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The theme for this year's conference is: "Language and Culture Alive for the Next 35" "35 años en el futuro--¿lengua y cultura? ¡Seguro!" A:shiwi A:wan Bena:we dap Hadoshna:we a³na’³ Ha’i k’yan asdem³an apden ya³do’ debikwayina’ ts’ummek’yanna. Diné bizaad bee yátli’ dóó diné bee i’ool’iilíjí iináa doo, taadiin ashdla’ dóó yiwoji’. Nazaa shii nagot’í’íí it’ á meedaahinndá káadin ashdlé’ manaagozhííshdee’ áá. Download Conference Forms |
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| We Speak Spanish at Home |
Un proyecto para mantener viva la lengua hispana en nuestra comunidad Language Loss among Spanish Speakers It has been documented many times that one of the major concerns in the Hispanic community is the loss of their language (Krashen 1996, p.51). "In several places fears are expressed that Mexican American children are losing their language, and thus, by implication, denying their proper cultural heritage. (Gumperz 1971, p.117) Even bilingual children often prefer to use English in social situations. Yet, many parents feel powerless to combat this loss, fearing either that the use of Spanish in the home will interfere with a child,s English language development, or that their own Spanish is inadequate. These beliefs usually result from their own childhood and school experiences, and were imposed upon them and their own parents before them by a dominant English speaking educational bureaucracy that attempted to eradicate the local culture through its most powerful and apparent component, its language. The results of this policy can be seen at its extreme in the obliteration of most Native American languages and cultures, the resulting loss of identity and the social problems that seem almost generic in the remnants of tribal cultures. As stated by Gloria Anzald·a, "Ethnic identity is twin skin to linguistic identity - I am my language. (Anzald·a 1987, p.59). A common practice wherever two languages are commonly used is to interchange or mix them in conversation, even within the same sentence. This is not a phenomenon peculiar to the American southwest, nor to English and Spanish. This code-switching, as it is called, often leads to less and less use of Spanish due to the dominance of English. Even among many who speak primarily Spanish, English intonation patterns are adopted "...as is particularly evident in the Spanish of bilingual Chicano students who have had all their academic instruction in English.(S·nchez 1982, pps.35-36) These interferences are even more pronounced in writing due to a lack of practice in Spanish composition. Borrowing words from English to supplement Spanish vocabulary is also not unusual. Indeed, it is a normal practice, even in Spanish speaking countries. (The reverse is also true; English is a language of borrowed words.) This is not a primary concern as long as the borrowing does not exceed the community norms nor impede communication. Strong measures must be taken to ensure the preservation of the Spanish language wherever it is challenged; in the home, in the schools and universities and in cultural and social affairs. Though the tide is slowly turning and many parents now realize that bilingualism is a definite asset they are uncertain as to how to proceed and often lack the confidence to attempt raising their children as bilinguals. Let,s take a look at some encouraging evidence researchers have gathered in favor of learning heritage language Spanish as a child. Read more by Downloading the entire Hablemos Español en Casa (We Speak Spanish at Home) Now available from NMABE ©1999 Gordon J. Douglas Albuquerque, New Mexico |
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