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Indian education in promoting the Heritage language

Introduction

In the current formal education, the curriculum is involving the maximization of the instruction in many subjects through the heritage language. Regarding this, we can say that there are many benefits that attribute to Indian education in promoting the Heritage language. This is because the Indian education has shown many psychological and cultural benefits of having skills in a person’s heritage language. Furthermore, there is cognitive development as well as the development of problem-solving skills, which indubitably leads to creativity. In this paper, I will explore the subject of Indian education in promoting the Heritage language from the previous studies and support the argument that there are many benefits that attribute to Indian education in promoting the Heritage language.

Persuasive Syntheses of Indian Education

It would be true to say that most indigenous communities find their native languages of the dominant cultures as the best for giving instruction. This is because there is overwhelming evidence-based research that has been done on the bilingual education, which has shown that Indian educations promotes the heritage language and also brings other benefits. According to Haley De Korne, the Indian education promotes the native language which also comes with improvement of the instruction process as well as the overall school performance (Korne). We can thus say that this formal school-based of Indian program is complemented by a genuine and beneficial community involvement. It is thus a shared goal towards promoting the heritage language and making instruction more efficient.

Consequently, there are various benefits attributed to Indian education in promoting the heritage language. Teresa McCarty has it that the students will have an ability to increase the metalinguistic awareness together with the knowledge relating to the Indian language. This entails the metalinguistic skills, which are indubitably very significant piece of intellectual development to the students (McCarty). Such skills lead the development of reading skills development, which plays a crucial role in the overall academic performance a student.

According to Manjula Shinge, the metalinguistic abilities have been found to have a greater phonemic awareness, especially in the bilingual students (Shinge). For instance; they have the ability to answer various questions with the sounds having the same soundings at the beginning. Further, they have the ability to break the words into corresponding syllables and most importantly be successful more than the monolingual students (Shinge).

Combs and Nichola argue that the study of the Indian language in promoting its heritage has also been found to increase the knowledge of such language together with the development of math’s and logic skills (Combs and Nichola). Students who study using native language have been found to have standardized. In studying the Indian language together with other languages such as English, a student will be able to increase its mental learning flexibility when makes them become more creative and thus have more planning skills which enable them to solve complex problems when they encounter them (Combs and Nichola).

In essence, bilingual having two or more words for one object has an idea and a concept that it enables the students to think more abstractly regarding the words of the language (McCarty). This seems to strengthen the brain of the students and develop the thinking skills, especially about the executive control system. In doing so, the brain will protect some effects which are attributed to the ageing of an individual.

According to Christine Sims, there are various benefits attributed to the language, as well as the culture rich curriculum, especially for the native children, plays an important role in the academic success of the students (Sims). Based on the research carried out, it can be noted that the inclusion of the native language together with the culture in the learning institutions is very important since the students will have an improvement in their academic performance together with retention rates with the improvement in the school attendance (Sims).

It is worth noting that the culturally responsive approach in teaching mainly connects the student’s experiences in school and also outside the school. This is because it supports the educational quality leading to excellence performance academically. Besides, it empowers the students by providing them with the skills which can be applied effectively in negotiating and have various positive impacts to the world surrounding the students (Shinge).

The teaching approach that puts into consideration the inclusion of indigenous language can be described as a non-detrimental to the academic achievement, but rather it indubitably promotes the academic achievements and cultural knowledge awareness to the students. In preparing the students, the understanding of such languages will help them to develop leadership skill which implies that they are being prepared to be the leaders of tomorrow (Shinge).

Native language in school studies has also shown various benefits which include the greater success of the bilingual students as they have the ability to improve on their local and achieving the test scores nationally (Combs and Nichola). The students who had received the bilingual education have been found to achieve higher scores in the subjects such as mathematics and in reading assessment than those students who are educated in English alone. Therefore, including the Indian language will develop the students not only to understand their language and culture very well but also to achieve academic success.

Including the native languages in the learning institutions, the programs which can be put into practice the immersion programs which can be run at very high levels of students and maintain the retention rates. The linguistic and cultural together with the academic success of the students who are enrolled in the schools through mainly through the immersion programs has led to continued growth in the enrollment rates.

Moreover, native studies enable the health and well-being of an individual to prevail (Korne). This is because the current studies show that the native language acts as an integral sense of wellbeing where the students achieve their academic performance improve as well as self-esteem maintained. This shows that the students develop the ability to success in the complex world. When an institution, for instance, utilizes the native language of the students in their curriculum, there can be witnessed increased in the student's self-esteem and lead to less anxiety, which achieves greater efficiency (Combs and Nichola).

Notably, with self-esteem increasing in the students, they will be able to confidently declare their love of their language and culture which makes them understand the meaning of the Indian culture. These increase their resilience to addiction which in turn prevents the risky behaviors which the student may engage themselves in and most importantly promotes the positive health and well-being of such individuals.

Ngai and Koehn have it that it is coherent that strengthening the heritage language and maintaining the same strengthens the cultural connections (Ngai and Koehn). In is very important to notes that for the students to grow up and attend the institutions in the United States, the teacher support study has to understand the home language which in turn will provide the tools for communication with the community especially the family members and the community members as well as with both national and international friends (Cheryl, 98).

Also, heritage language promotes the bilingualism which supports the students in developing their cognitive together with the academic skills which enable them to develop their professional skills (McCarty). Research further shows that the bilingualism improves on various executive functions such as enabling an individual to focus on a specific task which a switch between the tasks and also retain the information. Bilingualism also helps the students to open up on their wide arrays pertaining to their jobs as well as on their educational opportunities.

Kristin Powers adds that studying the heritage and Indian language will help to maintain the feeling of a cultural kinship (Kristin).This means that, while the individuals are using their language to gain their education as well as knowledge so that they can get good jobs and live a better life, it can be depicted that the social identities are very important especially for leadership opportunities. Cultural language gives an individual a sense of powerful and a sense of belonging especially with the people who speak the same language. It makes them all equal irrespective of the distance from their homes.

Kristin explains that the Indian heritage language also enables the speakers of such language to access experience and knowledge which is a key to achieving success and competitiveness. This further leads to the creation of growth and prosperity for an individual, the community and as a human being as a whole. It also leads to improvement in industrial society while increasing the interdependency to the world which has various indispensable languages (Kristin).

In essence, studying Indian heritage language, it is agreed that without such cultural language, there is no communication among some of the members of the community (Korne). Therefore, heritage language plays a very important role in displaying one's status and power, as well as dominance. With such heritage language, the people will be able to communicate without any difficulties and moreover have the ability to access any cultural information, which will indubitably broaden their jobs.

Additionally, heritage language creates an identity of an individual. Maintaining individual’s heritage language and studying in schools. For example, Salish school of Spokane is critical to an individual's identity since it helps in maintaining the child value and individuals culture together with the sacred heritage of the community’s ancestors (Korne). This contributes to a positive concept. It is through such heritage language that the Indians are distinct and identified from other human beings and sees themselves as unique (Kristin).

Studies show that the sacred heritage studies depicted an unblemished and handed down to the future generations (Shinge). This implies that, if they lose such a language, then they will have lost themselves regarding honor and hope as well as self-pride since they will perceive themselves as sacred is lost. In reality, it can be seen that the desires to incorporate both the individual and the community as one nation id through one language. This indubitably nurtures and also motivates the bilingual minorities to promote the national accomplishments by moving forward as they have been identified.

Consequently, students achieving distinction were found to also attain fluency in the national, global language (McCarty). They, therefore, became progressive models of the Indian community. This shows that their native language helped in developing their community building together with the bilingual status of a community which could otherwise break the connection between the community and themselves. In this case, it means that loosing links while intermarrying lead to a loss of culture which was meant to guide them.

Nichola et.al also say that benefits of learning Indian heritage language by native Indians who have gone to study abroad acts as a great potential for them and the community. This is because the nation will gain the ability to unlock their language policy basing on the relevant languages and which can be used in planning for the local and regional developments (Combs and Nichola). It is also used for the motivation purposes, especially regarding the social development. This is because the words of the languages have been found to have competitive mutual existence.

Korne’s study has shown that important of heritage language education and being the bilingual, especially to the bilingual learners, helps to make them become literate in more than two languages (Korne). It is worth that the more bilingual learners are, the more they gain the ability to use both languages, which in turn support each other to become independent since the bilingual speakers have some of the cognitive advantages.

Conclusion

A legacy of evidence-based research on the Indian education has shown the psychological and cultural benefits of having skills in a person’s heritage language. We can thus conclude the thesis that the bilingual language study which includes the native heritage language has many benefits. These benefits includes psychological, educational and cultural benefits together with environmental benefits which entail enabling the students to access both the native and the international language. Practically, it can be noted that bilingual children have the ability to perform better in their academics learning the two languages lead to the development of essential skills and development of knowledge which help them to succeed in their studies.

Works cited

Cedar, Cheryl. "Native American Language Bill Introduced in Senate." American Indian Report, Jan. 2014, p.

Combs, Mary Carol and Sheilah Nichola. "The effect of Arizona language policies on Arizona Indigenous students." Language Policy Journal (2012): 101–118.

Korne, Haley De. "Indigenous language education policy: supporting community- controlled immersion in Canada and the US." Language Policy Journal (2010):115–141.

McCarty, Teresa. "Native American Languages as Heritage Mother Tongues." Language, Culture and Curriculum (2008): 201-225.

Ngai, Phyllis B. and Peter H. Koehn. "Indigenous Education for Critical Democracy: Teacher Approaches and Learning Outcomes in a K-5 Indian Education for All Program." Equity & Excellence in Education, vol. 44, no. 2, 01 Jan. 2011, pp. 249-269.

Powers, Kristin M. "An Exploratory Study of Cultural Identity and Culture-Based Educational Programs for Urban American Indian Students (English)." Urban Education vol. 41, no. 1, Jan. 0001, pp. 20-49. 14 March 2017.

Shinge, Manjula. "The National Security Language Initiative and the Teaching of Hindi." Language, Culture and Curriculum (2008): 269-279.

Sims, Christine. "Assessing the Language Proficiency of Tribal Heritage Language Learners: Issues and Concerns for American Indian Pueblo Languages." Current Issues in Language Planning, vol. 9, no. 3, 01 Aug. 2008, pp. 327-343.