A/HRC/21/53 ways, which has had a tremendously negative impact on the continuation and preservation of languages and cultures, on the physical and mental health of indigenous individuals and on the retention of their traditional knowledge.37 Even when the schools closed, indigenous cultures remained devalued. The urbanization of many indigenous peoples, often mobilized by economic pressures and the introduction of market economies, can separate indigenous peoples from the lands and territories where their languages and cultures are practised, often leading to forced assimilation. As the Truth and Reconciliation Commission of Canada recently concluded, assimilationist policies were a direct assault on indigenous cultures and languages.38 39. Discrimination against indigenous peoples on the basis of their languages continues, which can have a negative impact on indigenous peoples’ identity and collective dignity, 39 with serious consequences, including in terms of health and social behaviour. 40 40. In some places, fewer indigenous children are learning their languages, even when their parents, families and communities speak the language, meaning that indigenous languages are more commonly spoken by elders. As UNESCO has recognized, social factors can contribute to failures to transmit languages, such as perceptions of their lack of utility in mainstream society and concerns about the discrimination that can attach to indigenous language speakers, especially indigenous children. It is important that indigenous peoples, with appropriate State and international support, pass on their languages to the next generation of youth and that youth take responsibility for learning their languages.41 One submission also highlighted the need to protect against discrimination against individuals who do not speak their indigenous language. 42 41. There are too few positive examples of the promotion and revitalization of languages. However, where they exist, they have usually involved indigenous peoples and States working in partnership to provide the requisite support, including official recognition of indigenous languages as national languages, the recognition of indigenous language place names, funding for indigenous language immersion and/or bilingual schooling for children and adults,43 media available in indigenous languages, the use of indigenous languages in official proceedings (including legal and judicial and quasi-judicial), with provision made for translation and interpretation, 44 support for publications in indigenous languages, support for indigenous-led and culturally sensitive education systems, 45 public awareness campaigns and the allocation of funds for language revitalization.46 42. Research indicates that children who receive indigenous language immersion education have stronger indigenous language skills than children who learn indigenous languages in second language programmes and, in addition, have the same level of the 37 38 39 40 41 42 43 44 45 46 10 Submissions from Valerie Galley, “Kontinónhstats – The Mohawk Language Custodians”, the National Indian Youth Council and Fernand de Varennes. Truth and Reconciliation Commission of Canada, Interim Report, available from http://www.cbc.ca/news/pdf/TRC_InterimReport_Feb2012.pdf Submission from Sophie Simon. Submission from Kontinónhstats – The Mohawk Language Custodians and the National Congress of Australia’s First Peoples. Submission from Kontinónhstats – The Mohawk Language Custodians. Inuit Circumpolar Conference. The human rights treaty bodies have called for bilingual education for indigenous individuals, see, inter alia: E/C.12/1/Add.71, para. 13; E/C.12/MEX/CO/4, para. 26; CRC/C/15/Add.266, para. 18; CERD/C/GTM/CO/11, para. 20. Note the submissions from Chile, Panama, Guatemala and Peru. Submissions from Guatemala and Mexico. Submissions from the United States of America, France and Chile. Submission from Tasmanian Aboriginal Centre Inc.