Bhojpuri, Hindi, Tamil, and Indian dialects should have been part of Mother Language Day at UG
International Mother Language Day was observed last February 21. It has been an annual observance since 2003 to promote retention of mother’s tongue, make the public aware of it, and respect their culture. It arose out of a UN resolution in 2002 that was unanimously approved. It was and is geared to preserve a people’s original language, not their adopted language. In Guyana, English is the adopted (as well as adapted) language imposed by the British. Each ethnic group has or had its original language that came from Africa, India, China, and Portugal. The indigenous people had/have their own community (tribe) languages.
The concept of Mother Language Day was observed at the University of Guyana. Mention was made through a release of a few “tribal” languages from Africa brought by the slaves and several Amerindian languages. Indian languages like Bhojpuri, Hindi, Sanskrit, and Tamil and or their varied dialects were conspicuous for their absence. Even Indian Creolese (a mixture of Bhojpuri with English with its peculiar pronunciations) was not a part of the observance or recognition. These are/were the languages or tongues brought from India and a new dialect (Indian Creolese) was created mixed with English that used on the indentured plantations. Indians conversed with the new vernacular during and after indentureship and still do this day. International Mother Language Day was considered to be extremely important resulting in the UN passing a resolution to respect peoples’ mother tongues and for its preservation. Yet Indian languages (inclusive of dialects) have been marginalized. No mention was not made of them at the February 21 observance. The faculty member from the department of Language and Cultural Studies who promoted the concept seems to have forgotten that Indians also live in Guyana; is he anti-Indian? Indians are approximately 40% of the population. Their languages should be promoted and taught at the university.
Spanish and French are celebrated in Guyana and students are encouraged to study and speak them. No effort is made to encourage students to learn about their mother tongues from Africa and Asia. Apparently, no group or student from the Indian segment of the student population came forward to present, remember, and celebrate the survival of their mother tongues. Faculty and staff also did not make effort to encourage mother language promotion and retention. Language and history are very important for the survival of a people. The university and the student groups are saluted for their observance of Mother Language Day. Indian students and UG lecturers should make every effort to learn their history (inclusive of their civilization) and their mother language. They should take note of the fact that more trade is done with India than all of the Spanish or French speaking countries combined. More Guyanese studied and are studying in India than all those who study at Spanish or French speaking countries. There were/are also more Guyanese visiting or touring India than all the Spanish and French speaking territories combined.
