Originally posted at Asian-Nation.
As an undergraduate majoring in linguistics, I was fascinated with the concept of endangered languages. Colonization, genocide, globalization, and nation-building projects have killed off untold numbers of languages. As linguist K. David Harrison (my undergrad advisor) tells NPR, speakers of stigmatized or otherwise less-favored languages are pressured to abandon their native tongue for the dominant language of the nation and the market:
“The decision to give up one language or to abandon a language is not usually a free decision. It’s often coerced by politics, by market forces, by the educational system in a country, by a larger, more dominant group telling them that their language is backwards and obsolete and worthless.” (emphasis mine)
These same pressures are at work in immigrant-receiving countries like the United States, where young immigrants and children of immigrants are quickly abandoning their parents’ language in favor of English.
Immigrant languages in the United States generally do not survive beyond the second generation. In his study of European immigrants, Fishman (1965) found that the first generation uses the heritage language fluently and in all domains, while the second generation only speaks it with the first generation at home and in limited outside contexts. As English is now the language with which they are most comfortable, members of the second generation tend to speak English to their children, and their children have extremely limited abilities in their heritage language, if any. Later studies (López 1996 and Portes and Schauffler 1996 among them) have shown this three-generation trend in children of Latin American and Asian immigrants, as well.
The languages that most immigrants to the US speak are hardly endangered. A second-generation Korean American might not speak Korean well, and will not be speaking that language to her children, but Korean is not going to disappear anytime soon–there are 66.3 million speakers (Ethnologue)! Compare that with the Chulym language of Siberia, which has less than 25.
Even if they’re not endangered per se, I would argue that they are in danger. While attitudes towards non-English languages in the US seem to be improving, at least among wealthier and better educated people in some more diverse cities and suburbs, the stigma of speaking a non-English language still exists.
How many of you have:
- been embarrassed to speak your heritage language in front of English speakers?
- been reprimanded for speaking your heritage language in school?
- been told to “go back to [country X]” when someone overhears you speak your heritage language?
I’ve heard innumerable stories about parents refusing to speak their native language to their children. Usually, the purported rationale is that they do not want the child to have language or learning difficulties, a claim that has been debunked over and over again by psychologists, linguists, and education scholars.
I’m sure that these parents truly believe that speaking only English to their children will give them an edge, though the reverse is true. What I wonder is how much this decision had to do with an unfounded belief about cognition and child development, and how much it had to do with avoiding the stigma of speaking a language that marks you as foreign, and as “backwards and obsolete and worthless”?
Fishman, Joshua A. 1965. “The Status and Prospects of Bilingualism in the United States.” The Modern Language Journal 49: 143-155.
López, David. 1996. “Language: Diversity and Assimilation.” Pp. 139-163 in Ethnic Los Angeles, eds. Roger Waldinger and Mehdi Bozorgmehr. New York: Russell Sage.
Portes, Alejandro and Richard Schauffler. 1996. “Language and the Second Generation: Bilingualism Yesterday and Today.” Pp. 8-29 in The New Second Generation, ed. Alejandro Portes. New York: Russell Sage.