Extinction of intercultural languages in the education system
Today we live in a society where parents are more interested. In this essay we will address the problem that involves these social dilemmas that put our culture at risk.
Since the arrival of Francisco Pizarro and Diego de Almagro to Ecuador in 1532 we livesocial, such as forced obligation to indigenous people to stop using their traditional language and learn Spanish.
From that moment until now our civilization has changed his mother language that was quichua for Spanish, because he is not currently given that recognition he deserves and for which people do not see a future use sinceIt is not used more than simply for communication, in addition to being given greater to other language that is not native to Ecuador as the best known is English since parents themselves do not teach their mother tongue, sinceAs has been said before, other languages such as English are given greater importance, which will have greater possibilities in the future.
It could be explained that one of the most important mechanisms for the extinction of small languages, when a foreign language is gained a greater degree of importance and the country begins to use it, shortly long since children stop learning their mother tongueBecause of the external one, slowly causing his disappearance in the world.
According to UNESCO’s interactive Atlas, it can be classified in danger of extinction in 5 groups depending on the number of people who currently use it:
- Vulnerable (white): most children speak it, but can be restricted to certain areas (for example, home).
- In danger (yellow): Children no longer learn it as a mother tongue at home.
- In serious danger (orange): the previous grandparents and generations are spoken;Even when parents generation can understand it, they don’t speak it with each other or children.
- In critical danger (red): the younger speakers are the grandparents, and they speak it partially and rarely.
- Extinct (black): there is no speaker. (The languages of this level are included in the Atlas if presumably have been extinguished from 1950.)
Our country is an example of an critical language because there are very few people who speak the quichua language and these are not young but rather older adults who have not worried about teaching this language, for different reasons among the main ones theirutility in the labor field is little or null and educational systems in their eagerness to prepare with the best tools to compete have not worried about instilling students.
The media have an important effect on this issue because much of the television, newspapers and radios have little or no programming in our ancestral language because they care only what will have more tune and attention this is what is whatThis in the most spoken language by all.
Although in Quechua there are radios there is neither a newspaper or television channel in which it is spoken exclusively in that language unlike Spanish that is used in the vast majority of channels, presses and radios of our country.
It is worth emphasizing that there are certain spaces in the media in which they are obliged not onlycriticized many things to this law without a doubt this was a great success by the government.
In conclusion, we can establish that the main arguments for which the language of our ancestors has been left aside is among the reasons the concern of the parents and the educational system to give important tools to students so that they areApt to compete in the wild work world today.
Bibliographic references
- · Https: // is.Wikipedia.org/wiki/atlas_interactive_unesco_de_las_leguas_en_peligro_en_el_mundo
- · Https: // is.Wikipedia.org/wiki/Language_Muerta#Causes_de_La_Desaparici%C3%B3n_de_las_Lenguas
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