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| A Classroom in Iran |
In Iran's constitution, the right to education in the mother tongue of the country's ethnic groups is also recognized. However, even though 29 years have passed since the approval of this law, it has not been implemented.
On the occasion of International Mother Language Day, Deutsche Welle (Voice of Germany) posed questions to several experts: Dr. Abdolkarim Lahiji, President of the Iranian Human Rights Defenders Association and Vice President of the International Federation for Human Rights, Ms. Sediqa Adalati, sociologist, Dr. Zia Sadr al-Ashrafi, cultural activist, Reza Vashahi, human rights defender in minority affairs, and Dr. Araz Mohammad Sarlai, publisher and university professor in Iran.
The United Nations' Concern over the Extinction of Languages
In one of the cold winter days this year, "Mary Smith Jones," the last surviving member of the "Iyak" indigenous people of Alaska and the only person who could speak their language, passed away at the age of 89. With her death, another language disappeared from the world. Mrs. Jones had seven children, but they were unable to speak their mother tongue, as it had been banned in Alaska, and the indigenous people were forced to speak only in English.
The United Nations predicts that more than 40% of the world's languages will face the same fate as the Iyak people's language. To save and preserve these languages, the UN and UNESCO organize various programs every year and encourage governments to protect the languages of their minority populations.
The Right to Education in One's Mother Tongue is a Fundamental Human Right
Dr. Sediqa Adalati, researcher and sociologist, explained the negative effects of deprivation of education in the mother tongue: "One of the most basic rights of any person is to speak, write, and read in their own language. When they are deprived of this fundamental right, it is the greatest harm that can be done to them. Both mentally and psychologically, this person will always face difficulties. The relationship between thinking and speaking is severed. We speak in our mother tongue, and our thoughts are expressed in words. When your mother tongue is banned, your energy and potential are taken away. Psychologists say that children's education should be in their mother tongue up to the third or fourth grade."
Dr. Abdolkarim Lahiji, Vice President of the International Federation for Human Rights, emphasized that one of the basic human rights is the right to education, and that the first form of education is in one's mother tongue. He said, "When we say the right to education, the first stage is education in the mother tongue. The language in which a person speaks their first words, the language they use to communicate with their parents and family members in their early days, is the language in which they should be educated." He also noted that the international community recognizes the right to education in the mother tongue.
Linguistic Diversity in Iran and the State's Approach
But is the right to education in the mother tongue recognized in Iran’s laws? Article 15 of the Iranian Constitution states: "The use of local and ethnic languages in the press and mass media and the teaching of their literature in schools, alongside Persian, is allowed."
Therefore, the Iranian government recognizes the right to education in the mother tongue. So why has this constitutional principle not been implemented? Dr. Lahiji, President of the Iranian Human Rights Defenders Association, believes that the failure to implement Article 15 is due to the lack of a citizen-state relationship. He explains, "Unfortunately, in regimes where there is no citizen-government relationship, people expect the government to provide the rights and freedoms outlined in human rights and the constitution. Unfortunately, languages such as Kurdish, Turkish, Balochi, Turkmen, and the languages of the Arab population in Khuzestan are not given the same priority as Persian. The situation is similar with religions, where the Shiite religion enjoys a priority that other religions do not have."
Reza Vashahi, a human rights activist, criticizes the government’s treatment of ethnic languages in Iran: "We see in Iran that the government has always viewed these languages not as something to be embraced, but as a threat to its foundation. We should learn from other countries like Switzerland, where people speak multiple languages and the country functions without linguistic problems, or India, where numerous languages coexist. This is a global issue; the UN named 2008 as the Year of Languages, highlighting its importance. Unfortunately, many ethnic groups in Iran cannot be educated in their mother tongues. This naturally leads to educational setbacks, hindered cultural development, and threatens their identity."
Human Identity and the Mother Tongue
Dr. Zia Sadr al-Ashrafi, an Azerbaijani researcher, discusses human identity and the mother tongue: "Every person has multiple identities, but the deepest one is their linguistic identity. Before a person is aware of their religion, gender, or social class, they first identify through their language. As Heidegger, the German philosopher, said, humans think in the house of language. The mother tongue is not merely a medium of communication; in our classical and mystical literature, we call it the heart, feeling, and inspiration. Therefore, those who oppose the mother tongue are actually fighting the deepest aspect of human identity, and they will not succeed."
The Role of Family and Media in Learning the Mother Tongue
Dr. Araz Mohammad Sarlai, a university professor and publisher of "Mukhtum-Quli Faraghi" publishing house in Gorgan, discusses the role of families in preserving the mother tongue: "A language like Turkmen has its own demands and characteristics. In the situation we live in, I believe it's crucial to look at how much we use Turkmen at home and how much Persian has influenced it. The impact of other languages on the mother tongue is a normal process. Families are now teaching their children Turkmen, but many terms have been introduced through mass media. However, this is a risk for the preservation of the language—if people forget to speak in their native tongue, the language will eventually be lost."
Dr. Sarlai also emphasizes the importance of preserving ethnic languages through media: "The state has allowed some use of ethnic languages in publishing and media, but it's not enough. For Turkmen, we need more programming on TV and radio. Our local publications have made efforts, but it's still insufficient."
Global Mother Language Day Celebrations Among Iranians Abroad
Iranians abroad also celebrate International Mother Language Day. This year, events will be held in the US and Berlin, Germany.
Hafez Mahin, one of the organizers of the Berlin event and head of the Azerbaijani Cultural Association in Berlin, highlights the significance of the day: "For the past four years, we’ve been organizing this event on February 21. It usually involves speeches and discussions. This year, since the UN declared it the Year of Languages, the event has special significance. Representatives of minority ethnic groups will also participate."
Human rights defenders view language not as a threat but as a cultural treasure. They emphasize the right to education in the mother tongue and believe that language is more than just a communication tool.
The link to the original article in Farsi on Deutsche Welle Persian:
حقوق بشر و آموزش زبان مادری