#linguisticdiversity

Ladino, also referred to as Judeo-Spanish or Judezmo, serves as the linguistic heritage of Sephardic Jews, or Sepharadim, descending from the Iberian Peninsula, which encompasses present-day Spain and Portugal. Following their expulsion from Spain in 1492, Sepharadim dispersed throughout the Mediterranean, the Middle East, and beyond, predominantly finding refuge in the Ottoman Empire. It was within this diverse cultural milieu that Ladino emerged, blending Spanish and other Iberian languages with a robust infusion of Hebrew-Aramaic elements, while also incorporating linguistic influences from the surrounding Mediterranean regions such as Turkish, Greek, Italian, French, and Arabic. Embracing versatility, Ladino became the language of everyday life, spanning from domestic settings to public spaces like markets and synagogues, and encompassing various aspects of culture including humor, politics, and literature.

Linguistic Diversity Challenge Day 2: Seri

What is the language called in English and the language itself?

The language is called Seri in English and cmiique iitom in the language itself.

Where is the language spoken?

It is spoken on the coast of Sonora, Mexico. It tends to be spoken in the villages of Punta Chueca & El Desemboque.

How many people speak the language?

Around 900 people speak the language.

Which language family does it belong to? What are some of its relative languages?

It is a language isolate!

What writing system does the language use?

Seri uses the Latin script.

What kind of grammatical features does the language have?

Seri is a head-final language. It follows SOV order. It has suppletive allomorphy. As Marlett writes, “ For example, if one is going to make an imperative in Seri, one has to know whether the verb begins with a short low vowel (a or e), because the prefix is then known to be c–/qu–, or a back or long low vowel (o, oo, aa, ee) and the verb is intransitive because the morpheme is then going to be a vowel change rather than a prefix, and otherwise it will be h– (with i preceding the h for other reasons).” It also has a complex way of forming plurals, in which one has to learn each plural for each word, transitivity, and a pro-drop language. Verbs tend to conjugate differently when the root begins with a vowel than with a consonant.

What does the language sound like?

Vowels: The four vowels occur short and long; they contrast in quality in both stressed and unstressed positions.

Consonants:

The syllable structure in Seri is complex and can allow up to three consonants together at the beginning of a syllable.

Recording of the following text: Heeesam quij toc cömiij. Coote hapah quij toc cömiij. Coteexoj hapah quij toc cömiij. Heem hapah quij toc cömiij. Xaasj himcap toc cömiip. Mojepe quih toc cömiip. Taax toc cömotat ma, heeesam quih toc cömiih. Tiix mos tcmiiquet, toc cöquiihtim iha.

What do you personally find interesting about the language?

What drew me to this language was that it was an isolate from my native Mexico. While I didn’t understand a lot of the papers on Seri’s grammar, the lexicon of it did seem amazing as it doesn’t have many loanwords. It has a lot of kinship terms, according to Marlett, around 50 primary ones.  Adjectives seem to be rare in the language. I really like that the word for the newspaper is hapaspoj cmatsj (lit. paper that tells lies).

References:

Marlett, Stephen A, (2005)  A typological overview of the Seri language, Linguistic Discovery.    

Marlett,  Stephen  A.  (2006). La  situación  sociolingüística  de  la  lengua  seri  en  2006.  Situaciones  sociolingüísticas  de  lenguas  amerindias,  ed.

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Coding Local Languages: Preserving Linguistic Diversity through Programming

In a world where technology is rapidly becoming the universal language, local dialects and native tongues are slowly fading away. While we talk about coding as the language of the future, we often forget that it can also be a bridge to the past. Imagine a classroom where children are not only learning how to code but also using that skill to preserve their own languages — creating digital dictionaries, text-to-speech models, or even storytelling apps in their mother tongue. That’s the beauty of merging programming with linguistic diversity.

Why Coding Local Languages Matters

Language is more than communication — it’s identity, culture, and memory. Every time a language disappears, so does a unique way of understanding the world. Many regional languages, from Kannada to Khasi, or even dialects within them, are at risk of vanishing due to lack of digital presence. But coding can change that.

When students develop apps, websites, or even games in local languages, they not only learn programming but also give their language a digital footprint. This process makes technology more inclusive, helping local communities participate in the digital economy without losing their roots.

Teaching Programming through Culture

One of the most engaging ways to introduce children to STEM is to let them see themselves in it. When students code interfaces, chatbots, or interactive stories in their native language, it transforms learning from abstract to personal. Instead of just solving coding exercises, they’re solving cultural challenges — like making local folktales interactive, building translation tools for elders, or developing keyboards that support their regional script.

This approach makes coding emotionally meaningful. Students begin to understand that programming isn’t just about syntax; it’s about expression. They learn empathy, creativity, and problem-solving — while also preserving something deeply personal.

Real-World Projects Making a Difference

Around the world, grassroots initiatives are emerging that blend technology and language preservation. From open-source projects that document endangered dialects to AI tools that generate speech in underrepresented languages, innovation is slowly becoming a force for linguistic revival. Schools and community centers can easily replicate these models by encouraging students to work on small local projects.

Imagine students building a translation chatbot for grandparents who speak only their native language, or developing a phonetic keyboard for mobile users in rural areas. These aren’t just exercises in coding; they’re exercises in cultural empathy.

The Role of Educators and Policy Makers

To make this movement sustainable, educators must design curriculums that value both technology and tradition. Coding clubs can include projects on local storytelling or digital archives. Governments and NGOs can fund language-tech programs in schools, especially in rural regions. The goal isn’t just to teach students how to code — it’s to show them why it matters.

The Future: A Tech World That Speaks Every Language

The digital revolution doesn’t have to come at the cost of cultural identity. If we teach children to see coding as a tool of empowerment, they can become the architects of a more inclusive digital future — one where no language, no voice, and no story is left behind.

At Makers’ Muse, we believe that the future of technology should speak every language. Through hands-on STEM experiences and innovative maker programs, we help educators and students bring culture and code together. Join us in building a world where every child can preserve their roots while coding for tomorrow.