I wish to address this specific point: "Our teacher, Justin Neely, a young man committed to language revival, explains that while there are several words for 'thank you,' there is no word for 'please.' Food was meant to be shared; no added politeness was necessary. It was a cultural given that requests were made respectfully."
This resonates deeply with experiences from my other classes. Just today, in our Physics class, we discussed how language can pose significant challenges for students, especially for those who aren't native English speakers. There are terms in Physics, like "speed" and "velocity," which, while distinct, can be conflated because not all languages have separate words for them. Many languages might use a single term to describe the rapidity of movement, which could make it challenging for ELL students to differentiate between the two concepts. This reflects the quote above, suggesting that linguistic nuances in different cultures might lead to varied interpretations or expressions of certain notions or concepts, potentially presenting learning challenges for students from diverse backgrounds.
As educators, it's paramount that we foster an environment of openness, ensuring students feel comfortable seeking clarification when they encounter unfamiliar or confusing material. Embracing cultural differences is pivotal. This very idea underscores the importance of indigenizing our classrooms, cultivating a sense of belonging so students aren't hesitant to ask questions. Drawing from the article: "Our teacher tells us not to be discouraged and thanks us every time a word is spoken—thanks us for breathing life into the language, even if we only utter a single word." If we extend a warm welcome and understanding to our students, they'll be more inclined to voice their concerns, ask questions, and deepen their learning.
