Valuing Cultural and Linguistic Diversity

It is important for culturally and linguistically diverse (CLD) students to be able to preserve their languages because this enables them to acquire their second language; however, it’s also important for them to be able to identify themselves, this way, they have a sense of belonging.  CLD students, who are given a chance to learn their English by being able to use their native language, helps them acquire the language much faster, because of the ability to transfer prior knowledge of literacy skills to their second language. These students deserve a chance to learn English in an educated manner as well as a chance to continue to develop their first language. Providing this opportunity to CLD students will help them to not only retain their first language but it will help them identify themselves. Identity, is vital, to be a productive and successful individuals.

CLD students’ languages that are not considered “big” languages are at risk at being lost. Raymond (1998) discusses this concern in her article by sharing about the life of Marie Smith- Jones, a native Alaskan of the Eyak culture, and the last one of this group, as well as the only one who speaks this native language. She is an activist who works with linguists to help teach others about languages and cultures that are at risk of being endangered.  

Marie Smith-Jones spoke of her regrets for not teaching her children her native language. She stated “[…] I could just kick myself for not teaching my children the language” (p. 14).  She chose not to teach her native language to her children because she was not allowed to speak the language in school, only English was allowed to be spoken. She explained how other tribal members chose to not teach their children their native language as well.

Many indigenous languages, among other languages, are at risk for being lost. According to Raymond’s (1998) research, the number of spoken indigenous languages continues to decrease because of the “spread of English and other “big” languages” (14).  In An estimation of 40-50 percent of the world’s languages will vanish in the next century due to the growth of English and other “big” languages. 

CLD students will be robbed of their identity (i.e., Marie Smith-Jones) and be placed in a position where they don’t have an opportunity to learn their native language or continue to develop their native language. They will look back, just like Smith-Jones, and reflect on why they couldn’t have preserved their native language and have been able to teach it to their children. Although these children may learn the dominant language of the community or the country, without an accent and become acculturated, they will not have had the chance to experience their ancestor’s culture to the same degree that their ancestors had. Language is part of culture and being able to speak the culture’s language provokes feelings of practicing the accepted "social-norm" of the specific culture.  

Culturally and linguistically diverse children have so much to offer to this country if their languages were to be valued and preserved. Students should be allowed to practice their native languages at school and should be encouraged to continue to speak them at home, this way, they are not forgotten or become extinct. Diversity is good and it should be valued. The whole world is diversified and to believe that only a few languages should be preserved should not be the norm. Joan Raymond (1998) explains that individuals who believe that the dominant language of the community or country should only be spoken, are usually monolinguals, usually, the dominant language.

We can see that languages and cultures continue to be lost and forgotten throughout time. We should learn from people who have experienced such great loss in their lives and desire to make a difference. By accepting diversity in languages and cultures, we will communicate to others that all humans are important. Every culture and language is unique and important and they should be valued. The individuals who come to a school setting with cultural and linguistic diversity should not be expected to put their diversity aside, instead, they should be encouraged to continue to be who they are, and this will help them to accept their new culture and language in a more positive manner. This will enable them to be successful individuals in society.

The following video shows an example of indigenous individuals who see the importance of their native language(s) and make efforts to try and revitalise their mother tongue. The preservation of languages is necessary for culturally and linguistically diverse individuals.

Revitalizing Indigenous Languages

Source:

Joan Raymond. (1998, September) Say what? Preserving endangered languages. Newsweek, 132(11), 14. Retrieved February 3, 2011, from ABI/INFORM Global. (Document ID: 33747483).

http://www.youtube.com/watch?v=JfyWriPx-ws

Additional Reading on this Topic:
 Racing Against Extinction: Saving Native Languages   

Second Language Learners

No Child Left Behind? Say It in Spanish

The Hispanic population in the metropolitan region  is decreasing because many of these families are choosing to move into towns and suburbs of this region, for example, "Dover, New Jersey."  Many of these families are immigrant parents who want a better education for their children and this is why they are choosing to move to smaller towns in hopes for a better education for their children and for survival needs such as: work opportunities and for housing reasons (Fessenden, 2007).

 School districts, in these regions, have to think about how to better assist minority children in their educational needs. The need to implement special services is to be considered if they want their students to perform well academically and in standardization testing.  Some of these metropolitan school districts have already implemented bilingual programs. There are four out of five school districts that have already implemented special services for minority students.  The No Child Left Behind Act mandates that all children should have an equal opportunity in their education; therefore, the need for minority students to perform well in standardization testing is very essential (Fessenden, 2007). 

In order for these culturally and linguistically diverse (CLD) students to have their needs met academically, special services in bilingual education should be considered.  In the year of 2006, New Jersey had 478 out of 595 school districts that had implemented bilingual programs due to the high increase in the Hispanic population (Fessenden, 2007).

CLD students need special programs that are in bilingual and/or in English Second Language instruction. The NCLBA mandates for all school districts to be a part of standardization testing and therefore, these language minority children need these services to help them to be ready.

From all the research that I have done, over English language learners, it supports the continued development of the students' first language; to continue to develop their native language, this way, they are able to acquire their second language quickly. Helping CLD diverse students, to be prepared in their education, will not only benefit them as individuals, but they will be able to do well in society in the future. They will be literate and linguistically competent to perform in any college and/or in the workforce.

I think it’s great to see school districts taking the initiative to help CLD students. The cost may be a lot but in the long run, it will be well worth it. Our country is investing in the needs language minority children to help them and for the future of our younger generations.

Sources:

Fessenden, F. (2007, December/‌January 16). No child left behind? Say it in spanish [Newsgroup message]. Retrieved from The new york times: http://www.nytimes.com/‌2007/‌12/‌16/‌nyregion/‌nyregionspecial2/‌16Rschool.html?fta=y

http://www.metroega.org/aboutus.htm

http://www.bestplaces.net/city/new_jersey/dover

http://education.state.nj.us/rc/

http://www.state.nj.us/education/bilingual/resources/slr/centers0810.htm