Saeed Peyvandi - Radio Farda - February 21, 2020
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| The "I Love You Wall" in Paris, a wall where the phrase "I love you" is written in various languages. |
UNESCO's initiative in 1999 to designate February 21 as International Mother Language Day was a call to action against the growing marginalization and extinction of minority languages, small regional languages, dialects, and languages of migrant communities.
Field studies show that nearly half of the 6,700 languages spoken by people across the continents are at risk of irreversible decline or silent extinction.
Languages are part of the cultural and identity capital of any society. As many local languages and dialects are increasingly marginalized, significant portions of history, spiritual and symbolic existence, literature, music, traditions, and culture of people are also forgotten. Due to the multitude of indigenous languages and dialects in various regions, Iran is considered one of the world's most vulnerable areas linguistically.
What is Mother Tongue?
Before anything, it’s essential to define what the term "mother tongue" means. The mother tongue is the first language a child learns after birth in interaction with their surrounding environment. Children born into bilingual families and who grow up with both languages simultaneously have two mother tongues. This definition emphasizes the connection between language, identity, and cultural affiliation.
Although there isn't universal agreement on differentiating languages from dialects or local accents, the term "mother tongue" generally refers to languages in the broad sense. For instance, comparing the Turkish language and the Gilanian dialect can clarify the difference. The former could serve as an educational, literary, or administrative language, whereas a dialect lacks the capability to replace a full-fledged language in educational activities. However, dialects possess cultural and linguistic richness that deserves recognition and a place in educational programs alongside formal languages.
Languages as Mirrors of Human History
Languages and dialects we know today have evolved over centuries, accompanying civilizations and human societies, undergoing profound changes, and reflecting the complexities and transformations of human history.
Since the 19th century, industrialization and societal development have often sidelined indigenous languages. It was commonly believed then that linguistic diversity hindered societal progress, particularly for cultural, linguistic, ethnic, and national minorities. Many countries chose the "simpler" path of imposing a single official language—often the one used by the majority or elites—while ignoring native and minority languages.
Establishing official languages as primary means of communication and education often marginalized other local languages and dialects. The prominence of written languages and advancements in science and education posed serious challenges to linguistic diversity, as most of the world’s spoken languages lacked robust written traditions.
The complexity of mother tongue issues today also arises from the disconnect between geographical and political borders on one hand, and cultural and linguistic boundaries on the other. No country in the world is monolingual, and few languages are confined within the borders of a single country.
This reality complicates a country’s language policies, often giving them political dimensions. Additionally, widespread international migration and the emergence of new minority communities in various countries have added layers to the complexity of mother tongue issues. Geographic dispersion of migrant minorities increases the risk of isolation and gradual loss of the mother tongue, especially for the first generation.
Over the past half-century, globalization trends and the dominance of major international languages have created even more challenges for smaller languages. The position of a language in society cannot be separated from power dynamics.
To adapt to modern needs and thrive in cultural and scientific arenas, languages require regular care, updating, innovation, and creativity. They must continually align with the realities of today’s rapidly changing world.
Currently, over 60% of the world’s scientific publications are in English, and ten major international languages dominate over 95% of global scientific output. Languages such as English, Spanish, and French have gained global prominence, becoming enriched and structurally complex, leaving smaller languages struggling to compete in scientific, communication, and cultural domains.
Mother Tongue and Educational Language
One of the most critical discussions surrounding mother tongues is their relationship to the language used in a country’s education system. Given the wide reach of education and its role in cultural assimilation and language learning, it has become the most important tool for preserving and revitalizing languages. Since the 19th century, two major trends have emerged globally regarding educational language policies.
The first trend involves selecting and imposing a single language (the majority language in multilingual countries or the colonial language in former colonies) on all inhabitants. This choice often stems from the belief that a unified educational language helps forge collective national identity and prevents potential fragmentation. Advocates argue that in linguistically and culturally diverse countries, multilingual education could weaken national unity and bolster ethnic or national movements, even separatist tendencies.
The second trend involves countries that recognize linguistic diversity and allow minorities to learn their languages in schools—either as primary or secondary languages. This policy sometimes results in equal coexistence of multiple languages or in a primary national language being taught alongside mother tongue education for minorities. Switzerland, Canada, and Belgium historically exemplify multilingual education. India’s experience, with 22 official educational languages, is another notable example.
Sociological studies show that multilingual education policies positively impact preserving and promoting indigenous cultures and cultural heritage. They also make formal education more accessible and engaging for minorities.
Neglecting mother tongue education can lead to numerous individual, psychological, and identity-related issues. However, multilingual countries must ensure that linguistic policies do not exacerbate social inequalities in access to opportunities among minorities.
Language Policies in Education in Iran
According to the 2016 census, approximately 28–30% of Iran’s population lives in areas where the majority of residents speak a language other than Persian. Additionally, diverse dialects in various provinces differ significantly from Persian to varying degrees. In small geographic areas, one may find several local dialects, each with its own history and structure.
Despite the numerical significance of linguistic minorities, local dialects, and the languages of larger minorities like Turks, Kurds, Arabs, and Baluchis, none have a place in Iran’s educational system. Introducing these languages into schools and universities could revitalize them, providing a foundation for preserving and maintaining this rich cultural heritage.
Statistics reveal significant disparities in access to education between minority-speaking regions and Persian-speaking central provinces. For example, access to education in provinces like Tehran, Isfahan, Semnan, and Yazd is 15–20% higher on average than in provinces like Sistan and Baluchistan, Kurdistan, or West Azerbaijan. This gap widens at higher education levels.
Rural areas and remote towns in non-Persian-speaking provinces are the most educationally deprived. For instance, the likelihood of a rural girl from Sistan and Baluchistan accessing higher education is eight times lower than that of a girl in Tehran.
Although these disparities are not solely due to linguistic barriers—poverty and underdevelopment also play a significant role—sociological research demonstrates that imposing a majority language as a form of cultural dominance has tangible negative effects on the social and educational development of minority regions.
Since the inception of modern schools in Iran, language policies have never prioritized indigenous languages and dialects. There is no inherent contradiction between learning Persian as the national language and learning local languages or dialects.
In contrast, considerable effort goes into teaching Arabic (the religious language and language of the Quran, not the minority Arab population’s language) from the first grade, while about one-third of Iranian students cannot even learn their mother tongue at a basic level. Often, they must begin schooling in a language unfamiliar to them. This policy is a blatant example of symbolic violence against children, subjecting them to constant cultural and identity-based humiliation.
* Saeed Peyvandi is a sociologist and a university professor in France.
* The link to the original article in Farsi on Radio Farda:
آموزش در ایران و چالش زبان مادری