Preserving Indigenous Languages English Language Essay

Preserving Indigenous Languages English Language Essay Many times when you are asked to describe your heritage it may not include language. In the United States we assume every person born here just speaks English because it is the nationally recognized language. We expect to walk into the grocery store and be able to carry on a conversation with the cashier or ask an individual for help. This is not the case everywhere. Many places such as Oaxaca, Mexico have more than one recognized native language. Many native Indians cannot expect to walk into town and have the cashier at the store speak the same language as them. The issue of language preservation is increasing extensively by the years. Language plays a hefty roll in culture, it has an extensive background, factors working against and for the preservation, and whether we like to acknowledge it or not plays a significant role within our government. Many of us do not realize how important something as simple as language really is. In the world today there are currently between 6-10,000 different languages and this all depends on what is considered a dialect vs. a language (Vazquez). This does not include the unknown languages or the ones that are already lost. Oaxaca is a state of great linguistic diversity. There are 16 indigenous languages and 17 including Spanish that are recognized in Oaxaca (Vazquez). Those however are only the languages the government recognizes. The recognized indigenous languages of Oaxaca consist of; Nà ¡huatl (the languages of 1 million speakers throughout central Mexico),Zapoteca (spoken by 400,000 people and has 5 regional dialects), Mixteca (320,000 speakers and 29 dialects throughout Oaxaca, Guerrero and Puebla), Mazateca (spoken by 150,000 people in Oaxaca, Veracruz and Puebla), Chinanteco (6 dialectal variants and 77,000 speakers), Mixe (70,000 speakers and 4 dialects), Amuzgo (spoken in Oaxaca and Guerrero by approximately 20,000 people), Chatino (20,000 speakers and 3 dialec ts), Zoque (spoken in Oaxaca, Chiapas and Tabasco by 20,000 speakers), Chicateco (14,000 speakers), Popolaca (has 12,000 speakers in Puebla and Oaxaca), Chontal (2 dialects and 10,000 speakers), Huave (10,000 speakers in southwest Oaxaca), Triqui (8,000 speakers throughout Oaxaca, Mexico City, Baja California, Sonora and the U.S), Chocho (3,000 speakers in Oaxaca), and Ixcateco (just 2,000 speakers in Oaxaca) (Languages used in Oaxaca, Mexico). As you can see there are a variety and dialects of indigenous languages in Oaxaca. There are many forces that work against the preservation of languages and even fewer forces that are working to preserve it. This creates a large issue for the indigenous peoples. Language shift or language death can be sudden or gradual due to colonization and globalization (Vazquez). Schooling is not an option in Oaxaca it is required however, there are very few forces to ensure education is received. When Children from villages and small towns attend school, they are taught in the nationally recognized language of Spanish. Many children who many have learned their native language are then forced to learn another language. Their parents cannot speak any language other than the native language, leaving the children as translators with the rest of the world. In Oaxaca, approximately 10-15% do not speak Spanish, 70% are bilingual, and only 15% speak only Spanish (Vazquez). The American idea encourages being bilingual in Mexico and this can have a negative effect. The act of being able to communicate with persons outside of your family is done through Spanish, not Triqui or Mixe, etcetera. Globalization teaches people that their native language is useless, it ha s no value to the outside world, this concept gets into the villages where the elders quit teaching their native language in order to adapt to a new world. This concept not only is the idea of globalization, but the loss of experience. Globalization goes as far as to include those migrants to American who came from small villages. Those migrants are individuals who have come for work however, they must adapt to American culture, a culture that frowns upon the different languages and its a culture that expects outsiders to adapt to it. These migrants spend a great deal of time in America to return with money to their villages taking with them learned American culture to teach, this then adapts into the small villages with endangered languages. Another contributing factor to the loss of language is the outside world delegitimizing language. Many languages are unknown or unwritten. The unwritten languages are ignored as if they do not exist because they cannot be written. Many native speakers are not literate therefore the verbal form of language is their only form of communication; they have no need for written language. According to Dr. Vazquez unwritten languages are ignored but people continue to draw from languages they have delegitimized, add an accent, legitimize it and create a written word. This act not only begins to tell villagers, your language does not exist but it then tells them that since we as higher people have changed this it can now be a written word however, it still gives no credit to the idea that it was a language to begin with. The article Vanishing Voices refers to language as an identity, the ability of a person to represent himself. If people are no longer able to represent themselves, they are no longer able to communicate and they then begin to lose a part of their humanity. This is all part of the process of losing language. While there are factors working against the preservation of language, there are people who are working towards preserving it. The first step in the preservation of language is to increase literacy. The more people can read and write the more they are going to want to read and write within their own language. The increase of literacy leads to documentation of the language not only in written form but in electronic form via computers; there are many different projects towards preserving these languages. In 1987 the Oaxaca Native Literacy Project was founded by H. Russell Bernard and Jesus Salinas Pedraza (Foundation For Endgangerd Lanugages). The project began before its foundation, in 1971 Salinas and Bernard began working on a project to document the Nyahnyu culture in Nyahnyu. They developed a writing system for Nyahnyu and Salinas wrote four books about the culture of the people of the Mezquital Valley. In 1989 the books were published in English. In 1987, building on their book collaboration, Salinas and Bernard conceived of the Oaxaca Native Literacy Center a place where Indian people from around the Americas could learn to read and write their own languages using microcomputers. Their idea was for Indians to write, print and publish their own works, in their own languages, on topics of their choice. They would write their own histories and record their knowledge for their children and for all our children as well. The center began operation in 1989 with support from the Nat ional Bureau of Indian Education and the Center for Advanced Studies in Anthropology in Mexico; from the Interamerican Indian Institute and from the Jessie Ball Du Pont Foundation. Salinas runs the center, along with Josefa Gonzalez Ventura, a Mixtec Indian from Oaxaca. Together they train other Indians to use computers, to write and to print books in Indian languages. In 1993 the project incorporated as a not-for-profit organization called CELIAC the Centro Editorial de Literatura Indigena, A.C. The A.C. stands for Association Civil, which means not-for-for-profit corporation. All five board members of CELIAC are native speakers of Mexican Indian languages. In January 1994, CELIAC moved into its own building in Oaxaca. The building houses up to 16 persons. There are toilet facilities for men and women, an ample kitchen, office space, meeting rooms, and computer work rooms. Indigenous authors spend time in residence at CELIAC and CELIAC is now a publishing house for indigenous lite rature, written in indigenous languages. CELIAC markets its books to scholars, libraries, and individuals. Proceeds from the sale of the books help keep the project going. Books are sold directly by CELIAC and all funds go directly to the project. So far, over 150 people speakers of a dozen languages (Mixtec, Chinantec, Aymara, Quichua, and others) from countries across Latin America (Mexico, Bolivia, Peru, Argentina, Chile, and Ecuador) have spent from four weeks to six months in residence at CELIAC (Foundation For Endgangerd Lanugages). The project is major in documenting languages electronically as well as increasing the ability of native speakers to become literate in their own language. According to Gasper Rivera, To keep a language alive, writing it is fundamental, (Mixtec Revival: Mexican Indigenous Language on the Rise). Oaxaca also has a Mexican government-funded Academy of the Mixtec Language that teaches Mixtec speakers how to read and write their language. Pà ©rez Castro explains that a written script for Mixtec will help inhabitants from different villages communicate with one another, since the creation of a standardized vocabulary will smooth over linguistic variants in the rugged countryside where the language originated (Mixtec Revival: Mexican Indigenous Language on the Rise). [The practical benefits of a written language are obvious, says Domà ­nguez. From public health messages to family correspondence, the writing of our language is a historical necessity. (Mixtec Revival: Mexican Indigenous Language on the Rise)]. Although the project ignores the different dialects of the Mixtec language, it does help decrease the illiteracy rating of the population. Language seems as though it would be strictly a cultural problem. Although it is a cultural problem, it is also a political issue. Many Politics are centralized around developing the culture as well as the language in which it is portrayed. The government is involved because it decides which languages are recognized languages. This creates a problem because the languages that are recognized receive more preservation efforts, where the languages that are not recognized are left to go extinct without a second thought by the government. Governments need to recognize all spoken languages and create efforts towards preserving them. A look back to biblical times tells us that at one time there was only one language. While this may seem the ideal it is not the case today. Throughout the years we have relied on recorded history to teach us about our ancestors and about cultures of the past. Where there has been a lack of recorded history we have relied on artifacts. We use these artifacts as a way to tell us about the lives and cultures of the past. How much easier it would be to communicate history and preserve a culture if these artifacts were accompanied by the written word. Literacy is the primary culprit to lost languages. As literacy becomes far more widespread, so will language preservation. Education is the foundation on which language preservation will stand. To preserve a language there must be education and literacy. This not only leads to people having pride in their culture but will also create a gateway in which to study these cultures in the future. Cultures that have widespread literacy are far mor e likely to survive and be passed on from generation to generation. Foundations such as CELIAC have recognized this need and are addressing the challenges however, this is just one foundation. Many more will be needed to accomplish the literacy challenge on a wide scale. Although education and literacy cannot guarantee that all languages will be preserved, it will most certainly give the future generations a way to study those cultures and languages that are lost.

Educational Paradigms Essay

Paradigms are ways of thinking or getting things done. As time passes and new concepts evolve, the way things are being done or implemented begin to undergo significant changes. Paradigms are continually shifting and this is unavoidable. For example, prior to the beginning of the information age, education could only be achieved by physically seeking admission and going through manual registration processes before one could be considered a student. The situation has changed today. Most of these processes may now be achieved online, as is the case with American Intercontinental University (AIU). A new educational paradigm has been ushered in as a result of technological advancements (Riegle, n. d. ). Which paradigm best describes your current learning organizational environment? Why? Provide an example. The ideal paradigm is the one that favours the emergence of standard practices, improved methodologies, and a range of resources that help to establish benchmarks and develop instructional strategies that give students the opportunity to learn properly and reap the benefits of education optimally. American Intercontinental University (AIU) provides an online educational system that offers increased accessibility to students from the convenience of their homes. This is accomplished through the use of up-to-date technological devices, software programs, internet connection, and computers. Since technology has turned the world into a global village, the educational paradigm is gradually shifting from the use of traditional classrooms to an online learning system. This learning platform has necessitated the need for an interactive method of learning to supplement the lecture materials, sample essays and the numerous resources that are made available to students to facilitate their learning process. For example, Instructional strategies that involve the use of chat rooms, discussion groups, emails, forums or message boards are employed to achieve learning. How does your organizational paradigm affect your assessments and measurement of student learning? AIU strives to balance learning strategies by adopting principles of various learning theories and applying them to instructional design and students’ assessment. The University presents materials to students in formats that they can easily understand, usually in the form of video, audio, presentations, and other related methods. Measurement of student learning is achieved through the evaluation of students’ participation in group activities, discussion groups, learning teams, chat rooms, and ability to use concept maps, mnemonics or organizers to reflect their knowledge of concepts. This is in support of the Cognitivism theory which states that it is important to understand how the human mind works so that we can understand how students learn (Learning Theories Knowledgebase, 2008). Assessment of learning is also done by giving students home work, assignments or group projects so that they can learn through their own activities and personal experiences. This is a very important paradigm at AIU since most of the learning activities take place online. Students are encouraged to learn through simulation, exploration and active participation in message boards and various projects assigned to them. This method of assessment is in agreement with the constructivism theory which states that knowledge is imbibed through active participation and engagement of the learner. The theory asserts that for knowledge to be retained, it is important to link new concepts with familiar concepts (Learning Theories Knowledgebase, 2008). On a personal level, which paradigm do you feel most represents your own views of education and assessment? Even though technology has its numerous benefits and offers students various opportunities of convenience and ease of use, traditional learning methods should also be sustained because each style of learning has its own benefits. It’s important to maximize the advantages of each learning style so that optimal results may be achieved. In consonance with the theory of behaviorism, good performance should always be rewarded with praise, awards or any other form of recognition to encourage the students, while the undesired behavior (bad performance) may be rewarded by holding back such rewards (Learning Theories Knowledgebase, 2008). This ensures that individual performances in learning are immediately observed and weak points are focused on for possible improvement. By balancing the learning theories and employing the use of best practices in administering lectures to students, learning can indeed become an enhanced and exciting experience. References Learning Theories Knowledgebase. (2008). Index of Learning Theories and Models. Retrieved September 25, 2008 from http://www. learning-theories. com Riegle, R. P. (n. d. ). Educational Paradigms. Visionary Leadership for the Information Age. Retrieved September 26 from http://people. coe. ilstu. edu/rpriegle/wwwdocs/paradigm/welcome. htm

The Existence of Tensions Between USA and Japan in the...

The Existence of Tensions Between USA and Japan in the Pacific Before 1940 In 1918 when the First World War was over, after which America had sent two million troops to help Britain and France, many Americans wanted America to withdraw from world affairs. At this time Woodrow Wilson president of the U.S.A wanted a League of Nations to prevent further wars but in 1920 congress rejected to join the League of Nations and so president Wilson lost the election. America now cut them selves of from any other country going into a period of isolationism. In 1935 congress passed a neutrality act which banned the sale of arms to a belligerent country, this meant that with war in Europe progressing,†¦show more content†¦At the turn of the century America was one of the worlds biggest industries and so America had a vision that they could make their empire expand by taking China a country where 400 million peasants lived permanently on the brink of starvation, yet America saw it as a huge market for American products. So to make sure trade with china would grow the Americans developed a policy known as the open door policy, this meant that china would stay independent. Japan had a large population living on four small islands; they were short of food and raw materials. But Japan wanted to be known as the Greater East Asia Co-prosperity Sphere but to do this they needed to invade china. But it was Japan, and not Germany that brought the USA into the Second World War. 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Is It A Crime Or Punishment - 1084 Words

What constitutes whether something is a crime or punishment? This varies depending on where one lives, their culture and their personal beliefs. For instance if someone was on trial for claims of child abuse they might not see their actions toward the child as abusive. If the person is on trial it is likely that other people do not share the accused’s opinion. The difference in opinion can be a result of being raised with different beliefs. An example of differentiate opinion is the matter of spanking. It is possible people take offence to the idea of spanking one’s child because they have been taught not to strike others. In my opinion physical child abuse is the repeated use of physical harm towards a child. Spanking in moderation is not what I consider child abuse. As long as it falls it the under these guidelines: a) the hit is not delivered with an excessive amount of force, and b) the number of spanks is kept at a reasonable figure. 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