The significance of mother Language in modern life

There is no denying the fact that languages are the integral part of the cultural richness of
our society and the world in which we try to lead our lives controlled and cleanly. It is
obvious that learning languages contributes to mutual understanding, a sense of global
citizenship and personal commitment. Students learn to appreciate different countries
cultures, communities and people. By making comparisons, they gain insight into their
own culture and society. The ability to understand and communicate in another language
is a lifelong skill for education, employment and technology in this country and
throughout the world. Learning languages fascinate opportunities to develop their
listening, speaking, reading and writing skills and to express themselves with increasing
confidence, independence and creativity. They explore the similarities and differences
between other languages and English and learn how language can be manipulated and
applied in different ways. The developments of communication skills together with
understanding of the structure of language laid the foundations for future study of other
languages and support the development of literacy skills in a pupil’s own language.

In using theme based on educational and cultural affairs, there exist three themes in
Germany and France which are specified as environment, media and advertising. In
addition, pupils in England studying health in English, French-speaking countries and
Impressionism in French, and the geography and history of Berlin in German. The
themes and objectives relating to grammar, cross-curricular learning and cultural
understanding are defined for each theme and reference grammar sheets and lists of
topic-specific vocabulary created. St Marylebone School in London places a strong
emphasis on the appreciation of cultural diversity and the languages departments consider
the introduction of intercultural understanding as a key concept in the revised programme
of study to be the perfect opportunity for a year 9 pupils to investigate the culture of their
target language country France or Germany. This would take place through culturally
specific topics, as year 9 is an ‘enrichment year’ where learning is thematic following
completion of key stage 3 in two years In the unit on Impressionism, pupils were
introduced to the movement and shown Impressionist paintings. They were asked to
suggest possible titles in English and to match the actual French titles with the paintings,
along with more descriptive French phrases for each of the paintings. Pupils then chose
an Impressionist artist and were asked to prepare a presentation in French on this artist
for their final assessments, using presentational software or other ICT. They spent one art
lesson reproducing a picture by their chosen artist and were also given the opportunity to
visit the Courtauld Institute to see the original paintings.

It gives me immense pleasure to express something about our mother tongue as it is

acknowledged as International Mother language Day on 21st February in every year
through out the whole world and it is sanctified by titivating flowers and holding in the
highest regard the memories of those language martyrs who had laid down their lives for
the cause of establishing the dignity of our fortitude as a nation by raising our heads like
other nations virtually. The 21st February is a red-letter day in the history of our mother
tongue. It is a very significant day in view of good judgment that we have been able to
establish our mother tongue as our state language. It is our glory and inspiration that we
have achieved freedom from the movement of this day. We think that we could not
achieve our freedom if 21st February was not emergent in 1952. Due to the movement of
this day, we have shown our agitation against the rulers of the then Pakistan and even the
people irrespective of castes and creed took part in the movement having been influenced
by the gallant touchwood of Bengali nationalism.

The word ‘nationalism’ comes down from the heritage, culture and tradition of a
particular country which indicates uniformity in respect of one faith that is the language
conventionally uttered from a child which is his actual identity. Nationalism is such
which vividly gives an acquaintance in the sense in what language he expresses his mode
of his explicit desire as to what he wants or what he would like to do. So our heritage is
expressed as a token of ideal acquaintance as Bengali Language with which we survive
on full faith of livelihood and as such every elegiac influence is concerned in achieving
the recognition of this day in the world. We can think our own belief that we are created
equally in respect of expressing our own tradition, culture and religion which is bedded
on our soil, grass, plants, creeper and our dwelling place. We cannot think even for a
moment that a boy is treated more or less as a terrorist or miscreant or he is
excommunicated at an immature stage. If we lose our faith in our own nationalism, we
need to be responsible to build him or her who can give his identity as a Bengali nation.
To speak the truth, the 21st February, as a symbol of blaze illumination is our rectitude
for which our survival as Bengali nation has been reflected through out the whole world.

Over the course of the lessons, through research, reading tasks and a mock interview with
an artist from the period, pupils became increasingly knowledgeable about
Impressionism. ‘They developed confidence in describing visual images in French’,
commented one teacher, ‘and began to express their opinions – albeit at a simple level –
about paintings.’ Pupils’ language work covered, in particular, adjectives, question words
and the 'passé compose'. Pupils’ final presentations were assessed by both the MFL and
art departments. To finish, pupils completed a worksheet in French. This consolidated
everything covered during the topic and gave pupils the opportunity to reflect on what
they had learnt.

In using the theme of societal concept

Staff believes the shift of emphasis had a positive impact on pupils’ learning. One French
teacher noted, ‘The focus of learning switched and language became a genuine vehicle
for communication. Pupils strove to express themselves effectively on a range of
important issues rather than trying to use language structures in order to demonstrate their
ability.’ Pupils enjoyed using language to communicate about ‘genuine’ issues and
themes. There are a number of key concepts that underpin the study of languages. Pupils
need to understand these concepts in order to deepen and broaden their knowledge, skills
and understanding.
1.1 Linguistic competence : This is important to learn moral and ethical values in
life.

a. It aims at developing the skills of listening, speaking, reading and writing in a

range of situations and contexts.
b. It also envisages in applying linguistic knowledge and skills to understand and
communicate effectively.

1.2 Knowledge about language

a. It indicates Persuasion how a language generates expression in the form of sound

and perception and how to manipulate it to create another alternatives with the same
phonetics.
b. It envisages recognizing that languages differ but may share common
grammatical, syntactical or lexical features.

1.3 Creativity and Modern Technology:

Language is indispensable for learning the various techniques of Modern technology in
the field of Economics, Commerce and Science as a tentative flow. Even Language is a
communicative device which sorts out different inconsistency of life sequentially flowing
in virtual as well real strategy ingrained in common life.

a. It actuates in using familiar language for new purposes and in new contexts.
b. It recoups in using imagination to express thoughts, ideas, experiences and
feelings.

1.4 Intercultural understanding

Language opens up in every people and their community of religion, tradition and
heritage to live with society, friendship and love.

a. Appreciating the richness and diversity of other cultures.

b. Recognizing that there are different ways of seeing the world, and developing an
international outlook.

Aims, values and purposes

Education both influences and reflects the values of our society, and the kind of society
we want to be. It is therefore important to recognize a set of common aims, values and
purposes that underpin the school curriculum and the work of schools.
Aims

Three statutory curriculums aim that children become successful, confident and
responsible people.

Values

The curriculum reflects values in our society and these underpin the work that schools do.

Purposes

The statutory curriculum should establish an entitlement for all children and promote
high standards.

The statutory curriculum should establish an entitlement for all children and promote
high standards.

The purposes of having a statutory curriculum are:

• to establish an entitlement for all children, regardless of social background,

culture, race, gender, differences in ability and disabilities, to develop and apply
the knowledge, skills and understanding that will help them become successful
learners, confident individuals and responsible citizens
• to establish national standards for children’s performance that can be shared with
children, parents, teachers, governors and the public
• to promote continuity and coherence, allowing children to move smoothly
between schools and phases of education and providing a foundation for lifelong
learning
• to promote public understanding, building confidence in the work of schools and
in the quality of compulsory education.

In particular, the curriculum should:

 • promote high standards, particularly in literacy, innumeracy and ICT capability
• provide continued entitlement from early years to a coherent, broad and balanced
curriculum
• instill in children a positive disposition to learning and a commitment to learn
• promote and pass on essential knowledge, skills and understanding valued by
society to the next generation
• be relevant to children and prepare them for the here and now, for the next phase
of their education, and for their future
• widen horizons and raise aspirations about the world of work and further and
higher education
• make children more aware of, and engaged with, their local, national and
international communities

help children recognize that personal development is essential to wellbeing and

Suffice it to say that there are some events in the past history of Bangladesh is
significant to recognize as a nation of separate entity bedded on heroic deeds of
Bengali nationalism. It is the magnificence news of the peoples of the entire world
that the real heroes of freedom have laid down their lives for the sake of the self-
esteem of mother tongue which is exceptional in view of languages of the world. The
blood-shed history for the dignity of mother tongue is the first and foremost event in
Bangladesh which needs to be memorized decades after decades. We express our
gratitude for their treasured contribution of Bengali language when on earth
predominantly the 21st February is carried out as an International Mother Tongue day
each year with honor and high stature. The 21st February is a red-letter day in the
history of our mother tongue which is also a very remarkable day in the sense that we
have been able to establish our mother tongue as our state language. It is our glory
and brainwave that we have realized sovereignty from the movement of this day. We
believe that we could not accomplish our freedom if 21st February was not
embryonic in 1952. Due to the movement of this day, we have shown our
demonstration against the rulers of the then Pakistan and a such suffice it to say that
the 21st February, as a symbol of blaze elucidation is our rectitude for which our
survival as Bengali nation has been point toward through out the whole world. In this
day some young persons of our country have volunteered to create resistance against
the conspiracy of our mother tongue. They have stepped up the movement by degrees
and being uncontroversial, the then rulers have marched into them and in due course
they had shot them dead. This is such a faction where our heroes have laid down their
lives for the cause of prominent deportment of our mother tongue. In the entire world,
such incomparable movement has never been taken place in the whole world.

In view of the above it is evident that in learning and experiencing language based on
education, there exists particular ways in which language is the means by which
theological meaning has powerful impact on human behavior and culture. The very
existence of language is a proof that human lives in relation to others predominated each
and every moment and survive. The words emitted from the mouth are not merely
pictures of the world, but in fact words are part of the world. They constitute the realities
that indicate human endeavors. For example, building, traveling, playing, and fighting are
human practices that require a mutual understanding of rules between participants. And
even a religious life could not be practiced alone. After all, it is evident that anyone can
be self-critical, but faith requires an acknowledgment and confession of sins to those who
have injured and to those sweethearts to us. Wittgenstein, a world class philosopher
established the inadequacy of language understood in modern terms as representational.
Disputing the notion that language is private knowledge preventing the speaker from
relevant action, he has promulgated that language as the means to go on in meaningful
relation to others. Like a city that we learn to navigate, the grammar of language indicates
how to understand the thoughts as well as convictions of others and how we relate to
them. Language games identifies that the reality of life with others may be reflected as
foundation of language which lies in a “depth of understanding, interdependence, and
shared practice”.