Why Expat Parents Should Prioritize Urdu
By Aminah Koshul
Chicago, IL
Being multilingual presents numerous benefits to children, the most commonly cited of which is improved cognitive function. In addition to this however, expat parents must understand the importance of Urdu as a heritage language that assuages the anxiety of assuming multiple ethnic and national identities. This is to say that while the world undergoes rapid, wide-sweeping change in the form of globalization, it is important for children to assert their identity as members of both Eastern and Western cultures in a self-assured and competent manner.
The influence of language on identity is an unmistakable one. It brings forward the countless facets contained in selfhood, including tradition, belief and self-expression. It is common knowledge, however, that feelings of non-belonging are frequently experienced by children from minority backgrounds. From Britain’s post-war migrants partaking in national rebuilding efforts to America’s brain drain migrants building its capacity as a global superpower, the desi diaspora has established itself as an integral component of multicultural communities. With millions of Pakistanis living overseas, it is undeniable that migration is often viewed as a means of achieving upward social mobility. Its ripple effects on society and culture demand close examination.
While the economic advancement and quality of life experienced by expat communities is far superior to that of previous generations, a crucial question remains to be asked. At a time when identity has become the subject of contentious debate, how might children be affected by the incidence of their minority status? Living in the post-industrial societies of the modern West offers numerous advantages but oftentimes, the price presents itself as a dilution of identity and alienation from one’s country of origin.
The delicate balancing act of incorporating the values, attitudes and beliefs of seemingly incompatible cultures is a challenging experience encountered by children in their formative years. It has a lasting impact on their outlook on life, as well as the way they present themselves to others. In fact, hyper-awareness of one’s cultural-religious differences may give rise to feelings of isolation and incongruence with one’s surroundings. Pakistani children, in particular, face a myriad of challenges in navigating their religious, cultural and linguistic identities amidst the Anglosphere, which consists of English-speaking nations with shared political, diplomatic and military ties. To combat the effects of this isolation, it is important for children to inherit a worldview other than that of being a minority in the West.
Accordingly, children must be taught about their identity in a substantial way that goes beyond surface-level markers of ethnic affinity such as Bollywood or biryani. One way to achieve this is by broadening their understanding of history, language and culture. Learning Urdu for example, will provide access to their civilizational past and their personal familial ties. It will allow them to conceive of an identity that is not defined by the majority white societies they live in. They will learn to situate themselves within the ongoing creation of a historic narrative and challenge the myopic view that their past dates back one or two generations, to when their parents and grandparents arrived in the West.
For these reasons it is vital that children cultivate skills related to language acquisition, which contribute to the formation of a positive self-image and have a multiplier effect on their ability to become contributing members of society. Bilingualism is widely regarded as a major advantage in both professional and academic settings but its value can be discerned beyond the frenzied scenes of job markets and college admissions. By learning Urdu, it is possible to become rooted in a sense of self that remains impervious to the hegemonizing effects of globalization.
In all, it is necessary to cultivate an understanding of one’s personhood which does not trace its origins to foreign sources, such as conformity and colonization. This is not to present an outdated “clash of civilizations” thesis which contends that cultures will find themselves at odds with one another and create conflict. It is to say that while the adoption of the values and norms of the majority culture is inevitable, it does not mean minority children should cede the positive influences of their own cultural heritage. A seamless incorporation of both kinds of identities will properly equip them to navigate the fast-paced, hyper-competitive nature which defines our world today.
( The writer is an expat of Pakistani origin and graduate of University of Illinois at Urbana-Champaign. She majored in Global Studies with a focus on language, identity and poverty alleviation. She is currently Academic and Cultural Director for www.urdu-teacher.com )
