Module 3: Activities

Activity 1: Literature Review The Consequences of Language Shift

               The purpose of the following literature review is to describe some of the consequences of language shift discussed by different scholars in the field of bilingual education and linguistics.

               As mentioned in the introduction of this module, language shift has numerous negative consequences and most of them have been identified as having an impact on family relationships (Potowski, 2013). 

                However, language shift also has an effect on the cultural and ethnic continuity across generations (Mouw & Yu, 1999; Stevens, 1985). The transmission of cultural values, beliefs, traditions, and history, mostly occurs through the use of the family language, but when this family or heritage language is lost, the transmission of ethnic factors seems to be inhibited (Mouw & Yu, 1999). The main reason for this is that the members of older generations are considered to be the family historian, who transmits ethnic heritage, values, family traditions and family history to the younger generations (Ishizawa, 2004).

                Although, when a language shift has occurred, the communication among different generations seems to be ineffective, or broken. Therefore, the transmission of heritage values and family traditions by the older generations tends to be minimal (Guardado, 2006). For instance, the middle generations tend often to be a mediator between older and younger generations and there is little direct communication between these two generations (Ishizawa, 2004).

                It has been discussed that language shift might increase family separation and deteriorate family relationships because of the impact of language shift on the communication between older and younger generations (Filmore, 2000). This is because language has been viewed as much more than a technical communication device, but as “a symbol of individuals’ intimate relationships with their families in the past and in the present, with people in the home country, with the new family they build as adults, with friends, and with themselves” (Tannenbaum, 2005, p.248). When this symbol differs among generations due to the language shift, parents might perceive an emotional disconnection with their children. Additionally, feelings such as frustration and guilt might be present among parents for not being able to have a meaningful conversation with their children. Similarly, children feel disconnected with their family members and frustrated by a lack of effective communication. This might lead to provoke feelings of isolation and rejection of and from their own family and culture (Edstrom, 2010).

                On the other hand, it has been argued that language shift has consequences of the identity loss, since there has been found an emotional attachment to the language itself with the identity of a person (Stoessel, 2002). According to Matiki (2009), the language that a person speaks is habitually associated with the cultural group that the person belongs to. Consequently, heritage language is not only used to communicate messages, but it is also a strong indicator of people’s cultural identity. Hence, when heritage language is lost, part of the heritage identity of the individual seems to be lost, too (Guardado, 2006).

                Furthermore, language shift has an impact in the way the home culture views the members of the family who have suffered it. It seems that most of their own cultural group of families who have gone through a language shift perceive them as “bad parents” or “bad role models” for not teaching the children their heritage language (King & Fogle, 2008). As a consequence, parents and grandparents feel guilty for jeopardizing their children’s ability to acquire and maintain not only their heritage language, but their culture (Edstrom, 2010), which might be a decision or a result of diverse factors as described in Module 2.

                 Finally, Zhou and Bankston (2000) agreed that loss of heritage language provoked by language shift might lead to engage in delinquent behavior at school in the quest for a new identity. According to Edstrom (2010), parents feel unable to communicate to their children the cultural norms and socialization practices related to appropriate behavior, since there is a broken bridge in their communication caused by the language shift. Consequently, parents’ authority might be diminished, and loss of control of their child’s behavior might be one of the most devastating consequences of language shift (Potowski, 2013; Zhou & Bankston, 2000).

Activity 2: Hunger of Memory

                This is a reading of an autobiography written in 1982 by Richard Rodriguez. The purpose of providing this reading is to give an example of what might happen in families when parents try to socialize their children in a language they do know well. Also, the aim is to give an example of how communication can be broken in families when language shift is being developed across generations.

Hunger of Memory

By Richard Rodriguez (1982).

                This is a small part of Rodriguez’ autobiography, which describes what took place in his family when his parents attempted to socialize him and his siblings in a language they did not know well. He recalls what happened as he and his siblings moved from Spanish to English after the parents were advised to stop using Spanish at home with the children, and as a consequence, he and his siblings knew little Spanish.

Activity 3: Grandparents convincing their grandchildren to value their heritage culture and language- Chickasaw Adventures

            The purpose of showing this story is to give an example of how language shift might provoke a distance in the relationship of grandparents and grandchildren. Also, it aimed to reflect how grandparents can convince their grandchildren to value their heritage language and culture.

            This is a small part of the comic book entitled Chickasaw Adventures, which tell the story of a Chickasaw teenager named Johnny who uses the power of a sacred ritual object to travel through time and re-visit key moments in Chickasaw history.

            This part of the story starts with the issue that Johnny is complaining about his grandfather. He perceives his grandfather as a peculiar man who says weird things and stories.

This is what happens when his grandfather finally confronts him:

            After reading this small story, it is important to reflect on the relationship among grandparents and grandchildren in our own families.

As grandparents, you might ask yourself,

          -How can you convince your grandchildren to value their heritage, language and culture, since                 you do not have an instrument to transport back through time?

          -What stories would you like to transmit to your grandchildren, but due to the effects of language             shift in your family relationships and communication, you have not been able to do it?

        Please, feel free to share in the space provided in this module your experiences, opinions and answers related to these questions.