Report Calls for Alaskan Language Preservation Action Now

The Alaska Native Language Preservation and Advisory Council is calling for “an Alaska committed to increasing the number of Alaska Native language speakers and promoting common use of the languages.”

Instead of its regular biannual reports, the group has issued a call to action (https://drive.google.com/file/d/16r-eMsxbvAw0Be2-ali75c9uyZHT6pcb/view?usp=sharing), entitled Ayaruq, the Yup’ik word for walking stick, to reflect that it is a guide on the path forward. It asks Alaskans and lawmakers to affirm the right to Indigenous education, acknowledge oppression and intergenerational trauma, commit to language equity, and normalize the use of Alaska Native languages.

Council members made specific policy suggestions, including that one semester of an Alaska Native language be a prerequisite for high school graduation in the state, but none of them have yet materialized in proposals from lawmakers.

“If we want something other than language death, which I think is guaranteed for probably 20 of the 23 languages—just guaranteed—but if we want something different, then we have to have systemic change,” Professor X̱’unei Lance Twitchell told Alaska Public Media.

A decade has passed since the last legislation to support Alaska Native languages became law. In 2014, the state updated a 1998 law that recognized Alaska Native languages as official state languages.

Only one piece of current legislation addresses Alaska Native languages. House Bill 26 would expand and rename the Alaska Native Language Preservation and Advisory Council, as well as add three previously unrecognized Alaska Native languages to the list of official state languages. The House approved the bill in 2023, but the Senate has yet to schedule it for a floor hearing.

Members of the council have cautioned for years that swift state action is needed to support language pedagogy and use, since many first-language speakers have died.

But as the Alaska Native language community loses its older generation, Twitchell says he sees an exponential increase in the number of young people interested in learning. By his count, there are about 100 active Tlingít learners who ask questions and use the language.

Korean Marriage Migrants Offered Free Classes

Since the 1990s, the South Korean government has encouraged Korean men, particularly those in rural areas, to marry women from overseas.

However, the lives of these “marriage migrant” women are not easy, as they are often stigmatized, and there have been reports of domestic violence and abuse. Many come to South Korea not knowing the language, but despite this, they are carving out a significant place for themselves in Korean society.

To help them succeed, the Korean Ministry of Gender Equality and Family plans to offer 104 vocational courses at 77 family centers nationwide. The family center will assess marriage migrants’ preparedness and competency to place them on appropriate preliminary training programs, like understanding of workplace culture, computer skills, and Korean-language education customized for their jobs.

After the initial training, vocational training will be offered, including general courses leveraging an immigrant’s background skills for jobs like bilingual instructor, judicial and medical interpreter, and trade administrative staff, plus entrepreneurship courses that reflect an area’s demand for jobs.

After students complete the preliminary and vocational training courses, the centers will assist them in finding jobs at schools, courts, companies, and organizations as well as offer individual counseling on issues in work–life balance and working conditions encountered after employment.

All courses are free, and to boost participation, educational activity fees are subsidized.

Paraguay Offers Korean in Schools

Starting this year, middle and high school students in Paraguay can learn Korean as a second foreign language subject, according to the Ministry of Education.

Paraguay’s Ministry of Education announced the signing of a memorandum of understanding with its Paraguayan counterpart officially adding the Korean language to its second foreign language list for schools. Amid growing demand for Korean studies in Paraguay due to the popularity of Korean cultural content, the Education Ministry has been supporting language teaching through Korean education centers in Paraguay, which has resulted in the number of middle and high school students learning Korean increasing from 1,900 students at 16 schools in 2017 to about 4,800 students at 23 schools in 2023.

As Korean will be recognized as an official subject starting this year and grades for it can be used to enter advanced schools, the number of schools that offer Korean as a second language classes is likely to increase, the ministry added.

The move is expected to open up more employment opportunities for local college graduates majoring in Korean so that they could be hired as teachers in Korea, according to the ministry in Seoul. Currently, there are a total of 42 Korean language graduates from Paraguay.

“We hope to see the nationalities of foreign students coming to Korea becoming more diverse following the spread of the Korean language in South American regions, including Paraguay,” a Korean Education Ministry official said.

Latvia Drops Russian from Schools

Latvia’s Cabinet of Ministers has unanimously and without debate approved new education rules that plan for the gradual rejection of studying Russian as a second foreign language in schools from 2026.

“This is good news, finally!” was the reaction of Latvian prime minister Evika Silina. However, it is not good news for Russian president Putin, who claims that the Ukrainian invasion was needed to protect the rights of Russian speakers in the country.

Currently, Latvian students learn English as a first foreign language from kindergarten and start a second foreign language in fourth grade, which in practice is generally Russian, since there is a shortage of qualified teachers of other languages.

According to the Ministry of Education and Science, Russian is taught as a second foreign language in nearly half of all Latvian schools and is the only third language choice at some schools.

Starting in September 2025, students will be able to continue studying Russian until they graduate from high school (until the ninth grade). Then, as a second foreign language—starting from the fifth grade—it will be possible to choose only the official language of one of the countries of the European Union or the European Economic Area, or a language regulated by intergovernmental agreements on education—none of which includes Russian.

During public discussion of the draft law, over a two-week period, more than 300 appeals were received from individuals and associations against the dropping of Russian, mainly because “children cannot be restricted from learning their native language” and they should decide for themselves which language they should learn. Opponents of the new rules also emphasized that abandoning the Russian language for political reasons is unacceptable.

Name Changes Seen as Plot to Expunge Afrikaans

South Africa’s government is on a name-changing spree—and that’s sparking a fierce language war and fierce feelings.

South Africa was colonized by Dutch settlers from the 1600s until 1994, and as a result, the majority of the country’s places were named in Afrikaans, a Dutch-language dialect. Native African names of places were “expunged as a way of the merciless” colonial dispossession, says Yasin Kakande, an Africanist historian and author of Why We Are Coming.

Fast-forward to today: 133 towns that still carry colonial Dutch-Afrikaans names are in the firing line. Their names are being replaced with Indigenous language names as part of a process that began in 1994 when the Black government of South Africa gradually gave airports, dams, roads, schools, towns, and cities African Zulu, Xhosa, and Sotho language names and discarded Dutch-Afrikaans names.

“Our independence as a Black African country is not final until our airports or streets are named in Indigenous African dialects and less with European Dutch language terms,” says Ban Dlomo, the Indigenous affairs director in the South African Culture Ministry.

Because of South Africa’s bitter colonial apartheid history, even street and subway names are fiercely contested territory, Kakande adds.

The 133 name changes that the government of South Africa fast-tracked in April (starting with 85) have angered nationalist groups of White South Africans.

White South Africans who speak Afrikaans are bitter. “It has gone too far, it’s a language erasure of us South Africans of European descent,” argues Glenda de Pruu, a campaigner with the Freedom Front Plus, a fiercely White Afrikaner political grouping that has had lawmakers in South Africa’s parliament since the advent of democracy in 1994.

For them, the name changes are a frontal attack to wipe out the remnants of Afrikaans spoken by nine million of the 60 million South African population. “Name changes are very foolish and economically damaging,” says de Pruu. “Hundreds of thousands of British and American tourists land in South Africa every year. They know English coastal cities like Port Elizabeth or Dutch-language cities like Bloemfontein. Change them to unrecognizable African names and you kill tourism.”

Some conservative White South Africans claim there is a so-called White genocide going on in South Africa. They cite 2023 statistics showing that 50 White rural South African farmers were murdered in 2022 by assailants who they claim were Black and motivated by racism. “These name changes feed into a climate of every anti-White action in South Africa,” says du Pruu. The government of South Africa dismisses that insinuation as nonsense and says farm attackers are simply hard-core criminals not motivated by race and actually, Black South Africans suffer more from crime.

However, South Africa’s Black government says name changes of towns and streets to Indigenous languages are a matter of principle—correcting historical wrongs.

“This is nonnegotiable and nonracist and a restoration of African-language names of our monuments,” Dlomo says.

Russian in Turkmenistan

Last month, the Dunya Turkmenleri (Turkmen of the World) radio program, produced by Radio Free Europe/ Radio Liberty’s (RFE/RL’s) Turkmen Service, launched a series of talks looking at current and historical trends of Russian-language usage in Turkmenistan, arguably the most authoritarian and isolated of the 15 republics that became independent countries after the disintegration of the Soviet Union.

According to the show, Russian usage has been reduced in the country, which pursued a policy of “Turkmenization” soon after independence, but it is still significant.

Turkmen president Serdar Berdymukhammedov made Russia his first foreign trip in 2022, less than three months after replacing his father, Gurbanguly Berdymukhammedov. Putin thanked his visiting counterpart during their talks for “the country’s caring attitude toward the Russian language and culture.”

Putin also mentioned a Russian-Turkmen school in Ashgabat named after Russian poet and playwright Aleksandr Pushkin. The school uses a Russian curriculum and is a popular destination for children of the local political elite, according to RFE/RL’s Turkmen Service.

The new Turkmen leader suggested furthering cooperation in education with the creation of a Russian-Turkmen university, a proposal that “was met with full understanding and support from [Putin],” according to Russia’s TASS news agency.

This was in contrast to Russian press reports in 2020, which warned that Russian-language education in Turkmenistan was on the way out after RFE/ RL’s Turkmen Service reported then that an order went out demanding ethnic Turkmen employees of law enforcement agencies transfer their children to Turkmen-language schools. Parents also reported dramatic reductions in Russian-language class time and, in some cases, the cessation of Russian-language instruction.

No official order was ever made to end Russian-language education in the country, but Russian media outlets were critical. “Without the Russian language, Turkmenistan is plunging back into the Middle Ages,” announced Vzglyad.

VA Budget Amendment Could Hurt MLLs

According to analysis by WTOP News, Virginia governor Glenn Youngkin’s proposed changes to the state’s budget would cut funding for multilingual learners (MLLs). Some districts would be very hard hit, including Fairfax County Public Schools, which would lose over $6 million in funding for English language learners in each of the next two years.

The proposed amendments to the state’s budget would also reduce overall funding for the state’s largest school district by $16.7 million in fiscal year 2025 and $24 million in fiscal year 2026, the school division’s review found.

Virginia uses a two-year budget cycle, and the proposed budget would go into effect July 1. Youngkin’s proposed amendments, according to Fairfax County Schools, will not change funding for teacher salaries. The school division would also lose $5 million in revenue in fiscal year 2025 and $12.4 million in fiscal year 2026 as a result of eliminating the proposed expanded sales tax base.

School Library Investment ‘Crucial’ to Literacy Success


According to a new report (www.americanprogress.org/article/investing-in-school-libraries-and-librarians-to-improve-literacy-outcomes) from the Center for American Progress, “libraries and librarians not only spark a love of learning; they are crucial to reversing low reading assessment scores across the country.”

“Investing in School Libraries and Librarians to Improve Literacy Outcomes” found that “more than 50 years of research across more than 60 studies show that students with access to well-resourced school libraries with certified librarians consistently perform better academically and score higher on standardized assessments. While underserved students see even bigger gains from robust library services, they are less likely to have access to these resources.”

Policy recommendations include:
1. Increase funding for school libraries.
2. Require the presence of school librarians.
3. Require federal school library data updates with appropriate definitions.
4. Include school libraries as school-based indicators in state accountability plans.
The report concludes, “School libraries, and the librarians that run them, offer a haven for students to establish or regain their passion for reading, study in a quiet environment, improve their digital literacy, enhance their research skills, and, in the process, improve in core academic skills. It is time to recognize their crucial role in educating strong and civically engaged students by investing in them and including them in systems of holistic accountability.”

The report also highlights the federal Right to Read Act, introduced in April 2023 by Senator Jack Reed (D-Rhode Island) and Representative Raúl Grijalva (D-Arizona) to increase access to effective school libraries, especially in underserved communities, and to combat censorship. The bill proposes to reauthorize and boost funding for both the Comprehensive Literacy State Development Grants program at $500 million and the Innovative Approach to Literacy program—the primary federal source of school library funding—at $100 million. Previously, the Comprehensive Literacy State Development Grants program was funded at $194 million for fiscal year 2023 and the Innovative Approach to Literacy Program was funded at $30 million in 2023. In addition to providing increased funding for school libraries, the act would codify official school library definitions in order to improve data collection standards.

According to the report, “This bill is a step in the right direction to expand federal investments in school libraries, but it is not a replacement for state and local funding.”

New Bilingual Educator Grant Opens for Dual Language Teachers to Help Build More Equitable Classrooms

Hispanic English language learners are now one of the fastest growing student populations in the country. Due to limited state and federal funding, bilingual teachers often face lack of equitable resources and district/administration support, learning gaps and dual-immersion classes with no budget for Spanish materials, among other challenges. 

That’s where The Kemper Foundation’s (the philanthropic partner of Kemper Corporation) Read Conmigo Grant Program comes in, a bilingual literacy grant for grades K-5 that helps educators build more engaging, socially responsible and equitable bilingual classrooms through the purchase of classroom resources, tools, materials and professional development. 

The Read Conmigo grant applications are now open for the fall 2024 grant cycle. Please find the full press release here. Read Conmigo grants are available to public or charter school educators in the CA counties of Los Angeles, Orange, Riverside, San Bernardino and Ventura as well as select counties in Florida and Texas.  

Science of Reading Bill Fails in California


California Assembly Bill 2222 (see April issue, p. 9: “California Bill Would Mandate Science of Reading”), which would have required teachers to use the science of reading, has been withdrawn without a hearing.

The bill will not advance in the Legislature this year, according to Assembly Speaker Robert Rivas, who explained that the bill should receive a “methodical” review by all key groups before there is a “costly overhaul” of how reading is taught in California.

Cheryl Ortega, director of bilingual education for United Teachers Los Angeles, released this statement to Language Magazine: “As a bilingual teacher, I am very happy to see the California Teachers’ Association (CTA) took an opposing position to AB 2222, the implementation of the science of reading (SoR). We now know that it actually died in committee in Sacramento. As a member of the Language Acquisition Committee of CTA State Council, I would like to share our official position on SoR.

“We strongly affirm the California Department of Education’s commitment to supporting the language development and literacy acquisition of English learners through appropriate instructional materials and differentiated approaches.

“We wholeheartedly align with the CTA policy’s recognition that one size does not fit all when it comes to reading instruction, and that ELs, in particular, require effective programs that address their specific needs.

“Believing that equal access to instruction does not indicate identical methods for all students, we strongly believe that appropriate programs be used when teaching students who are learning English whether they are instructed in English or in their home language.”

Language Magazine