Kate O’DonnellCAPS

Fall, 2011

LANGUAGE RIGHTS AND HERITAGE

LANGUAGE TUTORING

A Context What is today The United States 350 or more indigenous languages, originally ~175 indigenous languages spoken today ~20 are still being learned by children

Increase of languages brought by immigrants Nearly complete language shift by the 3rd

generation

So What is Happening? “We have room for but one language

in this country, and that is the English language, for we intend to

see that the crucible turns our people out as Americans, of an

American nationality, and not as dwellers in a polyglot boarding-

house”

“Those who come hither are generally of the most ignorant Stupid

Sort of their own Nation…”

“Why should [they] be suffered to swarm into our Settlements, and by

herding together, establish their Language and Manners, to the Exclusion of ours? Why should

Pennsylvania, founded by the English, become a Colony of Aliens…”

“Through sameness of language is produced sameness of sentiment, and

thought…”

“Teaching an Indian youth in his own barbarous dialect is a positive

detriment to him. The first step to be taken toward civilization, toward

teaching the Indians the mischief and folly of continuing in their barbarous

practices, is to teach them the English language…”

“God has not been preparing the English-speaking…peoples for a

thousand years for nothing but vain and idle self-contemplation. No! He has

made us the master organizers of the world to establish system where chaos

reigns…that we may administer government among savages and senile

peoples”

“I want America to stand strong and not cave in to the Hispanics who shouldn’t

be here”

“Everyone should speak a ‘foreign language’”

Everyone Should Speak a ‘Foreign Language’ • Individual Bilingualism vs. Societal Bilingualism•Numerous studies from around the world•Continuum of research – Linguistic, Sociolinguistic, Anthropologic, Medical

• Language and IdentityWhat is “Being American”?

Everyone Should Speak a ‘Foreign Language’ • Identity = “Different” • “Different” questions

Established Social OrderUpheaval in Established Social

Order =

Power is Threatened

Why should I Care? • Violence in Southwest Public Schools• Lack of Linguistic Access in Medicine = Misdiagnosis, Wrong Procedures, Increased Emotional Stress • Title VI of the Civil Rights Act of 1966• Executive Order 13166 • Guidance to Federal Financial Assistance Recipients Regarding TitleVI, Prohibition Against National Origin Discrimination Affecting Limited English Proficient Persons

Linguistic Human Rights

“Linguistic rights are one type of human rights, part of a set of inalienable, universal norms for

just one enjoyment of one’s civil, political, economic, social,

and cultural rights” ~ Christina Bratt

Paulson

Why Should I Care as a CAPS Employee? • We serve second language learners on a

daily basis• Speakers of different languages have

different ways of communicating in speech and writing

• These differences must be respected, appreciated, and validated

• As CAPS employees, we are part of an organization that not only recognizes but focuses on language rights

The CAPS Writing and Language Center

Writing IS LANGUAGE!• CAPS Heritage Language Learning:

• Navajo Drop-in Lab and Conversation Group (AISS)

• Spanish and English Bilingual Writing Drop-in Lab (El Centro de la Raza)

• Spanish as a Heritage Language Conversation Group for students of The Sabine Ulibarrí Spanish as a Heritage Language Program at UNM

The CAPS Writing and Language Center • What is different about our Heritage

Language Tutoring The Atmosphere The Students The Tutors The reasons students come are more

diverse than at the main location Solidarity

The CAPS Writing and Language Center We are recognizing and validating

our linguistic history

We are empowering our students by encouraging them in their

journey to Biliteracy

This isn't something that Writing Centers do anywhere else

References Clinton, William J. 2000. Executive Order 13166: Improving Access to Services for Persons with Limited English Proficiency. Office of the Press Secretary, United States Department of Justice. Crawford, James. 2000. Anatomy of the English-Only Movement. In At War with Diversity: U.S. language policy in an age of anxiety, ed J Crawford,

4-40. Clevedon, England: Multilingual Matters. Citrin, Jack. 1990. Language Politics and American Identity. Public Interest. http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ40977 6. Federal Register. 2004. Guidance to Federal Financial Assistance Recipients Regarding Title VI, Prohibition Against National Origin Discrimination Affecting Limited English Proficient Persons. National Archives and Records Administration 69. 1763-1768.Flores, Glenn. 2006. Language barriers to health care in the United States. The New England Journal of Medicine 355.229-231. Martínez, Glenn. 2006. Language Maintenance and Shift. Mexican Americans and Language: ¡Del dicho al hecho! 41-60. Mcgregor-Mendoza, Patricia. 2000. Aquí no se habla español: stories of Linguistic Repression in Southwest Schools. Bilingual Research Journal. 24. 355-67. Paulston, Christina Bratt. 1997. Language Policies and Language Rights. Annual Review of Anthropology 26.73-85.