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How to preserve minority language
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In “Why I Choose to Write in Irish, the Corpse that Sits Up and Talks Back”, Nuala Ni Dhomhnaill argued for the survival of minority languages, especially her own Gaeilge (Irish) language. She compared the issue of preserving minority languages as important as the issue of the “preservation of the remaining rain forests is for biological diversity”. She fears that the death of minority languages and the dominance of English would “reduce everything to the level of most stupendous boredom”. (53)
The author did not bash on the English language, only that if all other minority languages died and it was the only one that remained then the lack of diversity will just be plain dull. She also pointed out how the imaginative depth of Irish as a language is just so much more so than English that it is sometimes impossible to translate Irish thoughts to English without sounding like a lunatic, without sounding absurd. She argued that English is more
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(46) As such, she described it as
“…a language of enormous elasticity and emotional sensitivity; of quick and hilarious banter and a welter of references both historical and mythological; it is an instrument of imaginative depth and scope, which has been tempered by the community for generations until it can pick up and sing out every hint of emotional modulation that can occur between people.” (47)
An example of this imaginative depth inherent in the Irish language that is limited in its English translation is the concept of the “otherworld”. The author pointed out that this is a concept widely recognized and accepted as real by the Irish speakers, but not so by the English speakers. The Irish sees the otherworld as an alter-reality, something that exist side-by-side with our reality; whereas the only way to describe it in English leads to it being just a figment of the imagination, something not felt or present.
Bjerre, Thomas Ærvold. “The Natural World Is The Most Universal Of Languages”: An Interview with Ron Rash.” Appalachian Journal 32.2 (2007): 216-227. Literary Reference Center. Web. 16 Nov. 2013.
Even though the dominance of a language can allow for the loss of a culture, it can also bring awareness. In schools, local community centers and other various places, foreign languages are taught, not only do non-native speakers take on these languages but native speakers do as well to keep their culture. By doing so it “revitalizes cultures and cultural artifacts through foreign influences, technologies, and markets.” (Gerdes
Language is an important part of who we are. It influences the way we think and behave on a great scale. However, sometimes it is forced upon us to go in different directions just so we can physically and mentally feel as if we belong to the society in which we live in. Just as we see in Amy Tan’s “Mother Tongue” and Richard Rodriguez’s “A Memoir of a Bilingual Childhood”, both authors faced some challenges along the way by coping with two different languages, while still trying to achieve the social position which they desired.
Gerald of Wales’ was most likely never in Ireland, and his writing is not an accurate portrayal of the Irish, but a chance to discuss hybridity and turn his readers against it while also the Irish.
Furthermore, while Baile Beag is a place rich in community and in culture, a sense of threat and danger undercuts this. For, you see, Friel presents us with a society that teeters on a knife-edge; a people that live in constant fear of rural collapse and the horrendous poverty which would inevitably follow. Exacerbating the relentless grip which this fear has on people's lives is the prospect of the collapse of the Irish language at the hands of the national school, and the potential cultural and linguistic erosion as the result of the remapping of Ireland by imperial forces (although it is unlikely that the people of Baile Beag were aware of this erosion until it occurred). Therefore, while Baile Beag may be a relatively intellectual community, it is in no way an idyllic Arcadia.
Tan, Amy. “Mother Tongue." 50 Essays: A Portable Anthology. 4th Edition. Ed. Samuel Cohen. Boston/New York: Bedford/St. Martins, 2011. 417-23. Print.
English is an invisible gate. Immigrants are the outsiders. And native speakers are the gatekeepers. Whether the gate is wide open to welcome the broken English speakers depends on their perceptions. Sadly, most of the times, the gate is shut tight, like the case of Tan’s mother as she discusses in her essay, "the mother tongue." People treat her mother with attitudes because of her improper English before they get to know her. Tan sympathizes for her mother as well as other immigrants. Tan, once embarrassed by her mother, now begins her writing journal through a brand-new kaleidoscope. She sees the beauty behind the "broken" English, even though it is different. Tan combines repetition, cause and effect, and exemplification to emphasize her belief that there are more than one proper way (proper English) to communicate with each other. Tan hopes her audience to understand that the power of language- “the way it can evoke an emotion, a visual image, a complex idea, or a simple truth”- purposes to connect societies, cultures, and individuals, rather than to rank our intelligence.
Tan’s essay does more than just illuminate the trouble with language variations; her essay features a story of perseverance, a story of making a “problem” harmonize into a “normal” life. Almost like a how-to, Tan’s essay describes an obstacle and what it takes to go above and beyond. Mirroring Tan, I have been able to assimilate “the [world] that helped shape the way I saw things” and the world that I had to conform to (Tan 129). Life is a struggle, but what makes it worth it is the climb, not what is on the other side.
Within the work, Heaney anthropomorphizes both countries. He compares the geological features of Ireland to the ‘tracked and stretchmarked body’ of a woman, whose most intimate identity - here symbolised by the ‘ferny bed’ and ‘bogland’ is invaded by the phallic ‘battering ram’ of an ‘imperially Male’ invader.
For this summary I watched a video called Voices of the World: The Extinction of Language and Linguistic Diversity. The video starts off with how people believe that there are about 6, 000 languages. David Crystal talks about how with all these different languages half of them are endangered of becoming extinct. Each different language offers a different point of view of the world and culture. He said that if different languages are lost then “we lose the meaning what is it to be human.”
In her narrative Mother Tongue, Amy Tan speaks of how the English language has shaped her life, drawing from personal experiences in her early life, to her daily use of English in the present. Tan begins her narrative by identifying her own “mother tongue”, which is simply the broken English her mother uses and has been accustomed to. Tan says that due to her mother’s broken English some are unable to understand her, thereby limiting Tan’s mother to function properly in our English speaking society. Tan shows the reader how her feelings toward her mother tongue have changed throughout her life drawing out a personal experience from her adolescence.
In Joyce’s stories “Eveline”, “Counterparts” and the “Dead”, the theme of escape and responsibility is represented by the characters desire to flee their lives. These stories symbolize Joyce’s interpretation of life in Ireland. With careful analysis it can be inferred that the miserable situations portrayed in these stories can be directly tied into how readers may view life in Ireland. Like the characters in Dubliners people desired a better life for themselves in and out of Ireland. The themes common to these stories show an appreciation to opportunity and success in the world. The themes of escape and responsibility present in a readers mind a looking glass for viewing life and society.
Manoukian observes the inequality and death among minority languages and aims to mend the issue. She helps translate old letters written in Western Armenian and encounters how endangered these languages really are. Manoukian recommends rather than only picking up a language in fear of its demise, new speakers should look towards the larger picture. In order to replenish these indigenous languages, people must raise their children to understand their mother tongue. Manoukian believes “Western Armenian has created generations of native speakers with gaping holes in their linguistic knowledge”(2017, p. 202).
The settlement of the British Isles by north Europeans followed by Norman French paints the backdrop to this essay which will focus on the period between the early 15th and 17th centuries, when a'standard' English language evolved. It will show that modern-day English is very different to that first introduced to the British Isles, but by identifying changes through time, its continuity can be demonstrated. Finally, it will suggest that present day English is in a position analogous to that which existed before the Norman invasion, when there were many varieties and dialects, and that this may lead to its decline as a global language, due to decreasing intelligibility. The beginnings of English can be found in the occupation of England from the 5th century by north and west German ethnic groups who brought their 'indigenous dialects' (Seargeant, P. 2012, p. 1). The Oxford English Dictionary defines English as 'Of or related to the West Germanic language spoken in England and used in many varieties throughout the world' (Seargeant, P. 2012, p. 7).
To commence this discussion, it is first essential to establish an understanding surrounding the role of language in relation to national identity. Theoretically, the more power language has in this relation, the more powerful language planning may be when creating a national identity. However, the role language plays in this respect is somewhat problematic to define and has proven to be a debatable topic among nationalists, sociologists and sociolinguists. For instance, May demonstrates that ‘sociological commentators, unlike sociolinguists, have generally been loath to apportion a prominent role to language in the explanation of minority ethnic and national identity claims’ (2001: 8). Consequently emulating distaste from sociologists to credit language with significant power in a national identity. In a similar sense, de Vries notes that, in relation to a language community, ‘social scientists have generally ignored the systemic properties of language’ (1991: 39), thus, concurrently suggesting with May, a disagreement from the social sciences over the role of language in terms of identity and national identity. Similarly, circa the French revolution, the concept