has become her life. She spent more than seven years working on the dictionary and she continues to refine and update the text. Through her hard work and dedication, she has created a document that will support the revitalization of the Wukchumni language for decades to come. And Ms. Wilcox isn’t slowing down. Along with her daughter Jennifer Malone, she travels to conferences throughout California and meets other tribes who also struggle with language loss.

Although Wukchumni is now being taught to tribe members at a local career center, the language still struggles to gain traction and move beyond a rudimentary level. Few seem able to dedicate the time needed to learn Wukchumni and become fluent speakers. Without additional resources and interest, I fear the language, in any meaningful form, may soon exist only in Ms. Wilcox’s dictionary.

Setting the Stage: Lesson Introduction

Engage students with this exercise before introducing the story.

Ask students to consider their own language(s) with the following questions: 

• What language(s) do you speak?
• What language(s) do your parents and grandparents speak? 
• How does the language(s) you speak allow you to express who you are? 
• Share the following quote from Polina Shulbaeva . How might the language(s) you speak connect you with your culture, your lands, and your family?

Explain to students that there are about 7,000 known languages spoken around the world and that this number decreases each year. Indigenous peoples speak three-quarters of these languages.

Ask students: What does the word culture mean? Write responses on the board.

Have students discuss their own cultures and begin naming different aspects of those cultures including food, arts, crafts, stories, songs, dances, and languages.

Ask students: How would you rank the aspects of culture in order of importance to keep a culture alive? Have students complete the ranking in groups.

As a whole group, discuss what students ranked as most important and why. Explain to students that without language, many of the other important aspects of culture and traditions have the potential to lose meaning and might go dormant, or become inactive, altogether.

Engaging with the Story

Before watching the film, introduce students to the story and provide specific tasks of observation.

Tell students that they will watch a short film called Marie’s Dictionary . The film is about Marie Wilcox, a Native American woman who is the last fluent speaker of Wukchumni. Marie lives in Visalia, California, located in the Central Valley. Use Google Earth or a map to show students this location. As they watch the film, direct students to note that for seven years, Marie created a Wukchumni dictionary. As a child, Marie spoke Wukchumni with her grandmother and much later, recorded words from memory to create the dictionary. 

Let students know that there are subtitles at the bottom of the screen in some parts of the film. Explain to students that they will need to read those as well as listen. As students watch the film, ask them to observe how important it is for Marie to preserve the Wukchumni language. What do you think it would be like to be Marie, the last speaker of her language?

Marie Wilcox with her daughter, Jennifer Malone.

Delving Deeper: Learning Activities

Encourage students to examine the themes and issues raised in the story.

Give students a note-taking sheet and ask them to write down their thoughts and questions while watching the film. One alternative to regular note-taking is to have students think of one word or a short phrase which depicts what they are thinking and feeling as they view the film.

Before viewing the film, ask students: What do you think it means to be a fluent speaker of a language? 

Watch the film Marie’s Dictionary  (10 minutes).

After viewing the film, ask students the following questions:

• How do you think Marie feels about her language? Why do you think the dictionary is important to her? 
• How are Marie’s daughter Jennifer and her great-grandson Donovan helping to preserve the Wukchumni language?
• Oral storytelling has been a part of the human experience for thousands of years, providing a way for language to be remembered without documentation. "How We Got Our Hands" is an oral story told by Marie in the film. Which cultural values and traditions are reflected in oral storytelling?  
• “Stories are for people what water is for plants,” said Chicasaw writer and poet Linda Hogan. In what ways are stories meaningful? Why do you think Marie’s story is meaningful?  
• How would you feel about being the last known speaker of your language? Would you feel a sense of responsibility to preserve your language? Why or why not?

Put four pieces of poster paper around the room. Write the following themes at the top of the poster papers: Empathy, Preservation, Language, and Culture. Ask students to write their notes (or one-word descriptions and/or phrases) about the film on each poster, pairing words and phrases that are relevant to each theme. Discuss the notes students took.

Cultural historian Larry Swalley from the Lakota tribe said, “The language, the whole culture of the Lakota, comes from the song of our heartbeat. It’s not something that can quickly be put into words. It’s a feeling, it’s a prayer, it’s a thought, it’s an emotion—all of these things are in the language.” Many Indigenous phrases and songs do not directly translate into English or other languages. How might language revitalization and preservation efforts contribute to the story of humanity?

Reflecting & Projecting

Challenge students to consider the story’s broader implications and to integrate their knowledge and ideas from various points of view. (Note for educators: Just as quotes from a book or text are used to prove an analytical thought, students use the film to justify their reasoning.)

Students will write a letter to Marie Wilcox. Ask students to respond to the following questions in their letters:

• What part of Marie’s story had the most impact on you? Why? 
• How might Marie’s dictionary impact her culture for future generations? 
• What questions or comments do you have for Marie? 
• Share responses as a class.

Ask students to choose an aspect of their own language(s) for further exploration. How does their family use language to document parts of their culture? Is there a traditional recipe, craft, family story or phrase that they could share? Students can ask family members at home and bring back ideas to class. Some examples might include one of grandma’s well-loved recipes, a family song, or a story that wasn’t written down. Ask students: What actions can you take to help preserve your own family traditions? (1-2 paragraphs)

What's Happening Now

Provide students with follow-up activities and resources to explore current events and updates to the story.

Five years after filming Marie’s Dictionary , the director returned to visit Marie at her home in Visalia, California and made the film Wukchumni (15 minutes). He learned that Jennifer is regularly teaching Wukchumni classes to members of the community. After watching the film, ask students to write a paragraph in response to the following questions: 

• What has changed since Marie created the Wukchumni dictionary? 
• How has the revitalization and preservation of Wukchumni become a collective effort across multiple generations?

Divide students into groups. Assign each group (or have students choose) one of the following films to watch: Karuk (21 minutes), Tolowa Dee-ni’ (17 minutes), or Recording Kawaiisu (16 minutes). Each story, like Marie’s Dictionary , documents Native families and communities in California and their efforts to revitalize their languages. Ask students to discuss the following questions in their groups and prepare to share their responses with the class: 

• Describe the language revitalization efforts in each film. How is each community or family revitalizing their language? Make a list of the similarities and differences between the revitalization efforts documented in Marie’s Dictionary and the selected film— Karuk , Tolowa Dee-ni’ , or Recording Kawaiisu .

Marie Wilcox's family combines learning the Wukchumni language along with traditional Wukchumni skills.

Four generations learning together.

Take Action

How will you become an advocate for indigenous peoples.

Marie Wilcox is taking action and advocating for the future of her language and culture.

Ask students: Do you know the Indigenous territory that you live on?

Tell students they will use a map from Native Land Digital to learn the Indigenous history and geography of where they live. (Note: a teacher’s guide,  The Land You Live On , explains how to use the website and provides additional activities.)

Explain to students that the intention of this online platform, created and maintained by Natives, is to “plant a seed of consciousness in users that will cause them to think more critically and comprehensively about Indigenous history, especially where they live...”

Ask students to type in their location to learn the territory in which they live on. Explore the website further to discover more about the Indigenous territory, language, and culture. Ask students to share their responses with the class.

SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. 4.7: Sustainable development and global citizenship.

Companion Texts

The following texts highlight Native voices and are recommended by teachers who are currently using Marie’s Dictionary in their classrooms:

• I Am Not a Number by Dr. Jenny Kay Dupuis and Kathy Kacer 
• Indian No More by Charlene Willing McManis with Traci Sorrell 
• An Indigenous Peoples’ History of the United States for Young People by Roxanne Dunbar-Ortiz, adapted by Jean Mendoza and Debbie Reese  
• Advocates for Indigenous California Language Survival . (Organization)
• "One World, Many Voices: Endangered Languages Story Map." Smithsonian Center for Folklife and Cultural Heritage.
• Peter K. Austin, ed. One Thousand Languages: Living, Endangered and Lost (California: University of California Press, 2008).
• Edited by Teresa L. McCarty, Sheilah E. Nicholas and Gillian Wigglesworth. The World of Indigneous Languages: Politics, Pedagogies and Prospects for Language Reclamation. (Bristol: Multilingual Matters, 2019). 
• Leanne Hinton, Ph.D. Bringing Our Languages Home: Language Revitalization for Families. (Berkeley: Heyday, 2013).
• “ Celebrating Indigenous Languages. ” (Google Earth Voyager Story)
• “Exploring Indigenous Language Vitality. ” Global Oneness Project. (Lesson Plan)
• " 2019 | International Year of lndigenous Languages. " UN. (Website)

Connections to National Curriculum Standards and Frameworks

Sel competencies (casel).

• Self-awareness. The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior.
• Social awareness. The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures, to understand social and ethical norms for behavior.
• Relationship skills. The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups.

National Curriculum Standards for Social Studies (NCSS) Themes

• Theme 1: Culture. Cultures are dynamic and change over time. What is culture?
• Theme 2: Time, Continuity, and Change. Studying the past makes it possible for us to understand the human story across time. What are our personal roots and how can they be viewed as part of human history?
• Theme 3: People, Places, and Environments. Learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments. Students identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and places.

Common Core English Language Arts

• CCSS.ELA-LITERACY.W.6.4-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
• CCSS.ELA-LITERACY.W.6.1-8.1. Write arguments to support claims with clear reasons and relevant evidence.
• CCSS.ELA-LITERACY.W.6.1.A-8. 1A. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.  

Choose a Different Grade Level

More to explore.

Marie Wilcox is the last fluent speaker of Wukchumni and created a dictionary to keep her language alive.

Five years after filming Marie’s Dictionary , Marie and her family share how they continue to teach Wukchumni classes to members of their community.

The Importance of Children Learning their Native Languages

by NDFAuthors

• Sep 04, 2016

In a world of increasing intersectionality and diversity, it’s no longer rare to find children with several ethnic backgrounds or upbringings, nor is it necessarily a negative trait. Children who have grown up in an environment where they’ve been exposed to several different languages have a unique pathway ahead of them when it comes to educational and social development.

Exposure to such diversity at a young age may be incredibly beneficial in creating open-minded and diverse youth, but it may also confuse the child and create a lacking sense of identity and belonging. Learning one’s native language, particularly in the early years of childhood, can combat this.

Why Is Learning Native Languages So Important?

[dropcapFor one, in many communities, be it Native American communities in the US or small tribal communities in parts of Africa, native languages are dying at an alarmingly quick rate. The long-term effects of colonization and assimilation have ridden many such communities of their native tongue, and unfortunately socioeconomic circumstances today have not made the task of resurrecting such languages any easier.

There is also the benefit of bilingualism/multilingualism with regards to intellect and academic capacity, particularly for children in the early years of their life. Research has been done surrounding the role bilingualism plays in developing the executive control system of the brain, the section of the brain which monitors and controls multi-tasking , concentration, and the ability to process several different thoughts at once.  The benefits of learning a new language in terms of intellectual development are clearly existing and important, however, what is significant is the personal and communal benefits of learning a native language.

Copyright: Fh Photo

In communities where the culture and native language is endangered, teaching children, who are often more apt at picking up languages, will help protect and restore dying languages. The Native American community, along with other communities around the world that have suffered at the hands of colonialism, continue to face several large hardships . These include unemployment, substance abuse, and mental health problems. A lot of these stem from a loss of identity and culture, things that were shunned for years under suppressive regimes. By teaching children their native tongues, a sense of identity and belonging is being instilled, simultaneously teaching them to accept and be proud of their heritage and upbringing.

The Importance of Language in Native American Communities

With a growing number of Native American language immersion programs in the US, there are two significant benefits emerging regarding 1) an increasing number of Native American language speakers, which aids in saving and restoration of such ancient languages, and 2) it allows many high-risk youth from difficult backgrounds to overcome their socioeconomic circumstances and to excel.

Many children lack interest in their education because they’re missing some degree of personal connection to the things they’re learning. By introducing them to their native language and perhaps even instructing them in their native language, these children find a personal connection with their learning. This connection can harness itself to a greater appreciation for one’s culture and education, and foster a positive relationship with the education system, one that may contradict the negative experiences among minority groups and the education system in the past.

Copyright: AlohaHawaii

Keeping in Touch with Your Roots

Learning your native language also helps connect you to your ancestors and culture in a way that many other things don’t. For immigrants or children of immigrants, it’s increasingly important to keep some form of connection with one’s heritage, to serve as a continuous reminder of the hardships and challenges that had been overcome to sustain the immigrant lifestyle.

Language also helps foster a sense of belonging. Many children may be struggling to fit in to their communities or their schools. They may feel as though they need to abandon their roots and the cultural differences that set them apart from other kids, but it’s important to teach them how important it is to foster diversity, and how valuable culture is to enriching our society. For children who are growing up in a different country than they are ethnically from, it can help them feel more connected to their parents and relatives, those who speak the native language, and it can help them feel as though they have some form of ‘home’. This ‘home’ may not be a physical place, but even having the capacity to think in your native language can serve as a reminder that you’re culturally diverse and always have a ‘home’ to escape to.

Copyright: Yuganov Konstantin

Our native language not only allows us to communicate and connect with one another, but it allows us to understand and appreciate the history of our ancestors and our upbringing. It cultivates an appreciation and understanding that is beyond beneficial for children, especially those from diverse familial backgrounds.

All in all, there are many benefits to learning to speak one’s native language. It may appear to more work than benefit at first, but the rewards of eternalizing a people’s dialect through communication are well worthwhile.

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Article 6 – The Importance of Indigenous Language

by Darrell Lathlin

Our Aboriginal languages are our identities. They are the most common artifact that make our Indigenous cultures distinct. Our Cree language makes our Cree people different from other peoples. Not speaking our language will result in the death of our culture because our future generations will not be able to relate with their roots, ancestors, past, and traditions. The United Nations Organization (UNO) has declared Aboriginal languages as the agent of the Aboriginal culture.

As the common saying goes, “if we don’t remember the past, we are bound to repeat it.” However, we would never want to have the past abuses to the natives repeated. The Canadian Government’s attempts to assimilate the Aboriginal people with the white should never be repeated because the long lasting legacy of the residential school system still has its effects on the current Aboriginal people. Students in residential schools were forced to give up their mother tongues, which is one of the major reasons majority of Aboriginal people don’t use their mother tongues. Moreover, “Sexual, emotional and physical abuse was pervasive, and it was consistent policy to deny children their languages, their cultures, their families, and even their given names” (Nagy, R., and Sehdev, K., 2012, p. 67).

“On June 11, 2008, Prime Minister Stephen Harper said in the House of Commons: First Nations, Inuit, Metis languages and cultural practices were prohibited in these schools. Tragically, some of these children died while attending residential schools and other never returned home. The government now recognizes that the consequences of the Indian Residential Schools policy have had a lasting damaging impact on Aboriginal culture, heritage, and language…. We now recognize that it was wrong to separate children from rich and vibrant cultures and traditions that it created a void in many lives and communities, and we apologize for having done this” (Galley, V. 2009, p. 38).

The apology signifies government’s wrongdoing in trying to assimilate the Canadian Aboriginal culture and attempts to destroy it as well. The apology opens an avenue of healing with past students.

The signing of the treaties was an advantage to the government because the treaties were signed with people who did not have full grasp of the English language. Ironically speaking, not knowing the English language was a downfall for the Indigenous people in the past. This downfall has led to some of our people acquiring proficiency in the English language more than our own mother tongue nowadays. I am a living testimony to this situation; I was moved from the reserve to the city at an early age; thus, I lost any level of proficiency in my mother tongue, Cree. That is why I want to reiterate the importance of Native language. It would be right for the Neo-conservatives to say that I have been assimilated into the main stream culture. Fortunately, my attempt to repossess my own language have been successful. Now my own children understand more Cree than I do, which makes me proud; otherwise, it would have left a hole in my cultural heart.

However, I strongly feel that the government does not treat us equally in terms of language and culture: “The official languages Act has ensured the equality of the English and French languages, but remained silent on championing diversity which could be achieved by ensuring the survival of the some fifty-five Indigenous languages in Canada” (Galley, V., p.39). This is the typical policy when it comes to native languages. Native languages have existed in Canada far way longer than English and French, but they do not have equal status with both European languages. Today, there are about 60 Aboriginal languages spoken in Canada. Sadly, the 60 native languages have been relegated to reserves, with none of them having an elevated status like English and French. Could I write this essay in Cree? I wish I could answer the question in the affirmative. I am limited in my Cree vocabulary; it will therefore be impossible for me to perform a task like this in Cree.

Even though the loss of our languages happened in the past, its effect is still felt today among our youth. The English language is prevalent in every aspect of our daily lives such as in social media, television, gaming system, and the internet. Many games on Playstation, Xbox, and other systems also use English and French to communicate with individuals who play them. The story is also the same with the internet, which completely ignores our native languages. We, as Aboriginal people, would not be able to function without the knowledge of English or French. There is therefore the constant demand for us to abandon our Indigenous languages for the prestigious European languages.

The Canadian government introduced the Aboriginal Peoples Television Network on September 1, 1999, giving Aboriginal people a chance to use their own languages. APTN gives natives a voice in local, provincial and national news. Shows such as “APTN Investigates” gives compelling reviews of the injustices that natives have to deal with, whether it is the problem of the government or of their own band leadership. The highlight of APTN is that all the programs use native languages or interpret English to native languages including Inuit. French is used for the natives in the Quebec Region and French-speaking Aboriginals. Programs used in Aboriginal languages are accessible anytime of the day.

APTN is looking to open a sister channel to the native people in U.S. Surprisingly, the Americans do not have an Aboriginal channel. The markets that open Aboriginal channels in the states are bigger than in Canada. One positive effect is that not just Aboriginals watch APTN. People who want to learn the native culture also have an avenue to learn it as well. The educational programs can help both native and non-native learn various aspects of native culture on the television.

The Facebook culture has great effect on native youth as well. As a social media platform, communications on Facebook is mostly in English. People can communicate among themselves from different continents of the world. Facebook remains a veritable communication tool world wide. People who want to speak or chat with Aboriginal people can find them on Facebook. People can also learn about native culture or protests through networking and texting. With a social media platform like Facebook, more people can learn about Aboriginal movements and help the Aboriginal people with their movements or protests. “Searching using specific cultural groups yields additional results: using the keyword ‘Cree’ yields 76,200 videos, again across a broad range of topics and organizations. There is clearly a substantial Indigenous presence on the new medium” (Newhouse, D., p.10). However, social media can also lead to some negative comments and abuse of Aboriginal people.

Besides social media, the film industry also embraces more and more Indigenous contents and languages. In 2015, Leonard DiCaprio won golden globe best actor for the movie, The Revenant. He said to his Indigenous audience, “I want to share this award with all the First Nations peoples represented in this film and all the Indigenous communities around the world…. It is time that we recognize your history and that we protect your Indigenous lands and Corporate interests” (Narine, S. 2016, p.11). The film was an eye-opener that a high-profile actor accepts Aboriginal culture. In the movie, DiCaprio performed as an Aboriginal language speaker. In Dances with Wolves (1990), Kevin Costner speaks a native language. These Indigenous content movies would not be believable with actors speaking only French or English, with no Aboriginal language.

With more Indigenous contents and languages coming into social media and film industry, the future is bright for the revival and revitalization of Aboriginal culture and languages. Many educational institutions on reserves and urban centres are designing Aboriginal culture curriculums. Native language classes are becoming more prevalent on reserves. “The framework for this recommendation has already been established in the United Nations Organization’s Declaration on the Rights of Indigenous Peoples Resolution. Article 14 states that Aboriginal languages should be treated as a fundamental right that the government has an obligation to protect” (Prodanovic, K., 2013 n.p). The United Nations has even noted that Aboriginal languages are needed to help our culture continue with the future generations. This puts more pressure on the Canadian government to create appropriate steps to support cultural education programs.

On Opaskwayak reserve where I am currently a resident, a school program of taking school children to trap lines and showing them the Aboriginal way of life forms part of the land-based education curriculum, reflecting the Cree culture. This program is also designed to take the school children fishing, hunting, traditional medicine gathering, and practicing other assorted Aboriginal traditions. These are all to be conducted in Cree language. Hopefully, this program will be providing the children with more education in culture and learning Cree words that may not be spoken at home. Personally, I remember taking the children on a trap-line exploration, and the program went as follows: the children started by saying the Lord’s Prayer in Cree; they skinned a moose; they gave thanks to the moose with tobacco, thanking it for giving its life for the sustenance of the people. This helps to promote the Cree language. All these are done as explained: “For a given language to thrive in a community it must have the social infrastructure to do so; a community of people can only exist where there is a viable environment for them to live and in turn, they must practice their language in solidarity. Ultimately, languages are considered at risk of dying when they are no longer transmitted to younger generations” (Prodanovic, K., 2013 n.p).

More and more publications are coming in a variety of Aboriginal languages, which helps Indigenous people who want to learn their mother tongue and anyone who wants to learn an Aboriginal language as well. UCN has Cree language courses and there are two texts books for Cree language learners: one is a multitude of words and the other one has basic Cree words for learners. Cree language also depends on oral culture to continue, “Still, Indigenous survivors and intergenerational survivors persevere, trying to pick up the pieces of our linguistic past and reassemble our cultures and identities” (Aboriginals have passed legends orally in Cree for generations; otherwise, these traditions would have been lost due to the moribund situation of most Aboriginal languages.

Statics also show the necessity of reviving Indigenous languages. The following statistics are taken from the Statistics Canada website. The information gathered is from the 2011 consensus. Looking at the highlights from the statistics, I feel an urge to contribute my quarter to the discussion on reviving Aboriginal languages. “Over 60 Aboriginal languages in 2011, the largest Aboriginal language family is the Algonquian family. In 2011 of all people reporting an aboriginal mother tongue in Canada, the highest proportions lived in Quebec (20.9%), Manitoba (17.7%) and Saskatchewan (16.0%). Nearly 213,400 people are reported as speaking an Aboriginal language most often or regularly at home. However, not all of the 213,400 people speak their mother tongues at home; 17.8% of the reported number speak a different language such as English or French. The main Aboriginal mother tongues that were reported in Manitoba are Cree, Ojibwa, and Oji-Cree languages. In Saskatchewan, the Cree languages and Dene were the most used languages.

People of age 34 and under were reported as speaking an Aboriginal language at home which was not their mother tongue. More specifically, it was more common among school age children (5 to 14), who may have been learning an Aboriginal mother language as a second language at school. (http://www12.statcan.gc.ca/cencsus, 2011).

These numbers reflect the problem of native people as they move to urban centres or out of their reserves. Trying to improve one’s life in the city is okay, but it is detrimental to the survival of the Indigenous languages which the children are expected to speak. Unless one speaks one’s mother tongue constantly at home and finds a school that helps teach the language, otherwise, outside of home and school, the children will find speaking their native tongue more challenging. Children who have non-aboriginal friends have to speak English to catch up with their friends. Expanding educational programs make learning Aboriginal language learning easier for children to learn, irrespective of whether the children are Aboriginal or non-Aboriginal.

In 2016, we found that technology, media outlets, and other communications in English can negatively affect our culture. Even residential schools that try to culturally destroy the Aboriginal in Canada and in the U.S. disappeared. Here, we are still fighting on the issue of displaying our cultures, and maintaining our languages. Adapting the technologies for our advantage such as using Indigenous languages is an on-going protest on Facebook. Enhancing relationships on internet is needed to educate non-Aboriginal populations on Aboriginal cultures and misconceptions such as using the ski-doo to trap faster. Adapting to their surroundings has made the Aboriginal people stronger and wiser. NCI radio and APTN opens more channels for people to get a taste of Aboriginal languages on radio and television.

Conclusion In conclusion, United Nations Organization’s designation of first nation languages as an inherent right, and the apology from the Canadian government for Residential Schools has further helped to champion the cause of Aboriginal languages and cultures. The growing Aboriginal culture programs in education and the growing rate of children learning Aboriginal language is very positive. Aboriginal cultures continue to adapt with technology and media, giving hope to the continual survival of Indigenous languages in the digital world.

References Brown, J., & Fraelich, C. (2012). Assets for Employment in Aboriginal Community-Based Human Services Agencies. Adult Education Quarterly , 62(3) 287-303. Fontaine, L. S. (2017). Redress for linguicide: residential schools and assimilation in Canada. British Journal of Canadian Studies, 30(2), 183–204. https://doi.org/10.3828/bjcs.2017.11 Galley, V. (2009). An Aboriginal Languages Act: Reconsidering Equality on the 40Th Anniversary of Canada’s Official Languages Act. Canadian Diversity / Canadian Diversité, 7(3), 35–41 Langlois, S., & Turner, A. (2011, March 1). Aboriginal languages in Canada. Retrieved from www.statcan.gc.ca Nagy, R., & Sehdev, R. K. (2012). Canadian Journal of Law & Society Truth, Reconciliation and Residential Schools Introduction: Residential Schools and Decolonization. Canadian Journal of Law & Society, 27(1), 67–74. Narine, S. (2016, February 1). APTN looking south for opportunity. Windspeaker. Prodanovic, K. (2013, October 16). The Silent Genocide; Aboriginal Language Loss. Retrieved from www.terry.ubc.ca.

About the Author: Tansi, my name is Darrell Lathlin. Currently, I am taking courses in the Bachelor of Arts program, and I will hopefully finish with a Bachelor of Education Degree as well. I am 45 years old and have three beautiful girls, and fostering another three beautiful children. I hope to someday be a teacher and show my future students that I am a caring teacher who will support their learning and growing as a person. This will hopefully be my last dream to accomplish. I like drawing, writing songs, and watching sports. I hope to sing on the NCI talent-singing contest with one of my original songs in hope of making a CD one day. My essay is on the importance of Indigenous language. My children will be proud to be Cree talking people if they read my essay. Ekosi

Instructor’s Remarks: Darrell Lathlin is an adult student in the course Indigenous Women and Literature 1, which is a third-year literature course. As the only male student in this class, he contributes his insight into Indigenous women and culture from a perspective different from his peers. In Spring 2017, he and his daughter took a second-year literature course with me, Contemporary Canadian Literature 2: Poetry and Drama. He was keen on learning and practicing poetry writing. His poems were published in the third issue of Muses from the North. I witness his improvement in academic learning and am proud of his achievements at university – Dr. Ying Kong.

• Economic and Social Council
• Permanent Forum on Indigenous Issues

Indigenous People’s Traditional Knowledge Must Be Preserved, Valued Globally, Speakers Stress as Permanent Forum Opens Annual Session

Traditional knowledge is at the core of indigenous identity, culture, languages, heritage and livelihoods, and its transmission from one generation to the next must be protected, preserved and encouraged, speakers in the Permanent Forum on Indigenous Issues stressed today, as they opened its eighteenth session.

The special theme of this year’s forum “Indigenous Peoples’ Traditional Knowledge:  Generation, transmission and protection” is an opportunity to share innovations and practices developed in indigenous communities over centuries and millennia, Permanent Forum Chair Anne Nuorgam said.

“We need to ensure that our educational practices, languages, environmental conservation and management is acknowledged and respected globally, not only by Governments, but by all peoples,” she emphasized.

Traditional knowledge is transmitted between generations through stories, songs, dances, carvings, paintings and performances.  However, global histories of colonialism, exploitation and dispossession continue to undermine and undervalue these aspects.  In many countries, indigenous children and youth are not taught in their native languages.  Calling for financial and technical support from Member States and the United Nations, she encouraged “all of us make sure our children and our youth are connected to their indigenous community and their culture, which is inextricably linked to their lands, territories and natural resources.”

María Fernanda Espinosa (Ecuador), General Assembly President, stressed that traditional knowledge occupies a pivotal place in the range of actions needed to mitigate climate change.  Transferring this information across generations is vital, as is harnessing the potential of youth and women.  Highlighting the importance of preserving languages, she pointed out that knowledge accumulated over thousands of years on medicine, meteorology, agriculture and other areas is at risk of forever disappearing.  In preparing for the great challenges ahead, she said efforts must include fostering a better understanding of traditional knowledge and finding ways to strengthen indigenous peoples’ voices within the United Nations.

Valentin Rybakov (Belarus), Vice-President of the Economic and Social Council, said the Forum’s 2019 theme is timely considering the vast role of indigenous knowledge in sustainable development.  However, misconceptions often categorize traditional activities as uninformed and damaging to the environment when, in fact, indigenous peoples’ knowledge of their lands includes a vast array of successful practices.  He called on Member States to continue to collaborate with indigenous peoples in implementing the Goals and in reporting for voluntary national reviews.

In the afternoon, the Forum held a discussion on preserving indigenous languages, with speakers noting the importance of the General Assembly’s decision to proclaim 2019 the International Year of Indigenous Languages.  Member States shared their work towards that end while representatives of indigenous groups pointed to challenges they face in trying to access education in their mother tongues.  

Royal Johan Kxao UI/O/OO, Deputy Minister for Marginalized Communities of Namibia, said that although his country’s Constitution ensures multiple languages could be used in an official capacity, three groups are left on the margins.  The challenge remains in providing education to these groups in their indigenous language at the foundational levels, he said, adding:  “For this reason, you find many children not able to speak their language.”  Igor Barinov, Head of the Federal Agency on Interethnic relations of the Russian Federation, said that the education system in his country teaches in 25 languages.  State efforts have helped preserve myriad languages which were forecasted for extinction 100 years ago.  Joanna Hautakorpi, Minister Adviser in the Ministry for Justice of Finland, said that with the majority of Sami children today living outside their homeland area, the Government in Helsinki started a class last year in which children receive lessons in Sami.

A representative of the Sami Parliament in Norway, noting the “real fear” that indigenous people will not be able to keep up with the digital revolution, stressed the importance of having access to digital tools in indigenous languages.  The Head of the Indigenous Youth Division at the Fund for the Development of the Indigenous Peoples of Latin America and the Caribbean called indigenous languages “a link to our heritage” and sacred.  A representative of the Nomadic Ancestral Community of Indigenous Peoples of the North (Yukagirs) “Keigur” said the rights to language and land are interlinked, stressing that children must be able to study in their communities and still access education in their native language.

Also delivering opening remarks today was Stefan Schweinfest, Director of the Department of Economic and Social Affairs’ Statistics Division, on behalf of the Under-Secretary-General for Economic and Social Affairs, and Cristiana Paşca Palmer, Assistant Secretary-General of the United Nations and Executive Secretary of the Convention on Biological Diversity.  The Forum also heard a ceremonial welcome by the Chief of the Onondaga Nation, Chief Tadodaho Sid Hill. 

At the beginning of the meeting, the Permanent Forum elected by acclamation Anne Nuorgam (Finland) as Chair of its eighteenth session.  Phoolman Chaudhary (Nepal), Lourdes Tiban Guala (Ecuador), Dmitri Kharakka-Zaitsev (Russian Federation) and Elifuraha Laltaika (United Republic of Tanzania) were elected as Vice-Chairs while Brian Keane (United States) was elected Rapporteur.

The Permanent Forum on Indigenous Issues will reconvene at 10 a.m. on Tuesday, 23 April, to continue its eighteenth session.

Opening Remarks

MARÍA FERNANDA ESPINOSA (Ecuador), President of the General Assembly, said the Declaration on the Rights of Indigenous Peoples said much remains to be done to ensure that indigenous rights are enjoyed around the world.  Urgent action must, among other things, close implementation gaps and address the repayment of an enormous debt to indigenous peoples, with close attention focusing on health, education and other critical areas.  In addition, indigenous women face more discrimination than others, even as they are crucial agents of change in their communities, she said, emphasizing the importance of strategies and programmes targeting their empowerment.

Traditional knowledge occupies a pivotal place in the range of actions needed to mitigate climate change, she continued, and transferring this information across generations is vital, as is harnessing the potential of youth.  Highlighting the importance of preserving languages, she pointed out that knowledge accumulated over thousands of years on medicine, meteorology, agriculture and other areas is at risk of forever disappearing.  In preparing for the great challenges ahead, she said efforts must include fostering a better understanding of traditional knowledge and finding ways to strengthen indigenous peoples’ voices within the United Nations.

VALENTIN RYBAKOV (Belarus), Vice-President of the Economic and Social Council, said that as an advisory body, the Permanent Forum on Indigenous Issues plays a key role in informing the Council’s deliberations and decisions.  Highlighting forthcoming meetings on the Sustainable Development Goals — from inclusive education to combating climate change — he said the issues are of central importance to indigenous peoples and the attainment of their human rights.  The 2019 theme — “Traditional knowledge: Generation, transmission and protection” — is timely in light of the issues to be discussed during the Council’s High-Level Political Forum on Sustainable Development and the September review summit of the 2030 Agenda for Sustainable Development, to be held under the Assembly’s auspices.  As the vast and important role of indigenous knowledge in sustainable development is becoming more widely understood and recognized, he underlined a need to acknowledge its source, ownership and protection, as enshrined in the Declaration on the Rights of Indigenous Peoples.

However, he said, misconceptions often categorize traditional activities as uninformed and damaging to the environment when in fact indigenous peoples’ knowledge of their lands includes a vast array of successful practices.  Partnerships among Governments, indigenous peoples and other actors demonstrate the benefits of recognizing traditional land and environmental conservation knowledge — all of which address the Sustainable Development Goal of combating climate change.  Also becoming ever more apparent are the linkages among traditional knowledge, conservation, climate change and land rights and uses — and their role in promoting inclusive societies and the peace and security agenda.  Calling upon Member States to collaborate with indigenous peoples in implementing the Goals and in reporting for voluntary national reviews, he said more must be done to ensure their rights and priorities are given due attention ahead of the High-Level Political Forum.

With 2019 celebrated as the International Year of Indigenous Languages, he expressed hope that the Permanent Forum’s discussions and recommendations will highlight the importance of native-language learning in advancing Goal 4 (improving access to inclusive and equitable quality education).  Pleased with the increased cooperation between the Permanent Forum and other Council bodies, he said “it is through this sharing of expertise that we can further advance our collective thinking and take concrete action.”

ANNE NUORGAM (Finland), Chair of the Permanent Forum on Indigenous Issues, said that this year’s theme is an opportunity to share innovations and practices developed in indigenous communities over centuries and millennia.  “Through our stories, songs, dances, carvings, paintings and performances we transit knowledge between generations,” she declared.  Traditional knowledge is at the core of indigenous identity, culture, languages, heritage and livelihoods, and must be protected.  However, global histories of colonialism, exploitation and dispossession continue to undermine and undervalue these aspects of life.  “We need to ensure that our educational practices, languages, environmental conservation and management is acknowledged and respected globally, not only by Governments, but by all peoples,” she stressed. 

Indigenous peoples have the right to autonomy or self-government and will continue to strive to determine their political status and pursue their economic, social and cultural development, she emphasized.  The Declaration reaffirms the collective right of indigenous peoples to a life of freedom, peace and security as distinct peoples.  It is increasingly recognized, for instance, that land is at the heart of many, if not most, challenges to peace and security.  There are growing tensions and rising violence surrounding traditional indigenous lands, territories and resources.  This can be attributed to the negative effects of climate change and the movement of peoples, environmental mismanagement, drug trafficking and extractive industry activities.  “This has often resulted in increased attacks against indigenous rights defenders,” she said.

The violence against indigenous women is a continuing concern, with “my indigenous sisters and daughters targeted for their identity and their role as transmitters of their culture and traditional knowledge”, she continued.  Indigenous persons with disabilities require greater protection as well.  In many countries, indigenous children and youth are not taught in their native languages.  Calling for financial and technical support from Member States and the United Nations, she encouraged “all of us to make sure our children and our youth are connected to their indigenous community and their culture, which is inextricably linked to their lands, territories and natural resources.”  This enables people to protect their traditional knowledge.  Indeed, the strong and growing engagement of indigenous peoples in the intergovernmental arena is a step forward in ensuring their rights are considered in policies and processes.

STEFAN SCHWEINFEST, Director, Statistics Division, Department of Economic and Social Affairs , spoke on behalf of the Under-Secretary-General for Economic and Social Affairs and Senior Official of the United Nations System to Coordinate Follow-up to the World Conference on Indigenous Peoples.  Noting that the Assembly proclaimed 2019 as the International Year of Indigenous Languages, he said the loss of such languages signifies the loss of traditional knowledge and cultural diversity.  Teaching children in their languages and traditional ways maintains community culture, reduces school drop-out rates and leads to economic growth.  It also strengthens linguistic diversity and contributes to achieving both the Declaration and the 2030 Agenda, which includes explicit references to indigenous peoples.  Thanking those Member States that contributed to the Trust Fund on Indigenous Peoples last year, he said indigenous peoples suffer disproportionately from poverty, discrimination, poor health care and lack of access to culturally appropriate education.  However, “with concerted efforts, we can make a difference,” he said.

CRISTIANA PAŞCA PALMER, Assistant Secretary-General of the United Nations and Executive Secretary of the Convention on Biological Diversity, said the transmission of traditional knowledge and culture requires access to traditional territories, rights to customary sustainable use of nature resources and living indigenous languages.  Noting that the Sami have more than 200 words for snow, the Hawaiians have more than 200 words for rain and the Bedouin more than 160 words for camels, she said nature-based solutions for sustainable development and climate change cannot be promoted without healthy indigenous languages, many of which are at risk of disappearing.  With parties to the Convention on Biological Diversity currently considering elements for a post-2020 global biodiversity framework, the door is wide open for proposals from indigenous peoples and the Permanent Forum.  She went on to suggest the establishment of an international alliance for nature and culture that would underscore the link between biological and cultural diversity.

In the afternoon, the Permanent Forum took up its agenda item “Discussion on the 2019 International Year of Indigenous Languages”, hearing from ministers, high-level officials and representatives of indigenous communities.

AISA MUKABENOVA, Permanent Forum member from the Russian Federation , opening the discussion, said the declaration of 2019 as the International Year aims to recognize rights and raise awareness at the policy-making level.  Based on the Permanent Forum’s recommendations for preserving and revitalizing indigenous languages, it is also meant to close the gap between law and practice.  Today, it is possible to monitor progress on the International Year, including by developing a language atlas.  In accordance with the related General Assembly resolution and Permanent Forum recommendations, countries have taken steps toward that end, she said, citing Canada’s project to draft a list of indigenous languages.  But, more remains to be done, she stressed, suggesting the passage of a declaration of an international decade of indigenous languages to ensure, among other things, that States adopt legislation to recognize indigenous languages and to show the required political will to preserve and revitalize them.

IRMGARDA KASINSKAITE-BUDDEBERG, United Nations Educational, Scientific and Cultural Organization (UNESCO), highlighting activities surrounding the International Year, said indigenous languages matter as they are repositories of knowledge and the main conveyors to transmit practices that can benefit the world today.  A steering committee facilitated an action plan for the International Year, she said, thanking partners for their engagement.  Activities to date include sporting and cultural events, regional meetings, a hack-a-thon and a high-level dialogue, partnering with civil society, United Nations agencies and the private sector.  A world report on languages is also being developed, and a call for research papers has already resulted in 280 submissions from 63 countries focused on seven themes. 

NANAIA MAHUTA, Minister for Māori Development and Minister for Local Government of New Zealand , said the International Year provides an opportunity for countries to recognize indigenous languages.  Legal protection can actively revitalize languages, she said, noting that this is an important step forward.  Sharing measures taken to implement these goals, she said her delegation remains an active member of the Permanent Forum.

DORTHE WACKER, European Union , said linguistic diversity is a core value for the bloc, which prohibits discrimination on a number of grounds, including language.  In 2018, the European Parliament invited all States to contribute to the International Year, with the best investment being to promote bilingualism and multilingualism.  Abandoning indigenous languages need not happen, she said, pointing to a strategy to ensure students can learn more than one language.  The European Union also supports mother-tongue learning and language revitalization in countries around the world.

AILI KESKITALO, the Sami Parliament in Norway , said there is a real fear that indigenous people will not be able to participate or keep up with the digital revolution.  Hence, there must be digital tools available in indigenous languages so these populations can keep up with digitization.  “We must cooperate to help us preserve the indigenous languages of the world,” she added.

CAROLYN BENNETT, Minister for Crown Indigenous Relations and Northern Affairs of Canada , said having the ability to know one’s language is a critical component of personal cultural identity.  Reclaiming and revitalizing indigenous languages is an essential part of Canada’s shared journey of reconciliation.  Canada is committed to preserving and promoting indigenous language and is currently working on passing a bill on the matter.  She ceded the remainder of her time to Kelly Fraser, an Inuk Singer, who said her way of revitalizing her culture is through teaching traditional drum dancing and song writing in her language.

DALÍ ANGEL, Head of the Indigenous Youth Division, Fund for the Development of the Indigenous Peoples of Latin America and the Caribbean , said “our languages are a link to our heritage, they are sacred, bring us closer to our brothers and our foundation to our lives.”  Citing discrimination and prejudices that exist against indigenous languages, she urged Governments to adopt measures to protect indigenous cultures and heritage.  Progress can be seen in Bolivia and the wider Latin region, where steps have been taken to demonstrate respect for indigenous languages by establishing alliances with the media, civil society and the private sector.  There must be inclusive participation and a safe regional space for the discussion of indigenous languages.

THINGREIPHI LUNGHARWO, Asia Indigenous Peoples Caucus and Asia Indigenous Peoples Pact , said Asia’s 411 million indigenous peoples speak many languages, some of them on the verge of extinction or critically endangered.  While efforts are being made to promote indigenous languages, these are not commensurate with the level of threat they face.  Much more must be done at the country and local levels, building on partnerships with indigenous peoples.  She urged the Forum to call on States to undertake censuses and surveys to understand the situation of indigenous languages and ways to promote and preserve them; to carry out legal and administrative reforms to ensure equality and promote the public use of indigenous languages; to support and expand community initiatives to preserve indigenous languages; and to urgently resolve the challenges of displacement and forced migration of indigenous communities from their ancestral territories through guaranteeing their land and resource rights.

KOPENG OBED BAPELA, Deputy Minister for Cooperative Governance and Traditional Affairs of South Africa , said indigenous languages are not only used for communication but also express culture and heritage.  South Africa has made progress on a national bill which ensures that one of South Africa’s indigenous communities is officially recognized.  South Africa’s rich cultural and ethnic diversity is recognized by its Constitution.  The Government has placed the revitalization and preservation of indigenous language at the heart of its development plans, underscoring the importance of indigenous peoples’ rights, and has also taken steps to include indigenous languages in school curriculums.

PAOLO DAVID, Chief of Indigenous peoples and Minorities Section, Office of the United Nations High Commissioner for Human Rights (OHCHR), said language is pivotal in terms of rights protection and good governance.  For decades, assimilation policies have adversely affected indigenous language.  Noting the wealth of guidance available to States from United Nations special offices, he urged indigenous peoples to strengthen their cooperation with such bodies so that their issues can be raised directly with Member States.  The Office will continue to provide technical assistance and guidance to stakeholders to ensure that indigenous groups are involved in decisions that affect them.

ILIA MATILDE REYES AYMANI, Desarrollo Intercultural Chile , said bilingual intercultural education must be provided to all indigenous and non-indigenous children throughout the educational system, underscoring the need for direct contact with indigenous peoples on educational matters.  Indigenous peoples must have the same status as non-indigenous peoples, with the cultural status of each school tailored to the cultural sensitivities of indigenous peoples.

ROYAL JOHAN KXAO /UI/O/OO, Deputy Minister for Marginalized Communities of Namibia , said that although English remains the main official language, the Constitution provides for other languages to be used in an official capacity, “meaning you can be assisted in any office in the language you speak”.  The ability to communicate clearly is a key function for all people, and ability to use indigenous language is critical for indigenous communities, particularly in settings outside the home.  It is also important to make a distinction for countries like Namibia, where “all of us are indigenous, and therefore speak indigenous languages,” he said.  However, three groups are left on the margins and classified as “marginalized communities” — the Ovatue, Ovatjimba and San peoples — and the challenge is in providing education in the indigenous language at the foundational levels.  “For this reason, you find many children not able to speak their language,” he added.

ALEXEY TSYKAREV (Russian Federation), Expert Mechanism on the Rights of Indigenous Peoples , citing engagement activities with Member States, said measures to protect languages must be sustainable, urgently implemented and guarantee the free and informed consent of indigenous peoples through a human-rights-based approach.  Making several recommendations, he said States’ recognition of past injustices is necessary to move forward in related activities.  He also recommended that United Nations agencies and programmes ensure that indigenous languages are included in field work and projects and expressed support for a declaration of an international decade for indigenous languages.

RON LAMEMAN, International Indian Treaty Council , declared: “Collectively, we owe it to our future generations to ensure that we can continue to use our beautiful languages.”  Despite their central importance in daily ways of life and knowledge, indigenous languages around the globe are under threat due to processes of colonization — including in the United States and Canada — as well as the legacy of forced assimilation at residential and boarding schools.  The protection, revitalization and transmission of indigenous languages is a central underpinning of nearly every area of indigenous peoples’ work, both at home and at the United Nations, he said, urging the Permanent Forum to recommend to the United Nations Educational, Scientific and Cultural Organization (UNESCO) that it develop a new platform on indigenous languages with the full and effective participation of indigenous peoples.

ANNE KARIN OLLI, State Secretary to the Minister for Local Government and Modernization of Norway , described several actions the Government has taken, including establishing a Sami language committee that works with the Sami Parliament.  But, challenges remain, she said, emphasizing that the participation of indigenous peoples is vital in any measures regarding the protection of their languages.

ANNE DENNIS, New South Wales Aboriginal Land Council , recommended that States implement long-term national strategies to promote and protect indigenous languages; acknowledge, value as well as respect them in national constitutions and expand public and governmental usage; and recognize and resource community organizations to implement indigenous-led programmes to revitalize, protect and promote their languages.

HELENE ÖBERG, State Secretary for Culture and Democracy of Sweden , called on States to listen to indigenous communities, engage and learn from past mistakes.  For Sweden, the protection of the indigenous Sami people is an essential priority for which the Government works closely with democratically elected members of the Sami Parliament, civil society and others.  Noting that representatives of the Sami Parliament are part of this year’s Swedish delegation to the Permanent Forum, she expressed support for the development of procedures that give indigenous peoples the chance to properly participate in and influence decision-making over issues that concern them.  She cited “very troubling numbers” of disappearing languages and called on all people to work together to protect the world’s linguistic and cultural diversity.  Sweden, for its part, launched a national inquiry to map out the need for measures to safeguard and revitalize its five national minority languages.

ELIDA ATLASOVA, Nomadic Ancestral Community of Indigenous Peoples of the North (Yukagirs) “Keigur ”, said the rights to language and land are interlinked.  “We do not want our languages to exist only on maps,” she said, also noting the cultural barriers to education.  In Australia, for instance, there is no financing for education for schools in some hard-to-reach places.  Children must be able to study in their communities and still access education in their native language.  The local initiatives of civil society organizations must be supported by Governments, which must ensure greater financial assistance.

IGOR BARINOV, Head of the Federal Agency on Interethnic relations of the Russian Federation , said that the education system in his country teaches in 25 languages and also 81 languages are studied in Russian schools.  National laws give indigenous peoples special legal protection.  Noting the growth in ethnic self-awareness throughout the Russian Federation, he added that State efforts have helped preserve myriad languages which were forecasted for extinction 100 years ago.  The Government is also monitoring the status and development of indigenous language.  He expressed support for proclaiming an international decade of indigenous language.

ALUKI KOTIERK, Inuit Circumpolar Conference , speaking also for the Arctic Caucus, said measures must be taken among the region’s Governments to ensure mother-tongue instruction in schools.  At the current rate, only 4 per cent of the Inuit community will be using Inuktitut at home, she said, citing a recent United Nations report that points to the dangers of disappearing indigenous languages.  Legally protecting and revitalizing languages is essential, she said, emphasizing that language and education support cultural integrity, including teaching traditional practices.  Instead of continuing on the path of cultural genocide, the United Nations must emphasize the need to protect the rights of indigenous peoples so they can live in dignity throughout their homelands.

CRAIG RITCHIE ( Australia ) said that in his country, more than half of the some 250 original aboriginal and Torres Strait Islander languages are no longer spoken.  However, throughout Australia, indigenous languages are being revived through education, with eight languages being taught in universities and more in primary and secondary schools.  This year, Australia is focusing on the value and diversity of its indigenous languages, including through the introduction of a coin that bears the word for money in 14 languages and a blank space for languages that have been lost.  The Ngaanyatjarra Pitjantjatjara Yankunytjatjara Women’s Council has developed a mindfulness app that incorporates aboriginal languages and cultural concepts of mental health, while a repository of language and cultural content called IndigiTube features music videos, documentaries and even comedy routines.

EMILY HANG, delivering a joint statement for Khmers Kampuchea-Krom Federation and Khmer Kampuchea Krom Temple , said indigenous youth face challenges in accessing quality education in line with Sustainable Development Goal 4.  In the Khmer Krom communities, young people are struggling to hold onto their indigenous roots and language while learning the official State language, Vietnamese, causing many to fall behind.  Meanwhile, Khmer is still prohibited from being taught in public schools.  Viet Nam affirmed its commitment to the 2030 Agenda, but the Government has stated that it lacks adequate statistics on progress towards achieving equal access for vulnerable groups, including ethnic minorities and children in vulnerable situations.  In that vein, she urged Viet Nam to consider how to better enact programmes that promote learning the Khmer Krom language without fear or discrimination and to engage in an open dialogue to ensure that no indigenous peoples are left behind.

DEVONEY MCDAVIS ( Nicaragua ) said that despite gains, efforts must continue.  For its part, Nicaragua has taken a number of steps in the domains of education, justice and public administration, in addition to linguistic revitalization projects.  Moreover, Nicaragua has declared some indigenous languages as part of its cultural fabric and the nation’s history.

GUADALUPE ACOSTA, Cubraiti, Inc. , pointed out that the First Nations culture is in danger and its land is being desecrated.  To rectify this, he called on the Permanent Forum to submit a letter to the Pope to begin the process of repatriation of artefacts to the First Nations in Mexico.

SAUL VICENTE VAZQUEZ ( Mexico ) said the Government has outlined measures authorities can take to protect and promote the use of indigenous languages.  Among them are efforts to foster dialogue and strengthen indigenous education with a view to ensuring languages are maintained and preserved, he said, expressing support for an international decade to continue along the same path.

DARIA EGEREVA, Union of Indigenous Peoples of Tomsk Region , said there is not a single school teaching the indigenous language of her region and, in fact, there are only three people who speak it fluently.  While efforts exist to promote the language, there is scant funding to produce materials and cover teachers’ salaries.  Applications for linguistic support to publish textbooks and provide education have yet to be successful, she said, calling for budgetary support.

PASCUAL SOL SOLIS ( Guatemala ) said fighting to maintain indigenous languages, such as Mayan languages, means protecting culture.  Guatemala has, since 1987, worked to protect the Mayan languages, having established an institution to promote their dissemination and use, and adopted a national law that “officialized” indigenous languages, he said, adding that “a language that is not used, dies.”

POLINA SHULBAEVA, Centre for Support of Indigenous Peoples of the North , said 41 indigenous languages exist in the region in the Russian Federation, but their numbers vary, with as a little as three people speaking fluently.  The Russian language policy does not evenly reach all communities, she said, noting a dearth in salaries for professors to teach indigenous languages.  She requested the Permanent Forum to reflect in its outcome document the inclusion of, among other things, a call for State programmes and financing for relevant language instruction in local schools.

JENS DAHL, Permanent Forum member from Denmark , commended UNESCO for taking practical steps to preserve indigenous languages, which are firmly rooted in culture.  Highlighting concerns raised by participants about displacement and national and multinational corporate policies that are detrimental to their communities, he asked UNESCO to consider and address them in related activities.

GERVAIS NZOA, Permanent Forum member from Cameroon , commended efforts made to date and thanked the Russian Federation for having taken related initiatives to address concerns.

RENA TASUJA ( Estonia ), describing a number of activities to mark the International Year, said a forthcoming congress on indigenous languages will focus on protection measures, among other things.  She hoped that funding for related activities worldwide will contribute to realizing goals in line with the Permanent Forum’s recommendations.  It is high time to step up efforts to fulfil the objectives of the Declaration on the Rights of Indigenous Peoples and to increase cultural diversity.

MATTHEW NORRIS, Urban Native Youth Association , making several recommendations, said the Permanent Forum should urge Member States to engage with indigenous peoples to develop, fund and implement national action plans to address the colonial legacies responsible for their displacement, and to provide reparations and resources to indigenous nations to welcome back displaced people.  The Permanent Forum should also call on States to provide resources to jointly review laws and policies so that displaced urban communities are accounted for and included.

JOANNA HAUTAKORPI, Minister Adviser in the Ministry for Justice of Finland , said that while three Sami languages are spoken in the country, most Sami children today live outside the Sami homeland area.  “There is a need to provide them an opportunity to learn their language and culture,” she said.  Last year, the Government in Helsinki started the first class in which lessons are taught in Sami.  Now, more and more children around the country are being educated in their mother tongue.  A new pilot project is developing ways to teach the three Sami languages.  The International Year provides an opportunity to raise these important topics, she emphasized, noting Finland’s new project, operated by the Sami Parliament, aimed at improving the visibility of the Sami languages among youth and families.

JUDY WILSON, Union of BC Indian Chiefs , recommended that the Permanent Forum call on Member States to engage with indigenous peoples through a meaningful and substantive process to co-develop, fully fund and implement national action plans to revitalize and protect indigenous languages and the pursuit of language fluency.  Among other things, she also recommended that States provide indigenous peoples the resources and capacity needed to fully participate in the drafting of the action plans as equal partners; that they co-develop and implement independent monitoring and reporting mechanisms for States’ activities to safeguard and revitalize indigenous languages; and that they provide permanent, ongoing and sustainable funding to indigenous nations for those purposes.  “States can no longer dismiss or ignore our lived experiences, neither can States adopt a paternalistic approach to recognizing and accommodating our voices and expertise,” she stressed.

PEDRO VARE ( Bolivia ) highlighted national efforts in relation to the International Year while cautioning that the success of the Year hinges on the inclusion of indigenous peoples in related action plans.  Expressing support for a declaration of an international decade on indigenous languages, he said Bolivia has taken several steps, from establishing institutions nationwide to a mobile phone application, with efforts involving 15 State, academic and indigenous institutions.

TATIANA DIATLOVA, Save Ugra , underlining a need for more laws and targeted support for students and teachers, said joint efforts and authoritative initiatives can produce results.  Noting that Ugra, a region in the Russian Federation that is home to 124 ethnic groups, needs support, she echoed the call for declaring an international decade of indigenous languages.  Moving forward, efforts must include data collection and targeted initiatives to effectively preserve languages.  Awareness-raising activities must also bring these issues to the attention of national Governments and the public.

YOLANDA OTAVALO ( Ecuador ) said national initiatives aim at revitalizing indigenous languages and celebrating cultural diversity.  Ecuador has taken many steps to do this and is now in the process of establishing a university of indigenous languages.  Emphasizing that all stakeholders must ensure 2019 is a success, she said it is crucial that age-old languages survive and reminded delegates that “we are the guardians.”

MARIAM WALLET MOHAMED ABOUBAKRINE, Permanent Forum member from Mali , said the survival of indigenous peoples is the central issue.  The current debate highlights the threat facing indigenous languages, with participants providing examples of reversing this trend.  Laws and policies in draft form must now be adopted, and efforts should move towards declaring an international decade, because just one year is not enough.

LES MALENZER, Permanent Forum member from Australia , stressed the need to dedicate and commit resources to preserve indigenous languages.  “It won’t just happen by will alone,” he stressed.  He noted Australia’s national debate on whether indigenous languages should be recognized as official languages.  There is still a lot to be achieved.  Over the next 10 years, languages must be made a priority.

WILLIE LITTLECHILD, Assembly of First Nations , said indigenous peoples’ languages are in danger of disappearing but with support they can be sustainable.  The importance the United Nations places on indigenous languages will be critical to their survival.  Canada’s indigenous languages legislation should serve as a positive example on how to protect languages.  “They must be alive in our ceremonies and our daily lives,” he said.  It is essential that indigenous groups continue to work with UNESCO to ensure that the International Year of Indigenous Languages produces substantive results.  “Our diversity adds to the richness of the human family,” he added.

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The Power of Mother Tongue: Its Impact on Language Learning and Understanding.

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2. Unity in Diversity

As mentioned earlier, there are over 7100 languages spoken across the world. It proves that even if we belong to the same species, we are so different from each other. It also proves that we are united through languages irrespective of our differences.

3. Cultural Link with Languages

A culture can be defined as the collection of shifting beliefs, trends, practices and traditions. Language thus becomes a vital part of a culture. It is how people transform their beliefs and share their ideas.

4. Weaponising Languages

Languages can be weaponised as they can be used to spread one language or eradicate others. For example, the Canadian Government had once mandated English to be learnt as the prime communication language. If anyone was found practising other languages, they were punished. This step caused the eradication of many native languages.

5. Languages Reflect Significant Cultural Differences

The differences in languages also reflect the differences in cultures and traditions. The effect of other languages can also be seen when a common language is used by people from different communities.

We can clearly understand the importance of language from these points. Let us find out what native languages are and why it is necessary to preserve them.

What is Native Language?

A language that a person learns and acquires from his/her surroundings during childhood from the people around him/her is called a native language. It is the language spoken by the native people. It can also be considered as the first language or the mother tongue we learn first.  If a person learns and uses two languages at the same time, he is called a linguist. If he knows how to speak more than two languages, he is called a multilinguist.

Why is it Important to Preserve Native Languages?

Why should we preserve languages? What is the benefit of doing so? Languages do go extinct like species in an ecosystem. It is a natural process. Isn’t it better to have one single language and remove the barrier to communication?

Languages, as mentioned earlier, are directly linked to the culture of a community. Losing a language has a direct effect on cultural and traditional practices. It is important to preserve indigenous languages to preserve the different forms of such valuable cultures across the world.

Imposing a language to eradicate the use of indigenous languages has ill effects on society. It is the diversity in the population that makes us different and sustainable. Languages define who we are and it has a direct impact on the personality of an individual. Hence, someone losing his native language will make him a whole new person. We will certainly lose the old one.

Importance of Native Languages

How Language Preservation Can Be Done?

There are various organisations that work to identify endangered languages and define ideas to preserve them. These organisations gather information on such languages. They design educational material to keep the communities aware of their languages. They also cater to raising the awareness of the importance of native languages to the common people.

The changes in the economical conditions of a community also lead to the slow eradication of native languages. People migrate from one place to another in search of a better life. They settle down and the generations start assimilating their native language with the local one. It results in the formation of a new language or the eradication of the old one.

In a Nutshell

According to the United Nations, there are more than 6000 languages that fall on that endangered list. In India, we have over 600 languages on the verge of extinction. To increase awareness regarding native languages, International Mother Language Day has been celebrated on the 21 st day of February since 1999. This is how languages are important and why it is necessary to preserve them.

Importance of Expressing in Native Language Essay (Critical Writing)

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When learning any foreign language, a crucial part of this process is the development of the feeling of freedom while expressing. One of the effective approaches in this regard might be talking to recipients of a speech in a native language. It may free one’s flow of thoughts and establish relationships of trust, which helps an interlocutor to understand a message and emotion that the speaker tries to convey. In this paper, the example of the implementation of the mentioned exercise will be discussed.

As Maria was speaking about her inconvenience when she talks in Spanish, her native language, to those who cannot understand it, I was touched by her traits and thoughts. She is a very kind and emotional person who cares about her interlocutors and about being heard. Moreover, it might seem that Maria’s situation regarding expressing herself in the second language is quite common. A plethora of people trying to improve their speaking face the problem of the lack of confidence, not to mention the expression in a foreign language.

The constant work, practice, and self-reflection with a creative approach might be crucial elements of solving the issue mentioned, which is one of the main ideas of the counselor (Corey, Corey, & Corey, 2018). When Maria said some phrases in Spanish and told about her relief, I felt the same and recognized that she evoked empathy in me for her and everyone who struggles to overcome this language hardship.

The critical point of the video transcript might be the fact that after Maria talked in her first language, she started feeling better and realized that all group members were included. They did not distinguish what exactly she was saying but understood her message and emotions. The groupmates stated that they felt the power, connection with Maria, and inclusion (Corey et al., 2018). Hence, the idea of asking the members to sometimes speak in their primary language might contain significant potential.

Such an action from Maria demonstrated the efficiency of this approach as everyone not only understood the idea she was trying to express but also was pleased to listen to her. Moreover, Maria felt good and comfortable while talking in Spanish to the ones who did not know this language. Thus, using the tip discussed, a person might be more powerful and sure in what he or she is trying to explain.

The issue of confidentiality is another critical point to discuss. Confidentiality protects the legal and ethical interests of all groupmates. However, there might be a situation when the limits of confidentiality are to be defined in order to ensure the benefits of being a group member (Kelly, 2017). For instance, regarding the group described, it was essential to reveal that Maria’s native language is Spanish, Vivian is Vietnamese, and Tony’s first language is English.

Of course, the most appropriate way to deal with privacy is consent among groupmates about confidentiality limits and implementation. Hence, I would raise this issue at the outset of the group. I would state, “confidentiality is important for us; nevertheless, to gain maximum from our meeting, let’s discuss what information we shall disclose and come to a consent.” After a decision, the process of the communication might be smoother and more convenient.

It seems reasonable to assume that expressing thoughts in a primary language might be a beneficial and effective action to undertake to gain confidence and power while speaking in a foreign tongue. The described group meeting showed that the recipients of Maria’s speech understood her and felt included during the Spanish expressions. Then, it was stated that I would raise the issue of confidentiality at the outset of the group to provide the members with the opportunity to gain as much benefit as possible.

Corey, M.S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th Ed.). Boston, MA: Cengage Learning.

Kelly, B. D. (2017). Confidentiality and privacy in the setting of involuntary mental health care: What standards should apply? Ethics, Medicine and Public Health, 3 (1), 90–97.

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IvyPanda. (2021, July 23). Importance of Expressing in Native Language. https://ivypanda.com/essays/importance-of-expressing-in-native-language/

"Importance of Expressing in Native Language." IvyPanda , 23 July 2021, ivypanda.com/essays/importance-of-expressing-in-native-language/.

IvyPanda . (2021) 'Importance of Expressing in Native Language'. 23 July.

IvyPanda . 2021. "Importance of Expressing in Native Language." July 23, 2021. https://ivypanda.com/essays/importance-of-expressing-in-native-language/.

1. IvyPanda . "Importance of Expressing in Native Language." July 23, 2021. https://ivypanda.com/essays/importance-of-expressing-in-native-language/.

Bibliography

IvyPanda . "Importance of Expressing in Native Language." July 23, 2021. https://ivypanda.com/essays/importance-of-expressing-in-native-language/.

Three reasons you should love your native language

by Jenie Gabriel | February 22, 2016

In 1999, UNESCO proclaimed February 21 as International Mother Language Day to promote cultural diversity and multilingualism across the globe. With more and more global citizens becoming bilingual or multilingual, early childhood research shows that many immigrants are slowly losing their native language proficiency while they are becoming linguistically assimilated into English-speaking societies.

However, preserving your native linguistic proficiency matters because of many personal, social, intellectual, educational and economic reasons.

1. To strengthen your cultural identity and family ties

Maintaining your first language is critical to your identity and contributes to a positive self-concept. The Intercultural Development Research Association (IDRA) reiterates that continuing to study your mother tongue after childhood helps you learn how to value your culture and heritage. For parents, keeping your first language alive at home teaches children to take pride in their culture and roots.

In terms of its value in social interactions, speaking your first language can strengthen ties with family members. If the native language isn’t maintained, important links to family members may be lost. Parents of young children should encourage using their first language to prepare the child to interact with their native-language community.

Researchers cite that when parents are unable to communicate well with their children, they cannot easily convey to them their values, beliefs, or advice on how to cope with their experiences. Clear communication helps parents impart their wisdom to their children and enable them to become the kind of men and women they want them to be. When parents can’t socialize and influence their children due to language barriers, families could lose the intimacy that comes from shared beliefs and understanding.

Linguistic proficiency also helps immigrants to preserve cultural and linguistic connections to their home country, and being fluent in another language helps foreigners adjust more easily to new cultures.

2. To master other languages

Language learners need continuous intellectual development. When young learners who are not yet fluent in English speak only in English, they are functioning at a lower intellectual level. However, when parents and children communicate with each other using the language they know best, they are working at their actual level of intellectual maturity.

According to Multilingual Living magazine, mastering your mother language has proven benefits when learning a second language, and children with strong first-language skills are more ready and able to learn a second language . In early stages, reading in the first language can greatly accelerate the development of reading ability in the second language. Ideally, the foundation of the first language should be solid before the second language is learned.

3. To broaden your horizons

For global citizens or migrants who plan to return to their home country in the future, better employment opportunities are available if you remain fluent in your first language. Communicating and dealing with local colleagues and clients will be easier, too.

Finally, native-language proficiency could also help supplement your income by becoming a part- or full-time translator, interpreter or teacher. For instance, as a Gengo translator, you can earn extra income by translating texts into your native language, from anywhere in the world. Teaching your native language in schools or universities overseas could also be a rewarding and enriching experience.

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Jenie creates and coordinates content for Gengo's marketing team. Originally from the Philippines, she was an advertising creative in Singapore before moving to Tokyo. In her spare time, you’ll find her wandering around the city or planning her next escapade.

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Essay On Importance of Mother Tongue – 10 Lines, Short and Long Essay

Key Points to Remember When Writing Essay on Mother Tongue

10 lines on mother tongue, paragraph on mother tongue in english, short essay on the importance of mother tongue, long essay on mother tongue, what will your child learn from mother tongue essay.

Writing essays helps illuminate our thoughts and fosters a deep understanding of subjects. Especially when the topic is as personal and profound as one’s mother tongue. This essay on the mother tongue in English aims to stress its importance, not just for linguistic evolution, but for cultural identity. As per the Cambridge Dictionary , the mother tongue is the very first language you learn when you’re just a baby. It’s the language you pick up naturally from your family and surroundings long before you start learning any other language at school or as you grow up (1) . It is more than just a medium of communication; it’s a bridge to our ancestry, memories, and childhood. As you delve into this essay for children and students, you will discover the deep connection we share with our mother tongue, how it shapes our thinking, emotions, and worldview

Writing an essay on such an important topic as the mother tongue demands an approach that combines research with emotional depth. The significance of our mother language cannot be overstated, making it vital to handle this subject with care. Here are some pivotal guidelines to ensure your mother language essay is both informative and impactful:

• Topic Understanding: Before starting, ensure you truly understand the depth and nuances of the mother tongue and its implications on culture, identity, and personal development.
• Personal Touch: Since this is a personal and deeply resonant topic, it’s beneficial to include anecdotes or experiences related to your mother tongue. It will make your essay relatable and heartfelt.
• Research Well: While personal experiences are vital, grounding your essay in facts and studies can add depth. For instance, research on the cognitive benefits of learning in one’s mother tongue can be a valuable addition.
• Cultural Significance: Emphasise the cultural and historical importance of mother tongues. Discuss how they play a role in preserving traditions, folklore, and shared community memories.
• Global Context: Highlight the position of mother tongues in a globalised world. Discuss the challenges and importance of preserving them in the face of global languages.
• Language Structure: Ensure your essay has a clear structure – an introduction, main body, and conclusion. Each section should flow logically to the next, creating a coherent narrative.
• Originality: While it’s okay to seek inspiration from other sources, make sure your essay is original. Avoid plagiarism and aim for authenticity in your words and ideas.
• Proofread: Once you’ve penned down your thoughts, take the time to review your essay. Check for grammatical errors, ensure smooth transitions between points, and verify that the content aligns with the topic.
• Engaging Conclusion: Conclude your mother language essay in a way that leaves a lasting impression on readers, emphasising the timeless importance and personal connection we all share with our native languages.

The mother tongue, our first language, forms the cornerstone of our cultural and personal identities. This language resonates with our earliest memories, emotions, and experiences. Here’s a short essay for lower primary classes that encapsulates the essence of the mother tongue in 10 easy-to-understand lines:

• Mother tongue is the first language we learn from our parents.
• It holds our family’s stories, songs, and secrets.
• Every culture has its unique mother tongue that shapes its identity.
• Our mother tongue helps us express our truest feelings easily.
• Learning in our mother tongue makes understanding simpler and fun.
• It connects us to our grandparents and ancient traditions.
• Through it, we can understand our culture’s folktales and songs.
• Every mother tongue is special and deserves to be cherished.
• By speaking in our mother tongue, we celebrate our heritage.
• Our mother tongue is like a comforting lullaby, always close to our hearts.

The mother tongue, a gift bestowed upon us from birth, is the vessel of our earliest memories, emotions, and cultural expressions. Its importance transcends mere communication, embedding itself into the very fabric of our identity. The following paragraph delves into the essence of the mother tongue when expressed in English:

While globally dominant, the English language often finds itself intertwined with a myriad of mother tongues, each enriching it with unique nuances. Our mother tongue, intrinsically linked to our heritage and identity, carries tales of our ancestors and the melodies of lullabies sung to us as children. This language, deeply rooted in emotions and memories, forms an irreplaceable part of our psyche. Even as we navigate the vast expanse of global languages, our mother tongue remains our anchor, providing solace, authenticity, and an unmistakable sense of home. Recognising the profound significance of our mother tongue helps us appreciate the cultural tapestries that shape our world and our place within it.

The mother tongue, often considered the language of the soul, encapsulates the essence of one’s culture, heritage, and personal experiences. It acts as a compass that guides our emotional and cognitive landscapes. Here’s a short essay exploring the profound significance of the mother tongue:

Our mother tongue, the very first language that dances on our lips, is intrinsically tied to our identity. It’s not merely a medium of communication but a blanket of memories, emotions, and cultural traditions. Every lullaby sung, every story narrated, and every emotion expressed finds its purest form in our mother tongue. Children, when introduced to concepts in their native language, exhibit enhanced comprehension and a deeper emotional connection. Additionally, our mother tongue keeps our traditions and cultural heritage alive, preserving age-old traditions, stories, and values. Even though we learn different languages because of how connected the world is now, it’s still really important to love and keep our mother language strong. For in its melodies and rhythms, we find the echoes of our past and the aspirations of our future. It’s like our anchor, keeping us connected to where we come from, even if we go exploring other languages.

The mother tongue, our primary language, forms an intrinsic part of our identity. It ties us to our cultural heritage, shapes our cognitive processes, and influences our emotional responses. Understanding its significance, especially in the realms of education and national development, is imperative. In this essay, we’ll delve deeper into the essence of the mother tongue and explore ways to promote its preservation and growth.

Importance of Mother Tongue

Our mother tongue is much more than just a language; it is a representation of our history, culture, and collective memory. It serves as a bridge linking us to our ancestors, the values they upheld, and the tales they told. This deep-seated connection impacts our lives, especially in education and national development.

Significance in National Development

A nation’s strength isn’t solely determined by its economy or military prowess, but also by the preservation and promotion of its cultural heritage. The mother tongue plays a pivotal role here. It fosters unity, instils a sense of belonging, and reinforces shared values. By promoting and preserving our mother tongue, we ensure that our national identity remains intact, even in the face of rapid globalisation.

Importance in Education

Mother tongue education means teaching kids using the language they speak at home. It helps them learn better because they already understand that language well (2) . Educating children in their mother tongue has myriad benefits, including (3) :

• Enhances Learning: Concepts are grasped faster when taught in a child’s native language.
• Builds Emotional Connection: Students relate better to content when it’s in their mother tongue, fostering a deeper emotional understanding.
• Boosts Confidence: Children are more expressive and confident when communicating in their primary language.
• Preserves Culture: UNICEF also agrees that teaching in the mother tongue ensures that traditional values and stories are passed down to younger generations as it preserves and promotes the cultural identity of a community (4) .
• Promotes Holistic Development: A balance of mother tongue and global languages ensures a well-rounded education.

Ways to Promote Mother Tongue

• Celebration of Language Days: Hosting annual events celebrating various mother tongues can instil pride and promote usage.
• Incorporate in School Curriculum: By including mother tongue literature and stories in school curriculums, we ensure it remains a vital part of a child’s education.
• Encourage Media Representation: Local television shows, radio programs, and films can help in the widespread dissemination of the language.
• Literature Festivals: Hosting events that focus on literature in one’s mother tongue can amplify its reach and appreciation.
• Language Classes: Organising community-based classes to teach and preserve the language ensures that younger generations stay connected to their roots.

In the Mother Tongue essay, your child will learn how special their first language is and why it’s more than just a way to talk. This essay explains how language connects to culture, who we are, and how we think and feel. It shows how speaking our mother tongue helps us understand the world better and feel closer to others. Moreover, by appreciating the importance of mother tongues in education and national development, your child will gain a holistic perspective on its relevance in the global context.

1. Can a child have more than one mother tongue?

Absolutely! A child can indeed have more than one mother tongue, especially if they are raised in a bilingual or multilingual environment. When children are exposed to more than one language from birth or at a very young age and use them frequently in various spheres of life (e.g., one language with one parent and another with the second parent), they can develop native proficiency in both, effectively having multiple mother tongues.

2. What is the difference between mother tongue and first language?

The terms ‘mother tongue’ and ‘first language’ are often used interchangeably. However, there’s a subtle distinction:

• Mother Tongue: This typically refers to the language spoken at home, especially by one’s parents or caregivers. It’s deeply connected to one’s cultural and familial roots.
• First Language: This is the language that a person learns first and in which they are most fluent or comfortable. In many cases, a person’s mother tongue and first language are the same, especially if they continue to use that language predominantly. However, due to circumstances such as migration or a change in the primary language of education, a person’s first language might shift from their mother tongue.

Both terms emphasise the foundational role of language in one’s life, but the specific focus of each can vary based on context and individual experiences.

3. What is the importance of writing an essay on the mother tongue?

The importance of mother tongue essay is not hidden. Since the mother tongue helps shape an individual’s identity and cultural connection, an essay on the mother tongue will help a child with a medium to establish its importance in daily life and make a foundation for future generations.

The mother tongue, intricately woven into our identity, remains a testament to our cultural heritage, familial bonds, and individual narratives. Its significance extends beyond simple communication, touching upon the core of our emotions, memories, and expressions. Through essays and discussions, we not only underscore its importance but also educate and empower the younger generation to cherish and uphold this linguistic treasure. Recognising, celebrating, and promoting our mother tongue ensures the preservation of our rich tapestry of traditions, stories, and values for generations to come.

References/Resources:

1. Mother tongue; Cambridge Dictionary; https://dictionary.cambridge.org/dictionary/english/mother-tongue

2. Learn more about Mother Tongue & Multilingual Education; Rutu Foundation; https://www.rutufoundation.org/what-is-mother-tongue-education/

3. Multilingual education – a pillar of learning and intergenerational learning; United Nations; https://www.un.org/en/observances/mother-language-day

4. Learning in the mother tongue is the best start to education; UNICEF; https://www.unicef.org/india/stories/learning-mother-tongue-best-start-education

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The Importance of Apache Language Preservation in Education

Posted by zl352 on September 9, 2024

At the start of this unit, students will delve into the significance of language preservation, focusing particularly on the Apache language and its role in education. This content objective aims to illuminate cultural preservation’s essentiality, emphasizing the intrinsic link between language preservation and maintaining the cultural and historical richness of society.

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Speaking, writing and reading are integral to everyday life, where language is the primary tool for expression and communication. Studying how people use language – what words and phrases they unconsciously choose and combine – can help us better understand ourselves and why we behave the way we do.

Linguistics scholars seek to determine what is unique and universal about the language we use, how it is acquired and the ways it changes over time. They consider language as a cultural, social and psychological phenomenon.

“Understanding why and how languages differ tells about the range of what is human,” said Dan Jurafsky , the Jackson Eli Reynolds Professor in Humanities and chair of the Department of Linguistics in the School of Humanities and Sciences at Stanford . “Discovering what’s universal about languages can help us understand the core of our humanity.”

The stories below represent some of the ways linguists have investigated many aspects of language, including its semantics and syntax, phonetics and phonology, and its social, psychological and computational aspects.

Understanding stereotypes

Stanford linguists and psychologists study how language is interpreted by people. Even the slightest differences in language use can correspond with biased beliefs of the speakers, according to research.

One study showed that a relatively harmless sentence, such as “girls are as good as boys at math,” can subtly perpetuate sexist stereotypes. Because of the statement’s grammatical structure, it implies that being good at math is more common or natural for boys than girls, the researchers said.

Language can play a big role in how we and others perceive the world, and linguists work to discover what words and phrases can influence us, unknowingly.

How well-meaning statements can spread stereotypes unintentionally

New Stanford research shows that sentences that frame one gender as the standard for the other can unintentionally perpetuate biases.

Algorithms reveal changes in stereotypes

New Stanford research shows that, over the past century, linguistic changes in gender and ethnic stereotypes correlated with major social movements and demographic changes in the U.S. Census data.

Exploring what an interruption is in conversation

Stanford doctoral candidate Katherine Hilton found that people perceive interruptions in conversation differently, and those perceptions differ depending on the listener’s own conversational style as well as gender.

Cops speak less respectfully to black community members

Professors Jennifer Eberhardt and Dan Jurafsky, along with other Stanford researchers, detected racial disparities in police officers’ speech after analyzing more than 100 hours of body camera footage from Oakland Police.

How other languages inform our own

People speak roughly 7,000 languages worldwide. Although there is a lot in common among languages, each one is unique, both in its structure and in the way it reflects the culture of the people who speak it.

Jurafsky said it’s important to study languages other than our own and how they develop over time because it can help scholars understand what lies at the foundation of humans’ unique way of communicating with one another.

“All this research can help us discover what it means to be human,” Jurafsky said.

Stanford PhD student documents indigenous language of Papua New Guinea

Fifth-year PhD student Kate Lindsey recently returned to the United States after a year of documenting an obscure language indigenous to the South Pacific nation.

Students explore Esperanto across Europe

In a research project spanning eight countries, two Stanford students search for Esperanto, a constructed language, against the backdrop of European populism.

Chris Manning: How computers are learning to understand language​

A computer scientist discusses the evolution of computational linguistics and where it’s headed next.

Stanford research explores novel perspectives on the evolution of Spanish

Using digital tools and literature to explore the evolution of the Spanish language, Stanford researcher Cuauhtémoc García-García reveals a new historical perspective on linguistic changes in Latin America and Spain.

Language as a lens into behavior

Linguists analyze how certain speech patterns correspond to particular behaviors, including how language can impact people’s buying decisions or influence their social media use.

For example, in one research paper, a group of Stanford researchers examined the differences in how Republicans and Democrats express themselves online to better understand how a polarization of beliefs can occur on social media.

“We live in a very polarized time,” Jurafsky said. “Understanding what different groups of people say and why is the first step in determining how we can help bring people together.”

Analyzing the tweets of Republicans and Democrats

New research by Dora Demszky and colleagues examined how Republicans and Democrats express themselves online in an attempt to understand how polarization of beliefs occurs on social media.

Examining bilingual behavior of children at Texas preschool

A Stanford senior studied a group of bilingual children at a Spanish immersion preschool in Texas to understand how they distinguished between their two languages.

Predicting sales of online products from advertising language

Stanford linguist Dan Jurafsky and colleagues have found that products in Japan sell better if their advertising includes polite language and words that invoke cultural traditions or authority.

Language can help the elderly cope with the challenges of aging, says Stanford professor

By examining conversations of elderly Japanese women, linguist Yoshiko Matsumoto uncovers language techniques that help people move past traumatic events and regain a sense of normalcy.

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The importance of studying your native language at Northbridge

Secondary Korean teacher Ms Yunjung Kim explains why it's important for non-native English-speaking students to study their native language at Northbridge International School Cambodia.

Why is native language important?

It has already been proven by many researchers that the linguistic ability of the native language has a close relation to the development of cognitive abilities and learning abilities.

The linguistic sense that that is inherent in acquiring the native language also plays an important role in learning a foreign language. Recently the importance of native language in creativity has been recognized. Of all the major aspects of the native language, the most important part for parents and students living abroad is the emotional aspect.

Native language plays an essential role in establishing your identity.

History and culture is inherent in language. Learning the native language signifies learning the same history and culture of your parents, relatives, and even the generations before and after. The self-awareness that you belong to your native country gives confidence and stability. Grace Cho, a professor at CSU Fullerton, states that many second generation Koreans living abroad do not realize the importance of the native language until they experience internal conflict after they graduate and enter the workforce.

If you live in your native country, there are not many barriers to learning the native language, but what should you do if your parents stay or immigrate to a foreign country and you have to study at an international school? How should native language education be approached for these students?

Diverse approaches to native language are needed in the education system.

Northbridge International School fortunately has adopted the International Baccalaureate (IB) which encourages learning your native language. If a native language is not offered, there are options to study it through self-study programs. These classes are usually called Language A classes, and the country’s literary work that holds the essence of the native language, culture, and history are selected and taught. The IB Language and Literature Curriculum also enables students to learn not only about literary works but also about the popular music, movies, TV shows, podcasts, and videos of the native country to help understand the changes happening in the native country and the world. Also events like “Cultural Day” or “International Mother Language Day” encourage students to use their native language and take pride in their native cultures.

Although many school officials and teachers are making various efforts at school, there still exist students who have difficulty acquiring their native language. In most cases, these are students who have missed the window to learn their native language during the first few years of elementary school. It is important to teach the native language at home because many native language classes start to be offered in higher grades, and there are limits to the time the classes can take.

Native language education at home is crucial.

When teaching students, there are many cases where the time the student spent in their native country and the skill of their native language do not match up. This shows that the importance of native language education in the household is essential. If the student is in a lower grade, the parent should have everyday conversations in the native language and listen to songs, read books, or watch TV shows in their native language. Writing is necessary, but it must be done gradually. If the student is above third grade, the parents should provide an environment for the student to watch movies and talk, play soccer, or partake in religious activities in their native language. Everyday language is fundamental, but it is hard to learn a language in depth with conversational skills. When a student does not have problems in conversational speaking, the parents often think that the student is good at the native language. Just as living in your native country does not mean that everyone has great grammar knowledge, conversational skills do not indicate a thorough knowledge of the native language. To overcome these barriers, it is recommended to parents to play the native country’s news channel during breakfast or dinner time to give a chance to casually watch the news of their native country, encounter new words, and expose themselves to thought and debate. For parents to answer the students when they ask questions about their native country, the parents must also be informed about their native country. If possible, it is also recommended to use school breaks to visit their native country.

This is who I am!

If the student has already approached adolescence and strongly refuses to study native language, the parent should accept the fact. If learning is forced, it can create a resistance and only grow a repulsion towards their native country. Although native language is important, there are many forms of life. The reason I emphasize the importance of native language is in the hopes that the student will be able to live with self-regard and confidence. Therefore, it is not a tragedy for the student to not be adept in their native language. If the student is able to make the best choice in their given environment and lead their own lives, what else would be more important?

[기고] 이중언어 교육의 중요성

http://www.koreadaily.com/news/read.asp?art_id=1435763

[공감인터뷰] 모국어 교육이 왜 중요한가?

https://www.youtube.com/watch?v=GohvnR6bQZ4

Learning a second language? Develop your mother tongue | Shane Leaning | TEDxXiguanED

https://www.youtube.com/watch?v=w3yRR8rNCSc

5 reasons why it is important to know your mother tongue really well:

http://bitsindia.co.in/index.php/archive/5-reasons-important-know-mother-tongue-really-well/

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Home — Essay Samples — Science — Language — Essay On The Importance Of Language

Essay on The Importance of Language

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Published: Mar 14, 2024

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