Revitalizing Endangered Languages: Bridging Tradition and Technology to Preserve Cultural Identity.

The Silver Jubilee of International Mother Language Day, observed on February 21, 2025, underscores the critical need to preserve endangered languages. This milestone serves as a reminder of the importance of linguistic diversity and cultural heritage, urging collective efforts to protect and revitalize languages at risk of disappearing.

 UNESCO (2023) stresses that the extinction of a language goes beyond losing a communication tool; it is the erosion of cultural and social identity. Research shows that children educated in their mother tongue tend to perform better academically, demonstrating enhanced critical thinking and problem-solving abilities (Cummins, 2000). For minority communities, language preservation is a key to safeguarding cultural heritage, fostering inclusivity, and adapting to modern challenges while retaining traditional values.

Globally, over 8,324 languages are spoken, yet nearly 40% are endangered, with one language disappearing every two weeks (UNESCO, 2023). This trend is particularly alarming in regions such as Gilgit-Baltistan, where languages like Shina, Balti, Brushaski, Khowar, Wakhi, Gojri, and Domaki face the threat of extinction. 

Endangered Languages of Gilgit-Baltistan. Image courtesy Mr. Nabi Ali.

These languages are repositories of valuable indigenous knowledge, such as traditional farming techniques, medicinal practices, and ecological insights. However, they are hindered by limited alphabets, insufficient vocabulary, and a lack of written records, preventing the transmission of this wisdom to future generations. 

Digital gadgets play a vital role in language learning. Photo courtesy Mr. Nabi Ali.

The devastating 2010 Attabad landslide in Hunza, which blocked the Hunza River and displaced entire villages, illustrates how natural disasters can accelerate the loss of cultural identity (Khan, 2010). 

Image of Attabad Landslide (2010). Photo courtesy: Pamir Times.

As climate change continues to threaten ecosystems, the knowledge embedded in these languages becomes increasingly crucial in addressing environmental challenges. Dwyer (2005) emphasizes the interconnectedness of linguistic and ecological diversity, underscoring that the loss of languages is both a cultural and environmental tragedy.

The dominance of global languages, such as English, Mandarin, and Arabic, presents both opportunities and challenges. In regions like Gilgit-Baltistan, young people navigate a complex linguistic landscape that includes local dialects, provincial languages, Urdu, and global languages. This multilingual reality can create educational pressures, especially in resource-limited areas. Governments must develop policies that incorporate mother tongues into education systems while also teaching global languages. A bilingual approach enhances cognitive flexibility, social cohesion, and academic success, as highlighted by UNESCO (2008). For regions like Gilgit-Baltistan, integrating mother tongues into the education system is vital for social inclusion and sustainable development.

Throughout history, societies have flourished by mastering multiple languages, facilitating advancements in fields such as philosophy, mathematics, and astronomy. Ancient civilizations, including the Greeks, Romans, and Arabs, made significant contributions, often drawing on their multilingual backgrounds. Scholars like Al-Khwarizmi and Ibn al-Haytham made groundbreaking discoveries in mathematics and astronomy. Today, languages such as English and Mandarin are indispensable for success in a globalized world, particularly in fields driven by technological advancements, such as artificial intelligence (AI). The demand for bilingual or multilingual individuals is growing, and Muth (2009) argues that multilingual education is pivotal in enhancing social mobility and alleviating poverty, especially in developing regions like Gilgit-Baltistan.

Prince Karim Aga Khan IV, in his 2008 speech in Dhaka, Bangladesh, emphasized that bilingualism empowers individuals to access diverse histories and cultures, unlocking valuable intellectual resources (Aga Khan IV, 2013). In today’s interconnected world, multilingualism is crucial for both cross-border communication and solving complex global problems. For regions like Gilgit-Baltistan, multilingualism fosters understanding and peaceful coexistence, helping to resolve ethnic tensions that arise from linguistic and cultural differences.

Furthermore, integrating modern technology with language education is vital for preserving cultural heritage while adapting to the digital era. Technological innovations such as the internet, AI, and automation are transforming industries globally.

 UNESCO’s 2017 report on "Education for Sustainable Development" highlights the importance of incorporating digital literacy alongside language learning (UNESCO, 2017). Digital tools can bridge the gap between tradition and modernity, enabling young people in regions like Gilgit-Baltistan to preserve their linguistic heritage while engaging with the modern world.

By merging linguistic heritage with technological advancements, societies can preserve cultures while thriving in an ever-evolving global landscape. Integrating mother tongues into educational curricula promotes social cohesion and safeguards indigenous knowledge. Fishman (1991) asserts that revitalizing endangered languages is essential for maintaining cultural diversity and ensuring the well-being of communities. Embracing both linguistic diversity and technology helps create more inclusive societies, reduce conflicts—especially in multilingual regions of the developing world—and foster social and economic empowerment.

In conclusion, safeguarding endangered languages, particularly in regions like Gilgit-Baltistan, is crucial for preserving cultural and ecological knowledge while advancing social inclusion and sustainable development. By integrating mother tongues into educational systems, promoting bilingualism, and embracing technological advancements, communities can build a strong foundation that values linguistic diversity and prepares future generations to meet the challenges of a rapidly changing world.

References:

Aga Khan IV, K. (2008, May 20). Speech at the inauguration of the Aga Khan Academy, Dhaka, Bangladesh.

Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.

Dwyer, A. (2005). Language and ecological knowledge: Case studies in endangered languages. Journal of Language and Ecology, 2(1), 1-9.

Fishman, J. A. (1991). Reversing language shift. Clevedon, UK: Multilingual Matters.

Khan, S. (2010). Attabad Landslide and Lake Formation: A Disaster for the People of Hunza. Journal of Mountain Science, 7(3), 253-264.

Muth, K. (2009). Multilingualism in education and its role in economic development. Journal of Developing Economies, 17(2), 53-67.

UNESCO. (2008). Mother tongue-based multilingual education: Implications for development. Paris, France: UNESCO.

UNESCO. (2017). Education for sustainable development goals: Learning objectives. Paris, France: UNESCO.

UNESCO. (2023). International Mother Language Day. Retrieved from https://www.unesco.org/en/days/mother-language