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REPORT OF MEMBER STATES’ ACTIVITIESTO PROMOTE LINGUISTIC DIVERSITY AND MULTILINGUALEDUCATION DEVELOPMENT
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INTERNATIONAL MOTHER
LANGUAGE DAY
(IMLD)
REPORT OF MEMBER STATES’ACTIVITIES
TO PROMOTE LINGUISTIC DIVERSITY AND
MULTILINGUAL EDUCATION DEVELOPMENT
2000-2007
ED.2008/WS/16
CONTENTS
Defi nition p. 4
Abbreviations and acronyms p. 4
Introduction p. 7
1. Celebration of IMLD 2000 p. 9
2. Celebration of IMLD 2001 p. 13
3. Celebration of IMLD 2002 p. 15
4. Celebration of IMLD 2003 p. 17
5. Celebration of IMLD 2004 p. 19
6. Celebration of IMLD 2005 p. 21
7. Celebration of IMLD 2006 p. 23
8. Celebration of IMLD 2007 p. 25
9. Celebration in Member States 2000 -2007 p. 27
a. A general overview of some IMLD’s activities from 2000 to 2007 p. 28
b. Promoting mother languages through formal and non-formal education p. 30
c. The contribution of civil society p. 32
d. The contribution of the media p. 33
Annex 1. Figure p. 35
Annex 2. IMLD leafl et p. 35
Annex 3. Internet sources p. 37
General information p. 38
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Defi nition
Mother Tongue – The term ‘mother tongue’, although widely used, may refer to several diff erent situations. Defi nitions often include the following elements: the language(s) that one has learnt fi rst; the language(s) one identifi es with, or is identifi ed as a native speaker of by others; the language(s) one knows best and the language(s) one uses most. ‘Mother tongue’ may also be referred to as ‘primary’ or ‘fi rst language’.1
Abbreviations and acronyms
ADEA : Association for the Development of Education in Africa
BAGKC : Bangladesh Association of Greater Kansas City
BSAKU : Bangladesh Students Association of Kansas University
CIPL : Permanent International Committee of Linguists
CTF : Canadian Teachers’ Federation
DCI : Discovery Communications Inc.
DPEL : Direction de la Promotion et Enseignement des Langues
DTIL : Direction Terminologie et Industries de la Langue
EFA : Education for All
HDNED : Education Department of Human Development
IDSP : Institute for Development Studies and Practices
IHLA : International Heritage Languages Association
IMLD : International Mother Language Day
ITI : International Theatre Institute
NBC : National Broadcasting Cooperation (Namibia)
NIED : National Institute for Educational Development
PANSALB : Pan South African Language Board
SIL International : Summer Institute of Linguistics
SSIT : Scuola Superiore per Interpreti e Traduttori
UBC : University of British Colombia
UNMIK : United Nations Mission in Kosovo
1 UNESCO Education Position Paper: Education in a Multilingual World, 2003.
‘When the world loses a language we lose part of ourselves’(Shashi Tharoor)
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IntroductionDURING ITS 30TH SESSION IN NOVEMBER 1999,
THE GENERAL CONFERENCE OF UNESCO PROCLAIMED
THE ANNUAL OBSERVATION OF INTERNATIONAL
MOTHER LANGUAGE DAY (IMLD).
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During its thirtieth session in November 1999, the General Conference of UNESCO decided to proclaim the annual observation of
International Mother Language Day (IMLD). Around the world, many languages spoken by minority pop-ulation groups are slowly disappearing. By observing this day, our Member States are helping to protect cultural and linguistic diversity, while promoting lan-guages as a means of communication and cultural exchange among diff erent peoples.
Most of us take for granted our ability to speak the language of our childhood, our ancestors and our people. Yet more than half of the world’s lan-guages will no longer exist by the end of the century. Unless something changes, many languages will be lost without a trace. Because language is so strongly linked to culture, losing a language also implies the disappearance of a culture’s means of expression, making the world a poorer place to live in.
But more than promoting the survival of minority languages, International Mother Language Day is also helping to raise awareness of their value as part of the
tangible and intangible heritage of humamankind. The celebration of IMLD contributes to wider aware-ness of cultural and linguistic traditions in their dif-ferent forms and manifestations. It also fosters broad understanding of language and as an expression of a person’s individual and social identity. This applies to both majority and minority groups. As Mr Kofi Annan expressed in a message for the fi rst International Mother Language Day ceremony: « the lesson of our age is that languages are not mutually exclusive, but that human beings and humanity itself are enriched by communicating in more than one language ».
Our language is shedding tears all over because its own children are deserting it, leaving it alone with its heavy burden.
From a Wolof poem by Useyno Gey Cosaan (Senegal)
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Each year on 21 February, UNESCO’s Member States celebrate International Mother Language Day through dance, poetry, song, theatre, storytelling and other forms of cultural expression. The whole spectrum of civil society – schools, universities, businesses, media, and cultural associations –all are encouraged to participate and lend their support in honour of mother tongue languages.
This document provides an overview of activi-ties that UNESCO’s Member States have organ-ized since the fi rst International Mother Language Day was observed eight years ago. Since then our principal goal has been mainly to create a dialogue and an understanding between cultures. This is not an exhaustive list of celebrations which were held in Member States. In future years, we encourage all countries celebrating IMLD to send us a brief
description of their respective activities so they can be included in future reports.
We thank all countries for their kind participa-tion in past celebrations of IMLD and hope that an account of these commemorations will provide inspiration for activities that can be organized in your own community, town or locality.
Chinese drawing describing the friendship between a Japanese girl and Chinese girl.
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Languages are among the most precious, and at the same time the most fragile, treasures of mankind.
Mrs Vigdis Finnbogadottir, UNESCOGoodwill Ambassador for Languages
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The occasion was presided over by the Director-General of UNESCO, Mr Koïchiro Matsuura, with the participation of H.E. Mr Syed Muazzem
Ali, Ambassador of Bangladesh to France and Permanent Delegate of Bangladesh to UNESCO and H.E. Mrs Vigdis Finnbogadottir, UNESCO Goodwill Ambassador for Languages and former President of the Republic of Iceland.
The ceremony included a concert of folk music from Bangladesh, a fi lm screening and a debate on mother languages.
UNESCO Director-General, Mr Koïchiro Matsuura opened the event by stressing that «by deciding to celebrate mother tongues, UNESCO’s Member States wished to recall that languages are not only an essential part of humanity’s cultural heritage, but
the irreducible expression of human creativity and of its great diversity.»
Highlighting the work that UNESCO is under-taking in promoting multilingualism, he added: ‘Encouraging the promotion of linguistic diversity and the development of multilingual education from early childhood helps preserve cultural pluralism and the conditions for international understanding, tolerance and mutual respect.’
Mrs Vigdis Finnbogadottir quoted the Icelandic Nobel Laureate Mr Hallór Laxness ‘the world becomes a poorer place whenever an international language swallows up a smaller one, but the international lan-guage becomes no richer for doing so’ and qualifi ed languages as ‘humanity’s most precious and fragile treasures.’
Celebration of IMLD 2000INTERNATIONAL MOTHER LANGUAGE DAY WAS
CELEBRATED FOR THE FIRST TIME ON 21 FEBRUARY
2000 AND WAS INAUGURATED BY A CEREMONY HELD AT
UNESCO HEADQUARTERS IN PARIS.
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In a message read out at the ceremony, United Nations Secretary-General Mr Kofi Annan expressed his hope that all people can now unite in celebrating the full diversity of languages. He
emphasized that languages are not mutually exclusive and that human beings and humanity itself are enriched by communicating in more than one language.
The National Institute for Educational Development (NIED) hosted a panel discussion on the importance of mother language instruction in primary education. Each language group represented at NIED pre-
sented a language/cultural activity such as poetry or drama. The Namibia National Broadcasting Cooperation (NBC) assisted in launching the day.
The Director-General’s message can be found at: http://unesdoc.unesco.org/images/0011/001190/119060e.pdf
Member States’ Activities for the International MotherLanguage Day 2000
A number of activities were undertaken to celebrate this day: a special newsletter supplement about IMLD was prepared by the Centre for Linguistic and Historical Research and included in all daily newspa-
pers on 21 February; two programmes dedicated to the Dhivehi language were broadcast on national televi-sion; a special report on IMLD was included in all daily news bulletins; and special spots were broadcast on national radio as a build-up to the Day. Schools celebrated the Day with various activities including discus-sions on the diff erent dialects of the Dhivehi language, talks in diff erent atoll dialects given by students and guest speakers, debates, poetry recitals, theatrical productions, writing, short-story telling, and talks given by expatriate teachers in their respective mother tongues. The importance given to the Dhivehi language by all Maldivians was evident in the enthusiastic manner in which International Mother Language Day was celebrated.
Thirty-two schools organized special activities in celebration of the Day. These included short speeches by children, special guest speak-ers, poetry and prose readings, drama, features on literature (espe-
cially Maltese or Gozitan), mime, singing, traditional dancing, games and folklore, drawing, painting and poster design, displays, children’s creative writing including original poetry, and class discussions. The dif-ferent languages and their usage were highlighted through activities and discussions including the use of the modern languages being taught at the schools, the use of Braille and sign language, the use of modern languages spoken by students from other countries, the use of Maltese by children from other countries, the use of Maltese dialects, and the use of traditional baby talk. Although some schools focused specifi cally on the Maltese language and culture, a substantial number also tackled the wider issue of making children aware of language and culture diversity issues.
Maldives
Malta
Namibia
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Mosaic made by Bulgarian children.
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Celebration of IMLD 2001AS PART OF THE CELEBRATION OF THE 2ND
INTERNATIONAL MOTHER LANGUAGE DAY, POSTERS
WERE SENT TO ALL MEMBER STATES’ DELEGATIONS,
NATIONAL COMMISSIONS AND REGIONAL OFFICES FOR
NATIONWIDE DISTRIBUTION.
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In his speech, the UNESCO Director-General, Mr Koïchiro Matsuura, underlined the point that: ‘the languages we learn from our mothers are the
homeland of our innermost thoughts.’ Emphasizing the inestimable cultural and intellectual value of languages, he said: ‘Each in itself represents a con-ceptual universe, a dazzling and complex array of sounds and emotions, associations and symbols, representations of movement and time’, and added, ‘every language, fraught as each one is with its own traditions, moods and creativity, is as valuable and distinct as every irreplaceable human life’.
Mr Matsuura furthermore insisted on the role of languages in building intercultural dialogue: ‘Encouraging the learning of languages, develop-ing translation, creating familiarity among cultures through dialogue, which always involves the interplay of at least two voices and therefore at least two lan-guages, is an expression of peace-building.’
He invited Member States to translate his message into as many of their countries’ spoken lan-guages as possible.
The Director-General’s message can be found at:http://www.unesco.org/bpi/eng/unescopress/2001/21-02-01.shtml
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Three articles were published in the newspaper AL-AHRAM on 27 February, 7 March and 10 March 2001, concerning the activities undertaken by Egypt in the mother language fi eld. A seminar about
IMLD was held in the Faculty of Arts at Cairo University.
Member States’ Activities for the International MotherLanguage Day 2001
The Georgian ITI National Centre in cooperation with the Chavchavadze State University of Languages and Culture co-organized a one-day conference to celebrate the Day. Six papers were produced on
Georgian language and culture. The conference was moderated by the rector of Chavchavadze State University, Mr Luri Mosidz.
The Cuban National Commission widely publicized International Mother Language Day. As a result of their mobilization eff orts the Newspapers Granma and Juventud Revelde published an article by
Mrs Nuria Gregori Torada, Director of the Instituto de Literatura y Lingüística Jose A. Portuondo Valdor, enti-tled ‘En defensa de la pluralidad cultural’. Radio and TV broadcasts were produced and a website launched to commemorate the Day and promote its central issues.
Georgia
Cuba
Egypt
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Celebration of IMLD 2002ON THE OCCASION OF THE 3RD INTERNATIONAL MOTHER
LANGUAGE DAY, POSTERS, PROMOTIONAL MATERIALS AND
BROCHURES CONTAINING GUIDELINES AND SUGGESTIONS
FOR CELEBRATING THE DAY WERE SENT TO MEMBER
STATES (DELEGATIONS, NATIONAL COMMISSIONS AND
REGIONAL OFFICES).
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A press release was prepared for the occa-sion to raise awareness in the international media.
Celebration of the Day was marked at UNESCO by a meeting attended by prominent linguists and other authorities on the subject. The participants included:õ Mr John Daniel, Assistant Director-General for
Education (represented by Mr Komlavi Seddoh, Director, Division of Higher Education).
õ Mr Mounir Bouchenaki, Assistant Director-General for Culture.
õ H.E. Mr Jahangir Saadat, Extraordinary and Plenipotentiary Ambassador of Bangladesh in France, Permanent Delegate of Bangladesh to UNESCO.
õ H.E. Mr Olabiyi Babalola Joseph Yai, Ambassador and Permanent Delegate of Benin to UNESCO.
õ Mr Jean d’Ormesson, French Academy. õ Mrs Mireia Montané, President of the Languages
Commission, Director of the Education Programme - Barcelona Forum 2004, Spain.
õ Mr Claude Hagège, Chair of Linguistic Theory Collège de France, France.
õ Mrs Tove Skutnabb-Kangas, Vice-President of Terralingua. The second, updated edition of the ‘Atlas of the
World’s Languages in Danger of Disappearing’ was offi cially presented in homage to the memory of the late Professor Stephen Wurm, an Australian lin-guist of Hungarian origin who spoke approximately 50 languages.
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The Atlas outlines the processes that lead to the extinction of languages and provides information about languages currently under threat. It demon-strates that languages are currently disappearing in every part of the world and provides examples of successful initiatives to save them.
More specifi cally, the Atlas notes that some ‘3,000 or more languages - still spoken - are now endangered, seriously endangered or dying, with many other still viable languages already showing signs of being poten-tially endangered and soon entering the phase where they are endangered and facing disappearance.’
The following speakers participated:õ H.E. Mr Matthew Peek, Minister Permanent
Delegate of Australia to UNESCO. õ Mr Jean Perrot, Member of the Executive Board,
Permanent International Committee of Linguists (CIPL), Inter-university Centre of Hungarian Studies, New Sorbonne University – Paris III, France.
õ Mr Rieks Smeets, Secretary-General, Netherlands National Commission for UNESCO, the Netherlands.
õ Professor Matthias Brenzinger, Institut für Afrikanistik, Universität zu Köln, Germany.
In his speech, the Director-General referred to the importance of preserving linguistic diversity and the role of languages in promoting mutual under-standing, quoting the Spanish saying ‘hablando se entiende a la gente’ (by speaking, people under-stand each other). He added: ‘of the languages that are spoken in the world, the most signifi cant for our early emotional and cognitive development is that through which we fi rst learn to name our personal universe and by means of which we begin to achieve a common understanding with our parents and the broader community of friends and school. It is the lan-guage of childhood, of intimate family experience and of our early social relations.’
In closing, the Director-General stated: ‘There are 6,000 languages spoken in the world, each with its own complex system of sounds, meanings and grammar ... while some languages are written, others are not; different languages use different kinds of writing systems, and each language has its own accompaniment of gestures, expressions and body language, a reflection in turn of cultural norms. Yet on International Mother Language Day, all languages are given equal recognition.’
The Director-General’s message can be found at: http://www.unesco.org/education/imld_2002/index.shtml
An International Mother Language Institute was established in Dhaka, the foundation stone of which was laid by the Secretary-General of the United Nations, Mr Kofi Annan in 2000.
Member States’ Activities for the International MotherLanguage Day 2002
An event entitled ‘In the galaxy of languages, every word is a star’ was organized in a Teacher’s Resource Centre, with the assistance of the UNESCO ASPnet National Coordinator.
The Italian National Commission for UNESCO organized the seminar ‘6000 Languages for the World’, together with the Free University of Languages and Communication, IULM, of Milan. The seminar was
introduced by the Ambassador of the Republic of Bangladesh in Italy, Mr. Mohammad Ziauddin, and was followed by a show of Bangladeshi songs and dances.
Philippines
Italy
Bangladesh
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Celebration of IMLD 2003ON THE OCCASION OF INTERNATIONAL MOTHER
LANGUAGE DAY 2003, THE DIRECTOR-GENERAL’S
MESSAGE, POSTERS AND POSTCARDS WERE SENT
TO MEMBER STATES’ DELEGATIONS, NATIONAL
COMMISSIONS AND REGIONAL OFFICES FOR
DISTRIBUTION.
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A commemorative event was organized at UNESCO Headquarters with the following presentations from:
õ Mr Mounir Bouchenaki, ADG/CTL (who read the Director-General’s message, followed by his own presentation).
õ H.E. Mr Jahangir Saadat, Extraordinary and Plenipotentiary Ambassador of Bangladesh in France, and Permanent Delegate of Bangladesh to UNESCO. A short cultural programme featuring music from
Bangladesh As part of the 2003 celebrations, Discovery
Communications Inc. (DCI), in partnership with
UNESCO and the United Nations Works Programme, shed light on some of the world’s endangered lan-guages with a special broadcast on the Discovery Channel to over 100 million viewers worldwide. The broadcast included nine short-format programmes relating stories and anecdotes from the remain-ing speakers of diff erent threatened languages. The stories were fi lmed in Argentina, Canada, India, Japan, Malaysia, Mexico, Scotland and Sweden.
Websites produced by UNESCO and the United Nations Works Programme complemented the pro-grammes, bringing these little-known languages and cultures closer to people around the globe. Mr Shashi Tharoor, United Nations Under-Secretary-
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General for Communications and Public Information stated that: ‘Promoting respect for diversity is a vital part of the United Nations global mission’, and added ‘when the world loses a language we lose part of ourselves’.
In his message, Mr Koïchiro Matsuura, Director-General of UNESCO, referred to languages as tools
of communication, perception and refl ection, shaping the way we view the world that constitute an irreducible expression of human creativity in all its diversity. He highlighted the fact that ‘Learning the language of others is thus a matter of becom-ing acquainted with other perceptions of the world, other approaches’.
The Director-General’s message can be found at: http://www.unesco.org/education/imld_2003/en_message.pdf
On the occasion of IMLD, the Canadian Teachers’ Federation (CTF) dif-fused une trousse de resources among professionals who work or take care of young French-speaking children from minority backgrounds
in Canada. This action aimed to prepare these children of between 0-6 years for their entry into French lan-guage schools. The trousse proposed diff erent learning activities concerning language and culture.
Member States’ Activities for the International MotherLanguage Day 2003
The Serviceton South State School celebrated IMLD by gathering together families from a diverse range of cultural backgrounds with approximately 15 diff erent Mother Languages represented. As a
result of this gathering, regular meetings with parents with languages other than English now take place at the school.
Dong Jiao Zong - the collective name for the United Chinese School Committees Association of Malaysia (Dong Zong) and United Chinese School Teachers Association of Malaysia (Jiao Zong) - organized a cel-
ebration, inviting educationist/speakers from diff erent language groups (Malay, Chinese, Tamil, Kadazan, Iban, Semai etc) to give their opinion on mother tongues. The event aimed to promote non-racial politics among educational organizations. Indigenous peoples and various ethnic-based education groups came together to defend their right to mother tongue education at this International Mother Language Day Festival.
Australia
Malaysia
Canada
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Celebration of IMLD 2004ON THE OCCASION OF THE 5TH INTERNATIONAL MOTHER
LANGUAGE DAY, POSTERS, PROMOTIONAL MATERIALS
AND BROCHURES WITH GUIDELINES AND SUGGESTIONS
FOR CELEBRATING THE DAY WERE SENT TO MEMBER
STATES (DELEGATIONS, NATIONAL COMMISSIONS AND
REGIONAL OFFICES).
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05
T his year, UNESCO Headquarters played host to a unique exhibition of children’s exercise books from around the world
illustrating the process by which children learn and master the use of written literacy skills in the classroom. The exhibition was organized with the Association ”En marge des cahiers”
A keynote speech was given by UNESCO’s Director-General, Mr Koïchiro Matsuura, which emphasized the importance of local events organized by Member States for the success of the Day.
The exhibition was inaugurated by the Assistant-Director-General for Education, Mr John Daniel.
A statement was also read by the Ambassador and Permanent Delegate of Bangladesh to UNESCO, H.E. Mr Jahangir Saadat.
During the event, children from Armenia, Bangladesh, Bolivia, Japan and Madagascar sang in their local languages.
Finally, extracts from the documentary on endangered languages The Last Word were screened.
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The Director-General’s message can be found at: http://portal.unesco.org/education/en/ev.php
URL_ID=28717&URL_DO=DO_TOPIC&URL_SECTION=201.htm
A special report ‘Art de la Traduction’ was presented to the Russian public on the occasion of IMLD, as well as in Paris via Russomania. The report discusses the history of manual translation in Russia from 1708 to the present.
Member States’ Activities for the International MotherLanguage Day 2004
IMLD was celebrated at the Pierre Tchicaya learning school, under the auspices of the International Theatre Institute (ITI) of Congo. The events also pay tribute to Mr Pierre Tchicaya himself. Festivities for
the occasion incorporated speeches from diff erent personalities such as the school director, Mr Richard Paraiso, and conferences held on the subject of the Ipunu language. These were followed by guest testi-monies on the subject of experiences related to mother languages.
International Mother Language Day was celebrated in Edmonton, Canada, at the City Hall. The event was organized and coordinated by the International Heritage Languages Association (IHLA) and was
offi cially opened by Mr Hi Nguyen, of Canadian Heritage, who led all present in the singing of the Canadian National Anthem.Following the offi cial opening all were invited to view and discuss the numerous displays prepared by the diff erent language schools. Nine teams of ten people each consisting mainly of students of IHLA schools participated in an exciting scavenger hunt, designed to entertain and teach about languages and cultures from around the world.
Congo
Canada
Russian Federation
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Celebration of IMLD 2005ON THE OCCASION OF THE 6TH INTERNATIONAL MOTHER
LANGUAGE DAY, POSTERS, PROMOTIONAL MATERIALS
AND BROCHURES WITH GUIDELINES AND SUGGESTIONS
FOR CELEBRATING THE DAY WERE SENT TO MEMBER
STATES (DELEGATIONS, NATIONAL COMMISSIONS AND
REGIONAL OFFICES) AND VARIOUS OTHER INSTITUTIONS.
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International Mother Language Day 2005 was devoted to Braille and Sign languages. UNESCO collaborated with both the World Blind Union and
the World Federation of the Deaf and encouraged countries to focus their activities on this theme.
In his speech, the Director-General, Mr Koïchiro Matsuura, stated that International Mother Language Day has enjoyed increasing support from Member States. He thanked the following persons for their contributions:
õ Mr. Markku Jokinen, President of the World Federation of the Deaf.
õ Mr. Colin Low, President of the European Blind Union.
õ Mr. Mokrane Boussaid, Director of the European Blind Union
õ Mrs Zoubeida Moulfi , from the “Institut national des jeunes aveugles”, who organised a workshop on teaching and learning Braille.
In his speech, the Director-General quoted the following inspirational words. They were uttered almost a century ago, but still ring true today: ‘The chief handicap of the blind is not blindness, but the attitude of seeing people towards them.’1
1 Helen Keller, 1925
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The Director-General’s message can be found at: http://unesdoc.unesco.org/images/0013/001387/138707e.pdf
On this day, La Jornada Ojarasca published numerous articles regard-ing indigenous Mexican languages. These treated diff erent subjects such as the revaluation of Mexican cultural diversity, the existing lit-
erature in Mexican indigenous languages, and activities at the popular cultural museum including plays and academic activities, a piece entitled L’homme et la bête, debates about how to slow the extinction of certain languages - particularly indigenous ones - songs and poems, and the presentation of a series of Afromexican pictures representing the daily lives of women and children.
Member States’ Activities for the International MotherLanguage Day 2005
Mexico
Bangladesh Student Association of Kansas University (BSAKU) and Bangladesh Association of Greater Kansas City (BAGKC) jointly observed ‘Amar Ekushey’ as the ‘International Mother Language Day’ in Lawrence, Kansas. Discussion, slide show, children’s art competition and poetry recitation were the events of the day.
The United States of America
The Republic of South AfricaProfessor Thipa, Chairperson of the Pan-South African Language Board made an address at the celebration of the International Mother Language Day in Pretoria. He put the emphasis on the development of the 11 languages of South Africa, the importance for children to learn their mother language which is tied to their sense of identity and belonging. He stressed that the use of languages should not “exclude others, but promote better understanding of one another’s cultures.”
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Celebration of IMLD 2006ON THE OCCASION OF THE 7TH INTERNATIONAL MOTHER
LANGUAGE DAY, POSTERS, PROMOTIONAL MATERIALS
AND BROCHURES WITH GUIDELINES AND SUGGESTIONS
FOR CELEBRATING THE DAY WERE SENT TO MEMBER
STATES (DELEGATIONS, NATIONAL COMMISSIONS AND
REGIONAL OFFICES) AND VARIOUS OTHER INSTITUTIONS.
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The theme of this year’s celebration was the topic of languages and cyberspace.
The Director-General opened the celebration at UNESCO Headquarters with a keynote speech acknowledging and thanking the following valuable contributors to the Day:
õ Mr Adama Samassekou, President of the African Academy of Languages.
õ Mrs Vigdis Finnbogadottir, former president of
the Republic of Iceland, and UNESCO Goodwill Ambassador.The Director-General’s speech stated that
UNESCO’s commitment could only be eff ective if it was linked to that of the entire international politi-cal, scientifi c, educational and cultural community. The promotion of languages in cyberspace - a key factor for the building of knowledge societies in a truly multicultural context - cannot take place without the participation of all the political, social and academic actors concerned.
The Director-General’s message can be found at: http://unesdoc.unesco.org/images/0014/001440/144002f.pdf
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This event, in celebration of UNESCO Mother Language Day, examined the arguments for using Mother tongue instruction by sharing the latest empirical research linking language of instruction to evidence of learning quality, and by sharing developing country experience on language policy to make it possible for such countries to achieve EFA goals. The event was organized around a panel of experts, some giving face-to-face presentations and others linking up through video-conferencing or by previously recorded presentations. The 2-hour session was interactive, allowing for participant feedback and comments. The objective of the session was to draw on recent research on language of instruction so as to clarify the most promising policy options for developing countries facing problems in achieving quality education for all.
Member States’ Activities for the International MotherLanguage Day 2006
The Linguapax Institute commemorates the yearly observance of IMLD with a specifi c event aimed at raising public awareness on the need to promote language diversity and multilingual education as
tools of peace-building. Linguapax also announced the winner of the Linguapax Prize, awarded every year to linguists, researchers, professors or members of the civil society as a tribute to their outstanding work in the fi eld of linguistic diversity and multilingual education. This 2006 International Mother Language Day coincided with the creation of Linguapax delegations in diff erent continents, aiming at publicising case studies and good practices from Africa, the Pacifi c region, Eurasia, Central America and Asia, in line with UNESCO’s strategy to protect and promote cultural and linguistic diversity. The UN-endorsed fi lm Voices of the World, supported by the former president of Iceland and honorary pres-ident of the Linguapax Advisory Committee, Mrs Vigdís Finnbogadóttir, was shown during the session.
The Toronto-based 1st Bangladesh International Language Day Celebration Committee invited people to join the 7th International Mother Language Day programme. The celebration included presen-
tations of symbolic cultural performance representing the city’s 170 languages with the aim of promoting togetherness.The designated representative of the Hon. Ontario Premier Dalton McGuinty, the Immigration Minister Mike Colle as well as the Bangladesh Ambassador to Canada Rafi q Ahmed Khan and Mayor of Toronto David Miller were among the special guests invited for the occasion.
Spain
Canada
The United States of America
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Celebration of IMLD 2007AS PART OF THE CELEBRATION OF LAST YEAR’S
INTERNATIONAL MOTHER LANGUAGE DAY, POSTERS
AND OTHER MATERIALS WERE SENT TO ALL MEMBER
STATES’ DELEGATIONS, NATIONAL COMMISSIONS AND
REGIONAL OFFICES FOR DISTRIBUTION NATIONWIDE.
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08
TThe theme of this International Mother Language Day was the linkages between mother tongue and multilingualism.
Languages play an important role in the integration process in all aspects of public life but particularly in education. However, thousands of the world’s 6,000 languages are absent from the public arena and 50% of these are in danger of disappearing altogether.
This was emphasized in the Director-General’s speech. He stated that UNESCO endeavours to
promote multilinguism, in particular within the education system, by encouraging the acquisition of at least three levels of language for all: a mother tongue, a national language and a language of com-munication.
‘It is in our mother tongue that we utter our fi rst words and express individual thoughts best, it is the founda-tion upon which all human beings develop their per-sonality from the moment they draw their fi rst breath, and which supports them throughout their lives.’
The Director-General’s message can be found at: http://edats.hq.int.unesco.org/Archive/Transit/Hermes/0042783.doc
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On the occasion of IMLD 2007, the Latina Union, based in Paris, organ-ized an encounter-discussion entitled ‘Multilinguism in Latin coun-tries’. The meeting was introduced by Mr François Zumbiehl, Director
of the Communication and Cultural Division.Many participants took part in the discussion including Dolores Alvarez, the Deputy Manager of the Direction de la Promotion et Enseignement des Langues (DPEL), Mr Daniel Prado, Director of Direction terminologie et industries de la langue (DTIL), Mrs Delicia Villagra from the Paraguay Delegation at UNESCO and Mr Manuel Tost from the Universitat Autònoma de Barcelona, who made contributions notably on ‘de la langue de l’être à la langue du monde’ or ‘l’intercompréhension en langues voisines, un atout pour le plurilinguisme et les langues maternelles’.
Member States’ Activities for the International MotherLanguage Day 2007
On this occasion, the Cultural and Scientist Russian Centre organ-ized an opening session of Russian languages lessons with the col-laboration of the Morocco National Commission for UNESCO. The
session incorporated games (storytelling, poems, etc...) for children of Morocco-Russian parents who were present for the Day.
Morocco
France
/////////////////////////////////////////////////////////////////////////// 27
Celebrations in Member States2000 – 2007UNESCO MEMBER STATES ARE HELPING TO CHANGE
THE WAY WE THINK ABOUT LANGUAGES AND
CULTURE BY OPENING SPACES FOR DISCUSSION
AND INFORMATION EXCHANGE, ENCOURAGING
THE CELEBRATION OF MOTHER LANGUAGES THROUGH
DIFFERENT ARTISTIC FORMS AND CHANNELS, AND
COMMISSIONING STUDIES ON THE IMPORTANCE OF
LANGUAGES TO VARIOUS THEMATIC AREAS, SUCH
AS GLOBALIZATION AND MINORITY RIGHTS.
09
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General overview of IMLD’s
activities highlights from
2000 to 2007
///////////////////////////////////////////////////////
O ver the past eight years, a number of debates, forums and special events have been organ-ized at local, national, regional and interna-
tional levels. During 2000, for example, the Ministry of Culture in Azerbaijan organized a series of special events dedicated to the evolution of mother tongue languages and the promotion of tolerance towards the languages of other population groups. These included a photographic exhibition at the National Library, concerts, and literary and theatre evenings. Representatives of the Ministry of Information and Press and prominent academics also met with the media to discuss the importance and role of mother tongue languages in daily life.
In the Maldives, the Cultural Institute convened a round table discussion on the subject of ‘Defense of the Mother Tongue and National Development’ and mounted public exhibitions and information stands on the activities of the Public Library, the Public Education Platform and the Government Language Offi ce. The general public was asked to provide concrete suggestions on how to promote and recognize diff erent mother languages in local settings.
In 2001 and 2002, the issue of celebrating lan-guages as part of eff orts to preserve traditional and folk art was taken up by the International Ethno Centre ‘Babka Kovacica’ in Federal Republic of Yugoslavia (now in Republic of Serbia). Events took place on ‘The Importance of the Mother-Languages in Preserving Folk and Traditional Art’ and ‘Which mother tongue should our children grow up with?’ respectively. Representatives of governmental institutions and non-governmental organizations came together and both events commenced with a reading of
the UNESCO Director-General’s speech, translated into Hungarian, Romanian, Serbian and Slovakian. Following the speech, experts visited elementary schools in municipalities where education is off ered in minority languages (Hungarian, Roma, Romanian and Slovakian). A debate entitled ‘Language: the Right and Treasure of Choice’ was also held.
Since 2000, the Kreol Institute in the Philippines has worked with the Institute of Education and the National Library to organize activities. The Institute has carried out extensive research into, and launched, important language tools (includ-ing glossaries and spell-checks). On the occasion of IMLD 2003, interviews were organized between key Institute members and the media, while exhi-bitions and presentations took place within the Institute itself. During the same year, the Institute donated mother language posters featuring poems and songs to the children’s ward at Victoria Hospital.
In Pakistan, a national conference was organized on IMLD 2003 on the theme of ‘Mother Languages and Globalization: Challenges and Opportunities’. The meeting was convened by the Institute for Development Studies and Practices (IDSP) in Quetta and sponsored by UNESCO, SAP-Pk, Iqra University and the Academy of Letters. More than 100 intellec-tuals, academics, development thinkers and workers from all over Pakistan, and Baluchistan province in particular, attended. Several resolutions and recom-mendations resulted from the conference, a fi nal report of which is available at IDSP.
That year, the Italo-Hellenic Committee organ-ized an international conference on ‘Magna Grecia:
a.
/////////////////////////////////////////////////////////////////////////// 29
Cultural Heritage and Olympic Games’ in Zante, Greece. During the conference, the addition of the Grecanic language to the UNESCO Intangible Heritage of Humanity was unanimously approved.
On the occasion of IMLD 2005, The Welsh Assembly Government organized a celebration in Cardiff of UNESCO’s work on Endangered and Lesser-Used Languages. Over 100 people took part in the celebration, which included video-fi lms and posters. The same year also saw the creation of the UNESCO Cymru-Wales National Committee.
In 2005, the Korean and South African National Commissions for UNESCO began posting IMLD information on their websites and distributing hard copy materials to nationals.
At the international level, the World Bank in cooperation with the Education Department of Human Development Network (HDNED) and SIL International (a faith-based organization) organized a one-day seminar in Washington DC in 2006. This event, in celebration of IMLD, examined arguments for using Mother tongue instruction by sharing the latest empirical research linking language of instruc-tion to evidence of learning quality, and also shared countries’ experiences on language policy with regard to achieving the Education for All (EFA) goals. The event was organized around a panel of experts, including Mr David Harding (Chair), Acting Education Programme leader of the World Bank Institute and Mr Mamadou Ndoye, Executive Secretary of the Association for the Development of Education in Africa (ADEA).
In 2007 the UNESCO Cymru-Wales National Committee took part for the fi rst time in IMLD celebrations. Wales contributed a fi lm about the Welsh language and First Minister Mr Rhodri Morgan recorded a greeting to the world to be shown at UNESCO Headquarters. The day was celebrated in Cardiff at the Temple of Peace with a free event including a variety of live music, fi lms, information on diff erent countries and the work of UNESCO, and refreshments and prizes. It is hoped that this will become an annual event and that schools could use class discussions or assembly slots to raise awareness on the impor-tance of languages.
In 2007, the Malawi National Commission decided to organize a radio and television panel discussion to mark International Mother Language
Day. The Uganda National Commission also initiated activities in its home country to mark the Day.
In Canelones, Uruguay, a cultural evening with multilingual poetry performances was organized by the UNESCO National Commission.
Tajikistan is a multilingual country and the celebration of IMLD has become a tradition. The Tajikistan National Commission for UNESCO and the Ministry of Education jointly declared a 10-day of celebration of mother language at schools and uni-versities from 11-21 February 2007. The Academy of Science of the Republic of Tajikistan held a scientifi c conference devoted to celebrating the 1150th anni-versary of Mr Abu Abd Allah Rudaki, the founder of Tajik Persian literature.
IMLD 2007 celebrated the linkages between mother languages and multilingualism. The Tajikistan National Commission organized a meeting on the theme ‘State language as a factor of consolidation of multinational society’. Representatives of diff erent minorities in Tajikstan participated, including Tajiks, Kazkhs, Germans, Georgians, Tatars and Lebanese. These events received coverage in the mass media, including the newspapers Vecherniy Dushanbe, Jumhuriyat, two national television channels and radio.
The UNESCO National Commission for Indonesia also celebrated International Mother Language Day in a country which can lay claim to 700 languages. Arief Rachman, Executive Chairman of the National Commission expressed the hope that these lan-guages would be preserved collectively and actively as many of them face extinction.
‘In order not to lose these languages, each com-munity needs to undertake eff orts to develop docu-ments on the individual mother tongue’, said Hasan Karta Djoemena, Vice-chairmen of Yayasan Rancage, which is working for the preservation and develop-ment of mother tongues, and recently established a library in Bandung under the auspices of the Centre of Sundanese Study.
The event was attended by about 300 partici-pants including representatives from embassies, UN agencies, NGOs, and offi cials from the Ministry of National Education of Indonesia and the Ministry of Culture and Tourism, as well as the media. The language and cultural diversity of Indonesia was demonstrated by the performance of 100 senior
/////////////////////////////////////////////////////////////////////////// 30
high school students, primary pupils, professional traditional artists and performers (including choral singing, dance, storytelling, puppet shows, etc.). Further voluntary performances were given from fi ve countries: Bangladesh, India, Korea, Philippines and Sri Lanka, which added to the richness and diversity of the event.
In the same year, the Ministry of Education and Science of Georgia responded to International Mother Language Day by creating a school-based Internet Forum. This was organized jointly by the Division of State Language of the Ministry of Education and Science of Georgia, the Department of School Programmes and Deer Leap Foundation. The Ministry of Education and Science of Georgia
further announced a contest for students of Georgian public schools in celebration of the Day.
In 2007, the Italian National Commission of UNESCO in Rome organized a round table entitled ‘Adapt One Language’. It promoted the adoption of one minority language in universities and private sectors and involved actors from the education sector (especially those faculties focusing on lan-guages), public institutions and individuals from the private sector.
In the same year, the National Cultural Centre of Greenland celebrated the Day with various events to promote the Greenlandic (Kalaallisut) and Danish languages and culture.
Promoting mother languages
through formal and
non-formal education
///////////////////////////////////////////////////////
b.
A round the world, Ministries of Education are encouraging the use of indigenous lan-guages throughout the education system
so that children can study and learn the history of their mother tongue from kindergarten onwards. Some countries have also situated IMLD within broader development frameworks. An example of this is the celebration of IMLD within Peru’s ‘Decade for Literacy’. In 2003, the government organized a conference on ‘Literacy and the Mother Tongue’ and ‘Literacy and the Mother Tongue in the Framework of Human Rights’.
With regard to formal education, UNESCO, through its Headquarters and regional offi ces, pro-vides ideas and materials to national Education Ministries to support them in their eff orts to cele-brate IMLD within schools nationwide. Posters and diff erent pedagogical materials are made available, while recommended activities include: class dis-cussions and general knowledge quizzes, talks by students in diff erent dialects, traditional dancing, games and folklore, children’s creative writing exer-cises, poetry recitals, plays, short story competitions and vocabulary-making exercises.
/////////////////////////////////////////////////////////////////////////// 31
Many schools invite special guest speakers to talk about the use of modern languages in particu-lar regions. And although most limit themselves to issues surrounding national languages and cul-tures, others also tackle broader issues related to making children more aware of the languages and traditions of other population groups. Member States also pay particular attention to ensuring that activities relate education to the diff erent social and cultural contexts of learners, especially reach-ing out to diff erent ethnic groups and students from marginalized urban and rural communities.
õ Within secondary education
Students and their families living within multi-cultural communities can frequently experience loneliness and feelings of isolation. The Serviceton South State School in Australia celebrated IMLD 2003 by organizing a special afternoon tea, to which all students’ families were invited. Students at the school come from a diverse range of cultural backgrounds and there are approximately 15 dif-ferent Mother Languages represented. Due to the success of this small gathering, the school has intro-duced a regular meeting time for parents speaking languages other than English.
At the Santa Coloma secondary school in Andorra, students decorated the school and pre-pared poetry recitals for parents, fellow students and teachers. The activities were celebrated in a wide variety of languages, including Catalan, Castellano, French, and English, variations of Spanish from Latin America, Brazilian, Portuguese and Galleno.
õ Within higher education
The issue of mother languages resonates just as strongly within levels of higher education, and tech-nical schools and universities have been instrumen-tal in organizing conferences and publishing papers on key issues related to cultural and linguistic diver-sity within wider society.
In 2000, the Cultural Institute in the Netherlands Antilles organized a ‘Dia di Papiamentu’ on the campus of the national university in the presence of the Minister and Commissioner of Education. Activities throughout the day included a writers’
fair and artists’ performances (featuring singers, poets and writers of all ages).
In Kyrgyzstan, higher education institutions helped to celebrate IMLD 2002 by preparing peda-gogic guidelines for teaching of Kyrgyz to Russian students, as well as teaching aids for offi ce work and record keeping.
In 2003, the Faculty of Arab Linguistic Studies (Dar el Oloom), Cairo University also held two conferences on ‘Media and Arabic Language’ and ‘Arabic Language and Linguistic Studies through a Whole Century’, for which fi nal reports and working documents are available.
The Italian National Commission for UNESCO, in cooperation with the Scuola Superiore per Interpreti e Traduttori (SSIT) in Milan, organized the workshop ‘International Cooperation, Culture and Linguistic Mediation: boundless education’ where high state offi cials, international organizations and distinguished persons were involved as well as uni-versities and the media.
õ School networks and clubs
On 21 February 2003, the Swedish and European School-net coordinated activities related to mother language issues on their websites. On the Multilingual Learner website, created by a network of mother tongue teachers in Sweden, teachers and students were informed about the Day’s activi-ties and were encouraged to participate. Schools in about ten cities did so.
A ceremony entitled:
In the galaxy of languages, every word is a star
was organized at a Teachers’ Resource Centre in the Philippines with the assistance of the UNESCO ASPnet
National Coordinator.
/////////////////////////////////////////////////////////////////////////// 32
In the Arab States, the Lesan Al Arab Association in Egypt provides a model for how school compe-titions and activities can be organized. Since the year 2000, the association has chosen one school as the hub of activities and a large network of schools meets there each year. In 2003, IMLD celebrations were attended by the Under-Secretary of State for Educational Activities and Services and the Chairman
of the Lesan El-Arab Association, as well as Directors of Educational Zones, teachers and consultants.
The Bangladesh Students’ Association (BSA) at
the University of British Columbia (UBC) observed the day, against the backdrop of Bangladesh’s fi ght for its cultural rights, and shared information about the issues involved with fellow students.
The contribution of civil society
///////////////////////////////////////////////////////////
c.
Theatre groups, local clubs and institutions and non-governmental organizations (NGOs) usually work in cooperation with National
Commissions for UNESCO in organizing their own events in celebration of IMLD. These are frequently covered by national and local or regional televi-sion, radio and press.
In Northern Ireland, POBAL, an umbrella organi-zation for the Irish-speaking community marked IMLD in 2003 with an event at Culturlann McAdam O Fiaich, a language arts and community centre in Belfast. Irish speakers, musicians, politicians and public fi gures attended a celebratory breakfast, as well as a French-Canadian lecturer from Murdock University, Canada, who has been working with the British Government on the needs and priorities of the Irish-speaking community in relation to State provision.
The Malaysian- based NGO, the United Chinese School Committees’ Association of Malaysia (Dong Zong), has organized programmes celebrat-ing IMLD since 2002. It believes that ‘with the multi-language and multicultural principle it upholds, the dignity and spirit of each race can be upheld as well’.
In addition to the IMLD celebrations, Dong Zong also organized a seminar on multi-language and multicultural aspects of Malaysia in May 2007 - an event that was open to undergraduate students.
Indigenous peoples and various ethnic-based education groups came together at the International Mother Language Day Festival in 2007 to defend their right to mother-tongue education. Dong Jiao Zong, the collective name for Dong Zong and the United Chinese School Teachers Association of Malaysia (Jiao Zong), invited educationalists and speakers from diff erent language groups (Malay, Chinese, Tamil, Kadazan, Iban, Semai etc) to provide their opinions on the most important issues surrounding mother-tongue usage. This activity was seen as part of measures to promote non-racial biased policies among educa-tional organizations.
The non-governmental organization Linguapax Institute based in Barcelona promotes policies that protect language diversity and foster the learn-ing of several languages. In 2007, they celebrated International Mother Language Day to increase awareness of the Day as well as their work.
/////////////////////////////////////////////////////////////////////////// 33
The contribution of the media
///////////////////////////////////////////////////////////
d.
T he media is an important tool in publicizing IMLD to a broader audience. Many Ministries of Education prepare articles and reports for
distribution in the national press. For example, in 2000, a special newsletter supplement was prepared by the Centre for Linguistic and Historical Research in the Maldives for inclusion in daily newspapers. Meanwhile two programmes focusing on the Dhivehi language were broadcast on national television. A special report on the IMLD was also included in all daily news bulletins, while national radio helped in the build-up with occasional publicity spots.
In Croatia at the Institute for Croatian Language and Philology, a member of the Croatian Academy of Science and Art gave a speech devoted to IMLD 2003. Two books were presented: The Origins of the Croatian Language and Draft for the Croatian Dictionary up to Marulica and His Contemporaries. The magazine Vijenac also published a leading article on the importance of mother languages. The academic Mr Dalibor Brozovic wrote an article enti-tled ‘On the eve of International Mother Language Day’. The Croatian Esperanto Union marked IMLD by publishing a declaration in support of the preserva-tion of native languages.
Within Europe and North America, celebration of IMLD is usually reported in newspapers with large circulations such as Il Giornale di Vizenza, La Tribuna di Treviso, Il Matino di Padova and Il Giornale di Sicilia, among others in Italy, and El Correo, La Nueva Espana, Diario de Ibiza and Diario de Noticias in Spain.
∞Other media have also shown interest in IMLD: In 2007, UNMIK TV (Kosovo) promoted IMLD by
distributing information in Albanian and Serbian to the public.
Online media including Times Online, Allafrica
and Islandbusiness have published numerous arti-cles on how the Day is celebrated in various parts of the world. For example, The Inter Press Service News Agency published an article in 2007 in connection with IMLD celebrations in Argentina. With the aim of strengthening linguistic diversity in Argentina, the University of Buenos Aires language school has launched a successful programme providing instruc-tion in the country’s most widely-spoken indigenous languages. Spanish is the only offi cial language in Argentina at the national level. But more than 20 indigenous languages are also spoken in diff erent parts of the country.
BuaNews Online published an article entitled ‘Language Expo aims to promote mother tongues’ in South Africa 2007.
The Gauteng branch of the Pan South African Language Board (PANSALB) and the National Library of South Africa hosted a language exposition in Pretoria to promote mother tongue languages in the province. The three-day exhibition promoted vernacular languages and aimed to revitalize the country’s rich cultural heritage and diversity. The event attracted African language writers in the prov-ince, primary and high schools, educators as well as the Department of Arts and Culture.
The focus on the celebrations in the media has helped to increase awareness of International Mother Language Day as well as to highlight the value of multilinguistic learning.
Another awareness activity worthy of mention is the increasing number of internet blogs (e.g. EuropaWorld) dedicated to IMLD. This medium makes it easier to inform younger generations on the importance of promoting mother languages, thereby empowering them, and in the long run ena-bling them to aff ect the political will of their respec-tive countries.
/////////////////////////////////////////////////////////////////////////// 35
Why International Mother Language Day?
Linguistic and cultural diversity represent univer-sal values that strengthen the unity and cohesion of societies. The recognition of the importance of linguistic diversity led to UNESCO’s decision to cel-ebrate International Mother Language Day.
When was it launched?
The 30th session of the General Conference of UNESCO in 1999 decided that the Organization would launch and observe an International Mother Language Day on 21 February every year through-out the world.
Figure
/////////////////////////////////////////////////////////////////////
Annex 1.
IMLD leafl et
//////////////////////////////////////////////////////
Annex 2.
/////////////////////////////////////////////////////////////////////////// 36
What does it celebrate?
International Mother Language Day’s objective is to promote linguistic diversity and multilingual edu-cation, and to develop fuller awareness of linguistic and cultural traditions based on understanding, tol-erance and dialogue.
Who is involved?
While UNESCO’s Director-General launches the Day and introduces its themes, it is the Member States worldwide that are the key players through their national institutions and associations. As well as widespread media interest, schools, universities and cultural associations play an active part in pro-moting the goals of International Mother Language Day.
What can you do?
Practical suggestions for:
Schoolteachers:
õ Do pupils know that many of their classmates may have mother language(s) diff erent from the languages used for teaching?õTeachers can ask these children to introduce
themselves and talk about their families and cul-
tures, and teach a little of their mother language to the other children..õThe children can recite poetry, read stories or
sing songs in their mother language.õ Paintings and drawings with captions in
mother languages can be displayed both in and outside schools.
University students:
õStudents may know that their fellow students come from diff erent cultures and use diff erent lan-guages but may have little further knowledge. This is an opportunity for them to learn more.õStudents can undertake a survey of mother lan-
guages on campus by interviewing fellow students and publishing the results online.õ Cultural activities such as fi lms, plays and music
that celebrate diff erent languages can be organized.
The media:
õ Every year UNESCO produces press informa-tion about International Mother Language Day.õ Local and national media can play a part by
producing articles on local languages spoken in their regions and the cultural expressions of these languages. It is particularly important that these be available not only in printed media, but also on radio and television.
/////////////////////////////////////////////////////////////////////////// 37
Internet Sources
//////////////////////////////////
Annex 3.
http://www.lexpress.to/archives/1181/
http://volksgruppen.orf.at/slovenci/novice/stories/63171/
http://www.ipsnews.net/print.asp?idnews=36670
http://www.sabcnews.com/south_africa/general/0,2172,144164,00.html
http: //www.rferl.org/featuresarticle/2007/2/eb2f5d3d-38b9-467b-9867-b60ac9f69dfe.html
http://news.xinhuanet.com/english/2007-02/21/content_5761547.htm
http: //www.freeonline.org/cs/com/cs-9511/Le_posizioni_radicali_alla_Tavola_rotonda_dell_UNESCO_Italia_
sulle_lingue_a_rischio_estinzione
http://www.vilaweb.cat/www/noticia?p_idcmp=2281966&p_edi=calella
http: //www.jeuneafrique.com/jeune_afrique/article_depeche.asp?art_cle=PAN70027laromsirape0
http://www.buanews.gov.za/view.php?ID=07022016151001&coll=buanew07
http://www.scoop.co.nz/stories/PO0702/S00276.htm
http://www.sz-online.de/nachrichten/artikel.asp?id=1413791
http: //www.jpost.com/servlet/Satellite?cid=1171894477953&pagename=JPost%2FJPArticle%2FShowFull
http://www.rundschau-online.de/html/artikel/1171562120650.shtml
http://tirol.orf.at/stories/173370/
http: //islandsbusiness.com/news/index_dynamic/containerNameToReplace=MiddleMiddle/focusMod-
uleID=130/focusContentID=7933/tableName=mediaRelease/overideSkinName=newsArticle-full.tpl
http://www.deseretnews.com/dn/view/0,1249,660197703,00.html
http://english.people.com.cn/200702/22/eng20070222_351685.html
http://www.kansan.com/stories/2005/feb/17/news_campus_language
http://www.anc.org.za/ancdocs/history/zuma/2005/jz0222.html
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On this wall, located in the Jehan Rictus Square, Place des Abbesses, in Paris, we can read the words ‘I love you’ written in all UN Member State languages as well as in the languages of other countries. A transcription of languages such as Bengali, Chinese, Japanese, and Korean can be consulted at www.lesjetaime.com
We encourage you to send new ideas on how to celebrate International Mother Language Day to:
Division for the Promotion of Basic EducationSection for Inclusion and Quality Learning Enhancement
Education Sector UNESCO7, place de Fontenoy 75352 Paris 07 SP FRANCE
Email: [email protected]
Further informations about International Mother Language Day and UNESCO’s activities to promote cultural and linguistic diversity in education are available on UNESCO’s web site at:
www.unesco.org/education
