Explores how languages die and go extinct, and the efforts made to record or save dying languages

1. When Languages Go Extinct
by Greg Kirmser
Things To Know/ Things To Think About
This Books That Grow original piece describes the process by
which languages fall out of favor, and ultimately, become extinct. One
of the most significant take­aways from this piece is that this process is
not inherently natural, but the product of human intervention. Cultural
imperialism, for those unfamiliar with the term, is the practice of promoting a more powerful
culture over a lesser known, or seemingly “undesirable culture.” The displacement of native, or
indigenous languages in favor of more global languages, like English, Spanish, Arabic, and
Mandarin, are examples of cultural imperialism. In the piece, the historical replacement of native
North American languages with Spanish and English, and the replacement of Aramaic with
Arabic, are used to illustrate this point. The Aramaic example is particularly poignant for a
number of reasons. For one, Aramaic was the language spoken by Jesus and his disciples. But
even more importantly, the example demonstrates that cultural dominance is dynamic. At one
point in time, Aramaic was the most widely spoken language in the entire Middle East, when it
was still “the crossroads of the world,” and was used for commerce, worship, and government. If
anything, the example is humbling because it makes it clear that every culture, no matter their
present state of dominance, is not immune to laws of history that dictate the rise and fall of
nations.
In addition to describing the process by which languages go extinct, the author of this
piece also describes the implications of this loss. One of the most readily apparent is a blow to
the collective body of human knowledge. For example, if a language becomes extinct, that
culture’s repository of history, science, art and literature is rendered indecipherable.
Furthermore, also lost is that culture’s unique outlook on the world. The number of words, and
their connotations, for a variety of both observable and intangible phenomenon reflect attitudes,
beliefs, and values. In other words, when a language loses its culture, it also loses its soul.
This piece is perfect for a lesson on cultural studies, imperialism, and linguistics. It also works
well as part of any social studies lesson, especially one about indigenous populations.
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2. Standards Addressed:
CCSS.ELA­LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
CCSS.ELA­LITERACY.RL.8.5
Compare and contrast the structure of two or more texts and analyze how the differing structure
of each text contributes to its meaning and style.
CCSS.ELA­LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the
text, including its relationship to the characters, setting, and plot; provide an objective summary
of the text.
Before Reading
1. What comes to mind when you think of “imperialism?” When country’s engage in acts of
imperialism, how do these acts impact the daily lives of the people being subjugated?
During Reading
1. How does the author differentiate between a dead and an extinct language? Use the text
to support your answer. (CCSS.ELA­LITERACY.RL.8.1)
2. The piece begins with an anecdote about Marja Sergina and the decline of the Akkala
Sami language. What does the essay gain by beginning with this anecdote? More
specifically, what effect does it have on the reader? Justify your answer.
(CCSS.ELA­LITERACY.RL.8.5)
After Reading
1. According to the author, how do languages become extinct? In addition, when a language
becomes extinct, what are the negative implications? Support your answer with examples
from the text. (CCSS.ELA­LITERACY.RL.8.2)
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© Books That Grow, 2014

3.
Applying Knowledge Outside The Classroom
1. Research a language that is on the verge of extinction, and the people who speak it. What
challenges do these native speakers speak? As best as you can, highlight the rules of
syntax and grammar that govern the language.
Further Readings
For Students:
http://www.linguisticsociety.org/content/what­endangered­language
This link provides students with a valuable resource to help them understand the nature of
language extinction, and the degree of its prevalence.
Vocabulary
Domain­Specific Vocabulary:
extinct/extinction, grammar, syntax
G8 Challenging Vocabulary:
intangible (8), waning (8), dejected (8), gamut (8), scholastic (8), signifies (7), quantitative (7),
posterity (7), ecological (7), statistics (7), converse (6), fluent (6), centuries/century (6), minorities (6),
biology (6)
G6 Challenging Vocabulary:
converse (6), fluent (6), centuries/century (6), minorities (6), associate (6), professor (5), domination
(5), divine (5), number/numbers (5), fate (5), motto (4), vast (4), abandon (4), average (4), bilingual
(4), depend (4)
G4 Challenging Vocabulary:
motto (4), vast (4), abandons (4), average (4), bilingual (4), depends (4), published (3), academic (3),
native (3), current (3), culture (3), culture (3) barely (2), future (2), language (2), bell (2), daily (2),
learn/learning/learned (2), royal (2), influence (2), amount (2), control (2), percent (2), switching (2),
contain (2)
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© Books That Grow, 2014

4. G2 Challenging Vocabulary:
barely (2), future (2), language (2), bell (2), daily (2), learn/learning/learned (2), influence (2), control
(2), percent (2), switching (2), inches (1), remember (1), people (1), speak (1), many (1), job (1), mouth
(0), bird (0), december (0), weeks (0), group (0)
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© Books That Grow, 2014