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

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.

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• Resource Center

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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• What is the Importance of Language? Read To Know Why You Should Preserve Your Native Language

The Importance of Native Language and Why We Should Preserve It

What is the importance of languages and why should we preserve them.

A language is a universal way for a community to communicate with each other. It is developed in due course of time and changes due to certain popular trends. The development of language explains why it is important for communication.

To understand the importance of language , we need to understand what it is first. We need to find what comprises a language and how it evolves as a unique medium of communication among a particular community or a population.

What is a Language?

If you observe a newborn, it does not know a language but learns to communicate with the family members. The toddler uses the basic method of communicating during the early years. It is discrete sign language. In fact, the only emotion it shows is crying. They start laughing and smiling months later.

Hence, there is a need for communication to express our emotions, feelings, thoughts, ideas, etc. We, thus, make unique sounds and use a dialect that another person understands while communicating. It is called a language. A language may or may not have a set of alphabets but will surely have a dialect.

You will be surprised to know that there are over 7100 languages spoken in the world. How did those languages evolve and differ from each other? A unique language is developed based on traditions, culture, trends, and practices. In fact, the same language is spoken in a different way. This is how a native language evolves and varies from another one even if the communities live closer.

What is the Importance of Language?

We can easily jot down the importance of languages in the following points.

1. It is the Primary Method of Communication

A language is the easiest way to communicate with others in a community. Sign languages take more time to communicate and they are not clear all the time. Hence, uttering certain sounds that have particular meaning constitutes a proper method of communicating with others. This is why a language is important.

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.

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Incorporating Students’ Native Languages to Enhance Their Learning

Teachers don’t have to speak students’ first languages to make room for these languages in middle and high school classrooms.

I loved my kindergarten teacher, Mrs. Phillips. I will always remember how safe and welcomed she made me feel. I would watch her give instructions in English, not understanding a word of it, and I would copy what my classmates did. When Mrs. Phillips came over, I would speak unabashedly to her in Vietnamese. She would pay careful attention to my gestures to decipher my message and praise me with a smile in celebration of my work.

You do not need to speak the same language to feel someone’s love. I also don’t remember her yelling at me to speak English. What would be the use of finger waving and saying, “Speak English!” when Vietnamese was the only language I knew at the time?

As we embrace culturally responsive and culturally sustaining pedagogies , we are abandoning destructive English-only policies. Unfortunately, English-first policies often place other languages last—and, by extension, the cultures represented by non-English languages.

What messages are multilingual learners (MLs) internalizing when the only sanctioned language they hear in schools is English? With an additive approach to language , MLs can learn another language without having to subtract their existing ones.

3 Ways Multilingualism Helps Students Learn

1. Mastering content. I used to think that students had to learn content in English. However, a concept like tectonic plates remains the same regardless of the language. Now when I have my students complete a research project, I make sure to tell them that using an article or video in another language is absolutely appropriate.

When my 10th graders were learning about how Covid-19 impacted the Thai economy, many of them used articles written in Thai, as they provided more nuanced and relevant details. In this way, we celebrated the students’ multilingualism and dissolved the language hierarchy myth by showing students that content does not have to be learned in only one language.

2. Collaborating. Learning content by reading articles in students’ languages works for students who are literate in other languages. For students who can only speak and understand their heritage language, learning content is still possible while collaborating with classmates who speak the same languages.

For example, when I had my students read an article in English about land subsidence, I had them pause at the end of each paragraph to talk about and process what they had just read. For many of my students, it was easier to understand the article when they talked about it in their Chinese, Thai, or Korean peer groups. Since learning is a social experience , let’s have students learn using all of their languages.

3. Communicating ideas. Often, MLs have ideas swirling in their minds but struggle to formulate them in English. To support these students, we can have them first brainstorm, organize, and outline in their heritage languages. Forcing students to write or speak only in English is like putting speed bumps in their way. The goal is to have idea generation and to connect concepts at this stage, not English output. Once they have all of their ideas organized using their languages, we can support students to transfer these ideas into English.

With these three approaches to heritage language integration, we see that teachers do not have to know all of the languages their students speak. All teachers need to do is see students’ multilingualism as an asset that extends learning and sustains students’ connections to their communities. As MLs engage more through their languages, our eyes are opened to their potential.

Yes, many of us work in places that require English output on summatives, and state assessments are also in English. However, this does not mean that everything we do as teachers has to be monolingual. Think of languages as tools. If we only have a hammer, there’s a limit to what we can construct. When we are free to use all of the linguistic tools from our toolbox, imagine all of the things that we can create.

Lastly, even if we cannot speak our students’ languages, by welcoming them to use those languages we create a space where assets and cultures are recognized and honored. Years from now, when MLs may have forgotten what we’ve taught, they will still recall with affection how we made them feel. Start with embracing all languages in class.

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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.

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The power of language: How words shape people, culture

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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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 Importance of Indigenous Language Revitalization

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.

Importance of Expressing in Native Language Essay (Critical Writing)

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.

• Chicago (A-D)
• Chicago (N-B)

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/.

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The importance of keeping your native language alive, the history, passion, and soul of your culture lives in each word you speak in your native tongue..

Language is more than a way to communicate with others. Imbued in it are the customs, traditions, and passions of a certain culture. Through language, histories of a people, a way of life, are passed down in nuanced ways. The identity, the soul, of a group of people resides in the syncopated and unique vocalizations of their native tongue. Sadly, not many people feel that way.

As the son of Latino immigrants to this country, I was raised in a bilingual household. I spoke a Spanglish that was so coherent and grammatically correct that I wasn’t able to speak “normally” until I was about six. Thanks to my parents, I learned both English and Spanish simultaneously, and was able to read and write in both languages fluently at a young age. But once I got to middle school, I started noticing that not all my fellow Latinos were equally capable of navigating both languages.

It was funny to me at first to hear my friends struggle to utter the most basic sentences in Spanish. In high school my friends were amazed at how well I spoke Spanish, especially because I had developed a Central American accent. But once I got to college the stuttering and stammering wasn’t funny anymore.

There are many reasons why a person doesn’t learn their parent’s native language. In many cases, immigrant parents advise their children to speak only English. They don’t want their children to face the same problems that they did when they first came. In other cases, children of immigrant parents refuse to speak their native tongue because they fear they’ll be mocked at school. Sometimes parents just don’t pass down the language at all.

While there are cases where the child has no control over whether they speak their family’s native language, I have to say that willingly not bothering to learn the language your family speaks is not only a social detriment, but also culturally irresponsible.

To start off, there are many advantages to being bilingual. You are able to communicate with entire populations you otherwise wouldn’t be able to. You also open yourself up to understanding global issues with a deeper understanding. In a New York Times article from 2012, Yudhijit Bhattacharjee cites two research where it was shown that bilingual individuals had higher cognitive function than monolinguals. And for those not convinced by the science, it’s always nice to be able to walk into an ethnic restaurant and order the food in the original language.

Now, how about not learning your family’s native language being irresponsible? While there are languages that may not be on the edge of becoming extinct, there are many that are. Consider the indigenous languages of southern Mexico. Consider the possibly thousands of languages from the African continent. Think about the dialects of the Middle East and even Europe. These are linguistic treasures. Certain cultures had no written language, so when that language ceases to be spoken, in essence, that culture, that history, and that people die out. Then there are the languages that can be traced back thousands of years. They were spoken by Mayan kings and queens. There are languages that were spoken by the earliest slaves that told their story.

Language is an interactive being. It must be spoken, and then interpreted by another. There is an attempt to make oneself clear and then an attempt to correctly decipher what was said. Nelson Mandela made it clear how powerful these everyday interactions can be. He believed that “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.” Language resonates in our hearts. It allows us to connect to our ancestors. It gives us a sense of community with people who we don’t know but may have similar life experiences with. To lose that is to lose a piece of yourself.

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14 invisible activities: unleash your inner ghost, obviously the best superpower..

The best superpower ever? Being invisible of course. Imagine just being able to go from seen to unseen on a dime. Who wouldn't want to have the opportunity to be invisible? Superman and Batman have nothing on being invisible with their superhero abilities. Here are some things that you could do while being invisible, because being invisible can benefit your social life too.

1. "Haunt" your friends.

Follow them into their house and cause a ruckus.

2. Sneak into movie theaters.

Going to the cinema alone is good for your mental health , says science

Considering that the monthly cost of subscribing to a media-streaming service like Netflix is oft...

Free movies...what else to I have to say?

3. Sneak into the pantry and grab a snack without judgment.

Late night snacks all you want? Duh.

4. Reenact "Hollow Man" and play Kevin Bacon.

America's favorite son? And feel what it's like to be in a MTV Movie Award nominated film? Sign me up.

5. Wear a mask and pretend to be a floating head.

Just another way to spook your friends in case you wanted to.

6. Hold objects so they'll "float."

"Oh no! A floating jar of peanut butter."

7. Win every game of hide-and-seek.

Just stand out in the open and you'll win.

8. Eat some food as people will watch it disappear.

Even everyday activities can be funny.

9. Go around pantsing your friends.

Even pranks can be done; not everything can be good.

10. Not have perfect attendance.

You'll say here, but they won't see you...

11. Avoid anyone you don't want to see.

Whether it's an ex or someone you hate, just use your invisibility to slip out of the situation.

12. Avoid responsibilities.

Chores? Invisible. People asking about social life? Invisible. Family being rude? Boom, invisible.

13. Be an expert on ding-dong-ditch.

Never get caught and have the adrenaline rush? I'm down.

14. Brag about being invisible.

Be the envy of the town.

But don't, I repeat, don't go in a locker room. Don't be a pervert with your power. No one likes a Peeping Tom.

Good luck, folks.

19 Lessons I'll Never Forget from Growing Up In a Small Town

There have been many lessons learned..

Small towns certainly have their pros and cons. Many people who grow up in small towns find themselves counting the days until they get to escape their roots and plant new ones in bigger, "better" places. And that's fine. I'd be lying if I said I hadn't thought those same thoughts before too. We all have, but they say it's important to remember where you came from. When I think about where I come from, I can't help having an overwhelming feeling of gratitude for my roots. Being from a small town has taught me so many important lessons that I will carry with me for the rest of my life.

1. The importance of traditions.

Sometimes traditions seem like a silly thing, but the fact of it is that it's part of who you are. You grew up this way and, more than likely, so did your parents. It is something that is part of your family history and that is more important than anything.

2. How to be thankful for family and friends.

No matter how many times they get on your nerves or make you mad, they are the ones who will always be there and you should never take that for granted.

3. How to give back.

When tragedy strikes in a small town, everyone feels obligated to help out because, whether directly or indirectly, it affects you too. It is easy in a bigger city to be able to disconnect from certain problems. But in a small town those problems affect everyone.

4. What the word "community" really means.

Along the same lines as #3, everyone is always ready and willing to lend a helping hand when you need one in a small town and to me that is the true meaning of community. It's working together to build a better atmosphere, being there to raise each other up, build each other up, and pick each other up when someone is in need. A small town community is full of endless support whether it be after a tragedy or at a hometown sports game. Everyone shows up to show their support.

5. That it isn't about the destination, but the journey.

People say this to others all the time, but it takes on a whole new meaning in a small town. It is true that life is about the journey, but when you're from a small town, you know it's about the journey because the journey probably takes longer than you spend at the destination. Everything is so far away that it is totally normal to spend a couple hours in the car on your way to some form of entertainment. And most of the time, you're gonna have as many, if not more, memories and laughs on the journey than at the destination.

6. The consequences of making bad choices.

Word travels fast in a small town, so don't think you're gonna get away with anything. In fact, your parents probably know what you did before you even have a chance to get home and tell them. And forget about being scared of what your teacher, principle, or other authority figure is going to do, you're more afraid of what your parents are gonna do when you get home.

7. To trust people, until you have a reason not to.

Everyone deserves a chance. Most people don't have ill-intentions and you can't live your life guarding against every one else just because a few people in your life have betrayed your trust.

8. To be welcoming and accepting of everyone.

While small towns are not always extremely diverse, they do contain people with a lot of different stories, struggle, and backgrounds. In a small town, it is pretty hard to exclude anyone because of who they are or what they come from because there aren't many people to choose from. A small town teaches you that just because someone isn't the same as you, doesn't mean you can't be great friends.

9. How to be my own, individual person.

In a small town, you learn that it's okay to be who you are and do your own thing. You learn that confidence isn't how beautiful you are or how much money you have, it's who you are on the inside.

10. How to work for what I want.

Nothing comes easy in life. They always say "gardens don't grow overnight" and if you're from a small town you know this both figuratively and literally. You certainly know gardens don't grow overnight because you've worked in a garden or two. But you also know that to get to the place you want to be in life it takes work and effort. It doesn't just happen because you want it to.

11. How to be great at giving directions.

If you're from a small town, you know that you will probably only meet a handful of people in your life who ACTUALLY know where your town is. And forget about the people who accidentally enter into your town because of google maps. You've gotten really good at giving them directions right back to the interstate.

12. How to be humble.

My small town has definitely taught me how to be humble. It isn't always about you, and anyone who grows up in a small town knows that. Everyone gets their moment in the spotlight, and since there's so few of us, we're probably best friends with everyone so we are as excited when they get their moment of fame as we are when we get ours.

13. To be well-rounded.

Going to a small town high school definitely made me well-rounded. There isn't enough kids in the school to fill up all the clubs and sports teams individually so be ready to be a part of them all.

14. How to be great at conflict resolution.

In a small town, good luck holding a grudge. In a bigger city you can just avoid a person you don't like or who you've had problems with. But not in a small town. You better resolve the issue fast because you're bound to see them at least 5 times a week.

15. The beauty of getting outside and exploring.

One of my favorite things about growing up in a rural area was being able to go outside and go exploring and not have to worry about being in danger. There is nothing more exciting then finding a new place somewhere in town or in the woods and just spending time there enjoying the natural beauty around you.

16. To be prepared for anything.

You never know what may happen. If you get a flat tire, you better know how to change it yourself because you never know if you will be able to get ahold of someone else to come fix it. Mechanics might be too busy , or more than likely you won't even have enough cell service to call one.

17. That you don't always have to do it alone.

It's okay to ask for help. One thing I realized when I moved away from my town for college, was how much my town has taught me that I could ask for help is I needed it. I got into a couple situations outside of my town where I couldn't find anyone to help me and found myself thinking, if I was in my town there would be tons of people ready to help me. And even though I couldn't find anyone to help, you better believe I wasn't afraid to ask.

18. How to be creative.

When you're at least an hour away from normal forms of entertainment such as movie theaters and malls, you learn to get real creative in entertaining yourself. Whether it be a night looking at the stars in the bed of a pickup truck or having a movie marathon in a blanket fort at home, you know how to make your own good time.

19. To brush off gossip.

It's all about knowing the person you are and not letting others influence your opinion of yourself. In small towns, there is plenty of gossip. But as long as you know who you really are, it will always blow over.

Grateful Beyond Words: A Letter to My Inspiration

I have never been so thankful to know you..

I can't say "thank you" enough to express how grateful I am for you coming into my life. You have made such a huge impact on my life. I would not be the person I am today without you and I know that you will keep inspiring me to become an even better version of myself.

You have taught me that you don't always have to strong. You are allowed to break down as long as you pick yourself back up and keep moving forward. When life had you at your worst moments, you allowed your friends to be there for you and to help you. You let them in and they helped pick you up. Even in your darkest hour you showed so much strength. I know that you don't believe in yourself as much as you should but you are unbelievably strong and capable of anything you set your mind to.

Your passion to make a difference in the world is unbelievable. You put your heart and soul into your endeavors and surpass any personal goal you could have set. Watching you do what you love and watching you make a difference in the lives of others is an incredible experience. The way your face lights up when you finally realize what you have accomplished is breathtaking and I hope that one day I can have just as much passion you have.

SEE MORE: A Letter To My Best Friend On Her Birthday

The love you have for your family is outstanding. Watching you interact with loved ones just makes me smile . You are so comfortable and you are yourself. I see the way you smile when you are around family and I wish I could see you smile like this everyday. You love with all your heart and this quality is something I wished I possessed.

You inspire me to be the best version of myself. I look up to you. I feel that more people should strive to have the strength and passion that you exemplify in everyday life.You may be stubborn at points but when you really need help you let others in, which shows strength in itself. I have never been more proud to know someone and to call someone my role model. You have taught me so many things and I want to thank you. Thank you for inspiring me in life. Thank you for making me want to be a better person.

Waitlisted for a College Class? Here's What to Do!

Dealing with the inevitable realities of college life..

Course registration at college can be a big hassle and is almost never talked about. Classes you want to take fill up before you get a chance to register. You might change your mind about a class you want to take and must struggle to find another class to fit in the same time period. You also have to make sure no classes clash by time. Like I said, it's a big hassle.

This semester, I was waitlisted for two classes. Most people in this situation, especially first years, freak out because they don't know what to do. Here is what you should do when this happens.

Don't freak out

This is a rule you should continue to follow no matter what you do in life, but is especially helpful in this situation.

Email the professor

Around this time, professors are getting flooded with requests from students wanting to get into full classes. This doesn't mean you shouldn't burden them with your email; it means they are expecting interested students to email them. Send a short, concise message telling them that you are interested in the class and ask if there would be any chance for you to get in.

Attend the first class

Often, the advice professors will give you when they reply to your email is to attend the first class. The first class isn't the most important class in terms of what will be taught. However, attending the first class means you are serious about taking the course and aren't going to give up on it.

Keep attending class

Every student is in the same position as you are. They registered for more classes than they want to take and are "shopping." For the first couple of weeks, you can drop or add classes as you please, which means that classes that were once full will have spaces. If you keep attending class and keep up with assignments, odds are that you will have priority. Professors give preference to people who need the class for a major and then from higher to lower class year (senior to freshman).

Have a backup plan

For two weeks, or until I find out whether I get into my waitlisted class, I will be attending more than the usual number of classes. This is so that if I don't get into my waitlisted class, I won't have a credit shortage and I won't have to fall back in my backup class. Chances are that enough people will drop the class, especially if it is very difficult like computer science, and you will have a chance. In popular classes like art and psychology, odds are you probably won't get in, so prepare for that.

Remember that everything works out at the end

Life is full of surprises. So what if you didn't get into the class you wanted? Your life obviously has something else in store for you. It's your job to make sure you make the best out of what you have.

Navigating the Talking Stage: 21 Essential Questions to Ask for Connection

It's mandatory to have these conversations..

Whether you met your new love interest online , through mutual friends, or another way entirely, you'll definitely want to know what you're getting into. I mean, really, what's the point in entering a relationship with someone if you don't know whether or not you're compatible on a very basic level?

Consider these 21 questions to ask in the talking stage when getting to know that new guy or girl you just started talking to:

1. What do you do for a living?

What someone does for a living can tell a lot about who they are and what they're interested in! Their career reveals a lot more about them than just where they spend their time to make some money.

2. What's your favorite color?

OK, I get it, this seems like something you would ask a Kindergarten class, but I feel like it's always good to know someone's favorite color . You could always send them that Snapchat featuring you in that cute shirt you have that just so happens to be in their favorite color!

3. Do you have any siblings?

This one is actually super important because it's totally true that people grow up with different roles and responsibilities based on where they fall in the order. You can tell a lot about someone just based on this seemingly simple question.

4. What's your favorite television show?

OK, maybe this isn't a super important question, but you have to know ASAP if you can quote Michael Scott or not. If not, he probably isn't the one. Sorry, girl.

5. When is your birthday?

You can then proceed to do the thing that every girl does without admitting it and see how compatible your zodiacs are.

6. What's your biggest goal in life?

If you're like me, you have big goals that you want to reach someday, and you want a man behind you who also has big goals and understands what it's like to chase after a dream. If his biggest goal is to see how quickly he can binge-watch " Grey's Anatomy " on Netflix , you may want to move on.

7. If you had three wishes granted to you by a genie, what would they be?

This is a go-to for an insight into their personality. Based on how they answer, you can tell if they're goofy, serious, or somewhere in between.

8. What's your favorite childhood memory?

For some, this may be a hard question if it involves a family member or friend who has since passed away . For others, it may revolve around a tradition that no longer happens. The answers to this question are almost endless!

9. If you could change one thing about your life, what would it be?

We all have parts of our lives and stories that we wish we could change. It's human nature to make mistakes. This question is a little bit more personal but can really build up the trust level.

10. Are you a cat or a dog person?

I mean, duh! If you're a dog person, and he is a cat person, it's not going to work out.

11. Do you believe in a religion or any sort of spiritual power?

Personally, I am a Christian, and as a result, I want to be with someone who shares those same values. I know some people will argue that this question is too much in the talking stage , but why go beyond the talking stage if your personal values will never line up?

12. If you could travel anywhere in the world, where would it be?

Even homebodies have a must visit place on their bucket list !

13. What is your ideal date night?

Hey, if you're going to go for it... go for it!

14. Who was/is your celebrity crush?

For me, it was hands-down Nick Jonas . This is always a fun question to ask!

15. What's a good way to cheer you up if you're having a bad day?

Let's be real, if you put a label on it, you're not going to see your significant other at their best 24/7.

16. Do you have any tattoos?

This can lead to some really good conversations, especially if they have a tattoo that has a lot of meaning to them!

17. Can you describe yourself in three words?

It's always interesting to see if how the person you're talking to views their personal traits lines ups with the vibes you're getting.

18. What makes you the most nervous in life?

This question can go multiple different directions, and it could also be a launching pad for other conversations.

19. What's the best gift you have ever received? 

Admittedly, I have asked this question to friends as well, but it's neat to see what people value.

20. What do you do to relax/have fun?

Work hard, play hard, right?

21. What are your priorities at this phase of your life?

This is always interesting because no matter how compatible your personalities may be, if one of you wants to be serious and the other is looking for something casual, it's just not going to work.

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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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Essays About Language: Top 5 Examples and 7 Prompts

Language is the key to expressive communication; let our essay examples and writing prompts inspire you if you are writing essays about language.

When we communicate with one another, we use a system called language. It mainly consists of words, which, when combined, form phrases and sentences we use to talk to one another. However, some forms of language do not require written or verbal communication, such as sign language. 

Language can also refer to how we write or say things. For example, we can speak to friends using colloquial expressions and slang, while academic writing demands precise, formal language. Language is a complex concept with many meanings; discover the secrets of language in our informative guide.

5 Top Essay Examples

1. a global language: english language by dallas ryan , 2. language and its importance to society by shelly shah, 3. language: the essence of culture by kelsey holmes.

• 4.  Foreign Language Speech by Sophie Carson
• 5. ​​Attitudes to Language by Kurt Medina

1. My Native Language

2. the advantages of bilingualism, 3. language and technology, 4. why language matters, 5. slang and communication, 6. english is the official language of the u.s..

“Furthermore, using English, people can have more friends, widen peer relationships with foreigners and can not get lost. Overall, English becomes a global language; people may have more chances in communication. Another crucial advantage is improving business. If English was spoken widespread and everyone could use it, they would likely have more opportunities in business. Foreign investments from rich countries might be supported to the poorer countries.”

In this essay, Ryan enumerates both the advantages and disadvantages of using English; it seems that Ryan proposes uniting the world under the English language. English, a well-known and commonly-spoken language can help people to communicate better, which can foster better connections with one another. However, people would lose their native language and promote a specific culture rather than diversity. Ultimately, Ryan believes that English is a “global language,” and the advantages outweigh the disadvantages

“Language is a constituent element of civilization. It raised man from a savage state to the plane which he was capable of reaching. Man could not become man except by language. An essential point in which man differs from animals is that man alone is the sole possessor of language. No doubt animals also exhibit certain degree of power of communication but that is not only inferior in degree to human language, but also radically diverse in kind from it.”

Shah writes about the meaning of language, its role in society, and its place as an institution serving the purposes of the people using it. Most importantly, she writes about why it is necessary; the way we communicate through language separates us as humans from all other living things. It also carries individual culture and allows one to convey their thoughts. You might find our list of TOEFL writing topics helpful.

“Cultural identity is heavily dependent on a number of factors including ethnicity, gender, geographic location, religion, language, and so much more.  Culture is defined as a “historically transmitted system of symbols, meanings, and norms.”  Knowing a language automatically enables someone to identify with others who speak the same language.  This connection is such an important part of cultural exchange”

In this short essay, Homes discusses how language reflects a person’s cultural identity and the importance of communication in a civilized society. Different communities and cultures use specific sounds and understand their meanings to communicate. From this, writing was developed. Knowing a language makes connecting with others of the same culture easier. 

4.   Foreign Language Speech by Sophie Carson

“Ultimately, learning a foreign language will improve a child’s overall thinking and learning skills in general, making them smarter in many different unrelated areas. Their creativity is highly improved as they are more trained to look at problems from different angles and think outside of the box. This flexible thinking makes them better problem solvers since they can see problems from different perspectives. The better thinking skills developed from learning a foreign language have also been seen through testing scores.”

Carson writes about some of the benefits of learning a foreign language, especially during childhood. During childhood, the brain is more flexible, and it is easier for one to learn a new language in their younger years. Among many other benefits, bilingualism has been shown to improve memory and open up more parts of a child’s brain, helping them hone their critical thinking skills. Teaching children a foreign language makes them more aware of the world around them and can open up opportunities in the future.

5. ​​ Attitudes to Language by Kurt Medina

“Increasingly, educators are becoming aware that a person’s native language is an integral part of who that person is and marginalizing the language can have severe damaging effects on that person’s psyche. Many linguists consistently make a case for teaching native languages alongside the target languages so that children can clearly differentiate among the codes”

As its title suggests, Medina’s essay revolves around different attitudes towards types of language, whether it be vernacular language or dialects. He discusses this in the context of Caribbean cultures, where different dialects and languages are widespread, and people switch between languages quickly. Medina mentions how we tend to modify the language we use in different situations, depending on how formal or informal we need to be. 

6 Prompts for Essays About Language

In your essay, you can write about your native language. For example, explain how it originated and some of its characteristics. Write about why you are proud of it or persuade others to try learning it. To add depth to your essay, include a section with common phrases or idioms from your native language and explain their meaning.

Bilingualism has been said to enhance a whole range of cognitive skills, from a longer attention span to better memory. Look into the different advantages of speaking two or more languages, and use these to promote bilingualism. Cite scientific research papers and reference their findings in your essay for a compelling piece of writing.

In the 21st century, the development of new technology has blurred the lines between communication and isolation; it has undoubtedly changed how we interact and use language. For example, many words have been replaced in day-to-day communication by texting lingo and slang. In addition, technology has made us communicate more virtually and non-verbally. Research and discuss how the 21st century has changed how we interact and “do language” worldwide, whether it has improved or worsened. 

We often change how we speak depending on the situation; we use different words and expressions. Why do we do this? Based on a combination of personal experience and research, reflect on why it is essential to use appropriate language in different scenarios.

Different cultures use different forms of slang. Slang is a type of language consisting of informal words and expressions. Some hold negative views towards slang, saying that it degrades the language system, while others believe it allows people to express their culture. Write about whether you believe slang should be acceptable or not: defend your position by giving evidence either that slang is detrimental to language or that it poses no threat.

English is the most spoken language in the United States and is used in government documents; it is all but the country’s official language. Do you believe the government should finally declare English the country’s official language? Research the viewpoints of both sides and form a conclusion; support your argument with sufficient details and research. 

Check out our guide packed full of transition words for essays .If you’re stuck picking your next essay topic, check out our guide on how to write an essay about diversity .

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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The Importance of Language on Culture

This essay about the profound impact of language on culture explores how language is not just a means of communication but a foundational element that shapes cultural identity, collective memory, and social dynamics. It highlights language’s role in transmitting heritage, shaping personal and communal identities, and influencing cognitive perceptions. The text also discusses the power dynamics involved in language use and the importance of preserving linguistic diversity to foster cultural understanding and equity in a globalized world.

How it works

Language embodies more than mere communication; it encapsulates the very soul of culture. Within its intricate web lie the narratives, convictions, and ethos of a people. It serves as the conduit through which legacies are passed down, tales are exchanged, and identities are woven. The significance of language in shaping culture cannot be overstressed; it molds our perceptions, social interactions, and self-awareness.

At its essence, language is the primary vessel through which culture transcends generations. It imparts not only the art of expressing thoughts and sentiments but also the art of navigating the labyrinthine terrain of social norms and traditions that define our societies.

From the intimate cadences of familial vernaculars to the grandeur of national tongues, each linguistic framework carries a treasure trove of cultural wisdom that informs our outlook on life.

Moreover, language plays a pivotal role in shaping our sense of self. Our native tongue is more than a tool for communication; it is a cornerstone of our identity. The lexicon we employ, the colloquialisms we embrace, and the accents we bear serve as hallmarks of our cultural heritage and individuality. In an era where globalization threatens to homogenize diverse cultures, language stands as a potent emblem of our unique origins and individuality.

Language also serves as a reservoir of communal memory, safeguarding the sagacity and narratives of bygone eras. Through oral histories, folklore, and literary masterpieces, cultures immortalize their past and impart invaluable lessons to posterity. Whether through epic sagas chronicling ancestral valor or folk melodies commemorating collective triumphs, language enables us to commune with our heritage and draw strength from our shared legacy.

Furthermore, language molds our perception of the world. Linguistic variances not only shape our mode of communication but also influence our cognitive constructs. For instance, languages lacking specific terms for certain emotions or concepts may prompt distinct interpretations of those experiences. Similarly, grammatical structures and linguistic patterns can shape our thought processes, profoundly influencing our cognitive landscape.

Additionally, language serves as a conduit between disparate cultures, fostering communication and nurturing empathy. In an era of globalization, multilingualism opens doors to novel vistas and perspectives. By acquainting ourselves with foreign languages, we gain insight into diverse cultures, customs, and ways of life, fostering cross-cultural understanding and collaboration.

Nevertheless, the impact of language on culture transcends mere communication; it intersects with issues of power, privilege, and social equity. Historically, dominant languages have been wielded as tools of oppression, marginalizing indigenous tongues and subjugating cultural identities. Hence, efforts to revitalize endangered languages are imperative not only for preserving cultural diversity but also for dismantling systems of inequality and reclaiming linguistic sovereignty.

In summation, language embodies the essence of culture itself. Through language, we transmit our heritage, sculpt our identities, and interpret the world. Amidst an increasingly interconnected world, it is imperative to acknowledge and celebrate the plurality of languages and cultures that enrich our collective human experience. Only by embracing linguistic diversity can we genuinely appreciate the kaleidoscope of human existence and ensure that every voice is acknowledged and cherished.

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Essay on The Importance of Language

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Published: Mar 14, 2024

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