Topic: 2024-Indigenous Languages
Country: France
Delegate Name: Emily Chen
Great Lakes Invitational Conference Association
Delegation of France
Social, Cultural, and Humanitarian Committee
Tackling the Disappearance of Indigenous Languages
Within the 7,000 languages in the world today, more than 4,000 of them are indigenous languages. UNESCO predicts that 50-90% of them will disappear by the end of the century (Heckmann). The causes of this struggle to keep these languages alive are plenty, but some of the biggest reasons are colonization and climate change. Since the 15th century, land has been taken away from indigenous people, and along with their land, their language and culture were stripped away from them. Diseases and the violence caused from seizing land during the early years of the New World caused the deaths of elders who held knowledge of indigenous language and culture and the deaths of the children that this knowledge was to be passed on to (Effects). Along with the dangers brought upon colonization, Countries such as Canada, the United States of America, and Australia all implemented government policies that supported the removal of indigenous children from their homes. These policies were made in an attempt to get them to learn the national customs and culture, but it also prevented them from learning their own culture and language in the process (Effects). From the 17th century and 18th century, one of the governmental policies these countries implemented forced indigenous kids to attend residential schools and separated them from their families, prohibiting traditional customs to be passed down from generation to generation (Effects). Climate change is also affecting the decline in indigenous languages. These communities often suffer from insufficient infrastructure and limited access to healthcare due to economic and political factors. Indigenous people also tend to have a higher likelihood of developing chronic medical conditions, according to the US Environmental Protection Agency. Both these conditions along with the worsening air pollution cause many lives and their languages to be endangered (Effects). Rapid changes in climate also caused many indigenous groups to relocate and grow accustomed to the culture in other countries, often abandoning their own in the process (Effects).
In France, there have been efforts in supporting indigenous languages. In 2008, indigenous languages such as Alsatian, Basque, Breton, Catalan, Corsican, Francoprovençal, Occitan, and the langues d’oïl, a dialect continuum composed of several northern dialects, have all been inscribed into the Constitution. These languages can be spotted in day to day life in regions such as Avignon, which have shops, signs, and street names in both French and Occitan. There is also an effort to teach these more obscure languages through “bi-lingual schools, regional language publications and community awareness efforts” (Research). That being said, France also believes in the ideals of “one nation, one language” that can be dated back to the French Revolution (Mehring). That is also the reason why France has only signed but not ratified the European Charter on Regional and Minority Languages. Although France is not opposed to helping the indigenous population in the world, France also wishes to not be in conflict with its constitution. By ratifying this Charter, the French Constitutional Council would be recognizing specific rights to certain groups. The Council found this aspect of the Charter “disrupted the principle of equality before the law and was contrary to the unity of the French people” (France). The clauses in this Charter encourage the use of regional languages in the public, which to many is also contradictory to the constitutional rule of French being the Republic’s language. Even when change does occur, heavy compromises are done to said changes that render it almost ineffective. On April 8th, 2021, the French National Assembly approved the Molac Law, a law on the protection and promotion of regional languages, by a large majority. Although the French National Assembly approved of this law, the French Constitutional Council found parts of it to be unconstitutional and decided to remove the provisions on teaching said languages before passing it. These provisions are the only really effective way to pass these endangered languages on to younger generations, rendering this law to be not as impactful as it could’ve been (Obiols).
Although the Delegation of France recognizes the importance of the preservation of indigenous languages, it also stresses the importance of sovereignty. While the Delegation of France is willing to sign and approve proposals helping the indigenous people, it is not willing to go against the French constitution. This is why the Delegation of France proposes a plan that allows countries who are willing to teach indigenous languages to get the support needed from the UN. This plan, under the name Preservation of Indigenous Language Initiative or PILI, will get indigenous people’s voices heard and create educational plans unique to each country on teaching regional languages. Through the UN Voluntary Fund for Indigenous Peoples, representatives from indigenous organizations and institutions can be brought to bring their insights on the matter as well as provide the knowledge needed to pass their languages to the next generations (Stocktaking). The PILI will hold annual meetings with these representatives to give reports on progress as well as change aspects of these educational plans if need be. If funding is needed for the representatives’ travel, PILI can rely on ECLAC and UNDP who have provided funds in the past in support of indigenous people (Stocktaking). Representatives from indigenous organizations can help create lesson plans for teachers and provide pre-service teacher training. Similar to the education transformation that happened in 2021 with Trinidad and Tobago, cash grants can be given to cover education expenses and will be funded by countries willing to contribute to PILI (Transforming). This proposal is not mandatory and based on each country’s sovereignty. Countries’ representatives who are willing to create an educational plan will work along with representatives from indigenous institutions and those who are unwilling will simply not receive the funds needed to sustain such plans.
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