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Actually there are 60+ indigenous languages in Mexico, at least one of which has over a million speakers, and numerous others which have several hundred thousand speakers - a total of approximately 6 million speakers of indigenous languages. In 2002 the Mexican Congress passed the General Law of Linguistic Rights of Indigenous Peoples which recognizes indigenous languages as national languages, the same as Spanish (Mexico, much like the U.S., does not have an official language - contrary to what many people assume). So while a majority in Mexico speak Spanish, many also preserve their ancestral or heritage language and in some cases they may be only monolingual speakers of an indigenous language. Spanish is used as a language of wider communication, much like English in the U.S. or Swahili in parts of Africa.
To say that "almost no one cares" isn't entirely accurate. There is an increasing body of research and a growing number of efforts to revitalize and maintain indigenous languages around the world, including here in the U.S. A prime example is the resurgence of Hawaiian.

Oregon Department of Education officials estimate that roughly 300 to 400 high school seniors -- out of about 36,000 who graduate each year -- would qualify to meet state graduation requirements in reading and writing using a language other than English.

"If you can demonstrate mastery in another language and you're on course in learning English, it makes sense," said state board Chairman Duncan Wyse, a Portland business association leader.

Beginning in 2012, Oregon high school students will have to pass the state high school reading test or show equivalent reading skills to earn a diploma. In 2013, they will have to pass an essay test, too.

A panel that advises the Oregon Department of Education on testing issues said students who have strong academic skills in their first language and who immigrate to the United States in their mid-teens or later should be permitted to demonstrate the required reading and writing ability in their native language.

It takes at least five years for most non-native English speakers to gain full proficiency in English, so students who arrive in eighth grade or later would not have time to master English before high school graduation. They should not be held back from college or careers until they master English, the panel said.

State school board member Jerry Berger, a retired Salem community college president, initially rejected the second-language option. His persistent questioning meant the staff revised the plan four times before the board approved it.

Berger said it would be unfair to students to award them a diploma if they were not ready for college, community college or a decent job -- all of which require English. He voted for the final plan because it requires that the student score at least a three, out of a possible five, on the state's English Language Proficiency Assessment. That is roughly equal to the English proficiency required to be admitted to a typical community college, according to Tony Alpert, testing director for the state education department.

"The point is, in our high school diploma, that they can take next steps" after graduation, Berger said. "This says they have some English proficiency ... and yes, you can go forward."

-- Betsy Hammond