M10 U4 A1 Synthesis on Language

Throughout these articles, I learned a lot about language that I had never known before. Most
articles talked about the importance of language and how closely tied it is with culture. In one article
about preserving African languages, the authors discuss how important it is to save a dying language
(Olasunkanmi Abari, et al.). Language is such a large portion of cultural identity and when a language
dies, so does the culture. “There are about 7,000 languages in the world and Africa tends to have more
than half of this” which shows how many indigenous languages/cultures there are that need to be
preserved (Odoyo Okal). Therefore, there is a strong negative to globalization because dominant
languages such as English, French, and Chinese are being used in many schools which means they are
taking over minority languages. Since language is so closely related to culture, as the English language
spreads, so does the English culture which is mostly tied to European-American ways. Many people do
not see the negative side effects that come from this. However, there is hope. African governments have
noticed the loss of culture and many have decided to put efforts into preservation. How, you might ask?
“This can be done by promoting the native languages both at home, the school and also in businesses,
[while] also promot[ing] a very strong national identity” (Olasunkanmi Abari, et al.). Governments can
also write certain languages into their constitutions to make sure other, more dominant, languages
don’t force a meager one out.

In the United States there is a big language debate. Some states want to make English the
official language and put an end to bilingual education. However, Bernard Odoyo Okal lists many
benefits of multilingualism in education through studying multilingualism in many countries.
“Multilingualism practices enhance intellectual flexibility and creativity” and provides students with a
“competitive edge in today’s job market” (Odoyo Okal). Julie Nora also supports similar viewpoints as
Bernard in her article, Language as the Lever for Elementary- Level English Language Learners, by also
pointing out how multilingual students should be seen as assets and not a burden. ELL students are
struggling in the United States because they are not getting the right amount of care in their education.
These students struggle for many reasons;

1. Teachers expect lower level cognitive work from ELLs and may simplify curriculum which
causes a low level of engagement.
2. Standardized tests are only given in English and there are high expectations.
3. The common core state standards were created with no consideration for non-English
speakers (Nora).

Nora suggests that a two-way immersion (TWI) program creates significant changes and chances for ELL
students. Two-way immersion is when you have courses of study taught in two languages and students
teach each other their own language. She proves through test scores that in a school that supports TWI,
scores are immensely higher for both Limited English Proficient students (LEPS) and Latinos in both math
and reading. This style of education prepares students for the changing world. As Nora states, “language
is the solution, not the problem”.

Lastly, as Darder says, “The politics of language signals formidable struggles around the world,
where the inextricable relationship of language, ideology and power is clearly unmistakable”. Language
policies have created conflict around the world for centuries and continues today as governments try to
limit minority languages. An example is how California just ended an 18 year long restriction on bilingual
education in 2016. Nancy Sullivan and Robert Schatz performed a case study on what students think
about an English only legislation, the results were very interesting with solid reasons as to why they are
pro or against. There will always be two sides to the language debate, both with acceptable reasonings
to back up their opinion. Pro English Learning Legislation is backed up by motives such as, why should
we not because moving to other countries would result in a person having to learn the language or due
to enmity against foreigners. People who are against the ELL talk about how it “denies people the right
to speak their own language and therefore contradicts the United States' ethos of freedom” or the idea
that “it would be ineffective” (Sullivan & Schatz). Language is so important, why try to eradicate it?

References

Abari, A, Oyetola, I, & Okunuga, A. (2013). Preserving African Languages and Territorial Integrity in the
Face of Education and Globalization. Retrieved from,
https://drive.google.com/file/d/0BzLwFwwvm0oNNGd5ZjVYdHpfWGs/view.

Nora, J. (2013). Language as the Lever for Elementary-Level English Language Learners. Retrieved from,
https://drive.google.com/file/d/0BwgYlY1O2AV2azV3bkJmNG9xelU/view.

Odoyo Okal, B. (2014). Benefits of Multilingualism in Education. Retrieved from,

https://drive.google.com/file/d/0BwgYlY1O2AV2UUJYdlRsbV9pQ2c/view.

Sanchez, C. (25 November, 2016). Bilingual Education Returns to California. Now What? Retrieved from,
https://www.npr.org/sections/ed/2016/11/25/502904113/bilingual-education-returns-to-california-
now-what.

Sullivan, N. & Schatz, R. (1999). When Cultures Collide: The Official Language Debate. Retrieved from,
https://drive.google.com/file/d/0BzLwFwwvm0oNRUJoMU5xb2owWVU/view.