What’s in a name?
Language. A simple and silly word that can encompass so many modes and methods of communication around the world. What is a language? A set of symbols? A series of characters set in a prescribed order? Sounds with meanings attached? Each of this definition can be correct, or incorrect. It all depends on where one originates and which culture they call “home.” As defined by Webster’s New College Dictionary (2005), Language is “all of the vocal sounds, words, and ways of combining them common to a particular nation, tribe, or other speech community” (P. 805). Knowing this to be true from the standpoint of a born and bred American, it should be obvious to anyone in the United States that English is the language of the nation and the community, yes? In reality, no. Although English is predominantly spoken here and it may be considered by the majority the most ‘important’ language, the fact of the matter is that we as a country speak many languages that originate from many nations, tribes and communities around the world.
Looking critically at language from the point of an American is simple: we speak English and that is all. In fact, through multiple searches for definitions on Google, including bilingual American, bilingual America, American bilingualism and American multilingualism there were zero results returned (Google, 2011). Looking critically at language from someone that considers themselves from outside of the American culture, such as a Karen child that is present in the community, issues become somewhat more complicated: when does one speak English, when does one speak Karen and how would one know? Issues of language use and identity are present in cultures across the country, but none more present than in those cultures that share a native language that is different from that of the majority language. This is what the students of Park Middle School that are part of the Karen culture here in Lincoln must deal with every day. As a former cooperating teacher of mine, Vicki Sommerich (2011), has put it, “the constant struggle and the push and pull between a mother tongue and a dominant tongue tends to dominate their lives,” in reference to the Karen students.
After looking into the Karen community of Lincoln, and particularly in the US, it is apparent that one of the most important concepts of intercultural communication present in their lives is that of the use and issue of language. More specifically, the concept of bilingualism/multilingualism and how it presents itself to the young individuals of the Karen culture, more often than not the first-generation US citizens, and the concept of code-switching between languages and among company. These issues can be difficult for adults that speak multiple languages to balance as them move in and out of their daily lives, but in the way that children must do the same it can be a daunting task. Ultimately it is imperative to see how these negotiations between languages and between cultures form and shape the identities of these young men and women in our community and in what ways we, as educated citizens, can work to better the lives of the Karen.
Kolik jazyků znáš, tolikrát jsi člověkem.
You live a new life for every new language you speak.
If you know only one language, you live only once.
- Czech proverb (Ager, 2011)
The Karen and The Language
As Martin and Nakayama (2009) point out, people that are bilingual are those that speak two languages and those that speak more than two languages are considered multi-lingual. As per some information provided to me by Cindy West (2011), an English Language Learning (ELL) Instructional Coach for the state department of education, in the state of Nebraska students that do not speak English as their first language are no longer placed in an ‘English as a Second Language’ program, but rather an ‘English Language Learning’ program. Assuming that these students are learning English as their second language is more often than not incorrect as typically they are multi-lingual upon their arrival to the United States of America. Within the Karen students this can be easily cited. Since the Karen students are from a culture of Karen individuals and not from a nation-state of Karen, they speak languages in addition to Karen. These include Thai, Mong and often multiple dialects of Karen (Bo, 2011). Multilingualism is a very apparent piece to survival as a refugee in multiple countries, and it is not lost on the Karen either.
Additionally, code switching is a fantastic sight to behold among these young men and women. As we know from Martin and Nakayama (2009), code switching “refers to the phenomenon of changing languages, dialects, or even accents. People code switch for several reasons: (1) to accommodate the other speakers, (2) to avoid accommodating others, or (3) to express another aspect of their cultural identity” (P. 249). As I have been able to witness in the classroom with the ELL students in the past, code switching is a natural action for them into and out of their home/native languages. These students do switch for many reasons, including those presented above. Karen students will use their home language either to help explain a concept more fully to a peer that is presented in English (typically if he/she cannot understand the concept in English as well), to joke back and forth without the teacher understanding or simply to rebel against the establishment of English, although this does not happen much unless it is provoked. It is a wonderful experience to have students that can move back and forth so effortlessly in language, but at times it can be difficult to have them focus on English or to encourage their use of English outside of the ELL classroom while there are so many resources in their home language in their peers or families.
Lastly is the concept of students defining and negotiating their identities through the languages they speak. Unfortunately I have not had the opportunities as of yet to work with or speak with the students, but do have interviews set for the next few weeks with multiple students and a Karen liaison for the Lincoln Public School district. I hope to glean some insight as to how the learning and use of English and their home languages has shaped and developed their identities and what the process feels like to them, or did.
What to do, what to do?
If anyone has been through the process of learning a new language or lived in a foreign culture where you were immersed in the language, you can imagine how the lives of Karen students and adults feel every single day. Being pushed into a community where everything is new, the language is different and customs are strange can be difficult for a student studying abroad for those few months, but can be hell for a refugee living in a new place for the foreseeable future. The key to getting over all of the problems that come with adjusting to a new culture: learning the language and using it. English is the magic bullet here in the United States, but that obviously does not mean the native language should be forgotten completely. If anything, learning multiple languages is better for employment, health and the general quality of life. This is why as natives of the American culture it is important for us to be welcoming to the English language to those that are on the outside looking in. We should encourage multilingual literacy through our policy, rhetoric and practices. Asking that others learn English to function in the US will help them immensely, but asking of ourselves to learn other languages will increase efficiency, productivity and relationships among differing cultures in our communities around the globe. The Karen population around Lincoln exists and is growing every year. All we need to know is that if we were thrown into a new world, so to speak, wouldn’t we like a little hospitality? I know I would, so help them to learn the language without forcing it, help them to negotiate their identities without defining them and just help them live in the true effort of humanity.
Until next time…
References
Ager, S. (2011) The online encyclopedia of writing systems & languages. Retrieved on 30 October 2011. Retrieved from http://www.omniglot.com/language/why.htm
Agnes, M. (2005) Webster’s new college dictionary. Cleveland, OH: Wiley Publishing, Inc.
Bo, Eh Taw. Personal communication. 26 April 2011.
Google search (2011). Retrieved on 30 October 2011. Retrieved from http://www.google.com/search?q=define+language&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a#hl=en&client=firefox-a&rls=org.mozilla:en-US:official&tbs=dfn:1&sa=X&ei=L_-tTtqEGMHUgQf66anLDw&ved=0CCoQBSgA&q=bilingual+america&spell=1&bav=on.2,or.r_gc.r_pw.,cf.osb&fp=cb48855914b3c510&biw=1366&bih=648
Martin, J. N., & Nakayama, T.K. (2009). Intercultural communication in contexts (5th ed.). Boston: McGraw-Hill.
Sommerich, Vicki. Personal communication. 24 October 2011.
West, Cindy. Personal communication. 10 March 2011.
