Islah Web - February 1, 2014
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| Bahaeddin Khoramshahi, a member of the Academy of Persian Language and Literature. |
In a joint meeting between the Minister of Education and members of the Academy of Persian Language and Literature, opposition to mother tongue education was expressed by members of the Academy. Bahaeddin Khoramshahi distinguishes between teaching the mother tongue and education in the mother tongue, describing decisions on this matter as a double-edged sword.
For years, the harmony between the duality of minority minds and languages in Iran has been disrupted—especially for Kurdish, Turkish, Baluchi, and Arab children. These children think and speak in their mother tongue but are educated in Persian.
Article 15 of the Constitution
While Article 15 of the Iranian Constitution establishes Persian as the common language and script for all citizens, requiring its use in official documents, correspondence, and textbooks, it also permits "the use of local and ethnic languages in the press, mass media, and teaching their literature in schools alongside the official language." Thus, according to the Constitution, there is neither an obligation nor a prohibition on education in the mother tongue.
Promises of President Hassan Rouhani
Attention to ethnic groups and minorities was one of President Hassan Rouhani's campaign promises. Shortly after assuming office, signs of action on this promise began to emerge. Rouhani entered the electoral race with the slogan, "The Participation of Ethnic Groups in the Elevation of Iran," and received substantial votes from minorities.
As part of his efforts, he appointed Ali Younesi as his special assistant for minority affairs—a position unprecedented in previous governments. He also allocated a section of the Charter of Citizens' Rights to ethnic groups, emphasizing his commitment to their rights.
The Mother Tongue Education Plan
The Ministry of Education proposed implementing mother tongue education in provinces where the local language differs from the country's official language. However, this plan faced opposition from the Academy of Persian Language and Literature even before being implemented.
The Academy’s president and members expressed their opposition during a joint meeting with the Minister of Education, citing potential risks to the Persian language.
Views from the Academy
Dr. Bahaeddin Khoramshahi, a member of the Academy, explained in an interview with Tadbir:
"Teaching the mother tongue and education in the mother tongue are two different concepts. The Academy has no objection to teaching the mother tongue. Article 15 of the Constitution allows for teaching ethnic languages. However, education in the mother tongue is a different matter. Everyone learns their mother tongue at home, and no government in any period or place in history has been able to prevent this. For example, Uzbekistan cannot stop the nine million Persian speakers of Samarkand and Bukhara from speaking Persian, though it imposes regulations like requiring them to write in the Cyrillic script. Thus, governments are not uninvolved even if they appear silent."
Khoramshahi added:
"Some Academy members, including Dr. Mojtabai, Dr. Nisari, and Dr. Amozgar, argued that there is no restriction on learning the mother tongue up to the age of five. Sometimes, teachers may even explain a lesson in the students' mother tongue. However, the issue opposed was using textbooks in the mother tongue or having teachers provide explanations in the mother tongue for textbooks written in Persian. All members agreed that Persian is a cornerstone of national identity. With the expansion of media, bilingualism is naturally becoming common, and this is not an injustice. This is the Academy's stance, even though it has not issued a formal statement on the matter."
Other Opposition
Dr. Salim Nisari, another Academy member, considered education in minority languages dangerous, stating to Mehr News Agency:
"Some believe supporting an ethnicity means educating in its language, but this is highly dangerous. Iran has been fortunate to have Ferdowsi, who laid a strong foundation for the Persian language. Today, alongside Islam, we take pride in this language."
Fathollah Mojtabai labeled the proposal to teach minority languages in schools as "imported," telling Mehr:
"I have no doubt this idea was brought to Iran from abroad. It was previously tested in India by Britain and is now being promoted by Britain and northern countries."
Another Academy member, Mohammad Ali Mohaq, cautioned against direct government involvement in local and regional language education, stating:
"The government must refrain from direct intervention in teaching local and regional languages. We have a standard official language, and if the government neglects it to focus on regional languages, our situation will worsen."
Gholam Ali Haddad Adel, president of the Academy, criticized the plan as squandering national resources for temporary and fruitless political gains.
Political Responses
A member of parliament from Sanandaj criticized the opposition from the Academy in an open letter, calling it obstructionist:
"This government initiative represents the most basic rights of ethnic groups. Opposing such rights demonstrates ignorance and appears outdated in today’s political climate. It sows division and is harmful to the nation's unity."
The criticism comes despite the fact that Arabic and English have long been included in the curriculum. In some private schools, even French is taught from the elementary level, without undermining Persian as the official language.
Proposed Implementation of the Plan
The mother tongue education plan was initially intended to be implemented in non-academic settings like "no-backpack Fridays" or through essay-writing classes. Even if it were implemented in schools, it would pose no threat to Persian.
Khoramshahi emphasized:
"As far as the law permits, there is no problem. We shouldn’t be stricter than necessary. The law itself allows certain freedoms, which must be respected. However, Persian remains the official language and must be regarded as the national language, not just a governmental one. This practice is not unique to Iran; it applies globally. A national language forms the foundation of national unity and cohesion."
He described the issue as a double-edged sword:
"On the one hand, it fosters goodwill and reassures ethnic groups. On the other hand, it might incite separatist tendencies. However, the Constitution requires supplementary laws and detailed regulations. Officials must consult education experts and ethnic groups, allowing students to have one day a week for learning their mother tongue."
Some parliamentarians oppose the government's plan, arguing it is not a pressing national issue. Member of the Education and Research Committee, Salimi, told ILNA:
"While this is not unimportant, given the country’s current threats, is this issue so critical that we must prioritize it? The Constitution has already addressed this matter, and it’s clear."
Conclusion
Despite differing opinions, respecting the rights of minorities is a vital mechanism for maintaining national security in multi-ethnic nations. Pitting Persian against other ethnic languages only undermines the right to mother tongue education, fostering feelings of neglect among Iran’s ethnic groups. Resolving legal ambiguities could alleviate the uncertainty minorities face in accessing mother tongue education.
The link to the original article in Farsi on islahweb.org:
خرّمشاهی: فرهنگستان با «آموزش زبان مادری» مخالف نیست با «آموزش به زبان مادری» مخالف است