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It is VITAL that we protect the languages students join our classrooms knowing, hearing, understanding, speaking. These are leverages to acquiring English or other languages. Ignoring languages not only limits students’ participation but also endangers their confidence & identity increasing language loss. Linguistic oppression has devastating consequences. 💗 Valentina...

30,029 views • 3 years ago •via X (Twitter)

6 Comments

Fabiola Neira's profile picture
Fabiola Neira3 years ago

Well said Valentina!

🌍 ναℓєηтιηα gσηzαℓєz's profile picture
🌍 ναℓєηтιηα gσηzαℓєz3 years ago

Thank you 💗

Stilo & Korl's profile picture
Stilo & Korl3 years ago

Would love to interview you in an article for @AllAgesofGeek!

🌍 ναℓєηтιηα gσηzαℓєz's profile picture
🌍 ναℓєηтιηα gσηzαℓєz3 years ago

@AllAgesofGeek Let’s talk. Please send me a direct message with details.

Kathleen O'Connor's profile picture
Kathleen O'Connor3 years ago

Any advice about slogans/ posters/ classroom environment that communicates to students and families my hope that babies learn parents’ home language? Parents often proudly tell me that younger sibs speak only English.

🌍 ναℓєηтιηα gσηzαℓєz's profile picture
🌍 ναℓєηтιηα gσηzαℓєz3 years ago

@CherylAnnESL Thank you. I get that question frequently. Take a look here. You might find one that you like.

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LINGUISTIC IMPERIALISM Linguistic imperialism is the process whereby dominant powers impose their language on those they colonise, suppressing indigenous languages and thus marginalising their speakers and sustaining power inequalities. Indigenous languages in colonial Africa were frowned upon, while colonial languages were made mandatory. In Anglophone Africa, policies were all written in English; media and broadcasting used English; and there were many systemic policies forbidding the use of indigenous languages. For example, students in many Kenyan schools were punished for using any other languages, with most of these punishments involving shaming tactics such as the wearing of bones from dead animals as chains around the neck. This also happened to the indigenous people who were forced to speak Arabic and change their names in places like Sudan. This warped the consciousness of individuals, leading to a loss of appreciation for indigenous languages and cultures - and promoted the adoption of the coloniser’s worldview, values, systems and structures. UNESCO's 1953 report, The Use of Vernacular Languages in Education, indicated that around 40% of the global population received education in an unfamiliar language. Sub-Saharan Africa, which is home to nearly 30% of the world’s languages, still uses the colonisers’ languages as national languages. Consequently, the education and values instilled remain those of the colonisers. Many languages are at risk of extinction, with only a few speakers left. The loss of these languages is equivalent to the loss of African heritage and culture.

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