Co-occurrence of linguistic and biological diversity in biodiversity hotspots and high biodiversity wilderness areas

Introduction: Places with high species diversity have high linguistic diversity, whereas areas with low species diversity tend to have low linguistic diversity. Objective: To characterize the intriguing relationship between biological and cultural diversity, a correlation that has been discussed at a global scale, but here tested for the first time in Mexico. Methods: We compiled exhaustive databases on both endangered species and endangered languages, and reviewed available literature on Mexico’s biocultural diversity with a focus on endangered and critically endangered species and languages. Results: With 364 living languages, Mexico is the world’s fifth most linguistically diverse country, but 64 of these languages are facing a very high risk of disappearance and 13 have already disappeared. Mexico is also the fourth most biologically diverse country, but 1 213 species of its flora and fauna are threatened with extinction and at least 127 species were recently extinct. Conclusions: Indigenous peoples are custodians of much of the world’s biocultural diversity. As the world grows less linguistically and culturally diverse, it is also becoming less biologically diverse. Mexico’s biological and linguistic diversity show strong geographic overlap, with the states of Oaxaca, Chiapas, Veracruz, Guerrero, and Michoacán harboring most species and most languages. Similarly, Mexico’s biodiversity hotspots mirror language hotspots, and areas with the highest number of endangered species overlap with areas where the endangerment of languages is also the highest.

Languages are today being killed at a much faster pace than ever before in human history and linguistic diversity is disappearing relatively faster than biological diversity. Still, linguistic diversity is as necessary for the existence of our planet as biodiversity, and the two are correlated. Linguistic human rights are a necessary (but not sufficient) prerequisite for the maintenance of linguistic diversity. Violations of linguistic human rights, especially in education, may lead to both ethnically articulated conflict and to reduction of linguistic and cultural diversity on our planet. The article analyses to what extent present linguistic human rights, especially in education, are sufficient to protect and maintain linguistic diversity and to function as the necessary corrective to the `free' market.

Africa contains much of Earth's biological and cultural-linguistic diversity, but conserving this diversity is enormously challenging amid widespread poverty, expanding development, social unrest, and rapidly growing human population. We examined UNESCO (United Nations Educational, Scientific and Cultural Organization) Natural World Heritage Sites (WHSs) on continental Africa and nearby islands-48 protected areas containing globally important natural or combined natural and cultural resources-to gauge the potential for enlisting Indigenous peoples in their conservation. We used geographic information system technology to identify instances where Natural WHSs co-occur with Indigenous languages, a key indicator of cultural diversity. And, we compared the geographic ranges for 4 taxa and selected freshwater species with occurrence of all Indigenous languages within Natural WHSs and subsections of WHSs covered by the geographic extent of Indigenous languages to measure the correlation between linguistic and biological diversity. Results indicated that 147 languages shared at least part of their geographic extent with Natural WHSs. Instances of co-occurrence where a WHS, a language, or both were endangered marked localities particularly deserving conservation attention. We examined co-occurrence of all languages and all species, all languages and endangered species, and endangered languages and endangered species and found a correlation between linguistic and biological diversity that may indicate fundamental links between these very different measures of diversity. Considering only endangered species or endangered languages and species reduced that correlation, although considerable co-occurrence persisted. Shared governance of government-designated reserves is applicable for natural WHSs because it capitalizes on the apparent connection between culture and nature. Natural WHSs in Africa containing speakers of Indigenous languages present opportunities to conserve both nature and culture in highly visible settings where maintaining natural systems may rely on functioning Indigenous cultural systems and vice versa.

Biological and cultural diversity in the context of botanic garden conservation strategies

Alongside climate change, the current rapid loss of biodiversity is one of the biggest threats that humanity faces to its own survival (1). With up to a million species at risk of disappearing within decades, human activities are reshaping life on Earth with no precedent in recent history. Biodiversity encompasses all life forms and their variation across the landscape. As one of the most important measures of environmental quality, high biodiversity is often linked with better provision of ecosystem services (2) and also helps assist and promote ecological conservation. Natural parks, national reserves, protected areas, and other measures for preserving the natural world are concerned first and foremost with the protection of biodiversity. But there is a critical and overlooked aspect of this important concept: its link with human cultural and linguistic diversity. Indigenous and traditional cultures and languages are the backbone of biodiversity conservation across the globe. Nonetheless, the rich knowledge found in these languages and cultures is not used in standard monitoring or conservation projects, and they face constant perils from parts of society with economic and political power. ( Top Left ) Evenki reindeer herders, Russia. ( Top Right ) Skolt Saami old growth forests Finland. ( Bottom ) Guarani community and local ecosystem vegetation, Brazil. Recent studies reveal how cultural and language diversities are intrinsically linked to the protection of biological diversity (3⇓⇓–6). Some of the largest countries on Earth, including Canada, Brazil, and Australia, are home to hundreds of languages and cultures, many of which are endangered. But the Indigenous-controlled lands represent only 6% and 13% of the territory in Canada and Brazil, respectively, and 52% in Australia. Still, these indigenous-controlled lands typically contain much higher biological diversity than that found in non–Indigenous-controlled areas, both protected and nonprotected, in the same countries (7). Languages and cultures … [↵][1]1To whom correspondence may be addressed. Email: andre.frainer{at}nina.no. [1]: #xref-corresp-1-1

Early phase clinical trials continue to have difficulty with enrolling real-world populations with many minorities being underrepresented. Reasons for this include patient or clinician perception as well as cultural, linguistic, or social barriers. In Australia, there is currently no prospective data in the early phase clinical trial space regarding recruitment of priority populations. Patient Diversity in Early Phase Clinical Trials was a multicenter, prospective, cohort study involving 2 major early phase clinical trial centers in Sydney, Australia. All participants who were consented to an early phase clinical trial between August 2023 and August 2024 were enrolled. Participants completed a baseline demographic survey, which included cultural and linguistic status, sexual orientation, socioeconomic status, and regional diversity. A total of 114 participants were recruited. Median age was 63 years (range = 25-83 years) with predominance for female participants (52%). No participant reported a nonbinary gender. All participants reported their sexuality as heterosexual, with no LGBTQIA+ participants recruited. A total of 34 (30%) participants were identified as culturally diverse, while 28 (25%) were linguistically diverse. One patient identified as Indigenous Australian. Of the participants, 26% were born overseas, with 44% having at least 1 parent born overseas. The majority were living in households with family members, with 8% of participants living alone. Patient Diversity in Early Phase Clinical Trials is the first prospective study that provides granular description of social, cultural, linguistic, economic, and sexual diversity among early phase clinical trial participants. Certain subgroups are underrepresented, including those with sexual diversity, gender diversity, and Indigenous backgrounds. Ongoing efforts to monitor and promote inclusion of diverse populations in clinical trials are vital.

This paper will present an analysis of the notion of cultural and linguistic diversity in the new curriculum for primary schools in France (MEN, 2003). First, it will explain how this notion is linked both to a wider choice of languages and to the teaching of one foreign or regional language only. We shall argue that, despite the wide theoretical choice of languages and the purported ministerial objective of ‘familiarisation’ with linguistic and cultural diversity, the notion of diversity is envisaged mainly as a policy to counterbalance the hegemony of English. The second part of the paper will report on a language and cultural awareness project in a primary school in Alsace, where a variety of languages and cultures of different status have been presented to pupils. In contrast to the objectives of foreign language teaching (FLT), the project focused on raising the profile of minority languages, acknowledging the educational potential of home bilingualism, educating children about language, languages, and the relativity of cultural practices, with the ultimate aim of fostering tolerance. Our analysis shows that, despite the reluctance of most French schools to move away from a monolingual habitus, some teachers are able to go beyond the top-down policies inscribed in the new curriculum. The teachers in the Didenheim project were not afraid to tackle the growing multilingualism within their classrooms and have been able to break down ideological barriers by using the linguistic and cultural diversity of their pupils as a resource for learning.

Linguistic diversity is a common phenomenon in urban Nepalese societies. However, Nepalese educational system has not adapted this reality very well. Therefore, considering the linguistic landscape of the multilingual city in Kathmandu, this study focuses on the linguistic and cultural diversity in multilingual school space of public education system. The purpose of this study was to explore how the English language teachers address the issue of students’ linguistic diversity in English as a medium of instruction (EMI) language policy classrooms, whether they take this as a challenge of teaching or chance for learning. Employing a phenomenological design of qualitative research, three English language teachers were interviewed to collect information for this study. Their audio recorded interviews were transcribed, coded and then analyzed and interpreted using a thematic approach linking with relevant theories. The findings indicate that linguistic diversity in the English classrooms can be a valuable resource for learning and developing effective intercultural competence in the learners to cope with culturally diverse social contexts. Though linguistic diversity has become a challenge of teaching for English language teachers, it can be changed into an opportunity for learning through intercultural awareness. EMI language policy of public schools has become a barrier to change multilingualism as a resource for learning.

This article analyses the knowledge about linguistic and cultural diversity that is delineated in the syllabi of teacher education programmes for pre-, primary and secondary schools at two Swedish universities. A quantitative search for 14 chosen keywords preceded a closer analysis of the concepts *language* and *cultur*, when using truncation, in 192 syllabi. This showed that linguistic diversity was to a certain extent evident, mainly through the subjects Swedish and English, while for one university cultural diversity was mainly identified in the syllabi of Educational Work and English. If knowledge about linguistic and cultural diversity is limited to language subjects, and to some extent to pre-school and earlier school years, the risk is high that student teachers are not prepared to support equity in education for multilingual and non-dominant groups. Thus, we find that students studying the current Swedish teacher education programme are unlikely to be well equipped to meet the challenges related to creating equal educational opportunities for students in situations of linguistic and cultural diversity.

Background/Context Because of its special education association, differentiated instruction (DI) is a topic of concern for many educators working with culturally and linguistically diverse (CLD) learners, whereby bilingual, multicultural, and culturally responsive teaching (CRT) is considered more appropriate for responding to cultural and linguistic diversity. Furthermore, although the literature base on DI recognizes cultural and linguistic diversity, it offers little in terms of ways to address these differences. Purpose/Objective/Research Question/Focus of Study The focus of this contribution is to assist the educational community in recognizing pedagogical differences, while finding common ground, in identifying complementary teaching practices for all students, including culturally diverse students and English language learners (ELLs). CRT and DI provide frameworks with which to discuss a reconciliation of both theory-to-practice approaches with the hope that a common framework will better serve educators and preservice teachers working with diverse students in complex multidimensional classrooms. Setting This research took place at two CLD elementary schools serving ELLs in North San Diego County, California. Schools were chosen because both are reaching high levels of academic achievement and are closing achievement gaps, dispelling the myth that high levels of poverty and/or CLD student populations lead to lower student achievement. Research Design The research design employed was a qualitative case study. Data Collection and Analysis Over 5 years, observations, recorded conversations among teachers, administrators, students, and parents, and supporting documents collected from both schools were initially coded by reading through responses and documents. Using a qualitative analysis procedure, codes were generated to identify data relevant to general features of DI and CRT. This was followed by more focused coding wherein previous codes were reviewed, erroneous information was eliminated, and smaller codes were then combined into larger ones. Finally, codes were organized into larger themes identified and grounded by DI and CRT literature. Conclusions/Recommendations The best teaching practices are those that consider all learners in a classroom setting and pay close attention to differences inherent to academic, cultural, linguistic, and socioeconomic diversity. Through a closer examination of two different, seemingly distinct, theoretical models that have rarely been linked or reconciled, educators may be able to determine what is appropriate for particular groups of students in particular classrooms in particular locales. In implementing school reform efforts to improve student achievement, reconciliation of best teaching practices and the creation of hybrid pedagogies are critical in addressing a future of an increasingly diverse country and global community.

This article reports the results of a school-based curriculum development project that aimed to support language teachers working with culturally and linguistically diverse student populations in Norway to develop teaching strategies that foster intercultural citizenship and multilingual competence. Three university researchers collaborated with two schools to increase mutual respect and tolerance for cultural and linguistic diversity in language classrooms, to increase awareness of the positive impact of home language maintenance on academic performance, and to improve the engagement of multilingual literacy and student identity in the classroom. Data were collected during teacher workshops and while following the delivery of the project, and consist of lesson planning materials, texts produced by students, and a follow-up teacher survey. The article presents examples of activities and materials the teachers at the cooperating schools designed and implemented, samples of student work, as well as teacher reflections on the extent to which the project promoted multiliteracy and intercultural citizenship. The findings suggest that while the project helped strengthen awareness of cultural and linguistic diversity at the schools, understanding of the relevance of the home language to literacy development and academic success and multiliteracy were not adequately supported. Implications for future work to promote language classrooms that foster linguistic and cultural diversity and multiliteracy are discussed.

The study focuses on the issue of preserving and maintaining the cultural and linguistic diversity of the EU and presents a possible way to utilize the tools of regional development planning for such purposes. The issue is of relevance for many reasons. Most importantly, the founding Treaties of the EU contain obligations of the Union to uphold its linguistic and cultural diversity. Additionally, maintaining this diversity is a crucial part of the human rights-based approach to sustainable development and as such forms an integral part of the implementation of the Sustainable Development Goals of the United Nations. The study first discusses why linguistic and cultural diversity is important from the point of view of sustainable development. It then presents the case study of Szeklerland in Romania as an illustrative example of how such diversity is under threat and concludes with a discussion on a possible way the EU can foster the preservation of its rich linguistic diversity through its regional development policy planning.KeywordsCultural diversitySocial cohesionRegional development policyHuman rightsSustainable developmentEU

Purpose This study reports on the development of an auditory passage comprehension task for Swedish primary school children of cultural and linguistic diversity. It also reports on their performance on the task in quiet and in noise. Method Eighty-eight children aged 7-9 years and showing normal hearing participated. The children were divided into three groups based on presumed language exposure: 13 children were categorized as Swedish-speaking monolinguals, 19 children were categorized as simultaneous bilinguals, and 56 children were categorized as sequential bilinguals. No significant difference in working memory capacity was seen between the three language groups. Two passages and associated multiple-choice questions were developed. During development of the passage comprehension task, steps were taken to reduce the impact of culture-specific prior experience and knowledge on performance. This was achieved by using the story grammar principles, universal topics and plots, and simple language that avoided complex or unusual grammatical structures and words. Results The findings indicate no significant difference between the two passages and similar response distributions. Passage comprehension performance was significantly better in quiet than in noise, regardless of language exposure group. The monolinguals outperformed both simultaneous and sequential bilinguals in both listening conditions. Conclusions Because the task was designed to minimize the effect of cultural knowledge on auditory passage comprehension, this suggests that compared with monolinguals, both simultaneous and sequential bilinguals have a disadvantage in auditory passage comprehension. As expected, the findings demonstrate that noise has a negative effect on auditory passage comprehension. The magnitude of this effect does not relate to language exposure. The developed auditory passage comprehension task seems suitable for assessing auditory passage comprehension in primary school children of linguistic and cultural diversity.

Purpose- This research aims to explore the impact of highly advanced technology in reducing cross-cultural language conflicts, especially in Indonesia, which boasts rich linguistic and cultural diversity. Information technology has significant potential to serve as a catalyst in mitigating language conflicts amid the cultural and linguistic diversity in Indonesia. Design/Methodology/Approach- The research employs a descriptive-analytical literature review method, which highlights various relevant theories supporting an understanding of how technology can play a crucial role in dampening language conflicts. Data collection from literature reviewed by several researchers is conducted to gain a profound understanding of the impact of information technology in mitigating language conflicts among different language and cultural groups. Findings- The findings indicate that information technology serves not only as a tool to reduce conflicts among groups with different linguistic and cultural backgrounds but also as a facilitator in building intercultural and interreligious communication. By exploring digital solutions, it is evident that technology plays a significant role in deepening cross-cultural understanding and strengthening inter-country relationships. With technological advancements, it is expected that these solutions will continue to innovate and contribute to creating a more inclusive and mutually understanding society amidst the linguistic and cultural diversity in Indonesia. Research Limitation/Implications- This research is still in the theoretical realm and does not involve field testing as a comparative method. Nevertheless, this study can be considered as a preliminary step in exploring the role of rapidly developing technology in addressing language conflict issues.

In this chapter, we examine an English-speaking Caribbean multilingual teacher's response to linguistic diversity by exploring his linguistic and literate experiences and responses to language in various geographical and social contexts. Through in-depth semi-structured topical interviews, we identified three distinct recursive “pathways” representative of the teacher's experiences. These pathways constituted his processes of attitude transformation, strategy use, and identity formation. The findings highlight the need for further exploration of multilingual teachers' linguistic diversity and indicate the need to examine teachers' capacity to respond to linguistic and cultural diversity based on their personal experiences.