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Ethnocultural units comprise verbal, non-verbal and mental expressions, symbolically representing cultural and spiritual values of an ethnic group or a nation. These units can help in transmitting not only the history and culture of an ethnic group but also preserve its traditions and values across generations. The purpose of this diachronic research study is to find out what aspects of Ethno-culturalism can be taught to young students as a part of their language curriculum, in the form of ethnocultural units like words, phrases, concepts and categories classified as ethno-graphisms, ethno-dialecticisms, ethno-phraseologisms, and ethnonyms, in order to ensure their preservation and continuous prevalence across generations. The historical-comparative method was used to understand the lexical, phraseological and paremiological aspects of these ethnocultural units, and determine how the ethnocultural meaning and ethnographical identities of these units were preserved.  The data was collected from secondary sources like archives and historical records, and the collected data was analyzed through a thematic content analysis method. The results revealed that ethnocultural units can be classified into several groups depending on their content and type, and each unit has a specific connection with material, spiritual, cultural and national values. Due to its historical value, ethnocultural names do not relate to any modern notion of social or cultural norms, but continue to enjoy their historical identity and significance. It was also discovered that ethnocultural names have disappeared from language, because of the redundancy of the cultural values that they once represented. Hence, with the absence of ethnocultural units in the modern language. they also remain obscure from the young generation. However, the study recommends to modernize ethnocultural units through teaching in language curriculum and making them a part of social media. In this way, ethnocultural units can be restored in modern times.