Mohsen Rasouli – February 25, 2021
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| Mohsen Rasouli |
More than half of Iranian students begin their education in schools in a "non-mother tongue language." The issue of "mother tongue language" is not only one of the most important cultural matters but also one of the most sensitive political challenges in Iran. Over the past years, it has been one of the most contentious social topics in the country, sparking deep-rooted debates among proponents and critics of this type of education that continue to this day. Advocates of "education in the mother tongue" argue from political, human rights, and educational perspectives that the natural right of individuals to be educated in their mother tongue should be recognized. Some also highlight the linguistic diversity in Iran's multicultural society, asserting that equality of all languages in a multilingual country is a cornerstone of democracy and the equal treatment of all citizens under the law. They demand an end to monolingualism and the breakdown of Persian language hegemony, advocating for the inclusion of multiple official languages. On the opposing side, critics—primarily concerned with political issues related to national identity and territorial integrity—argue against multilingual education systems, citing a "lack of binding legal foundations." They believe that mother tongue education is incompatible with the core concept of a modern, unified state.
This article addresses common criticisms and fundamental questions regarding mother tongue education and the adoption of multiple official languages, particularly since many opponents of such education have limited knowledge about how these matters are handled in other countries.
1) "We are Iranian, and Persian is the mother tongue of us all!"
Response:
One common misconception is that Persian is presented as the mother tongue of all Iranian ethnic groups, whereas it is only the mother tongue of Persian speakers—no more. Various definitions of "mother tongue" have been proposed, one of the most comprehensive being: "The mother tongue is the language in which a person thinks and dreams. It is the language a person uses most effectively to express their inner feelings. The mother tongue is the language that gives an individual their identity."
Dr. Mohsen Renani, an economist and researcher in the field of development at the University of Isfahan, defines the mother tongue in his message to the second conference on the development of educational justice as follows:
"The mother tongue is not just the language of speech; it is the language of emotion, the language of feelings, and the language of an individual’s life. It is the inner language of humans, where the process of thought first takes place before being translated into spoken language."
Based on these definitions, it becomes clear that Persian is not the mother tongue of Turks, Kurds, Arabs, Baloch, Turkmen, and others.
2) "Education in the mother tongue lacks legal validity in international laws and conventions!"
Response:
Contrary to this claim, education in the mother tongue is emphasized and supported in numerous international documents and treaties, such as the Charter of Mother Tongue Rights, Article 30 of the Convention on the Rights of the Child, Article 27 of the International Covenant on Civil and Political Rights, the Universal Declaration of Linguistic Rights, and Clauses 3 and 4 of Article 4 of the Declaration on the Rights of Persons Belonging to National or Ethnic, Religious, and Linguistic Minorities. Furthermore, recognizing the significance of this issue, UNESCO has designated February 21 as "International Mother Language Day."
In the three main clauses of the Charter of Mother Tongue Rights, one of the most renowned international documents advocating mother tongue education, the following is stated:
- "All schoolchildren must begin their formal education in their mother tongue."
- "Governments are obligated to produce and distribute all necessary resources and materials for mother tongue education."
- "Sufficient teachers must be trained and prepared to teach in the mother tongue, as it is considered a means of achieving social equality."
3) "Teaching the mother tongue is a mere pretext. If the goal is learning the mother tongue, teaching its literature as a subject is sufficient."
Response:
In response to this claim, it is essential to clarify that the goal of "education in the mother tongue" goes beyond merely teaching the language. The primary objective of this system is to commence the education process in the children’s mother tongue, which facilitates and optimizes learning. The subsequent goal is to familiarize children with the culture and history of their community and to help them master the grammar and literary heritage of their mother tongue.
For reference, we can look at the curriculum offered in Iranian Armenian schools, which includes:
- Armenian Literature: Including the poetic and prose works of prominent Armenian writers.
- Armenian History: Covering the history of Armenia and its people in neighboring lands from ancient times to the present.
- Copywriting Exercises: Aimed at improving handwriting through copying literary texts.
- Armenian Composition: Focused on developing creative writing skills and mental creativity.
- Armenian Spelling: Enhancing correct writing and adherence to grammatical principles.
- Armenian Grammar: Teaching linguistic rules and their application in sentences.
- Armenian Calligraphy: Improving handwriting aesthetics.
4) In all countries, education is conducted only in the official language!
Response:
No, education is not conducted solely in the official language in all countries. In many multilingual countries, schools use various languages for instruction. For instance, in India's three-language education system, 22 different languages are taught, allowing students to learn in their mother tongue while also being taught Hindi and English. Similarly, in Malaysia's bilingual education system, three languages are used, enabling students to learn in their mother tongue while also learning Malay. It's important to note that some countries with multilingual education systems have only one official language, while others have more than one. For example, Malaysia has three official educational languages (Malay, Tamil, and Chinese) but only one official national language. In contrast, in Singapore, all four educational languages are also official languages.
5) All countries have only one official language!
Response:
To refute this claim, it is enough to know that while some countries have only one official language, others have multiple official languages. Some countries even have no official language at all. For instance, the Netherlands, Canada, Afghanistan, Sri Lanka, Norway, and Iraq each have two official languages. Belgium and Peru have three official languages each, while Singapore and Switzerland each have four official languages. South Africa recognizes 11 official languages, Bolivia has 37 official languages, and the United States has no official language.
6) Teaching different mother tongues in schools leads to graduates being unable to communicate with others and facing challenges in further education or employment!
Response:
As previously mentioned, multilingual education systems have been implemented in over sixty countries for many years. The best way to evaluate this claim is to examine these countries, where there have been no reports of individuals being unable to communicate with others, pursue higher education, or find employment. Moreover, in our own country, graduates of Armenian schools do not face difficulties in interacting with Persian speakers, finding jobs, or continuing their education, which debunks this claim.
To better understand multilingual systems, it is important to know that multilingual education policies vary and include a wide range of methods. Broadly, two main policies can be adopted to implement bilingual education systems:
a. Education in the mother tongue from preschool through high school, with the official language taught alongside throughout.
b. Initial education in the mother tongue during the early years, followed by a gradual or abrupt transition to the official language.
In the first method, the students' mother tongue is the primary medium of instruction throughout their general education, while the official language is taught as a subject in all grades. In the second method, instruction begins in the students' mother tongue in the early years and then transitions to the official language, either gradually or suddenly. However, even in this method, the mother tongue is taught as a subject in all grades to maintain the child's emotional ties to their culture and language and to promote linguistic diversity.
7) Teaching in a language other than the official language leads to the country's disintegration!
Response:
By examining countries where mother tongue education has been practiced for years, we find that not only has it not threatened territorial integrity or caused national disintegration, but it has also strengthened national cohesion by fostering a sense of equality. For example, the Canadian government's recognition of the French language resolved national disputes, whereas Pakistan's refusal to recognize Bengali in education led to ethnic tensions and, ultimately, Bangladesh's separation from Pakistan. Unfortunately, Iran's predominant approach resembles that of Pakistan, where civil activists advocating for mother tongue education face imprisonment and exile and are labeled separatists or "Pan" by chauvinists and extreme nationalists. This approach may encourage them to adopt more radical views. It is important to remember that separatism is not a cause but a consequence of certain discriminations and inequalities. The desire for separation and independence arises when people feel humiliated, marginalized, and accused merely for their identity, with even their most basic rights perceived as threats to national security. A question posed by Professor Mostafa Malekian is worth considering: "Do people who can promote and express all aspects of their ethnic identity everywhere feel more inclined to separate from their country, or do people who live in a country where they cannot even use their own language? Which group is more likely to develop a desire for separation?" Based on the experiences of various countries, it can be said that mother tongue education is a threat to authoritarianism, not territorial integrity!