native language essay

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The Importance of Maintaining Native Language

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

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

Familial Implications

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

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

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

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

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

Personal Implications

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

Social Implications

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

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

Benefits to the Economy

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

Increased Job Opportunites

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

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

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

Cognitive and Academic Implications

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

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

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

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

Suggested Educational Approach

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

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

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

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

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

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

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

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

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

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

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

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

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

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Why is it Important to Maintain the Native Language?

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

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

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

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

Intellectual:

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

Educational:

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

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

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

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

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

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

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

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

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

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Reading, Writing and Preserving: Native Languages Sustain Native Communities

MAGAZINE OF SMITHSONIAN'S NATIONAL MUSEUM OF THE AMERICAN INDIAN

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

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

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

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

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

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

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

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

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

Declaring Emergency

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

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

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

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

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

Recovering Voices

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

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

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

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

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

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

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

Here are three programs supported by IMLS:

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

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

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

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

© 2023 Smithsonian Institution

The Importance of Indigenous Language Revitalization

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.

• Our Mission

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.

The UNESCO Courier

Indigenous languages: Knowledge and hope

By Minnie Degawan

The state of indigenous languages today mirrors the situation of indigenous peoples. In many parts of the world, they are on the verge of disappearance. The biggest factor contributing to their loss is state policy. Some governments have embarked on campaigns to extinguish indigenous languages by criminalizing their use – as was the case in the Americas, in the early days of colonialism. Some countries continue to deny the existence of indigenous peoples in their territories – indigenous languages are referred to as dialects, and accorded less importance than national languages, contributing to their eventual loss.

But today, the major influence on the sorry state of their languages is the fact that indigenous peoples are threatened themselves.

Grave threats

The biggest threat comes from climate change, which is gravely impacting their subsistence economies. So-called development projects such as dams, plantations, mines and other extractive activities are also taking their toll, as are government policies that minimize diversity and encourage homogeneity. There is an increasing propensity of states to criminalize any dissent, resulting in more and more rights violations. We have witnessed an unprecedented rise in the number of indigenous peoples harassed, arrested, imprisoned, and even summarily executed for daring to defend their territories.

What is often overlooked in discussions on these concerns is the impact of these threats on indigenous cultures and values. Indigenous peoples derive their identities, values and knowledge systems from their interaction with their territories, whether forests or seas. Their languages are shaped by their environment – it is their attempts to describe their surroundings that forms the bases of their unique tongues. Thus, when the territory is altered, changes also occur in the culture and eventually, in the language.

The Inuit, for example, have more than fifty terms for snow, each appropriately describing different types of snow, in different situations. Snow is a prime element that the Inuit live with, and therefore have come to know intimately. The same is true with the Igorot of the Cordillera in the Philippines when describing rice – from when it is but a seed ready for planting to when it is fully ripe and ready for harvesting, to when it is newly cooked and ready to be eaten and when it takes the form of wine.

While new information and communication technologies could be used to enhance the learning process and provide tools to preserve indigenous languages, this is sadly not the case. Because indigenous peoples are considered minorities, their languages are often overlooked in positive efforts by governments to protect languages. For instance, in the Philippines, the government has launched the use of mother tongues in schools, but no resources are available in terms of teachers and learning materials to allow for indigenous children to be taught in their mother tongues. As a result, they end up mastering another language and eventually losing their own.

Notions and values lost

In addition, because of years of discrimination, many indigenous parents choose to teach and talk to their children in the dominant languages – in order to create optimal conditions for their social success. Since their mother tongue is often used only by older people, an entire generation of indigenous children can no longer communicate with their grandparents.

In my community, the Kankanaey Igorot, we have the concept of inayan , which basically prescribes the proper behaviour in various circumstances. It encapsulates the relationship of the individual to the community and to the ancestors. It goes beyond simply saying “be good”; it carries the admonition that “the spirits/ancestors will not approve”. Because many of the young people now no longer speak the local language and use English or the national language instead, this notion and value is being lost. The lack of dialogue between elders and the youth is exacting a toll, not just in terms of language but in ancestral ethical principles.

Keeping languages alive

However, with the growing global recognition of indigenous knowledge systems, the hope that indigenous languages will thrive and spread in spoken and written forms is being rekindled. Many indigenous communities have already instituted their own systems of revitalizing their languages. The Ainu of Japan have set up a learning system where the elders teach the language to their youth. Schools of Living Tradition in different indigenous communities in the Philippines similarly keep their cultural forms, including languages, alive.

This edition of the Courier is a welcome contribution to the worldwide effort to focus more on indigenous languages. It is a valuable companion to the ​​​​​​UNESCO-Cambridge University Press book,  Indigenous Knowledge for Climate Change Assessment and Adaptation ,  published in 2018. The book illustrates the importance of indigenous knowledge in addressing contemporary global challenges.

Photo: Jacob Maentz

Minnie Degawan

A Kankanaey Igorot from the Cordillera in the Philippines, Minnie Degawan is Director of the Indigenous and Traditional Peoples Program at Conservation International, based at its international headquarters in Virginia, United States. She has years of experience advocating for the greater recognition and respect of indigenous peoples’ rights, and has participated in various policy-making processes, including the drafting of the United Nations Declaration on the Rights of Indigenous Peoples ( UNDRIP ).

In the same issue

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Teenagers on What Their Families’ Native Languages Mean to Them

“I’m not that embarrassed,” one student said of his accent, “because it’s a flex to know multiple languages.”

By The Learning Network

Do you speak any languages besides English at home? Did your parents, grandparents or great-grandparents when they were growing up? Do you or anyone else in your family have what might be considered an accent?

In the guest essay “ ‘Don’t Lose Your Accent!’ ” Ilan Stavans urges newcomers to the United States to embrace their “immigrant verbal heritage.” He writes that “far from undermining the American experiment, immigrants enhance our culture by introducing new ideas, cuisines and art. They also enrich the English language.”

What role does your family’s native tongue play in your life? we asked students. We heard from young people who speak Russian, Telugu, Spanish, Farsi, Cantonese, Twi, Quichua, Arabic and Polish. We heard from those who took pride in their family’s multilingualism and from those who were made to feel ashamed of it, but eventually came to cherish it. We also heard from several students who never had the chance to learn their relatives’ native tongue and regretted it.

Benjamin, a student from San Jose, Calif., who grew up speaking English and Mandarin, summed up a sentiment many students expressed about their linguistic heritages: “Back in elementary school, I was often told that I had an accent, but now that I think about it, I’m not that embarrassed, because it’s a flex to know multiple languages.” Read on to see what else teenagers had to say about what their families’ native languages mean to them.

Thank you to all those who joined the conversation on our writing prompts this week, including students from Casa Roble High School in Orangevale, Calif .; Union County Vocational-Technical High School in Scotch Plains, N.J. ; and W.T. Clarke High School in Westbury, N.Y.

Please note: Student comments have been lightly edited for length, but otherwise appear as they were originally submitted.

I bring my culture and language with me wherever I go.

I live in the United States, but my parents immigrated here from India. My parents speak a variety of Indian dialects, and English was not a language they learned until their late teenage years.

I have been exposed to many languages from a young age and being able to pick up on these languages has only benefited me. Sure, there were times in elementary school where I would be told I had incorrect grammar, but for the most part, knowing other languages helped me connect with other children of immigrants. It also helped me connect with my older family, although I have always been aware that I am not quite “Indian” enough.

Also, because of the fact that I know Marathi and some Hindi (the Indian dialects common in Mumbai and Pune), I am able to enjoy movies and music from more than just the English streams. Some of my favorite movies are Marathi movies.

I bring my culture and language with me wherever I go. The best places to innovate are those with diverse backgrounds; I love that I can contribute to it.

— Riyana, UCVTS, NJ

My parents made my sister and me cling to our language. Now, I have learned to appreciate my Polish heritage.

When I was growing up, I exclusively spoke in one tongue: Polish. Both of my parents had immigrated from Poland only a few years before and they hadn’t mastered enough of English yet for me to pick it up, so my only real teachers for the first few years were my older sister and the cartoons I watched on Saturday mornings. As the years passed on, my sister would speak more and more English, and then I’d speak more and more English, until eventually we had a better grasp on both English and Polish. My parents knew this would happen and made us cling to the language, sending us to Polish school every Saturday and bringing us to Polish Mass every Sunday. And so we kept up this routine, but there were still some moments when I just couldn’t think of the right word. Explaining things that I didn’t know the name of because it’s a szczotka, not a brush, and no, I’m not dumb, I just can’t think of the word. To hand me those “thingies” because I know in my head that these are kwiatki, but you won’t understand that. So I got better and I read dictionaries in between Pinkalicious and Amelia Bedelia books. Then I began to struggle to think of the words in Polish rather than in English. Asking my parents where the hairbrush is and where did we put the flowers? I’d spent so long trying to be “American” that I spoke more to my own parents in English than I did in Polish. Now, I have learned to appreciate my Polish heritage and accept that it will always be a part of who I am.

— Nicole, UCVTHS, NJ

I joined Tamil classes, and they forever changed my life.

As a first-generation child in the U.S., my family has very close ties to India. So, I grew up hearing Tamil and Kannada around the house. My mom speaks more Kannada, and my dad more Tamil. As a young child, I heard much more Kannada, so I understand the language much better than Tamil. However, Tamil became more necessary to speak, to talk to family in India. I joined Tamil classes and learned reading, writing, and speaking. Although I am not fluent in the language, taking those classes forever changed my life. I became a part of a community where I met some of my closest friends and made many connections.

— Rina, W.T. Clarke High School, Westbury, NY

Seeing my family speak Farsi makes me proud.

My family speaks Farsi, a beautiful language that I have yet to explore and learn. When my grandparents converse in the language, I look at them with big eyes, hoping to catch a word or two that I know. When I was much younger, it would confuse me to hear people say that they’re embarrassed of hearing their parents or relatives speak in their native language in public for everyone to hear. For me personally, I did not see them speaking Farsi as a burden to my reputation or happiness, but as something that made me proud. I would lift my chin up high, smiling wide, observing their thick accents and crisp language … It is a gift that I have taken for granted and a mark of culture that goes back thousands of years. It’s a piece of the puzzle that makes me who I am and something I’d love to share with the rest of the world.

— Linden, Harvard-Westlake High School, CA

I pride myself in being able to keep something as important as my native tongue.

At school? I speak English. I have no accent, few grammar issues, and I can’t even read Chinese. Some could argue that English was my first language, even if it wasn’t.

After a long day at school, I’ll come home to greet my parents, speaking in only Chinese. For me, Chinese is one of the things that connects me to my culture. Although I’m an ABC (American Born Chinese), I want to be able to still experience and truly understand my culture and background. In the full article, Emily Kwong states how her father “explained how his need to integrate fueled his desire to become fluent, and he forgot how to speak his native tongue. In the process, his family lost an important part of their cultural heritage.” As someone who has not experienced much need to assimilate or integrate herself into American culture, I pride myself in still being able to keep something as important as my native tongue.

— Yolanda, W.T. Clarke High School, Westbury, NY

Try not to lose your native language because one day, you might need it.

I speak Spanish because that is the first language I ever learned. I still speak Spanish at home because my mom does not speak English. But my dad does speak a little bit of English so sometimes I speak to him in English though most of the time I speak Spanish with both of them. I feel that it is important to keep talking about your heritage, where you come from and what it celebrates and also try not to lose the language because sometime in life, you will need it and also try not to lose the language because sometime in life, you will need it.

— Lourdes, California

Growing up with English and Tagalog was both a confidence booster and a blessing.

With my parents coming from the Philippines and me being born here, I guess I could say I’ve had a unique experience. I feel like growing up with both English and the native language of the Philippines, Tagalog, was both a confidence booster and a blessing. While I can agree learning a new language has its challenges, I also believe in the importance of sticking to your roots. In other words, I believe in the importance of how powerful a culture is. While I do primarily speak English, I also am in the process of learning Tagalog. Not to brag but I feel like I’ve improved a lot, not only as a Tagalog speaker, but also within myself. From eating Lunchables at age 6 to eating halo halo, pandan, and pancit during high school. I’ve learned so much more about my culture from the food to the traditions I’ve learned to embrace it versus pretending it doesn’t exist.

— Isaiah, Glenbard West HS

I’m grateful for what little Telugu I know, as it has allowed me to feel a sense of community and comfort.

Whenever I tell strangers that my native language is Telugu, I usually get a blank look or confused expression in return. While it’s understandable that that statement may not garner the same impressed reaction as saying I speak French or Italian, I still take pride in my mother tongue. I live in an area where there are very few other Indian people, so knowing another language makes me feel more connected to my community. Being able to understand private conversations, inside jokes, and idioms that don’t quite translate to English fills me with a sense of pride and belonging. Knowing Telugu also lets me connect with loved ones outside of the United States. My grandparents aren’t fluent in English, and knowing Telugu is what allows me to converse with them, whether it’s about small details about my day at school or news of a family member’s wedding. While I’m far from fluent, I’m grateful for what little I know, as it has allowed me to feel a sense of community with those near me and feel comfort from those who are farther away.

— Aparna, Wilmington, NC

I learned that embracing my culture means embracing all aspects of myself, including my accent.

As a Ghanaian-American I am a swirl of both worlds. I am very in tune with my African heritage while being a part of the American fabric. My family speaks Twi, English, and French. Sometimes, I forget which language I should use in different settings … I think my family members and I have been pressured to assimilate with others’ ideas of what it means to be “American.” This has been perpetuated when it comes to our accents. To others, it seemed that being different was not unique, but instead, it made us “weird.” I specifically felt this way when I returned here from Ghana when I was five. The way I pronounced certain words was different because I was used to British English. I remember I got made fun of for pronouncing “water” and “Europe” differently from my classmates. I felt like I stuck out like a sore thumb and I wanted so badly to fit in; I learned that embracing my culture means embracing all aspects of myself. I realized that I was every bit “American” like the next person. I think American English would not be the way it was without immigrants. Over time, certain aspects of our current dialect have been combined with words from different cultures. It is so diverse, and this should be celebrated.

— Derene, UCVTS, NJ

My family and I find so much community with those who also speak Cantonese.

My first language is English because I was born in America, and my family speaks English at home. My father immigrated to the United States when he was six or seven years old, and my mother was born in the United States. However, both of them speak Cantonese fluently, and my grandparents speak primarily Cantonese. Being a less common dialect of Chinese, Cantonese is only heard in certain parts of America. This means that my family and I find so much community with those who speak it as well. At times, I have found myself feeling like an outsider with those who speak Mandarin, which is far more common. The few friends and family who do speak Cantonese give us an opportunity to connect, allowing us to honor our linguistic heritage and ethnicity. Even the Disney movie “Turning Red,” which contains only a few lines of Cantonese, had me practically jumping with excitement. Despite feeling exiled and like an outcast for a large portion of my life, I have learned to appreciate the beauty and uniqueness of my “mother tongue,” and in the future I strive to become more proficient in it so that I may feel closer to my lineage.

— Alexy, NJ

A mixture of languages is what makes my family special.

I am a Latina student with Pakistani roots. My first language is Spanish though we tend to mix it with a bit of English and Quichua. We don’t speak Arabic in our day-to-day but we do get a lot of customs from our Pakistan heritage, especially when it comes to the food. Our language plays a huge role in our bond as a family. A lot of our inside jokes are based on language or the mixture of different languages. Some people think it’s strange and often don’t fully understand what we are saying because we speak many languages at once, but I like to think that’s what makes my family special.

— Nicole, Quito, Ecuador

Speaking Spanish has allowed me to build strong relationships with my relatives.

I can’t help but smile when I talk to my parents in English. It just feels so weird.

Both of them immigrated from Colombia in their early 20s knowing very little English. Needless to say, I grew up speaking Spanish, and I continue to speak it fluently. For this, I am very thankful. It has allowed me to build strong relationships with my aunts, uncles, grandparents, and, most importantly, my mom and dad. In addition, it has connected me more to my culture. That includes music, dancing, tv shows, and movies.

So when I smile, talking to my parents in English, it is not due to an awkward sensation, but the reason why it’s there. It reminds me of the important role the Spanish language has in my life.

I don’t speak my family’s language, but hearing it encourages me to engage in my culture more.

My first language and only language is English but my family on my dad’s side speaks Spanish. Although I have never been taught it, I understand some of it and have been around the language my whole life. My dad does not speak Spanish at home but he speaks it with his parents and some of his other family … Hearing the language being used around my family reminds me of my Hispanic roots and encourages me to engage in my culture more.

— Giselle, Valley Stream North

Learning Russian, Polish and English can be stressful, but it is a blessing.

I speak Russian, Polish and English and oddly enough I don’t have an accent like my parents. My entire life, my dad has wanted me to learn more Russian even though I can already speak, read and write in Russian and having to learn that on top of all the other stuff at school is super stressful … My mom was very lax with Polish and didn’t want me to have to deal with the stress of learning it. In all, being able to speak different languages is a blessing and a great thing: it lets you socialize with new people and enjoy that culture’s food.

— Alex, Glenbard West High School, Glen Ellyn, IL

Losing my ability to speak another language felt like an entire world was cut off from me.

Before the pandemic, I visited China every summer to meet with my relatives. As a small child, though I had the ability to speak, I never had anything to say. But then, as I got older, though I had more things I wanted to say, I no longer had the ability to speak.

Sometimes I wonder what insightful conversations I missed from not being able to speak Chinese, or how many new ideas I could get from books written in Chinese.

By losing my ability for another language, it feels like an entire world was cut off from me, one that could not possibly be accessed through English. Different languages provide their own unique interpretations of the world, different concepts and different perspectives. Language should not be one road, let alone one-way. Instead, it is an interconnected network of ideas and thoughts, all encompassing the gift of human communication, and someday I hope to rejoin this network myself.

— Edward, NJ

An accent can be a barrier in America, but mine is an important part of my culture.

In my life, Guyanese Creole has had confusing connotations. When I grew up, my parents avoided speaking it near me and my sister because it was viewed as “broken English,” since the language has a distinct accent and with many foreign words mixed in with English. On top of that, it would be completely unintelligible with people who aren’t Caribbean. My mom often discusses how her “improper English” has hindered her professional advancement. My dad talks with a thick accent, he too never had the chance to improve his professional career because of this language barrier.

Despite Creole not adhering to English grammar or not sounding “proper,” it is an important part of my culture. Talking in Guyanese Creole helps me to identify other Guyanese people, or even Caribbean people, and using these words help me identify closely with my culture, which is already fragmented as it is.

— Elias, W. Tresper Clarke High School

Learn more about Current Events Conversation here and find all of our posts in this column .

Calgary Journal

Voices: How losing my native language made me struggle with my identity

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Sitting alone in the change room, the only thing I could hear was my heritage language flying around me. My teammates, people who I should be able to talk to and grow relationships with, seemed to be in a world completely separate from the one I was in. 

Going through the motions, warming up and sitting on the bench, I couldn’t communicate with anyone — which was detrimental when I was playing a team sport like soccer.

I was able to speak Spanish fluently when I was very young, as both of my parents spoke to me in the language. Both immigrants from Chile, it was very important to my parents and grandparents to instil elements of their home in the first Canadian member of the family.

I tell people I am Chilean, but only through blood. I have never been to Chile, nor do I even speak the language, even though both of my parents were born there. I feel the most Canadian when I am hanging out with fellow Chileans.

Preserving mother tongues: Why children of immigrants are losing their languages

Losing my mother tongue has had a major impact on my life. I feel a disconnect with my family’s culture. Having meaningful conversations with family members who only speak Spanish is practically impossible. 

Children of immigrants losing their parents’ language is not exclusive to me. Second generation immigrants are more likely to lose their first language than to remain bilingual, according to a study by Claudio Toppelberg and Brian Collins that looked at language in immigrant children.

Rennie Lee, a researcher at the University of Queensland who specializes in the social sciences of immigration, says maintaining heritage languages as a child is hard, especially in Canada.

“It’s really hard and I can feel those tensions, the barriers that I’m up against.” Rennie Lee, Researcher at the University of Queensland

“If their language of instruction, the kind of language they communicate with their friends, is in English, it’s really hard to maintain an immigrant language or their parents native tongue.”

Lee is a second generation immigrant herself and she is able to speak her heritage language of Cantonese. But passing on the language to the next generation has proven to be a struggle.

“I now have a son who’s three and I’m trying to speak Cantonese with him, but it is really challenging. Even I, as someone who’s studied this and really tried to preserve my parents language with him,” she says. 

“It’s really hard and I can feel those tensions, the barriers that I’m up against.”

Much like Lee, my parents are able to speak my heritage language. When I was old enough to go to school, I asked for them to speak to me in English to better fit in with my peers.

I have countless memories of people learning of my heritage and attempting to speak to me in Spanish, only for me to provide nothing but a confused face and a jaded apology for being monolingual. It pains me to see their excited face slowly fade, and in some cases, even turn into something that feels judgemental.

However, I do not feel any resentment towards my parents. How were they supposed to know? With navigating having children and balancing everything that it takes to provide for your child, language is something that seems to just fall through the cracks. Despite this, there are calls from Toppelberg and Collins in their research to treat bilingualism in a child with more importance.

Benefits of being bilingual

The study states, “Educational, clinical and family efforts to maintain and support the development of competence in the two languages of the dual language child, may prove rewarding in terms of long term wellbeing and mental health, educational and cognitive benefits.”

As I got older and prepared to enter an increasingly competitive job market, I could not help but feel that an opportunity was missed in my childhood to become fluent in Spanish. 

One study by Patricia Gandara on the economic value of bilingualism concluded that, “Employers increasingly prefer employees who can reach a wider client base and work collaboratively with colleagues across racial, ethnic, and cultural lines.”

Despite losing my ability to speak Spanish in early childhood, the foundations I established can help me in my attempt to relearn Spanish as an adult.

In a paper on childhood language memory in adult heritage language relearners, it says “Our findings indicate that very early childhood language memory (i.e., from the first year of life) remains accessible in adulthood even after a long period of disuse of the language.”

These findings inspire me to invest time into bettering myself and reclaiming what was lost at a young age. I am determined to find my culture and learn the language that has eluded me my entire life. I have decided to take Spanish language and hispanic culture as a minor, and I am currently enrolled in both Spanish language and Spanish culture classes at Mount Royal University.

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Preserving Native Languages in the Classroom

How native educators are creating immersive learning experiences that connect students with their indigenous language, culture, and lifeways..

Laura Zingg

Editorial Project Manager, One Day Studio

Andy Nez taught his Native language, Diné, for two years as a corps member in New Mexico, not far from where he grew up. He says the language represents much more than words—it’s a window into a uniquely Navajo worldview. Words, concepts, and ways of phrasing questions are rooted in relationships between people, land, and all living things.

Līhau Godden is the first in several generations in her family to speak fluent Hawaiian, ever since her mother and grandmother were required to learn English as the dominant language in school. As a 2015 Hawai’i corps member, Līhau returned to the same Hawaiian immersion school that she attended as a student, to help high schoolers gain mastery of their Native language.

These are just two examples of Teach For America alumni who are dedicated to preserving their Native languages for future generations of Indigenous students, in the classroom and beyond.

The most recent American Community Survey data collected from 2009 to 2013 found that there are 150 different Native North American languages collectively spoken by more than 350,000 people across the country. Native languages account for nearly half of the 350 total languages spoken in the United States. Yet, many of these languages are at risk of becoming extinct with only a small number of speakers remaining.

The reasons for this decline are complex and impact nearly every Indigenous language spoken in the U.S. They trace their origins back to when the first European explorers came to North America and the events that unfolded over centuries as Native peoples were displaced from their land by colonists and settlers.

The harmful effects of policies enacted during this time—such as requiring Native students to attend English-only boarding schools and the forced relocation and assimilation at the expense of eradicating Native language and culture—are still playing out today.

While there is still much work to be done, there have been great efforts since the Civil Rights era and over the past decades to restore Native languages and preserve Indigenous culture, specifically in the classroom—a place where Native children often feel invisible. This includes local and national efforts, such as the recent Senate approval to reauthorize the Esther Martinez Native American Languages Preservation Act , which supports language preservation and restoration programs for American Indian, Alaska Native, and Native Hawaiian students. 

The vast majority of this work has happened at the grassroots level, led by Native leaders, activists, and educators who are most directly impacted by the loss of their language. Native communities are still working to undo laws enacted long ago, establishing community-based immersion schools, and partnering with education agencies to offer Native language in public schools.

Children who learn their Indigenous language are able to maintain critical ties to their culture, affirm their identity, and preserve important connections with older generations. There is also an additional benefit for students who learn their Indigenous language from a teacher who shares the same background, history, and culture.

Teach For America’s Native Alliance Initiative partners with Native communities across the U.S. to recruit more Native teachers into the classroom, particularly in the communities they are from. TFA alums, Līhau Godden and Andy Nez are part of a community of over 300 Native alumni who are helping Native students feel seen by reinforcing their language, culture, and stories in the classroom.

Nurturing the Next Generation of Navajo Speakers

One of the greatest Navajo teachings that Andy follows is, K'ézhnídisin dóó dadílzinii jidísin . It’s a Diné phrase that means “admire all living beings and respect all that is sacred.”

Andy is an enrolled member of the Navajo Nation and currently works for the Department of Diné Education in Window Rock, Arizona, as a senior education specialist. He says his grandparents played an important role in transmitting the Diné language to him. From a young age, Andy joined his grandmother and aunt in traditional Navajo seasonal ceremonies and learned Diné within the context of the changing landscape, the way his family had done for generations.

“Being able to grow up in that environment and converse with elders from 6 or 7 years old all the way into my early teenage years, that's how I picked up the Navajo language,” Andy says

Today, there are approximately 170,000 fluent Diné speakers. While Diné is one of the more widely-spoken Indigenous languages, the number of speakers has declined significantly over the last generation. Between 2000 and 2010, U.S. Census data found that the percentage of Navajos who spoke their Native language dropped from 76 to 51 percent, with younger generations among those who were least fluent. 

While Andy doesn’t consider himself a completely fluent Diné speaker, he can read and write in the language and carry on conversations with the elders in his community. As an undergrad, he tutored young Navajo students and says his love of the Diné language and culture led him into teaching. 

“We think about models or strategies or ways that we can pass on the language, which are important. But really, we should just speak the language whenever we can so that kids are familiarizing themselves.”

Senior Education Specialist, Department of Diné Education

New Mexico '14

Andy taught bilingual education in Diné and English for grades K-5 at Chee Dodge Elementary School in Ya-Ta-Hey, New Mexico, as a 2014 corps member. The school was named after Henry Chee Dodge, the first Navajo tribal chairman. While Andy taught primarily Navajo students, he says they had a range of familiarity with the language. Some could speak in full sentences, while others were only familiar with a few specific words.

Andy helped his students build fluency by building conversation into his lessons. Andy recalls one of his favorite projects, in which students wrote a Diné word describing themselves or their mood on a yellow sticky note. They arranged their notes to form a giant ear of corn, representing their interconnectedness to each other and the earth. They then practiced how to ask the question, “How do you feel?”

“We talked about how our identity is important, and how we are all part of a community that looks out for each other,” Andy says.

When students learned about the Navajo Code Talkers who helped the U.S. Army create secret intelligence reports during World War II, they got to practice using Diné to translate their own coded messages.

One of the biggest challenges that Andy ran into was a lack of Navajo being spoken at home, particularly among those who are bilingual, where it’s easy to fall back on English. In order to engage his students’ families in speaking the language, Andy created homework assignments that required students to collaborate with their parents, or a community member or talk with an elder in Diné.

“We think about models or strategies or ways that we can pass on the language, which are important,” Andy says. “But really, we should just speak the language whenever we can so that kids are familiarizing themselves.”

Andy says learning the Diné language helps students stay rooted in their identity and understand their place in the world. He believes that the language has the power to heal the hurts he sees in his community and restore one’s connection with the stories and traditions of the Navajo people.

“Diné language is not just words and sounds. It's teaching the child to appreciate life and to respect their surroundings and all living beings,” Andy says. “When you speak Navajo, you have a sense of respect and a sense of self, and you carry that forward.”

Andy is thinking big about the role he wants to play in preserving the Diné language in the future. He’s currently working on a Ph.D. in educational leadership at Grand Canyon University. He is looking forward to creating Navajo-related programs, teaching gender and sexuality courses through a Navajo cultural lens, and publishing articles in Diné. He says he plans to get more involved in politics and plans to run for Navajo Nation Council in 2022.

Andy has done voice-overs and translation work for various projects, such as a recent documentary called Moroni for President, about a young Navajo man who campaigns to be the first openly gay president of the Navajo Nation. In the meantime, he’s started a series of online lessons called Diné Language in 10 Seconds, in which he uploads videos of himself to his Facebook page, teaching common phrases that can be used at home or in the workplace.

“So as long as I'm on earth, there's going to be a Navajo language speaker, “ Andy says. “That's just my passion and I will continue to do that.”

Teaching Culturally Relevant Science in Hawaiian

When the U.S. government annexed Hawai’i as a territory in 1898, the Hawaiian language was banned from being taught in schools. By the 1980s, English had replaced Hawaiian as the primary language spoken on the islands. Nearly all of the native Hawaiian speakers who were under the age of 18 could fit into a single classroom. 

But that all changed in the 1970s, when Hawaiian language activist Larry Kimura led the effort to convince Hawaii’s Department of Education to approve the creation of Hawaiian immersion schools. The campaign was successful, however, the government did not provide any resources or support. The work of creating the schools was left to community members

As a student, Līhau Godden attended one of these immersion schools, Ke Kula ʻo ʻEhunuikaimalino, located in Kona. Then, in 2015 she returned to her alma matter to teach as a corps member.

Because Hawaiian language instruction was banned from schools for several generations, Līhau says she didn’t grow up speaking Hawaiian with her family at home. (Her mother is Hawaiian and her father is not). However, Līhau’s mother wanted Līhau and her siblings to grow up knowing how to speak Hawaiian. In addition to sending her children to the Ke Kula ʻo ʻEhunuikaimalino immersion school, Līhau’s mother also joined the movement to restore Hawaiian language by helping to establish a Hawaiian immersion day-care center.

After college, Līhau returned to Kona and began volunteering at Ke Kula ʻo ʻEhunuikaimalino, helping administer Hawaiian language tests. The school had a shortage of Hawaiian-speaking teachers so Līhau applied through Teach For America, which has a partnership with the school.

“It may seem serendipitous, but it was the perfect fit,” Līhau says.

“Whenever I meet kids who go to immersion schools, I always speak to them in Hawaiian so they can see that there are people out there who use it. It allows us to stay connected to our values and keep stories from our ancestors alive.”

Līhau Godden

Hawai'i '15

Līhau taught 7-12-grade science, entirely in Hawaiian. While Hawaiian immersion schools have come a long way, Līhau says it is still rare to find teachers who are fluent in Hawaiian and also have specific subject matter expertise. 

Līhau’s students came in with a range of fluency in Hawaiian. During her first year of teaching, many students were frustrated with the steep learning curve. They were not only learning new science concepts, but they were learning them entirely in Hawaiian.

“It's a lot of new vocabulary,” Līhau says. “Even for the kids who have been speaking Hawaiian, since they were in kindergarten, if they haven't learned those higher-level science vocabulary words in Hawaiian, they're kind of lost too.”

Līhau worked to ground her lessons in Hawaiian culture, helping her students make connections between science, Hawaiian history, and folklore. When learning about the solar system, Līhau wove in traditional Hawaiian stories about the role that the moon phases play in helping people keep time and mark specific rituals throughout the year. They talked about the Hawaiian star compass and how their ancestors used stars to navigate while traveling by sea. During chemistry class, students explored the chemical compounds found in traditional Hawaiian medicine.

“There is so much science baked into the culture,” Līhau says. “You're still touching on all these different science standards and science concepts, but approaching it from a different perspective.”

Līhau says so much of the Hawaiian language and stories are rooted in the idea that everything shares a connection back to the land. The Hawaiian word for land is Āina. But it can also be broken down into words that refer to being fed or nourished, such as ʻai ʻana which means “to eat.” By learning the language, students are also able to view the world through a Hawaiian perspective. 

“Through the language, you're able to access cultural protocol and stories and songs,” Līhau says. “Hawaiian is so poetic, and there are so many double meanings that you don't ever fully understand from just the translation.”

During the four years that Līhau taught at Ke Kula ʻo ʻEhunuikaimalino, she was part of a school-wide effort to focus on speaking Hawaiian throughout the school day. She helped the school implement a class in which students were grouped by speaking level, rather than grade level, and worked with her school team to fill in gaps in the school’s Hawaiian-language science curriculum. She also helped develop culturally relevant science standards for immersion schools that were grounded in Hawaiian culture. 

“My students made a lot of improvement as the result of teachers and students holding each other accountable for speaking more Hawaiian,” she says. “By the third year, hardly any of my students spoke English to me.”

In 2015 Līhau traveled with her students to Washington, D.C., to perform at TFA’s 25th-anniversary summit. She and her students performed a traditional hula in front of 10,000 people. While Līhau says the experience was a bit nerve-wracking, it was an important moment for her students to be seen and to share their stories in their Native language.

Līhau now lives near where she taught and helps support her family’s business. She’s passionate about preserving the Hawaiian language and contemplating what her next steps will be. For now, she says the most important thing is to normalize the language by speaking it as much as possible in her day-to-day life.

“Whenever I meet kids who go to immersion schools, I always speak to them in Hawaiian so they can see that there are people out there who use it,” Līhau says. “It allows us to stay connected to our values and keep stories from our ancestors alive.”

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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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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.

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

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

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

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

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

Bibliography

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

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Social Security Matters

Social security publishes native language action plan to improve access to our programs and services.

April 30, 2024 • By Renee Ferguson, Acting Director of Native American Partnerships, Office of the Commissioner

Last Updated: April 30, 2024

In our new Tribal Consultation and Call to Action Plan , we outline our commitment to engage in consultation and outreach in American Indian and Alaska Native (AIAN) communities. We created this multi-pronged approach following many discussions with Tribal leaders.

One of our priorities is to promote the availability of interpreter services for people who prefer to conduct business in their native language.

Our goal is to make sure our AIAN customers are aware that we can arrange and pay for interpreter services during Social Security appointments. Upon request, we can provide free interpreters to people who speak Navajo, Choctaw, and Alaskan Native languages, to name a few. You can learn more about our free interpreter services here .

Because we recognize it can be challenging to understand our programs and benefits, we are also committed to:

• Partnering with organizations to market our information using TV monitors in clinics, Indian Health Service lobbies, senior citizen centers, and other facilities on or near Tribal communities.
• Producing posters to display in our offices promoting the various ways we can support native languages.
• Providing updates at our Office of Communications’ Quarterly Advocates meeting and asking for feedback on how to best support native languages.
• Continuing to conduct Tribal Listening Sessions at national conferences to measure our progress in Tribal communities.
• Releasing Dear Tribal Leader and Dear Urban Indian Organization Leader letters with up-to-date information about language support.
• Actively recruiting and hiring bilingual employees to better support our customers in their native languages.

To learn more about our many Tribal resources, please visit our AIAN page.

For more information about our mission to improve equity and access to our services for all our customers who primarily communicate in languages other than English, visit our Advancing Equity page.

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Tags: General Information , social security , SSA

About the Author

Renee Ferguson, Acting Director of Native American Partnerships, Office of the Commissioner

Related articles, social security introduces new director for the office of native american partnerships, social security administration establishing national native american office, how we serve people who have limited english proficiency, ssa’s equity action plan 2023 update.

April 30, 2024 10:12PM

While living abroad of SS Benefit Recipients and Medicare Members, there is no information how to use “Medicare Membership/Card”. Can medical coverage be used overseas , and how ?

May 7, 2024 3:30PM

Hi, Sam. Thanks for reading our blog and for your question. Medicare usually doesn’t cover health care outside the U.S., with some exceptions. To learn more, check out the Medicare Coverage Outside the United States fact sheet. We hope this helps.

April 30, 2024 4:58PM

Hmm how many members of any native tribe actually know their native language?? Just another shell game to steal.

May 1, 2024 9:48PM

My grandfather try to teach me when I was six years old. My mother did not trust the Federal government. She told me to keep speaking English.

April 30, 2024 3:39PM

Thank you SO much for doing this! Your efforts are rewarding because they show that the government cares about ALL of our citizens. Keep up the good work!

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