Category Archives: education

Losing Your First Language: Cantonese

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 164-165:

Nellie remembers that she really didn’t want to come here from Hong Kong when she was 6 years old, and she remembers saying “I don’t want to go there; I don’t know how to speak the language” (October 6th, 1995, p. 1). At first, she was really quiet in class, and she’d spend time on her own during recess, and eat lunch alone, because she was too afraid to talk to anybody, but she remembers also feeling confident during math class because her math skills were so far advanced. After her first year (Grade 2), which she spent in an ESL class with six other students from different grades and different first languages, she began to feel more confident in English, but she sometimes slipped in Cantonese words when she got excited, and then she became fluent, and then she began using English at home. Her parents even commented to her that “it’s good that you learned English, but when you’re home, we’d like you to speak Cantonese” (October 6th, 1995, p. 2). But, there was no one in her school or her neighborhood who spoke Cantonese, and she was able to speak to her siblings and her parents in English without being punished, and so that is what she did. From that time forward, she remembers being quiet whenever she was immersed in a Cantonese-language environment.

The pampered baby in her family, Nellie found that language loss did not really affect her relationships with her father or sister, but it did make her relationships with her mother and her brother more distant. As her brother was never able to become comfortable in English, he chose not to respect her language abilities, refusing even to slow his speaking pace, or adjust his vocabulary, in Cantonese. Nellie speaks of him with coldness. Her mother now admits that she really disliked Nellie when Nellie was growing up because her mother was unable to understand her.

As a teenager and young adult, Nellie had a long-term relationship with a Caucasian boyfriend. Her parents, particularly her mother, were extremely upset by the relationship, even moving to Toronto in the hope that she would forget about him. Their plan backfired; Nellie instead refused to leave Vancouver, and moved out on her own. Over time, and with the evolution of her relationship, she decided to move to Toronto, but, by the time she announced her decision to her parents, they had already made arrangements to move back to Vancouver. Nellie was also frustrated by Chinese cultural standards. Whereas she was an above-­average student who didn’t drink, smoke, or do drugs, who never got into trouble, who didn’t date until she was 16, and who took on responsibility in school, she didn’t meet the criteria for a “good” Chinese girl. Only over time, when Nellie was in her mid-20s, and with Canadianization did her parents come to appreciate her in Canadian terms.

Leave a comment

Filed under Canada, China, education, language, migration

Losing Your First Language: Korean

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 162-163:

Born in Korea, Hana Kim came with her parents on a temporary overseas assignment to Canada when she was 4 years old. Because they were planning to return to Korea in 3 years, her parents did not expect the children to speak Korean, but instead let them “do what came naturally” (June 20th, 1995, p. 1), going to English playschool, watching TV, and speaking English at home. At the end of 3 years when her parents had decided to immigrate, Hana Kim was still able to speak Korean, but she began losing it when she was in Grade 2. By the time she was 11 years old and they returned to Korea for a visit, she was almost unable to communicate. She returned again when she was 17 years old, and was able to understand some basic things, but was unable to say what she wanted to say. Oddly enough, Hana Kim returned to Korea once again when she was in her late 20s, and, at that time, many of her relatives commented that her Korean had improved. She mused that,

“I think as I’ve gotten older—I think maybe I’m concentrating more, and I understand how the language works more, because you’re more mature, and I think that’s allowing me to speak it a bit better.” (June 20th, 1995, p. 2)

Yet, accustomed to being a very articulate speaker (Hana Kim works as a television broadcaster and anchorwoman), she felt frustrated by her inability to communicate her ideas and comments. She was also frustrated that people in Korea would “see that you’ve got a Korean face” and then “they kind of expect you to be able to speak Korean too. If you’re White it doesn’t matter; they don’t have those expectations, you know” (June 30th, 1995, p. 7).

Even were she to still speak Korean, Hana Kim would likely have become a broadcaster. As a child in Korea, she used to mimic the broadcasters on the radio from the time she began to talk. On the other hand, she also feels that growing up speaking English to parents who couldn’t speak the language also contributed to her choice of profession because she had to learn to speak slowly, deliberately, and carefully, and to constantly evaluate the difficulty of her vocabulary. She therefore didn’t have to change her speech habits in order to train as a news reporter.

Leave a comment

Filed under Canada, education, Korea, language, migration

Losing Your First Language: Vietnamese

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 159-160:

Kuong immigrated to Canada from Vietnam when he was 3 or 4 years old, and first lived near Windsor, Ontario because his family’s sponsor lived in a small town there. He attended school there for Grades 1, 2, and 3, and, because he was instructed in both French and English, believed the two languages were just different dialects until he moved out to British Columbia in Grade 4. He remembers absolutely nothing of his primary school classrooms, although he can remember the walk to school, and the fear that he felt when he heard little children screaming in the principal’s office. He thought maybe he didn’t remember the classrooms because he never understood anything during his primary schooling; his first recollections of instruction are from Grade 4 when he was finally able to understand some of the things the teacher said.

Kuong has an older sibling attending college who is fluent in both Vietnamese and English, and whom he envies, and an older sibling attending a School for the Deaf who signs and lip-reads only in English. His younger brother is in jail; apparently there was some confusion about his date of birth when the family immigrated, so the Canadian authorities believe his 16-year-old brother to be an adult, and have imprisoned him accordingly.

Kuong’s parents don’t speak very much English. Because Kuong got mixed up with drugs and crime when he was still in elementary school, he has been in and out of group homes. Because he has therefore been predominantly in English-speaking environments, he doesn’t speak Vietnamese, yet he also knows that he has serious difficulties in reading, writing, and expressing himself in English. Kuong feels that he will never be gainfully employed in Canada. He doesn’t have the grammatical skill necessary for white-collar work, and he doesn’t have the physical strength (because of heroin addiction) for blue-collar work.

His parents have offered to buy him a fishing boat if he finishes Grade 10 (he was 18 years old at the time of the interviews in 1995), but he doesn’t speak enough Vietnamese to communicate with other fishermen. He thinks he’ll probably only live another 10 years because of his lifestyle and because of how he earns a living; however, he reasons that, if he limited himself to legal employment, he wouldn’t even be able to survive for 10 years.

Leave a comment

Filed under Canada, drugs, education, labor, language, migration, Vietnam

Losing Your First Language: Portuguese

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 164-165:

After immigrating to Toronto from Portugal at the age of 1 or 2, Michael didn’t learn to speak English until he began Grade 1. When he started school, it became obvious to his teacher that Michael couldn’t speak English very well, and so she encouraged his parents to speak to him in that language at home. They tried, but by the time Michael was in Grade 3 and able to function well in school, they reverted to Portuguese in the home. The pattern was well-established however, and Michael continued to reply to them in English.

Apart from his language difficulties, Michael doesn’t recall much of his early years of school except that he was in trouble a lot. He “spent a lot of time in the corner” (November 17th, 1995, p. 1), which he attributes to “language issues,” and to the fact that he didn’t get a lot of support at school. Later, his language issues were multiplied when, during puberty, he simultaneously returned to Portugal for a visit, and also began having speech difficulty when his voice started changing. According to his speech therapist, he began using his false vocal chords; he began feeling very self-conscious using the English language. When he visited Portugal during the summer vacation, he began to feel more comfortable around the Portuguese language, and, at the same time, he stopped using his false vocal chords. It is a chicken-and-egg question whether he feels more comfortable with the sounds and rhythm of Portuguese than with English because his language difficulty was solved in Portugal, or if his language difficulty was solved in Portugal because he felt more comfortable with the language. Either way, it is a moot point; he can no longer speak the language, even having difficulty in retrieving single words.

Leave a comment

Filed under Canada, education, language, migration, Portugal

Losing Your First Language: Polish

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 160-161:

Alex is a borderlander who is also the son of borderlanders. His mother was born to Russian immigrants in Chicago, but moved to Russia when her parents returned there after the Revolution. She moved into a border town that had once been the southwest part of Poland, just north of the Ukraine, but which had become part of White Russia. Living in such a linguistically diverse region, Alex’s parents spoke Polish and White Russian (a dialect) and standard Russian, depending on the situation. When Alex was born, they adopted Polish as the home language. They moved to a vibrant Polish-speaking community in the United States when Alex was 3 years and 3 months old. They later moved to northern Canada where several of their relatives lived, and where they were able to communicate in Ukrainian, another language spoken by both of his parents.

Alex remembers beginning school, and he remembers the day when his Polish first name was changed to Alex so that his teachers could more easily pronounce it. Like Kuong, he has no recollection of Grade 1 and 2, though he has clear memories of Grade 3 and following (after he could speak English) and of playschool and kindergarten (when he played and had fun in Polish). While Alex was growing up, his parents relied on him to translate English into Polish for them; his father worked in a foundry and did not require English, while his mother stayed home. When I met him, Alex could speak only a little, broken, Polish, and could follow a very basic conversation in Polish. He remembers being much more fluent, and he feels like he is losing Polish bit-by-bit, day-by-day.

Leave a comment

Filed under Canada, education, language, migration, Poland, Russia, Ukraine

Losing Your First Language: German

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 158-159:

Alexandra asserted many times that she was unaffected by the loss of the German language which she had spoken until she was about 9 or 10, that in fact, the loss of German had been extremely beneficial to her.* She insisted that the only loss she felt was the loss of opportunity to speak a second language. She told me these things so many times, and so force­fully, that I stopped believing her.

Born on the prairies, Alexandra was the youngest of six children in a German-speaking household. Her mother was her father’s second wife; her three oldest siblings were half-brothers. When Alexandra was 10 years old, her own mother died and her father couldn’t manage both his family and his farm. Her three oldest brothers, aged 16, 18, and 20, moved out on their own, while the three youngest children became wards of the state and were placed in foster care with families who did not speak or understand German. When her family split up, Alexandra did not maintain contact with her father because she felt betrayed.

Instead, she considered the family that she lived with and grew up with to be her family, and she never even discussed her former family with her foster family. Although she had some desire to maintain contact with her siblings, because she felt no need to see them, and because her foster parents would have found it difficult to accommodate her desire to see her former siblings, she seldom had any contact with them.

She remembers speaking German at her brother’s wedding 4 months after her family broke up, but that is the last recollection she has of being in a German-speaking environment. At this time she doesn’t remember any German words at all; in fact, she says she can’t even count to 10 in German.

*[Author’s note:] I have come to be very suspicious of such claims, which are often used to contradict research directed at heritage language maintenance. Through this project, after close questioning of subjects who initially said similar things, I have come to realize that they do not mean they are glad to have lost the first language, but rather that, if they had to be monolingual, then they are glad to be monolingual in English rather than in some other language.

Leave a comment

Filed under Canada, education, Germany, language, migration

Losing Your First Language: Ukrainian

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 154-155:

Er that I ferther in this tale pace,
Me thinketh it accordant to resoun
To telle you al the condicioun
Of eech of hem, so as it seemed me,
And whiche they were, and of what degree,
And eek in what array that they were inne:
(Chaucer, The Canterbury Tales, General Prologue, lines 36-41)

Nadia was the first person to volunteer for this research project, completing her interviews before the call for subjects was published. A registered nurse, Nadia came to my home to collect urine samples when my husband and I purchased our life insurance. We talked a little bit about our respective professions, and, when I explained the subject of my research, Nadia became excited and said that she would love to parti­cipate, because her first language was Ukrainian. Nadia was, in essence, a pilot study. With her, I discussed not only the subject of language loss, but also the best ways to both ask questions and aid people in their struggles with narrating large sections of their lives.

Nadia was born in a small town in Manitoba into a unique linguistic situation, one which left her alone and often lonely. She and her family were Ukrainian-speaking Catholics in a town that was predominantly German and Mennonite. She therefore had to travel outside the town to go to church, and was isolated from many activities. She remembers some German teaching in her school, even though the linguistic norm was English. Nadia also remembers having several reserve First Nations’ schoolmates who spoke English as a second language, but she didn’t notice their cultural difference when she was very young, and they had largely dropped out of school by the time she was in high school.

Most of Nadia’s memories of speaking Ukrainian in childhood revolve around food and ceremonies. This was understandable, given that holidays and festivals were occasions for her family to travel and to visit with other members of their family and their church. As she also explained, “I jumped around and started talking about my culture and stuff. I see many languages associated to a culture, and so, also, when I did family things, that’s where Ukrainian was” (June 13th, 1995, p. 30). At the time of our interviews, Nadia was enrolled in Ukrainian lessons through her church, hoping to recapture enough of the language to participate in family conversations, and to surprise her parents on her next visit home.

Ukrainians in Canada were interned as enemy aliens (from Austria-Hungary) and put to hard labor during World War I.

Leave a comment

Filed under Canada, education, language, migration, religion, Ukraine

Literacy and the Rise of Nationalism

From The Making of Eastern Europe: From Prehistory to Postcommunism, by Philip Longworth (Lume Books, 2020), Kindle pp. 196-198:

Czechs benefiting from new educational opportunities learned German … and were thus able to devour the classics of German Romanticism. The University of Buda Press, founded in 1777, not only printed the first good Hungarian grammars but soon began to publish in Serbian, Slovak and Romanian. A grammar was vital to the definition of a single, literary language on which a sense of linguistic nationhood could be based (a collection of contrasting dialects could form no such basis). Furthermore, publication in a variety of emerging literary languages was to help spread a consciousness of a linguistic identity.

The march of the French armies into Eastern Europe also stimulated a rise of national consciousness. Napoleon’s creation of a province of ‘Illyria’ and a Duchy of Warsaw encouraged more people to think in terms of some sort of national independence, though he disappointed the hopes of his Polish followers. Moreover his conquests stimulated patriotic reactions which, in Prussia, began to develop into a German national feeling. The repeated defeats and humiliations suffered by Francis (who not only lost territories, but his ancient title of Holy Roman Emperor, and had to marry one of his daughters to the Corsican upstart) damaged the aura of unassailable majesty that had been carefully created around the House of Habsburg in the seventeenth century. No doubt this encouraged the idea that an alternative republican, and perhaps national, form of state might be feasible. However, the Hungarians spurned Napoleon’s invitation to rebel.

It should be stressed, however, that this stage of budding nationalism also drew on older concepts of group identification. Both Poles and Hungarians were to take pride in the traditions of the ‘noble nation’ (though not the Czechs whose nobility had been effectively Germanized). Recognising the sense of identity (and superiority) that genealogy can give, enthusiasts set out to provide their nationalities with atavistic pedigrees, preferably ones that stretched back to ancient times. Attempts were also made to extend traditional loyalties to village and locality to all the territory inhabited by ‘the folk’; and priests played an important role in the rise of Balkan and especially Polish nationalism. Indeed, in the Polish case, exiled poets were to develop the mystical notions that Poles were God’s chosen people, that Poland was the Christ among nations, the crucified Messiah who would be resurrected; the saviour of mankind.

The nation-makers included philologists, historians and archaeologists as well as poets – for the people had to be persuaded to use a standard language that was, as far as possible, free from ‘foreign’ influences; and taught about the nation’s heroic past. In most cases both the sense of the nation and loyalty to it had to be created. This proved to be a slow process. For decades to come Bohemian villagers were to speak Czech and German dialects which were sometimes unintelligible to sophisticates from Prague who spoke proper Czech and Hochdeutsch. The first volume of the anti-German Palacky’s history was published in German, not Czech; and when Hungarian enthusiasts eventually translated the Marseillaise they rendered it not into Magyar, but into the official language of the Hungarian Diet, Latin.

Literacy, then, was a key factor in the rise of nationalism, and in particular the literacy of the ‘middle class’ of poorer nobles (the magnates still tended to be cosmopolitan), junior civil servants, officers, seminarists and poorer clergy. Jacobinism had attracted elements of the same groups. Indeed Ferenc Kazinczy, one of Martinovics’s co-conspirators, was to assume a pioneering role in the creation of a Hungarian literary language once he was released from gaol. The size of this nascent intelligentsia continued to increase, for the Emperor Francis, determined though he was to keep revolutionary forces at bay, continued to promote education. Following in the tradition of Enlightened Despotism, he extended the educational system and even encouraged teaching in local vernaculars in order to spread ‘useful knowledge’. However, the emphasis was placed firmly on technical subjects. The dissemination of ideas was severely discouraged.

As matters turned out, the policy contained two unforeseen weaknesses. At the elementary level the poorly-paid teachers constituted the sort of intellectual proletariat that was susceptible to radical ideas. Schoolteachers were to be major carriers of the nationalist virus throughout Eastern Europe. The second weakness concerned the exclusion of philosophy in favour of theology (a policy that was to be followed by Soviet regimes, too, of course). This created a hunger for forbidden fruits in people who lacked the capacity to digest them properly.

Leave a comment

Filed under Eastern Europe, education, language, nationalism, philosophy, religion

Eastern Europe’s Urban Growth, 1900s

From The Making of Eastern Europe: From Prehistory to Postcommunism, by Philip Longworth (Lume Books, 2020), Kindle pp. 157-158:

Between 1860 and 1900 the population of Eastern Europe almost doubled. Between 1900 and 1914 it increased by at least another 20 per cent to a figure well in excess of 250 million. This was a far higher growth rate than in any Western country, and it has never been adequately explained. In so far as the statistics exclude migration abroad, the situation was worse than it might seem. Mass emigration had gathered pace since 1880. By 1914 nearly 4 million had left Austria-Hungary; the rate of migration from the Russian Empire approached 100,000 a year. But the migration rates from the poorest areas were the lowest (higher for Austria-Hungary than Russia, higher from Russian Poland than the rest of the Russian Empire, and lowest from Romania). However encouraging a development the population explosion might seem to chauvinistic nationalists, it brought rising despair in the countryside (where almost 60 per cent of Austria’s subjects lived, 70 per cent of Hungary’s and over 80 per cent over the remainder of the region). The despair at having to feed more mouths from the same small trough turned to anger in massive peasant disturbances in Russia in 1905–6 and a bloody Romanian uprising of 1907. But the problems of the countryside were also transferred to the cities.

The population growth in most of the major cities exceeded that for the region as a whole because of urban migration. Between 1880 and 1910 the population of Prague rose by almost 40 per cent to nearly a quarter of a million; that of Budapest doubled to reach almost 900,000; those of St Petersburg and Moscow more than doubled (to 2 and 1.5 million respectively), and that of Warsaw more than tripled (to 856,000). But the most alarming increase occurred in Vienna which changed, within the span of a single generation, from a pleasant, orderly, German-speaking city of fewer than 750,000 souls to a polyglot maelstrom of over two million. The city, whose ancient walls had recently been dismantled to make way for the elegant Ringstrasse with its modern palaces and pleasant parks where bands played Strauss waltzes, was suddenly overwhelmed by a new kind of invasion.

It was an irony of this age of nationalism that by 1910 no less than 8 per cent of all Czechs should reside in Vienna (5 per cent of all Slovaks had settled in Budapest by that time). And not only Czechs, but Serbs, Romanians, Slovenes and Ukrainians had flooded in to the new tenements and slums. The city had come to resemble a Tower of Babel, and the indigenous Viennese felt overwhelmed; their culture, their very identity seemed threatened. The popular mood, formerly easy-going, became ugly.

Leave a comment

Filed under Eastern Europe, economics, education, industry, labor, language, migration, nationalism

Eastern Europe’s Failures in 1848

From The Making of Eastern Europe: From Prehistory to Postcommunism, by Philip Longworth (Lume Books, 2020), Kindle pp. 134-137:

At the beginning of March 1848, as news of a revolution in Paris seeped in about a week after the event, crowds took to the streets of Vienna, and before long the entire Empire, from Bohemia to northern Italy, was in turmoil. In the months that followed there were uprisings in Prague, Lemberg [Lviv] and several other cities besides Vienna; Hungary and Venice declared themselves independent; the imperial army was driven out of Lombardy by local insurgents supported by invading forces from Piedmont, and Vienna itself had to be abandoned to the revolutionaries. Within the imperial administration there were six changes of government; two ministers were lynched; another went mad; and the Emperor abdicated. Yet by the autumn of 1849 the old order had been resurrected and the cause of revolution seemed utterly lost. What had the revolutionaries stood for? Why did they lose? And what influence did the events have both on the Empire itself and on the rest of Eastern Europe?

The Revolutions of 1848 are commonly represented as nationalist, and so to a great extent they were. Yet the call for ‘freedom’ as if it were a single entity embraced a variety of aims. Middle-class liberals wanted the abolition of censorship, freedom of speech and assembly, and a judicial system that dispensed justice openly; radicals demanded the replacement of monarchical government by a democracy based on wide suffrage; peasants, and all progressives, wanted the abolition of serfdom; workers protested against unemployment and for more pay. After the first, heady, stages, even more interests forced themselves to the surface. Tenants struck against high rents; artisans took to the streets because new, cheap, factory-produced goods were already threatening their livelihoods; students saw an opportunity for activism, and in Prague there were anti-Jewish riots. Among the educated strata, some, like the great Hungarian landowner Szechenyi, wanted change on the lines of the British model, with economic development as the motor of social and political change. However, the slogans of the French Revolution and of the Romantic movement tended to predominate, and in particular calls for national self-expression.

The demands for national freedom, however, also took different forms. Some were founded on constitutional precedents, such as the ancient powers of the Hungarian Diet or of the Bohemian Estates, which had been sapped or overborne by imperial power. Others were based on what appeared to their proponents to be the self-evident claims of a common language and the national community which it created. And there were further divisions both within the various nationalist camps and between them. Frantisek Palacky, promoter of the Czech national revival, thought in terms of a union of all the Slav peoples of the Empire, predicated on the view that, for all the myriad differences of dialect, they all spoke the same beautiful language.

This, however, was unacceptable, among others, to the Polish nationalists, who, roused by emigres returning from France, wished to resurrect the ancient Polish Republic which had been wiped off the map only half a century before. Furthermore, the claims of one nationalist group encouraged others to assert themselves. Romanians, Serbs, Croats and Slovaks did not take kindly to the prospect of inclusion in a state dominated by Hungarians. The Ruthenes (Ukrainians) resented the Polish claims to domination in Galicia. German Bohemians feared the Czechs and some Austrians were attracted by the idea of a greater Germany.

The fast-declining sense of equality and fraternity among the revolutionaries themselves, a growing popular reaction to their extremism, and the discipline of the imperial army all helped the government to reassert its authority. The promise made on 25 April 1848 to provide a democratic constitution for Austria, and the subsequent undertaking, in response to public demand, to widen the franchise, assuaged the feelings of many democrats; the emancipation of the peasants of Bohemia and Moravia in March, and those of Galicia and the Bukovina later the same year, bought off much social discontent; and the authorities experienced little difficulty in encouraging the Croats, Serbs and Slovaks to attack the Hungarian rebels who had cavalierly rejected their modest claims to linguistic autonomy. For the rest it was a matter of suppression. On 7 June the insurrectionaries in Prague were crushed; Vienna was recaptured at the end of October, and a rising in Lemberg put down two days later. General Windischgraetz was the imperial hero of the hour. Only the Italians and Hungarians held out. The crushing defeat inflicted by General Radetzky on the invading Piedmontese at Novara in March 1849 spelt doom to the revolution in the Italian provinces, though the resurrected ‘republic’ of Venice survived until August. The Hungarian rebellion lasted only a few days longer.

Leave a comment

Filed under democracy, Eastern Europe, economics, education, industry, labor, language, nationalism, war