The Universal Translator: Good or Bad?

I’ve been seeing articles and videos regarding this tiny little device that claims to be a “universal translator”. For those of you who don’t know, though the term itself is pretty self-explanatory, this is a device that supposedly translates any language being spoken into the native language of the user. It’s a frequently seen apparatus in science fiction, most notably in shows like Star Trek or Doctor Who.

Now, as an avid language learner, you might think I’d laud this device and say it’s wonderful. However, the truth is, that I have some quite mixed feelings. Indeed, it does ease communication between people through technology. But it also presents a new stage in what I call “cultural laziness”. I’m not a fan of how many societies, particularly Western ones, have a disdain for learning languages in general, only because they can get away with not speaking other languages. Other people are not so lucky, where their native environments are multilingual by nature.

Maybe I shouldn’t even call it “being lucky”, because I think it’s a great thing to be born into a multilingual environment. The point is that I think that this translation device isn’t really a good thing on a cultural communication standpoint, since it doesn’t encourage people to truly learn a language and appreciate it. Translation is a filter, and not everything passes cleanly through it. Nuance and other subtleties of meaning are not easily translated, even by human translators, so I don’t expect the device to do the job any better, at least not for a while.

As the article itself points out, the device requires all participants in a conversation to be wearing the device for it to be effective, which can be a bit of a problem. Not to mention that I’m not sure it will even cover most languages. Translation is something that I think is more necessary for communities where access to other language materials are not easily secured, or where the language is not sufficiently standardized to be widely known. This means that interpreters and translators are of better use to minority communities rather than majorities.

I could go on and on about the ways I don’t necessarily like the device. However, I do think it has its merits in making communication easier. I am concerned about its impact on the art and culture of language learning. We should not abandon language learning entirely in favor of a device that will do the work for us. I understand that people are not naturally inclined toward working like that, but it is important that we maintain some amount of sociocultural work ethic rather than always depend on technology to do it for us.

Whether the device is good or bad has yet to be proven, and only time will tell.

I hope you enjoyed reading this brief article. I welcome anyone’s thoughts on the topic. I haven’t been writing for a while because I’ve become very busy at school. I will try to write more in the future!

Language Learners’ 5 Least Favorite Moments

We language learners have all had those moments when we’re just like, “Ugh, I’m so tired and done with this!”. It happens to best of us and it’s nothing to be ashamed of. As someone who’s going to be learning langauges probably for the rest of his life (in spite of other things), I’ve had this moment several times. Some notable examples: understanding Cuban Spanish, practicing my Italian with natives, and the future subjunctive in Portuguese, just to name a few. Thankfully, there is nearly always a solution. Without further ado, here are five moments that language learners hate:

1. When there are no books on your language.

This can be due to either simply a lack of availability in the sense that you can’t afford it, it’s out on loan from the library, or no such books currently exist. It’s language learners’ worst nightmare. I’m really interested in minority languages like Tibetan and Brahui, all three for which resources can be fairly scarce. Catalan, one minority language that I know, at least has an online dictionary. Not to mention there are people who have written books on how to learn it. For Tibetan and Brahui I would have to do a lot more digging. The best way to deal with this is either the cheap-out way: give up, or to do some more searching with Google, or (gasp) go to the library*. Never fear because there’s always someone who has found info or written their own books on the subject, and you can always acquire it through various (and some of which are admittedly questionable) ways.

*Shout out to NYU Bobst Library for being a treasure trove of knowledge.

2. Feeling the tug of another language calling to you.

This is something that I see in the Tumblr community most often. All these language learners are like “Omg I’m so into Swedish rn” but then the next month (or perhaps the next week) they’re like “Why must I love German music so much”. Look, it’s not a terrible thing to feel this way, since so many languages have all sorts of cool things about them. You’re not in the minority. I feel this way about Tibetan and Brahui all the time, when I’m studying Mandarin or Korean. Just remember this: you won’t make progress if you don’t commit to your work. Jumping around is just going to make it worse, and you’ll feel like you’re not going anywhere. And then you will be that person who posts “I don’t know much, but I can eat, sleep, read, and say thank you in seven languages that I will never use”. The only thing I can tell you is keep at it. Remember why you started, what exactly it is that you want to do with that language. If you’re learning French, you could tell yourself this: “I want to go to Paris and be able to converse with French people” or “I want to able to read Victor Hugo’s Les Misérables in the original French”. Perhaps the last one is a bit lofty, but you get the point. It’s a million times easier to stay on the road if you know where you’re planning to go.

3. Feeling like you can say basically nothing.

languages, german, itchy feet, language learners
Everyone’s first time using the language with a native. *

*From Itchy Feet: the Language and Travel Comic. Disclaimer: I do not own this.

This happened for every single language that I have ever learned. Even in Kannada, my mother tongue, I messed up many times. There was one instance of which was cause for my own grandmother to break out into hysterics. Instead of beating yourself up for it, you should think positively. Benny Lewis’ article on the abundance mindset is a great read for motivating yourself. I know some people won’t read it, so I’ll summarize. 1: Capitalize on your current vocabulary and make use of it. 2: Keep track of your progress and be aware of what you know and don’t know. 3. Learn from your mistakes. 4. Don’t compare yourself to others.

The first three are important pieces of advice to take, but the last one is huge. I sometimes indulged a bad habit of comparing myself to Benny Lewis and Timothy Doner. People who had made careers out of their language prowess. Here I was, feeling bad that I couldn’t speak more than 10 languages as a senior in high school. Setting unrealistic expectations and thinking that you need to measure up to the pros from the very beginning is a master plan for low self-esteem. Look at the progress you have made rather than things that you don’t know. You’ll find yourself feeling better and also tackling your language with a much better attitude.

4. Being judged for incompetency.

Look, there’s no avoiding the fact that some people in world are insensitive and inconsiderate. There will be judgement, but you have to own up to it. Don’t fear these people. Think of them as the only people who will actually tell you that you’re wrong or that your speaking is off. To be perfectly honest, I don’t like it when people don’t tell me if something is wrong. Asking for constructive criticism is always good. If that person continues to trash-talk you and your language skills, that is a separate issue altogether. But have no fear! The vast majority of people that speak your target langauge appreciate language learners. They will often oblige and help you out. Like our good friend Cristiano Ronaldo:

language learners, Cristiano Ronaldo

5. Being told that languages are useless/stupid/boring etc.

There will be such people everywhere. This will even come from the mouths of native speakers themselves. That’s right. There are many people in the world who feel that their native language is not useful and don’t understand why someone else would want to learn it. Don’t feel discouraged because a native speaker told you that it’s useless. If you chose because you appreciate the culture and the beauty of that language, nothing should stop you. For the people who think that language learning is a dumb hobby, let the haters hate. Or you could convince them that they’re wrong. Your choice. The point is that if you are passionate about learning a language or you have a commitment to learning, there is nothing in this world that can stop you. Language learners can do so much in the world by expanding their ability to communicate with people.

I hope this article helps a lot of people who feel down during their studies! Cheer up and keep marching forward!

Navigating Social Customs in Other Languages

One of the biggest fallacies that I encounter among people trying to learn a particular language is trying to pick and choose what they learn. Some say, things like “I only want to know how to make basic conversation and colloquial things”. While that’s all well and good, you should be aware that language is never so simple. In my opinion, much of these kinds of beliefs stem from a subtle assumption that other languages work more or less the same way as a person’s first language.

That’s not exactly a good way to think about a foreign langauge, because it’s rarely ever a one-to-one relationship for everything. Even for related languages like Spanish and Portuguese, there are things that don’t always cross over. You can’t assume that Portuguese is “a different version” of Spanish, because not all words in Spanish have the same meaning or have cognate in Portuguese. And geographical proximity doesn’t account for anything either, as in the case of Indian languages, where there are 1500+ distinct languages, with varying degrees of mutual intelligbility (though by and large there is very little if any at all).

One of the biggest things about language is its intimate ties with culture, and how that translates in and out of different languages. There are certain cultural norms associated with different languages, which need to be upheld and respected. Obviously, one should exercise discretion, because sometimes, social customs can be extreme or ridiculous. But, usually, that’s not a call for us outsiders to make.

For example, in many Indian languages, it is widely considered inappropriate, rude, or inauspicious to discuss death, especially in the presence of the elderly or the sick, because it could be misinterpreted as a bad omen. This is not that complicated and is fairly easy to understand and get behind. But, what some learners of Hindi or other languages may not understand is that it precludes certain types of expressions, such as “I’m gonna kill you” or “You’re so dead”. In English, they don’t really mean anything, as they’re usually just threatening someone with the idea that there will be consequences to a particular action, not that they will actually kill someone. However, this is not the case in many Indian languages. Not only do these phrases not exist in direct translation, attempting to do so will result in a very different response. It may be interpreted as an actual threat, and even if it isn’t, it’s seen as poor manners or rude to say such a thing.

In a more complex example, Korean has an intricate system of honorifics and formal versus informal speaking. Certain words have particular forms that can only be used in deference to someone of higher social status. For example, my professor I’m meeting for the first time may ask “이름은 뭐야?” (Ireum-eun mweo-ya?). This is simply, “What is your name?”. The word 이름 (ireum) means “name”, but I would not use this word or even the same phrase to ask my professor’s name. Instead, I would say “교수님 성함은 어떻게 되세요?” (Gyo-su-nim seong-ham-eun eotteoh-ge doe-se-yo?). This literally translates to roughly “How is the professor (that I address) called?” 성함 (seong-ham) also means “name”, but it is the honorific form of the word. My professor can use 이름 with me, since they are socially above me, but I have to use 성함 with them. To do otherwise would be seen as too familiar, and even rude.

The Korean social hierarchy is something that not all Korean learners may immediately understand or even be aware of. But, in the context of Korean-speaking society, it is important to address such hierarchies, or you may face criticism and even anger for expressing unintended disrespect. For a language like Korean, it makes very little sense to ask only for colloquial expressions, since most Koreans will pay close attention (unconscious or otherwise) to the dynamics of social status in their everyday speech.

Whether the social customs that are ingrained in a language are complicated or not, it is important to understand such things. For those who learn in a classroom, the teacher may simply give you only phrases that fit in with the social conventions of the language, making it unnecessary for you to know at all. That can be a good and a bad thing, since while it promotes fitting in with the social norms, but doesn’t encourage synthesis of sentences, as opposed to using set, memorized phrases. Self-studiers should be mindful any kind of social conventions or rules of the language, rather than simply gleaning knowledge from the dictionary and grammar books. The best way to do so is engaging in media (particularly television) in that language, to grasp how the language is used in real life.

I hope this post was helpful in your studies in foreign language, and feel free to leave comments and suggestions for other posts. Don’t forget to share this post on social media, too!

Kannada Lessons for Beginners Now Available!

After many months of tiring and seemingly endless work, my course for learning Kannada is finally complete and available for download! Granted, I will be updating the text periodically, but now that it’s available, I really hope that all sorts of people can take advantage of the text. The text is intended mostly for people from Kannada-speaking families who don’t know how to speak the language themselves, and for them to learn it and reconnect with their heritage. But don’t let that stop you! Kannada has an immense and rich cultural heritage, including the longest unbroken literary tradition in India. Carnatic music, one of the two major schools of classical Indian music, originated in Karnataka, and many of the pieces are written in poetic Kannada.

If you have any questions or comments about the text, you are welcome to leave them in the comments. I will try to continue to add resources including audio tracks, readings, and writing exercises in the future, as my schedule permits. You can download Kannada Lessons for the Beginner here.

Foreign Language Schools and Community

In honor of Asian and Pacific Islander Heritage Month, this post will be concerning a central issue in the APIDA (Asian/Pacific Islander/Desi American) communities.

In the United States, particularly on the coasts, there are a series of institutions that teach language skills. You may have heard of some of them, like the ABC Language Exchange, the Middlebury Language School, or the Defense Language Institute Foreign Language Center, all of which offer classes in particular foreign langauges. These are more mainstream and broadly-reaching institutions, but there is another class of language institute, with a very different place within the community.

These are the foreign language schools, particularly for Chinese, Korean, and Japanese. Where I live in the Bay Area, you could find these just about anywhere. I had a lot of Chinese and Korean friends growing up, and many of them talked about their experiences going to “Chinese school” or “Korean school”. There are also Japanese day schools where the Japanese community can take classes, such as Sakura Gakuen, a particularly famous school in the Bay Area. The events of Japanese American internment, unfortunately, did cause these schools to decline. These schools are more about the community than the language itself, because they exist for a very specific purpose.

Immigrant communities that speak foreign languages, in varying degrees, want to preserve their languages in their children that are born abroad, in order to foster some kind of appreciation for or connection to their heritage. These schools allow for the parents of these communities to send their children to after-school or weekend classes to have their children learn their mother tongue. This kind of place is helpful to parents who have busy jobs and can’t be with their children as much as they’d like, or parents who want their children to have particular degree of competency in their mother tongue. These schools give these families an opportunity to immerse their children in their heritage and community.

Now, my Chinese and Korean friends, by and large, hated going to Chinese and Korean school. This is to be expected, since most children don’t like being given extra work, especially when they want to play or do other things in their free time. But I have noticed that some of them, especially now that a lot of us are in university, regret not paying attention in their Chinese or Korean classes, or regret making their parents taking them out of classes completely. But the thing is that these Chinese and Korean Americans are able to come together and foster a sense of community through their mutual experiences as well as language.

As an Indian American, this is something that I wish I had while growing up. I grew up not being able to speak my mother tongue well, if at all, and it was only after I asked my parents to finally teach me so that I could talk to my family in India that I finally learned. Many Indian Americans don’t really have the opportunity to go to any kind of after school or weekend class for their language, partly due to the sheer diversity of languages spoken by Indians. There isn’t an established tradition of sending children to such classes anyway, because many Indian immigrants can speak English at least conversationally, if not fluently. Many Indian immigrants feel that teaching their children anything other than English is not useful and therefore neglect teaching their children at all. Some also are under the impression that it will confuse their children to teach their children two languages. The latter, at least, has proven by many linguists to be absolutely false. Many children do grow up bilingual, quite successfully (evidenced by me, my brother, and many other children in the APIDA community as well as other communities).

Part of it is that these schools in the Chinese, Korean, and Japanese communities have sprung from a need to create community since parents may not speak English and children can learn about their heritages through these communal centers. Another thing is that these communities have been in the United States for much longer than the Indian community (and South Asian communities in general), and are more established, which helps them in establishing these community centers. Language is often the binding glue of community, and brings people together in ways that other things do not, since it is the medium of communication. I think that as time passes, and that South Asian communities do become more established, there will be time where at least Hindi-Urdu language schools will become more commonplace.

Why I Have a Chinese Name But I Don’t Want to be Called “Sean”

Photo credits to freshofftheboatdaily, since this isn’t mine.

One of my friends on Facebook shared the photo in this post recently, and it immediately struck a chord with me. Names are of enormous importance to many people of different cultures around the world, and sometimes the nuances of naming can vary between communities by the language they speak.

In the Indian subculture that I come from, newborns are given their names by the rite of nāmkarna, a Hindu ritual that uses astrology and natal charts to pick names. We believe that the names that we give our children is somehow determinant of their futures, and often, parents will choose a name (within the rules of the process, of course) that includes a kind of wish for who their child will grow to be, something that almost everyone can understand.

Other times, our names are one of the epithets of a Hindu deity. This can puzzle some people in the West, who might view naming your child after a god as a kind of arrogance or self-importance, but the idea in Indian cultures is completely different. By naming your child after a particular version of god (each epithet references a particular aspect of the god), it is both a hope that the child will live up to the name and also fulfills the idea that God is everywhere and in everyone. Calling the different names of a god is also considered auspicious, so naming people after a god is a part of that sentiment.

The cultural backgrounds behind choosing names can be complex and confusing, but also incredibly fascinating, in my opinion. The generational poems of Chinese naming customs allow for an entire generation of children to be named with something in common. I won’t get into the specifics, but you can read a little bit about generational poems here.

That brings me to the title of this post. As you may know, I have a Chinese name that I use exclusively for speaking in Chinese: 羅常羲 (Pinyin: luó cháng xī, Jyutping: lo4 soeng4 hei1). I got this name after multiple Chinese friends of mine asking me if I wanted one, so when I went to a Taiwanese cultural exhibition in Grand Central Station, my friends had a calligrapher make a name for me.

My real name is kind of clunky to say in Chinese (or rather the Sinicized version of my name), especially given the way people call each other in Chinese. Very often, since people can have similar-sounding or even identical first names, Chinese speakers will address each other using their full names. My name is apparently somewhat obscure, so I might be able to get away with just 常羲, but it would be more appropriate to use the full name. I’m OK with using this name partly due to convenience as well as because I didn’t mind having the name, since I kind of like it.

Now, this may contrast with the sentiment of the photo in this post, since you might expect me to tell my Chinese friends to say my name correctly. The thing is, the issue wasn’t that my friends couldn’t pronounce my name, but rather for the purposes of learning the Chinese language, it wasn’t especially suited to being pronounced the way it really is. And that, I’m willing to concede, and like I said: I don’t mind.

The thing is that when I was in elementary school, many students and teachers found my name (Shashank) difficult to pronounce, and many people wanted to call me “Sean”. Maybe because I was impetuous and defensive, I didn’t like that name. I wanted people to call me the name I chose to be called, and they had to pronounce it the way I wanted them to. Today, people trying to nickname me “Sean” still makes me a little uneasy, so I usually politely request that they use my real name. Even now, I still wonder why it was so difficult for them to say, considering my name is only two syllables.

The point is that I refuse to be called anything except Shashank and nicknames that I actually approve of. This goes for anyone, anywhere. You all deserve to have yourself be called what you wish. People should either pronounce the name correctly or shouldn’t say it at all. Obviously, this can sound a little extreme, and I make exceptions for people whose sound inventories don’t include certain sounds. It’s a problem when I know people are more than capable of pronouncing a name correctly, and still refuse to try and pronounce a name the way someone wants, all because they’re too lazy to ask.

In my freshman year at NYU, I’ve met some people who have non-English names, and purposely go with a heavily Anglicized pronunciation of their name, even though it’d be pretty easy for people to pronounce it as it’s written in the language (obviously within reason). At first, I was a little put off by it, but I have learned that how we pronounce our names is up to us, and if that means “white”-ifiying it versus the traditional pronunciation, so be it. I might not like it, but again: it’s not for me to decide.

The reality is that this idea of not using people’s real names or somehow compelling them to change the pronunciation or the name entirely for someone else’s convenience is often discussed in the context of ethnic minorities. This happens to a lot of people with “unconventional” or “foreign” names, regardless of race. But in the context of minorities in the US like myself, this often feeds into very subtle dynamics of cultural repression and assimilation, and it is something that we must work against. But again: the choice is not always ours to decide (if at all).

The fundamental difference between my Chinese name and “Sean” is that I’m OK with one and not the other. Someone’s name is inviolable, and it’s not up to anyone to tell them to change it or how to pronounce it. The moral of this little story is: always ask someone how to pronounce their name, and earnestly try to pronounce it they way they want, not what’s most convenient for you. If they let you off with a mispronounced syllable or sound, then that’s fine. But respect what they have to say. It’s their name, not yours.

What Should We Be Learning In High School?

For many high school students in the United States (as well as other countries), foreign language education is a topic that has mixed responses when brought up. Many of my classmates from high school reviled it as a waste of their time, saying that “everyone speaks English anyway”. Others enjoyed it, like myself, and valued it highly as an important aspect of my education. In the United States, the prevailing languages taught in high schools are Spanish, French, and more recently, Mandarin Chinese.

The general premise of foreign language education is that it facilitates communication between people who otherwise might not be able to, as well as to improve relations between different countries.  There is a kind of cultural bias in English speaking countries where people from the United States and other English-speaking countries can ask people in other countries whether they speak English before attempting to speak in the native language of that country. It’s a poor habit that many Americans fall into, since our foreign language education is often subpar or non-extensive in its covering of cultural nuances.

At New York University, many of the programs require students to complete a foreign language requirement, which can range from completing only the elementary series to having to complete the entire series from elementary through advanced. Universities often provide a fairly wide variety of languages compared to high schools, but Spanish and French predominate as the biggest programs in many schools. NYU, specifically, offers languages including Italian, Portuguese, Mandarin, Cantonese, Haitian Krèyol, and even Quechua!

Now what I’m going to discuss is what languages we really should be teaching in our high schools, since I believe that our current selection is falling out of practical usage. Spanish is still one of the most useful language since many Hispanic immigrants reside in the United States, and Mandarin Chinese has similar applications in Chinese communities around the country. French is where it gets tricky. Very few people in the United States actually speak French in comparison to Spanish and Chinese, and even if Canada is on the border, the demographics of United States do not make French particularly applicable. Below are the top three languages that I think need to be replace French or otherwise be added to the foreign language curriculum of United States high schools:

Arabic

Arabic, as a lingua franca of the Middle East, is an incredibly useful language due to its applications in refugee and immigrant communities around the world. The Middle Eastern communities will benefit immensely from the acceptance and tolerance for their heritages and beliefs if their language is taught in schools. However, as you may or may not know, Arabic comes in several regional varieties that are not entirely mutually intelligible, including Egyptian, Moroccan, Palestinian, and Saudi Arabian. There is a standardized variety, known as Modern Standard Arabic (MSA), which is based off of the Arabic of the Qur’an, known as Classical Arabic. We cannot possibly accommodate the many varieties of Arabic, so it is probably best to teach MSA in high schools, as is done in many universities.

Only at advanced levels can students consider specializing in a particular variety of Arabic, but each has its own merits. Egyptian Arabic is one of the most widely understood regional varieties, given much of popular Arabic-language media is in Egyptian Arabic, whereas Levantine Arabic has applications in diplomatic relations and translation/interpretation in the Levant, which includes areas such as Israel, Palestine, Jordan, or Syria (Note: these areas do have their regional variations, but Levantine Arabic does cover all of them to an extent).

Hindi-Urdu

While many South Asians do speak English fairly well (if not fluently), Hindi-Urdu is a valuable language to implement in school systems. South Asian communities have a diverse set of languages spoken among them, and Hindi-Urdu does, to an extent, unite them through a common language. Unlike Hispanic and Chinese communities, South Asian communities are not afforded the privilege of having their language being mainstream, which contributes to dynamics of assimilation. Hindi-Urdu is a culturally rich language with a strong tradition of music, poetry, and literature. Part of the barriers to understanding South Asian communities is due to the alienation of their languages, culture, and traditions.

You may think that this is simply to accommodate the South Asian communities in the United States, but the fact is that South Asian Americans exist. Many of us are divided from our heritages due to the lack of ability to connect to it through our languages, and having the language of Bollywood to connect us is a way of strengthening our ties. Yes, we do have our own languages, but we have our own ways (and sometimes not) to connect with those heritages. Hindi-Urdu is one of the few ways that Pakistani and Indian Americans can find something in common in the way of cultural bonds. Bangladeshi and Sri Lankan Americans have their own languages as well, and it is important to recognize that, and in communities with large populations of Bengalis and Sri Lankans, they do find their own ways to promote their languages (as I’ve personally seen in New York City). For the purpose of practicality, I support Hindi-Urdu as a language to be taught in high schools, due to its extensive cultural potential.

Russian

Russian is a somewhat practical language to learn, though this is more true on the East Coast with large populations of Ukrainian and Russian immigrants. Russian, as a diplomatic language, does have some uses as well, considering that it is a lingua franca in many Eastern European countries. Since I’m not as familiar with Russian communities or the scope of the language, I admit there’s not much else I’m able to say.

The over-arching point of this post is to express that certain languages need to be promoted more than others in this changing world. The prestige of French and Spanish is not a valid excuse to neglect the communities of other nations as well as expand diplomatic and cultural relations with them.

 

Uma Língua que Pouca Gente Queriam Saber

(This post is a Portuguese translation of an earlier post I wrote called: A Language Few Cared to Know. You can use this as reading practice for learning Portuguese, if you want, though it’s more for people who speak Portuguese, as well as an exercise in the language for me.)

Ter crescido nos Estados Unidos como filho de imigrantes tem-me presenteado circunstâncias únicas, particularmente com respeito à língua e à cultura.  Eu tinha crescido imerso em duas línguas diferentes, ao contrário da maioria das minhas colegas na escola primária e ainda no ensino médio.  Quando eu era pequeno, eu tinha um problema na fala que impedia-me a falar em frases completas. Quando os médicos diziam a meus pais que duas línguas confundir-me-iam, obviamente escolheram o inglês (aliás, esta noção que línguas múltiplas confundem às crianças é completamente falsa). Como resultado, o canarim foi virtualmente inexistente na minha infância. E foi como um nimbo-estrato, as pontadas de peso a bater-me.

Ainda que eu não podia falar o canarim bem, formava parte da minha vida. Meus pais usavam o canarim na casa para falar comigo, apesar do que eu quase sempre respondia no inglês. E quando eu tentava responder na minha língua materna, era miserável. Só depois de anos de prática heurística eu podia falar em canarim bastante bem. Isto concedido, eu ainda tenho problemas de ritmo quando falo, e uma tendência lamentável de falar demais rapidamente.  Embora, o projeto do Duolingo para o canarim tem-me ajudado a expandir o meu vocabulário e conhecimento da língua.

Ainda assim, o canarim é muito presente na minha vida. Quando criança, eu confundi palavras do canarim com palavras do inglês. Muitos dos meus amigos na escola falavam o tamil, telugu, bengali, ou gujarati. Os amigos da minha família falavam o hindi. Não havia muitas pessoas que falavam o canarim na minha vizinhança, exceto a minha família. Por isso, o canarim parece-me um pouco formal ou arcaico. No presente, eu tento do manter contato com a minha língua maternal o máximo possível, porque eu sou apaixonado pelo canarim para passá-lo aos meus filhos. Na Universidade da Nova Iorque, não há muitas pessoas que falam canarim, e por isso, eu falo-me para praticar.

No decorrer dos anos, eu tornei-me muito ciente da pouca demanda para o canarim. Eu aceito esta realidade, porque eu não posso cambiá-lo num instante. Mas isso não quer dizer que eu gosto desta situação. Nem sequer é que eu desejo que precisavem-se mais do canarim. Os meus amigos eram de lugares e nacionalidades diferentes, e por isso compartilhavam os seus costumes. Eu nunca tenho conhecido uma pessoa interessada no canarim, até como gesto polido. O canarim era uma língua que pouca gente queriam saber.

Eu parcialmente espero que este projeto de Duolingo ajudar para trazer percepção à comunidade de canarim. A juventude da comunidade nos Estados Unidos precisa desesperadamente do que o canarim seja modernizado, e precisa de oportunidades de falar com gente da sua idade. A falta destas oportunidades de falar com a nossa comunidade na nossa língua impede-nos. Por quê falariamos esta língua se não houvesse pessoas para praticar, e mesmo assim, em maneiras limitadas? Por exemplo, eu quase nunca falo da política no canarim, e por essa razão, o meu vocabulário sobre a política e virtualmente inexistente. Haveria muitos anglicismos, palavras que ainda um anglófono poderia entender. Poder discutir muitos temas diferentes com várias palavras ajuda a fazer que a língua seja mais útil. Pelo menos, eu acho assim.

A Language Few Cared to Know

Growing up in the United States as the child of immigrants has presented me with unique circumstances, particularly with respect to language and culture. Unlike the majority of my classmates in elementary and even middle school, I had grown up immersed in two different languages. When I was young, a speech problem prevented me from speaking in complete sentences. When the doctors told my parents that two languages would confuse me, my parents obviously chose English (this notion that multiple languages confuse children is patently false, by the way). As a result, my Kannada was effectively non-existent in my childhood. And it hung over my head like a rain cloud, the pangs of guilt hitting me like raindrops.

Even though I couldn’t speak Kannada very well, it was very much a part of my life. My parents used Kannada at home to talk to me, despite the fact that I would most likely respond in English. And when I tried to respond in my mother tongue, I was miserably poor at it. It was only after years of practice and many instances of trial and error that my Kannada became better. Granted, I still have problems with rhythm when I speak, and an unfortunate tendency to speak too fast. The Kannada Duolingo project that I’ve been working on has helped me in expanding my vocabulary and knowledge of the language, though.

But all the same, Kannada is very much a present language in my life. As a child, there were several words in Kannada that I thought were words in English, often leading to my teachers and classmates’ confusion. Growing up, most of my school friends spoke Tamil, Telugu, Bengali, or Gujarati. My family friends largely spoke Hindi. Kannada is a language spoke in one state in India, and the proportion of immigrants to the United States from that state is much smaller. As a result, I had little exposure to other people my age who spoke Kannada. This has change the way I view Kannada, because when I translate it, the English always feels very archaic or formal, in my mind. This might be because the only people I ever spoke it with were my older relatives, my parents, and my older brother. In the present, I try to keep in touch with my mother tongue as much as possible, because it is something that I’m passionate about passing down to my children. I speak Kannada to myself because I have very few opportunities to use it at NYU with other students or anyone else, for that matter.

Over the years, I’ve become very acutely aware of the fact that there is little demand for Kannada at all. This is a reality that I accept and deal with. But that’s not to say I like it. But it’s not even that I wish people needed Kannada more. I grew up around people who spoke different languages, and we often shared our unique cultural practices and languages with one another. But I don’t think I’ve really met anyone who was interested in Kannada, even as a polite gesture. While my Telugu and Korean speaking friends exchanged their languages, I sat silently, because no one asked. Kannada was really just a language that no one really cared to know.

Part of me hopes that this Duolingo project will help bring more awareness to the Kannada-speaking community. Kannada youth in the United States are in dire need of modernization of Kannada and the ability to converse with people their own age. The Kannada-speaking community is scattered, at least where I lived. This prevents real engagement with our language, since we don’t feel the need to use it with anyone else outside our families. I’m fairly certain that this is the case for other lesser-known languages of the world. Why would we speak the language as much if we have so few people to speak it with, and in very limited ways? I almost never talk about politics in Kannada, so my ability to discuss it in Kannada is basically non-existent. It would consist of lots of loanwords from English, to the point that an English speaker can probably still figure out what I’m saying, without any knowledge of Kannada. This is my philosophy for including a wide variety of topics in my language guides. Being able to discuss many different topics with a basic set of core vocabulary words helps with making the language more useful and more applicable to one’s daily life. The more situations you can use the language, the more likely you’re going to use it. At least, that’s what I think.

Ideally, I’d like that people of different language communities can actually find each other, instead of giving up on their language entirely. But only the future can say what will actually happen.

The Importance of Childhood Language Immersion

http://thinkprogress.org/immigration/2015/08/24/3694686/hisd-arabic-immersion-program/

After having read this article, I am deeply disturbed by the lack of respect for immigrants from the Middle East and their language and religion. Resolving tensions with the Middle East does not mean rejecting anything to do with it. By helping children learn other languages, we encourage them to learn about other cultures, and appreciate the world for the multiple cultures that exist in it. Being monolingual forever means pushing away the wealth of knowledge that others have to offer.

To all of the Arabic speaking families in Houston: my prayers are with you that this program will be preserved, so that children will be able to bring themselves closer to you, your children, and your culture. You’re not alone. Language is what binds cultures and civilizations together. We prosper because we understand each other. By learning other people’s languages, we can be even more prosperous.

To the protesters: Closing yourself to the world is exactly what ruins this country. This program is a step in the right direction. “Immigrants must assimilate”? It is not our duty to do anything other than abide by the laws of this country and get along with other people. We are not required to give up our heritage, religion, and definitely not our language.

Don’t listen to these people who want to hold our country and our world back! Protect language immersion of all kinds in schools!