South Africa faces the severe risk of losing most of its authentic African languages, therefore imperative action needs to be taken to revive and restore its dignity. It is over a decade since language policy has included African indigenous languages in the constitution of south Africa. However very little appears that there has not been much move in the developmental stage of these languages. The South African Ministerial Committee (2003) states, “… sustained commitment to sound policy implementation over the next two to three decades should ensure success” (Ministerial Committee, 2003, p4.). The institution of higher education reflects a fifty percent decline of student enrollments in indigenous languages since 1999 (Ministerial Committee, 2003, p.19). It appears that the youth of South Africa lacks interest and historical education on the importance of the indigenous African languages of the nation. This …show more content…
This in turn results in the language not being passed on to the next generation, therefore dying out of society (UNESCO, 2003, p.2). The 2011 South African language Census results to determine the mother tongue (home language) of South African’s reflect: “South Africa’s nine indigenous languages are IsiXhosa, isiZulu, Setswana, Sesotho, XiTsonga, IsiNdebele, Siswati, Tshivenda and Sepedi. The percentages of language used as the home language to South Africans are; isiZulu 22.7%, IsiXhosa 16%,
Afrikaans 13.5%, English 9.6%, Setswana 8%, Sesotho 7.6%, the rest of the languages is spoken as home languages by less than 5% of the population each. Other African languages, Ndebele and Setswana are rarely used in South Africa and are mainly spoken in Zimbabwe, Mozambique and Botswana” (Brand South Africa, 2012, “Language distribution”
The decline in traditional native languages is in part due to the enculturation of the Natives to the ways of the British, but many groups have begun to work on saving their languages through active educational techniques taught to their younger generations. The fluency of a variety of languages in the Canadian culture today supports the mosaic structure of Canada and the inclusion of the First Nations’ languages supports the country’s
Languages are an important part of any culture, especially dying cultures that need to be preserved. This true for the Confederated Tribes of Siletz Indians, a group of Native American tribes who originally spoke many different languages. They were all forced onto a small reservation, completely wiping out their lifestyle and almost completely wiping out their language. Their story needs to be told, both how they almost lost their language forever, and how they are rebounding today. To preserve the culture of the Confederation of Siletz Indians, the story of their languages needs to be told because their culture has been lost, but a language offers a way to save part of the culture, and their story can provide to hope to many Native peoples
One of the ways the author used logos in his writing was by stating that the English-Only campaign transformed into a movement in 1931 in order to ban all non-English languages in government documents and printed material regarding any federal, state, and local government information. Because of how difficult achieving this was, it was decided to create a law called “Language of Government” that mandates that the official language of the federal government is English. Since this happened, 27 states have passed laws that state English as the “official” language of their territory. Also, with this, the author is trying to make his readers see the severity of this situation by exposing the number of states that have dedicated time and resources into making sure that English is the only language being spoken in their territory. On the other hand, by citing the National Association of Multicultural Education, shows the importance of bilingualism and how it is stated is stated in various official government documents such as the U.S. Declaration of Independence, constitutions of South Africa and the United States, and the Universal Declaration of Human Rights that was adopted by the United Nations.
In a country like America where people all over the world come to obtain a better future for themselves and their children there is a large diversity with culture and languages. Most immigrant families comes to American speaking a different language and have to adapt to the American language, English. However some people don’t learn English or have difficulty learning it. Usually older people have difficulty learning English or just don’t have time, on the other hand children are sent to school where they are taught English. In this situation children now have to learn a new language and keep their native language.
Language is a part of one’s identity, and because the men do not speak the same language as the majority, they are not seen as a part of the culture or
Language is used to convey a message as well as connect people to a particular culture or ethnicity he or she identifies with. People who share the same language share a bond and pass their history through language. In chapter one of The Skin That We Speak: Thoughts on Language and Culture in the Classroom Joanne Kilgour Dowdy speak about growing up in Trinidad and her mother insisting on her speaking in the colonizer's language rather than her native Trinidadian language. Joanne Kilgour Dowdy felt as if her identity was being pushed to the side when she was forced to speak “Colonized English” when she was at school or around the social elite of her community, and felt ridiculed from her peers for speaking proper as if she was white or of the elite social class. Dowdy major concern was how to have the freedom to go back and forth from home, language to the public language without feeling judged from both sides of her
In “Let them die” essay, Kenan Malik assert that endangered languages in the world should be left to dead. In other word, the minority languages should not be preserved, because it is not related to the achievement of “cultural diversity” (Malik, 3). Indeed, he expresses, dying languages should be removed in order to reach the “dynamic and responsive” (Malik, 6) culture. However, the claims that Malik uses in his essay does not tackle the counter argument correctly. In addition, the evidences in the essay is not clear.
In Sandra Cisneros’ The House on Mango Street, Esperanza, a young girl from Mexico, describes the unfortunate fact of her and her family –consisting of Mama, Papa, Carlos, Kiki and Nenny, as well as Esperanza herself- moving to another neighborhood far away from where they lived in the past. The story tells what happens after the family moves to Mango Street as well as some information about each character that Esperanza meets during her journey including descriptions about herself and her family, stating that Esperanza is the narrator in the novel. The novel is viewed through Esperanza’s eyes, as she shows everything around her illiberally, from her culture to the people and events she faces. The method of narrating the story language wise
Scholars estimate that throughout the world as many as one to two endangered languages are lost to extinction on a bi-weekly basis. K. David Harrison states: “When a community loses its language, they really lose their history. They lose their connection to the past. They lose all the wisdom and knowledge that has been accumulated through the centuries about how to live in a sustainable manner on this planet” (“Native American Languages: Loss and Revitalization” 2). Human diversity is in no small part measured by the languages that we – as a species – speak.
Though McWhorter disproves this theory by showing that these “African Englishes” are called creole languages and are spoken in different areas like West Africa and the Caribbean. African languages are also extremely different from English in every way, making it foreign to English,
The power of language We all have some form of language limitations, no matter where we come from and what our background is. “Mother tongue” by Amy Tan and “How to Tame a Wild Tongue” by Gloria Anzaldua both share similar themes in their stories that demonstrate how they both deal with how different forms of the same language are portrayed in society. In both stories they speak about what society declares the right way of speech and having to face prejudgment, the two authors share their personal experiences of how they’ve dealt with it.
Having the same language as others is something that brings people together-- whether it is around the dinner table, in an office, or in a grocery store. Language helps to bring people together and is a curator for community building. And in the eyes of many, this community that stems from a language is true, as long as the language being spoken is one that they prefer. For a long while there has been a “hierarchy” of language, and English sits a top of the food chain. When English is glorified, it is seen as the key to success and continuously other languages have been pushed out and looked down upon-- resulting in closed off cultures for others.
I was seven years old when I heard the news that my family was going to serve as missionaries in Africa. The news startled me to say the least, but I did not realize how drastically my life was going to change. As a child the experience shocked, exhilarated, and frightened me all at once. Once my family arrived in Zambia, Africa, we slowly began adjusting to life there. We quickly fell in love with the Africans and their culture; however, soon our time was finished and we came back to America.
1. Describe the geology and plate movements that are taking place in Africa now. What super-continent did Africa form the center of in the past? What parts of Africa are now separate but once where linked? What cratons are located in Africa and what do they contain?
The Language Culture and Society programme provides us with strong theoretical and interdisciplinary foundation for the study of a range of educational practices across the human lifespan and in a range of theoretical and methodological perspective is brought to bear on studies that explore the nature of literate practices, democracy and civic engagement and participation in social life. The programme focuses on relationships between education school and the dynamics and changing structures of language, culture, and society. It examines connection between broader, social, cultural, linguistic, historical, aesthetic and political factors in education and the local context in which these issues take place. It has long been recognized that language is an essential and important part of a given culture and that the impact of culture upon a given language is something intrinsic and indispensible. Language is a social phenomenon.