“As educators of linguistically and culturally diverse students we face choices with respect to how we view language and human potential. Is language the means of interpreting our increasingly complex world and mobilizing intellect, imagination, and identity to create new knowledge and act on social realities or is it simply a set of sounds and symbols and the codes that bind them? Can our society benefit from all the intelligence, imagination, and multilingual talent it can get or should schools develop these attributes only among a privileged elite while focusing on English-only basic skills for those constructed as incapable of independent learning?”

—  Jim Cummins (professor)

Language and the Human Spirit (2003)

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professor at the Ontario Institute for Studies in Education… 1949

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“Language and the human spirit are inextricably intertwined. We interpret the world through language. We express ourselves through language. Language is powerful. Language can bring us together or set us apart. It can be used to include — to bridge barriers between cultures, religions, worldviews — at the same time as it can be used to exclude by inflaming xenophobia and racism. Language can establish community and solidarity at the same time as it can be used to erect boundaries and divide communities. More often than not, when we turn on the TV we see language used to occlude — to hide reality — to deceive, to spin, to distract, to disempower, to reinforce us versus them conceptions of humanity. Language is no longer innocent. We can no longer conceptualize language as some kind of neutral code that can be taught in classrooms in splendid isolation from its intersection with issues of power, identity, and spirituality.”

Jim Cummins (professor) (1949) professor at the Ontario Institute for Studies in Education of the University of Toronto

Language and the Human Spirit (2003)

Cristina Fernández de Kirchner photo

“The utopias of a better world and a more just society have to do with words, with the generation of dreams, with imagination, with a very important identity that overcomes languages and is the identity of the human condition, to be able to recognize our own image in every fellow man, in a different age. I believe that the key to our time lies in this respect for diversity.”

Cristina Fernández de Kirchner (1953) Argentine politician and ex President of Argentina

Speech A speech published in the web site of the Cervantes Virtual Center http://cvc.cervantes.es/obref/congresos/rosario/clausura/fernandez_c.htm
Unsourced, 2007

Steven Pinker photo

“Human beings do not live in the objective world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection. The fact of the matter is that the ‘real world’ is to a large extent unconsciously built up on the language habits of the group… We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation.”

Steven Pinker (1954) psychologist, linguist, author

" Rules of Language http://pinker.wjh.harvard.edu/articles/papers/Pinker%20Rules%20of%20Language.pdf," Science (August 2, 1991)

“American universities are united in the view that foreign students enhance the research and education that we provide. Our country can only benefit by welcoming international talent.”

Robert J. Birgeneau (1942) Canadian physicist
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“The language diversity embedded in Taiwanese society is our common asset. We should not have those languages endangered or extinct.”

Cheng Li-chun (1969) Taiwanese politician

Cheng Li-chun (2018) cited in " Taiwan to establish public TV channel promoting Taiwanese Hokkien https://www.taiwannews.com.tw/en/news/3604260" on Taiwan News, 25 December 2018.

“Language use is a curious behavior, but once the transition to language is made, literature is a likely consequence, since it is linked to the dynamic of the linguistic symbol through the functioning of the imagination.”

Russell Berman (1950) American academic

Source: Fiction Sets You Free: Literature, Liberty and Western Culture (2007), p. 45

“Given my present belief in the much greater range of variability as to both order and kind of complexity in the world's musics versus the world's languages, I can hardly imagine how a model developed really satisfactorily for the detailed structureal explanation of one musical language is so easiy modified to another, and all the more so if the original model be evolved from linguistics rather than from the musical disciplines.”

Harold Powers (1928–2007) American academic

Harold Powers, "Language Models and Musical Analysis", p.48.

“Our strategy has been to change the subject a bit so that we can get the issue of intelligent design, which really means the reality of God, before the academic world and into the schools.”

Phillip E. Johnson (1940–2019) American Law clerk

American Family Radio (10 January 2003)
2000s

R. G. Collingwood photo

“Language in its original imaginative form maybe said to have expressiveness, but no meaning. About such language we cannot distinguish between what the speaker says and what he means… Language in its intellectualized form has both expressiveness and meaning. As language, it expressed a certain emotion. As symbolism, it refers beyond that emotion to the thought whose emotional charge it is… The progressive intellectualization of language, its progressive conversion by the work of grammar and logic into a scientific symbolism, thus represents not a progressive drying-up of emotion, but its progressive articulation and specialization. We are not getting away from an emotional atmosphere into a dry, rational atmosphere; we are acquiring new emotions and new means of expressing them.”

R. G. Collingwood (1889–1943) British historian and philosopher

Source: The Principles of Art (1938), p. 269

“Of all things to be learned, in school or out, languaging, as I prefer to call the process, is least like a mechanical skill. It is, in fact, the most intimate, integrated, emotion-laden learning we do. At no point can we separate what we know and what we are from how our linguistic powers develop…”

Neil Postman (1931–2003) American writer and academic

Language Education in a Knowledge Context (1980)

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