Archive
Language barriers
It isn’t uncommon to hear a number of well-known Cherokee or Spanish words uttered while out-and-about in Tahlequah: “wa do” and “o si yo” in Cherokee, or “hola” and “adios” in Spanish.
For many folks, grade-school education imparted in at least a minimal understanding of these languages. But perhaps more is needed to break the language barrier.
According to a new survey by the U.S. Census Bureau, nearly 92 percent of Oklahoma American Indians speak only English in the home; furthermore, 70 percent of Hispanics in the state speak a language other than English at home.
For American Indians, it may not be lack of tradition being passed from one generation to another, but perhaps the introduction of outside influences.
“I don’t think they [American Indian families} are doing anything different,” said Pat Moss, a trilinguist who speaks English, Cherokee and Spanish. “We didn’t have a TV when I was a kid. As time went by, there were more and more options: outside stimuli. Instead of sitting around the wood stove telling family stories - even if both parents speak Cherokee - they still have that outside stimuli. There are no video games in Cherokee.”
As a child, the only English Moss came in contact with was broken English, or on the occasional Friday night A.M. radio station. He feels as new technologies like TV, video games, computers were introduced, native languages began taking a back-seat to English.
According to Cherokee Nation’s Web site, the native language is only spoken by approximately 10,000 people.
“Language is very important to preserving a culture - many words which are descriptive of cultural mannerisms, feelings, events, and ceremonies are only identifiable in the native tongue,” states the site. “There is no comparable word in the English language. All prayers and other ceremonies used at stomp dances and by medicine people are in the Cherokee language as well.”
Raised in a small Creek Nation town, Deena Hare recalls childhood tales of how the Creek language was carried from Alabama to Florida, and then to Indian Territory in what is now Oklahoma. Her family only used English when absolutely necessary to “survive the lifestyle” they would encounter near Okmulgee.
“To speak English was not a concern for us kids, or really anyone who was Creek,” said Hare. “If we wanted to buy food or clothes or what be it, most folks we dealt with just pointed and said something in English, and dad would nod his head ‘yes’ or ‘no.’”
Hare moved away from her hometown after marriage and began to slowly learn important English words. Eventually, English and her Creek became equal in her life.
“We taught the best we could to our sons, but to get by, we knew they’d have to know English, so it became our goal to have them learn English,” said Hare.
According to Anita Lightcap, Special Programs coordinator for Tahlequah Public Schools, native cultures represented in the I-35 District include Cherokee, Shawnee, Keetoowah, Caddo, Navajo, Chickashaw, Delaware and Choctaw.
Lightcap believes the U.S. Census Bureau’s numbers relating to American Indians to be accurate, based on home language surveys filled out by parents of the students.
She echoed one of Moss’ theories as to why American Indians are more likely to speak fluent English than a traditional native language.
“There’s not much printed material around in Cherokee and native languages,” said Lightcap.
Acclimating foreign-speaking students at a younger age is a work in progress, according to TPS Indian Education Director Leroy Qualls.
“I think it’s not only limited English proficiency; you have to overcome obstacles to get up to par or average with everyone else,” said Qualls. “There are more bumps in the road.”
Finding the right teaching method is important, Qualls and Lightcap agree.
“Eighty percent of Native American students are auditory learners,” said Qualls. “If I were a teacher lecturing for a full hour, that would bore them. Things are being done to identify that stuff. Having more tools for teachers is important.”
In the Tahlequah district, about 60 percent of the student population is Native American; of that number, 95 percent are Cherokee.
“As far as we know, our school system has the highest Native American population in the world,” said Qualls.
When Hare’s children attended school in the I-35 district over 20 years ago, she doesn’t recall their having a problem adjusting to cultural or language differences.
“I can see other foreign speakers having a hard time in any American school, but I don’t see that many Indians having a tough time,” she said. “The only Indians who still speak native languages and not English are probably elders.”
The Hispanic population may face bigger challenges at adapting to and working through an English-based society.
“The Hispanic population is really adamant about bringing their culture to America,” said Moss. “A lot of them haven’t dropped their culture and adapted to the American way.”
Hispanic culture does thrive, and thus, even younger generations are still exposed to their native language.
“They have their own video stores, their own videos,” said Moss. “They’ve actually brought their culture.”
According to the U.S. Census Bureau survey, 72 percent of Oklahoma Hispanics ages 16 and older are employed in the labor force, with one in five of those work in construction.
“In the workforce, they are taught that you - especially a young man - should work hard to show you are productive,” said Moss.
Area businesses have begun to use a service offered by Language Line, a Monterey, Calif.-based interpretation program. Cherokee County 911 Coordinator Darryl Maggard uses the system, which offers 24-hour access to an interpreter in more than 170 languages.
“If we have someone who is non-English speaking, another dispatcher contacts Language Line,” said Maggard.
The system allows the 911 facility to act upon emergency calls by people who may not understand or speak English - but those scenarios, said Maggard, are rare.
“We probably use it twice a month,” said Maggard.
Most callers, despite their native origin, can relate their emergency needs in English, he said.
“Most people know enough English to at least say they are needing help,” said Maggard. “If not, we have Language Line that can interpret back and forth. It’s real helpful.”
When entering the TPS education system, Hispanic students are introduced to the same English classes as other students, with the same expectations. That becomes a problem for students who already know some of the basics the “foreign language” class will offer.
Instead, said Lightcap, students need to be involved in a class that can expound upon in-depth principles of both their native language and English.
“We study [these ideas] constantly,” Lightcap said.
She pointed to statements made by the National Alliance of Business in 2000: “U.S. students still remain too isolated from people who are different from them, too insulated in their own cultures and languages. They are not learning respect for differences or the cooperative skills they need to contribute effectively in diverse work teams.”
Lightcap said local students - whatever their national origin - “don’t stand out and look horribly different from their classroom counterparts.”
“That’s a good thing for our students,” she said. “That’s a good thing for us, I think.”
The most important thing, according to both Qualls and Lightcap, is for English Language Learner (ELL) students to not succumb to statistics; ELL students have the highest drop-out rate, according to Lightcap.
“I think the things for kids to remember is, we all face struggles, no matter how old we are,” said Lightcap. “To face those struggles without an education is going to make [the struggles] more severe.
When overcome, adversity will make a student more experienced and better prepared for life.
“We all have adversity - those are bumps in the road,” said Qualls. “One of the keys to life is how you handle those bumps.”
When any student - Native American, Hispanic or otherwise - seems confused or wants to quit, Qualls points him or her to a paper on his wall, which reads: “Price of not graduating: $260,000, estimated difference between high-school dropouts and a graduate.”
Lightcap knows foreign-speaking students face a number of obstacles - at home, at school or even in the workforce.
“We watch children get doors closed in their faces that should not be closed,” she said.
Problems should be addressed for all students facing extra obstacles, so Qualls and Lightcap encourage students to seek help.
“That’s trying to overcome an attitude of self-esteem and self-worth,” said Qualls. “You’re a team - you and the teacher.”
As a parent and grandparent, Hare believes Native Americans and Hispanics have a great deal of knowledge to gain from one another.
“I feel like [Native Americans] have skillfully adapted to the English language, without forgetting their cultural background,” she said. “No one should be asked to forget or put aside their culture, but in this country, we are destined to be English-speaking citizens. It’s for the best in life. It makes us money and puts food on our tables. I believe that is why America is so special: Even in Oklahoma, people of all races can learn from each other and adapt to find a way to live joyfully.”
