Saving Languages Global Concern Over Language

Question: Discuss about theSaving Languagesfor Global Concern Over Language. Answer: Introduction There has been a global concern over language preservation around the world in the last century. A considerable number of languages used by various groups of people face the risk of extinction. Due to this risk, linguists across the world have initiated the debate on whether enough is being done to preserve the native language of the various groups around the globe. In an attempt to achieve language preservation, some positive measures such as education and documentation have been put in place. Nonetheless, these efforts have been accompanied by significant issues such as the rise in the rate at which Indigenous language is being lost among children as well as problems in the funding of the initiatives aimed at enhancing language preservation. This essay discusses the efforts made to enhance language preservation while at the same time gives recommendation to ensure preservation of Indigenous language. There are considerably good efforts that have been adopted around the world in the attempt to ensure language preservation. One of these efforts is the development of an education programme that emphasizes on teaching in the native language to ensure that the language is past down to the new generation hence ensures preservation of the native language. A research conducted by Gibbs (2002) found out that when the native language spoken by the Indigenous groups of California were at the risk of extinction, an education programme developed that ensured 360 hours activities aimed at passing the language to the younger generations saw the Indigenous language preserved. Furthermore, Gibbs states that among the Navajo of the United States, introduction of education programmes emphasizing on the use of Indigenous language during co-curricular activities such as gardening, dancing, singing among other cultural activities saw an improvement in the overall results of the tasks performed. Moreov er, the California society embraced the use of Indigenous language when performing cultural activities as well as during basket weaving. Use of education programmes spread across the world and as a result countries have increasingly embraced the use of Indigenous language. According to Knight (2000) in New Zealand over 8000 new speakers have emerged in the recent past able to speak Indigenous language. Therefore, efforts put in place by linguists to preserve language are baring fruits. Similarly, documentation programmes have been embraced all over the world to boost the efforts towards language preservation. According to Lee (2009), in the recent past, propelled by the emergence of modern technology, linguists across the globe have put significant efforts in documenting Indigenous languages for use by the future generation. Furthermore, according to Gibbs (2000), in an attempt to preserve language in the Netherlands, Linguists moved from home to home listening to and recording the native language. Through this initiative, the linguistics managed to record the native language of Indigenous groups in the Netherlands such as Awti, Ega as well as Walma. Hence language documentation is a good means of ensuring preservation of Indigenous language as it provides a means of passing the native language to the new generation. Nonetheless, in the efforts put in the place to preserve language, the linguists have encountered various issues. Most of the issues faced in language preservation revolve around the idea of the loss of the native language. Through full immersion schooling, the native language is being lost at an increasing speed. Knight (2000) maintains that the rate at which the world is losing the native language is increasing day by day. He points out that over 3400 native languages are at the risk of extinction due to the education programmes being developed in various nations. To him, one language is lost in every ten days across the globe. As the old die, they die with the native language since the programmes put in place have increasingly failed to see language passed down to younger generations. Gibbs further points out that in California, there is a considerable number of languages that are only spoken by the elderly which the younger generation do not comprehend. This problem is occasioned by engaging the younger generation in full-immersion schooling system. In these schools, all activities are carried out in the English language. Additionally, a lack of funding for the initiatives of language preservation has contributed significantly to the increasing loss of Indigenous language. Hence, it is imperative that programmes that support bilingual education systems are developed to ensure that the native language is not abandoned for foreign languages. Most governments have put all efforts towards promoting the international languages at the expense of the native language. Children at a tender age are exposed to foreign languages that are exclusively used in the full-immersion schools making students to abandon their native culture and language. For instance, according to Sherman (2006), children from the Native American background who were subjected to full-immersed English schools in the North American region ended up embracing an attitude associated with the American culture in the long run undermining their native culture and history. In conclusion, linguists have in deed put in significant efforts in ensuring language preservation across the world. Through education and documentation programmes, the native language is increasingly being passed down to the new generation hence the future of the native languages is bright. However, there is need for all stakeholders to channel enough resources towards language preservation to make the efforts of linguists successful. Bibliography Abrams, L.S. and Gibbs, J.T., 2000. Planning for school change school-community collaboration in a full-service elementary school. Urban Education, 35(1), pp.79-103. Lee, K.A.H., 2009. Preservation of Rare Languages. Journal of Feminist Studies in Religion, 25(2), pp.90-91. Knight, P.T. and Trowler, P.R., 2000. Department-level cultures and the improvement of learning and teaching. Studies in higher education, 25(1), pp.69-83. Siculus, D., Sherman, C.L., Welles, B.C., Geer, R.M. and Walton, F.R., 2006. The library of history (pp. 12-53). Harvard University Press.