International Mother Language Day
By Gelly Aroni
21 February, International Mother Language Day (IMLD), is a worldwide yearly celebration that promotes awareness of linguistic and cultural diversity. First declared by UNESCO in 1999, it was formally recognised by the United Nations in 2002 as part of a broader initiative “to promote the preservation and protection of all languages used by peoples of the world”.
The idea of celebrating International Mother Language Day came from Bangladesh, as 21 February is the anniversary of the day when the people of Bangladesh fought for recognition for the Bangla language. The United Nations recognises that languages – with their complex implications for identity, communication, social integration, education and development – are of strategic importance for both people and planet. However, due to globalisation processes, they are increasingly under threat or even disappearing altogether. When languages fade, so does the world’s rich tapestry of cultural diversity. Opportunities, traditions, memory, unique modes of thinking and expression – valuable resources for ensuring a better future – are also lost. Every two weeks a language disappears, taking with it an entire cultural and intellectual heritage. At least 43% of the estimated 6,000 languages spoken in the world are currently endangered. Only a few hundred languages have genuinely been given a place in education systems and the public domain, and less than a hundred are used in the digital world. www.un.org
Commemorating IMLD promotes multilingualism and draws our attention to Article 30 of the Convention on the Rights of the Child: “Children have the right to use their own language, culture and religion – even if these are not shared by most people in the country where they live”. This is the reason why 21 February has become an integral part of celebrations in various schools educating refugee students in Greece. An indicative example is shown in the Language Tree (see photo) created by students at the 1st High School of Neapolis, Thessaloniki, where the phrase “good morning” was written in all of the languages spoken by the children as part of a wider project of inclusion.
Many countries offer optional supplementary instruction in their mother language to students with migrant backgrounds. Depending on the country or region, this is called heritage language teaching, mother-tongue teaching or instruction in native language and culture. More resources on methods, strategies and techniques can be found in IPE’s “Materials for Heritage Language Teaching” series. https://myheritagelanguage.com/
