Language is Culture

Is language simply a square sewn onto a cultural quilt, or is it an interwoven thread of a tapestry? At one time I saw it as a square, one of many important elements of culture. Some of the other squares were traditions, ceremonies, beliefs, values, religion, food….  However, on the second day of this year's Smithsonian Folk Life Festival, and immersed in the activities of “endangered languages and cultures,” I began to realize that language truly is an interwoven thread of a cultural tapestry. As one participant said, “When our language dies, we die.”

It is true that in each of the elements that would serve as a square on a cultural quilt, language, whether verbal or non-verbal, written, performed, drawn or painted, is used to express and communicate the meaning of all cultural components.

Throughout the two days participants from varied endangered cultures demonstrated “language as culture.” The Hawaiian Hula Masters’ movements, calls, and dances are not simply performances but ways to communicate and pass on messages. The Bolivian musician explained the importance of “reading” their weavings and clothing to determine the community where they live as well as to understand their interests and values. The Garifuna teach and learn through playful games, movement and dance. Play or dance is important to how they learn and interact.

As a Spanish language teacher cultural exposure and engagement have always been integral parts of my lessons. In fact, culture has been the most important aspect, from crafting Huichol yarn paintings, to making maracas out of rice and beans, to playing “naranja ducle,” tasting tropical fruits, and singing De Colores, I have always taught through culture. However, I viewed it as teaching the culture of the countries where the people speak the language.  As I approach this new year (entering the classroom once again after almost 10 years!) I view it a bit differently; I now view language AS culture. That may not sound extraordinarily different to many – but to me it has totally framed the way I will approach my planning and engage my students. If I am always weaving the language into the culture and visa-versa the whole year will turn into a vibrant tapestry – I can’t wait!
How do you use culture to frame your language teaching? (or teaching in general!)

Identity, Pride, Optimism, Persistence – Keeping Languages and Cultures Alive

Simply put, my two days at the Smithsonian Folklife festival were not enough. I have been attending for 14 years, but this year I could have spent a full week. As it was, I immersed myself solely in one area, One World, Many Languages: Endangered Languages and Cultural Heritage. I was truly moved both personally and professionally. Words cannot do justice to the panels I listened to, the rituals I witnessed, and the music that surrounded me. But let me try and communicate the message I absorbed over those two days.

The pride, optimism and persistence of these groups of people will keep their languages and cultures alive! Through frequent visits to Otavalo when I lived long term in Ecuador, I had experienced first hand the language and culture of the Kichwa people. There was just something about all of these groups (Kichwa from Otavalo and Quichua Bolivia, Native American from Oregon, Hawaiian, Welsh, Garifuni from the Caribbean) coming together under one tent, exchanging ideas, experiences, hopes and dreams, all in the same space that made the experience simply surreal. They came from distinct lands, some had never left their communities let alone flown in an airplane to another continent; others were well travelled; many were tri-lingual – but ALL had similar experiences, values, and hopes. They were optimistic and positive, and pride filled their hearts. They want to protect their language and pass on their culture – in sum keep their lives alive! As a native English speaker and a teacher of Spanish as a second language I cannot deny the guilt I felt over those two days, for being a promoter of languages that initially took theirs over and have greatly influenced their way of life. However, never did any of them take a negative stance; they simply stated why their language and culture is important to humankind; what they are doing to preserve it, and the impact (both positive and challenging) the dominant languages have on their lifestyle.

Hawaiians as entire families, Masters of Hula, (a language in itself I quickly learned) owners of Quechuan language schools, as well as directors of music schools, and Garifuni drummers and dancers all came together to share their experiences through verbal and artistic presentations.  I walked away with a more thorough understanding of what encompasses culture, an expanded definition of language, and an appreciation of the impact a solid “community identity” has on the success of their efforts.   

Although I have not walked in the shoes of these individuals, through their honest, raw, positive and willful sharing, I felt that I was given the opportunity to try on their shoes and in doing so march with them on their journey toward revitalizing their languages and cultures.

A summarization of their thoughts, ideas, expressions and concerns:

A Quechuan Master from Bolivia – sitting in traditional dress (wool poncho) in 100 degree weather, speaking in 3 languages:

• We are all people. We are the same humanity. Be Proud.

• When you have a strong identity and are proud, you want to share that with others. It is wonderful to share and learn from others. It is a two way street.

• There is unity in diversity. Unidad en la diversidad.

• We need to preserve the symbolic value of our heritage, of our craft. Let’s not water it down, and let our crafts be mechanically reproduced.

From a Hawaiian Professor:

• Endangered languages are not in the same category as other languages. You must have a revitalization plan. You must speak solely that language in your home. English is the dominant language once you leave your home. An endangered language must stay dominant in the home.

• The Professor’s daughters added. I speak Hawaiian because it is a gift to give away to our people and I want to speak Hawaiian so the people can see this is our land; we are not the foreigners.

From a Colombian Scholar:

• There are 102 cultures in Columbia in danger of extinction.

• These cultures should not be seen as communities to study but communities within their own right.

From a Siletz young adult and a Siletz leader:

• There are only 5 fluent Siletz Dee-ni speakers and 12 casual ones (located in Oregon around Eugene).

• You have to make a commitment, a true priority to speak the language. With a commitment it wont work.

• You can create your own micro-community of learners; if you don’t it is very lonely.

All of these advocates of their languages referred to:

• Periods of time in history where they were prohibited to speak their language.

• Language and culture are thoroughly intertwined and cannot be separated.

• The day our language dies our people die.