ABSTRACT This study examines how national curriculum frameworks in South Africa, India, and Brazil engage with decolonial imperatives in education and promote indigenous education. Drawing on decolonial theory, the research investigates how these postcolonial states negotiate epistemic sovereignty through curriculum reform. Using document analysis, key policy texts were coded across four themes: Indigenous knowledge systems, language and identity, pedagogical philosophy, and globalization. The analysis reveals that South Africa demonstrates the most coherent decolonial reorientation, embedding Indigenous values, multilingualism, and learner-centered pedagogy. Brazil reflects a negotiated approach, balancing Freirean ideals with global standards, while India’s curriculum, though rhetorically rooted in national heritage, remains structurally aligned with neoliberal frameworks. Findings suggest that symbolic inclusion alone is insufficient for epistemic justice; structural transformation of curricular assumptions is essential. The study underscores curriculum as a critical site of resistance and calls for sustained, context-specific efforts to decolonize knowledge production in the education systems of Global South.

This paper examines the decolonization of theatre practices at the University of Malawi, focusing on the author’s efforts to shift from English language and Eurocentric theatrical traditions towards a vibrant celebration of indigenous languages and performance forms. Historically, Malawian theatre–particularly in university settings–has privileged English and Western aesthetics as markers of sophistication, thereby perpetuating colonial hierarchies in creative expression. Building on Ngũgĩ wa Thiong’o’s theory of decolonizing African theatre (Thiong'o, N.w., 1986. Decolonising the Mind: The Politics of Language in African Theatre. Oxford: James Curry), the paper explores the transformative potential of using local languages and traditional performance styles as central modes of artistic creation. Drawing from three collaboratively created productions – Uzimba Usimbe Wako (Sing Your Praises), The Curse of the Hyena, and Malawi – the paper demonstrates how integrating traditional Malawian performance elements fosters theatre that authentically reflects local experiences and identities. Using a reflective, practice-led qualitative approach, the paper draws on my own practice as a theatre educator, alongside insights from students and colleagues, to illustrate how a decolonial agenda has influenced their experiences and reshaped both the broader theatre landscape at the University of Malawi. Through this reflective process, I examine my personal challenges and successes to underscore the critical importance of decolonizing theatre education in Malawi. The article argues that reclaiming indigenous languages and performance forms is essential for empowering marginalized voices and advancing cultural decolonization within the arts. Ultimately, it advocates for a theatre practice that not only embodies local identities but also contests the hegemony of Western standards, fostering a new generation of theatre practicioners grounded in Malawian cultural identity.

This study explores the notion of Linguistic Citizenship (LC) in multilingual contexts of Uganda, where 65 indigenous languages are spoken, and English is used as the main language of education. The core objective of the study was to find out the level of literacy among Primary school learners in Uganda and thereafter establish how multilingualism can be harnessed as a resource for literacy development at the primary school level in Uganda. Through a document analysis of three survey reports, the study identifies three critical issues that stakeholders must address to improve literacy levels in Uganda. These three issues are: (i) Uganda still has many people with no formal education at all, (ii) literacy rates in Uganda are below 50%, and (iii) teaching and learning of local languages can greatly improve literacy in Uganda. Thus, for literacy rates of the country to improve, education policies should shift from a monoglot mentality to a multilingual one. We conclude that multilingualism is a big resource that can be harnessed for literacy development in Uganda

In South Africa, citizens are increasingly using social media to monitor and report failures in municipal service delivery. While Citizen-Based Monitoring (CBM) is gaining traction in public sector reforms, its application through social media remains informal, fragmented, and largely unrecognised by municipal authorities. A notable feature of these practices is the use of African indigenous languages, allowing citizens to articulate grievances authentically within their cultural contexts. Guided by Digital Public Sphere theories and the Uses and Gratifications Theory, this study examines how citizens employ digital platforms - particularly through vernacular expression - to participate in public deliberation, seek accountability and fulfil information, expressive, and community-oriented needs. Using a qualitative design, the research combines content analysis of vernacular posts from municipalities with strong social media presences and in-depth interviews with government officials, community-based organisations (CBOs), and community radio representatives. The findings show that indigenous language use amplifies marginalised voices, enhances accessibility, and fosters communal legitimacy around service delivery grievances. However, municipalities often lack the linguistic capacity, digital tools, and institutional frameworks to monitor or respond effectively to vernacular complaints. Meanwhile, community radio and CBOs play intermediary roles without formal support. The study contributes to digital governance, language justice, and participatory democracy scholarship by proposing a framework to formalise vernacular CBM. Key recommendations include developing multilingual digital engagement strategies, formally partnering with community media, and investing in African-language natural language processing (NLP) tools. Recognising vernacular citizen monitoring practices offers a pathway to more inclusive, responsive, and linguistically representative local governance aligned with South Africa’s democratic ideals.

Information and Communication Technology (ICT) is vital for promoting economic participation and growth. However, the prevalence of English as the main language of ICT presents a significant hurdle for many individuals, especially in Africa, hindering their full involvement in the digital economy. Language is essential for understanding and interaction, and as industries increasingly move to digital platforms, integrating South African indigenous languages into ICT has become necessary for wider participation. Despite extensive research emphasising the need to incorporate African languages into ICT, highlighting key advantages and challenges, a considerable gap remains in examining practical approaches for implementation and a focus on a country perspective with South Africa as one of the examples. This qualitative study aims to explore the reasons behind the slow uptake of South African indigenous languages in ICT and suggest potential strategies for their integration. Data was gathered through a desktop review. The findings reveal a strong demand for incorporating African languages into ICT; however, there is limited investment to support this initiative. The study also highlights issues with language translation, as many African languages lack support from commonly used translation tools, underscoring the need for greater involvement from South African indigenous language speakers in the development and application of these tools. Additionally, the motivation to embrace South African indigenous languages is often insufficient, as many South African language speakers may not fully appreciate the value of their languages due to the longstanding prevalence of English in global communication. The research suggests that highlighting the significance of these languages, enhancing their perceived worth, employing South African indigenous language speakers for ICT development, and securing increased investment are crucial steps for successful integration.

Language’s centrality in technology, or the expression of Artificial Intelligence (AI) through language, should be evaluated to consider whether the Fourth Industrial Revolution (4IR) technologies in banking can be harnessed for equity or whether they risk perpetuating digital divides. A subset of Human Language Technologies (HLT) and Virtual Assistants (VAs) are conversational applications that use machine learning – the use of computers to draw patterns and inferences from large sets of data to provide human-like interactions to customers or users of the software on mobile apps or websites. While assertions that 4IR and its proponents (AI, machine learning, robotics) will have positive and radical impacts, it is crucial to question whether the Virtual Assistants (VAs) used in financial technologies (Fintech) will enable financial access by bridging language barriers rather than risking current forms of exclusion, disparity, and digital gaps. The aim of this paper is to evaluate whether the expression of language in Fintech can be harnessed to promote equity or worsen the digital divide. This is foregrounded by a Critical Discourse Analysis theory to highlight how language manifests in Fintech. Employing an interpretive qualitative methodology, data were collected through semi-structured interviews and focus groups to unearth rich, contextual insights. Thematic analysis was used to unravel imaginaries surrounding VAs and to extract meaningful patterns. This paper demonstrates that, while great in theory, accommodating the rich diversity of languages spoken in South Africa often runs counter to the pressures of the market in practice. Therefore, this study looks to catalyse policy development that will ensure that HLTs, like VAs, incorporate indigenous languages. This can be achieved by subsidising the development of Free and Open-Source solutions for use in the financial sector. These policies and solutions can be developed in collaboration with local communities, who can provide valuable feedback on their experiences with VAs.

ABSTRACT Peru’s constitution recognizes its multicultural identity, yet most of its 48 indigenous languages face extinction. This paper shifts from a static diagnosis of language condition to a dynamic SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis of the revitalization process itself – the machinery of policies and programs designed to reverse language shift. We argue the state-led apparatus is systemically failing. Strengths like a robust legal framework and grassroots digital activism are neutralized by weaknesses such as chronic budget gaps and a crisis in Intercultural Bilingual Education (IBE). Opportunities from international models and economic synergies are counteracted by threats like structural discrimination and political instability. The paper proposes a strategic framework for the State, educational institutions, and the private sector to bridge the gap between top-down policy and bottom-up vitality, transforming symbolic multiculturalism into substantive intercultural citizenship and linguistic justice.

This study examines the integration of digitalization, mobile applications, and vernacular languages in Small, Medium and Micro Enterprise (SMME) management within KwaZulu-Natal Province, South Africa. A quantitative descriptive analysis was conducted using systematic probability sampling of 147 SMMEs across five sectors (agriculture, hospitality, construction, healthcare, and transportation) in the KwaZulu-Natal Midlands region. Findings reveal significant gaps between policy support and the actual implementation of digital-vernacular language integration, with 45% of respondents indicating inadequate policy support and 58.9% expressing dissatisfaction with the current progress of digitalization. Results suggest the need for targeted policy interventions to support the digital transformation of SMMEs that incorporate indigenous language capabilities. The study contributes to understanding the intersection of digital transformation and linguistic diversity in emerging economy entrepreneurship management, and the dynamic capabilities theory was undertaken as the benchmark to support the literature. The findings revealed a disconnect between the provision of support from policymakers and authorities regarding the program of action and deliverables that could help SMMEs integrate their entrepreneurial management with the demands of digitalisation, including resources and capabilities. The findings further exposed the gap between the expectations of SMMEs and the current level of digital and vernacular language integration in terms of systematic support and deliverables. Additionally, the findings characterized the slow pace of transformation supported by policymakers in digitalization, mobile applications, and the adoption of vernacular languages, which is already at an advanced stage in similar emerging economies in the global South.

This study examines the imperial status of English via a critique of Phillipson’s Theory of Linguistic Imperialism. The communicative potency of the English language on the international stage resonates with its label as an ‘imperial language’. English is used in discrete communication situations in different regions of the world. Some of the functions of the language in such regions are assigned to it through legislation, because of the expanse of the referential/representational function of the language. For example, in former British colonies, the English language adequately fills up the vocabulary inadequacies of indigenous languages. This is crucial in contemporary times given the fact that individuals and nations try to cope with the communication constraints of globalization. In this regard, multiculturalism and intercultural communication tendencies are promoted, encouraged and demonstrated. This study is anchored by two theoretical frameworks: Afolayan (1995:1988); and the Wider and Narrower Perspectives of World Englishes. The study concludes that from different viewpoints, English is an imperial language: English nations dominate in different domains of world affairs, English is lingua franca in some countries, English is a language of wider communication; and English is used for documentation and publications across disciplines.

The integration of artificial intelligence into indigenous language teacher education presents both opportunities and challenges, particularly in resource-constrained contexts that implement competency-based curricula. This study assessed baseline AI-Technological Pedagogical Content Knowledge (AI-TPACK) competence and identified pedagogical knowledge gaps among 26 preservice Luganda teachers at a Ugandan university. Using a convergent mixed-methods design, data were collected through AI-TPACK surveys, semi-structured interviews, focus group discussions, and document analysis. Quantitative findings revealed moderate overall AI-TPACK competence with significant disparities between foundational knowledge domains and integrated competencies. AI-TPACK integration scored lowest, while Content Knowledge was highest. Qualitative analysis identified five major pedagogical knowledge gaps: limited understanding of genre-based pedagogy, a superficial grasp of functional grammar principles, an absence of Focus-on-Form strategies, a lack of systematic assessment approaches for competency-based instruction, and no prior experience with AI integration in language teaching. These compound deficiencies reveal that preservice teachers possess isolated knowledge components but struggle with the integration required for effective technology-enhanced, competency-based indigenous language instruction. The findings indicate an urgent need for comprehensive pedagogical frameworks that simultaneously develop content, pedagogical, and technological knowledge in an integrated rather than isolated fashion. Implications for indigenous language teacher preparation programs and curriculum reform are discussed.

A review on speech emotion recognition for low-resource and Indigenous languages

Abstract The paper examines sociological innovations and improvisations for learning motivation in Nigeria Basic Education. Human and material resources for instructional delivery at this level of education have been always limited for effective teaching and quality learning among pupils and students in both public and private schools. Teacher service at this Basic Education is poorly remunerated. Mother tongue policy as a medium of instruction has been noted to be abused and decelerates quality learning among primary school pupils and junior secondary school students. Few teachers have been with strong-will for commitment to effective teaching in English Language and to motivate learners in their mother tongue and indigenous languages of the school immediate environment. Supervision of classroom instructions and inspection of school activities are less observed and as such, teacher attitude to work is much retarded. Proportion of teachers who are equipped with conceptual illustrations of abstract ideas and happenings in the society are not encouraging. Specialist teachers in English Language, Mathematics and Basic Science recruited for teaching service are always inadequate. The majority of teachers being recruited are therefore tasked upholding consistency in explanation and interpretation of terms in child’s friendly local language of the school environment and consistency in reading comprehension with the pupils or students alongside several class activities, corrections and repeated teaching. The school management should intensify supervision of classroom instructions as well as school inspection on general activities of the learning environment. Keywords: Mother Tongue, Conceptual Illustrations, Reading Comprehension, Class Activities, Supervision and Inspection

Cultural narratives embedded in indigenous languages are central to moral education and civic identity in African societies. Yet the dominance of Western communication norms in Nigerian schooling has diminished the role of indigenous knowledge in value formation. Guided by Vygotsky’s Sociocultural Theory and Kohlberg’s Theory of Moral Development, this study investigates how storytelling and indigenous language–based classroom communication can promote civic values and moral behavior among Nigerian learners. A quantitative survey design was employed across six geopolitical zones, with 874 valid teacher responses analyzed using descriptive statistics. Results indicate strong teacher recognition of storytelling as a culturally grounded tool for fostering civic virtues such as honesty, tolerance, communal responsibility, and national identity. However, insufficient teacher preparation, scarcity of local-language instructional materials, English-language dominance, and negative sociocultural ideologies hinder implementation. The study concludes that systematic integration of indigenous narratives into classroom communication is critical to strengthening civic engagement and moral consciousness in Nigeria. It recommends curriculum reforms, culturally responsive teacher training, policy support for Nigerian languages, and school–community partnerships to preserve and transmit civic values for national development.

This study examines the complex interplay between rapid urbanization and the preservation of indigenous cultural practices in Lagos, Nigeria. As Africa's most populous city and one of the world's fastest-growing urban centers, Lagos presents a compelling case study of how traditional cultural systems adapt, resist, or transform under intense urban pressures. Through a multidisciplinary analysis encompassing historical, sociological, and spatial perspectives, this article reveals that urbanization in Lagos has created both significant challenges and unexpected opportunities for cultural continuity. While modernization threatens indigenous languages, rituals, and social structures, it has also catalyzed innovative forms of cultural expression and hybrid identities. The research draws on urban theory, cultural studies, and African historiography to argue that the Lagosian experience represents neither complete cultural erosion nor static preservation, but rather a dynamic process of negotiation wherein traditional and modern elements interact to create distinctive urban cultural forms. The findings suggest that sustainable urban development in African cities must incorporate culturally sensitive approaches that recognize traditional systems as assets rather than obstacles to urban progress.

This study investigates the complex interplay between large-scale development, environmental transformations and cultural resilience among Indigenous Peoples in Borneo. Using a mixed-methods design, it integrates geospatial analysis, ethnographic fieldwork and policy review to assess the socio-cultural implications of infrastructure and economic projects. Findings reveal that while development enhances regional economic integration, it often precipitates cultural conflicts such as land dispossession, erosion of Indigenous languages and threats to sacred sites. Prevailing top-down communication practices marginalize Indigenous voices, thereby weakening community agency. Conversely, cultural communication through rituals, arts and oral traditions emerges as a vital mechanism for identity preservation and negotiation of development pressures. The study highlights the urgent need for participatory communication frameworks, inclusive policy dialogues, and legal reforms that recognize customary land tenure. It underscores the critical role of Indigenous narratives in shaping development discourse and contributes insights for more equitable and sustainable development policies in Indigenous territories globally.

ABSTRACT This study investigates the complex interplay between large-scale development, environmental transformations and cultural resilience among Indigenous Peoples in Borneo. Using a mixed-methods design, it integrates geospatial analysis, ethnographic fieldwork and policy review to assess the socio-cultural implications of infrastructure and economic projects. Findings reveal that while development enhances regional economic integration, it often precipitates cultural conflicts such as land dispossession, erosion of Indigenous languages and threats to sacred sites. Prevailing top-down communication practices marginalize Indigenous voices, thereby weakening community agency. Conversely, cultural communication through rituals, arts and oral traditions emerges as a vital mechanism for identity preservation and negotiation of development pressures. The study highlights the urgent need for participatory communication frameworks, inclusive policy dialogues, and legal reforms that recognize customary land tenure. It underscores the critical role of Indigenous narratives in shaping development discourse and contributes insights for more equitable and sustainable development policies in Indigenous territories globally.

This paper presents a conceptual overview of traditional readability metrics adapted for two South African Indigenous languages, isiZulu and Sesotho, which differ orthographically with conjunctive and disjunctive writing systems, respectively. Both languages are low-resource, lacking extensive corpora, lexicons, and pretrained models necessary for automatic readability assessment. By critically examining these adaptations, we highlight the challenges of applying English-based metrics to morphologically complex African languages and emphasise the need for language-specific digital resources that reflect local linguistic structures. Our work aligns with ongoing efforts to develop and enhance language resources for under-resourced African Indigenous languages, thereby supporting their evolving presence and accessibility in the digital age, including contexts shaped by large language models.

The sixth workshop on Resources for African Indigenous Languages (RAIL) was held on 10 November 2025 at the CSIR International Convention Centre in Pretoria, South Africa. It was co-located with the Digital Humanities Association of Southern Africa (DHASA) 2025 conference, which took place from 11 to 14 November 2025

This study investigates how Nigerian higher education institutions adopt technology for translanguaging, focusing on the influences of technological, organizational, social, and cultural factors. The researchers anchored the study using translanguaging theory, sociocultural theory of learning, and the technology acceptance model. A quantitative cross-sectional survey design was utilized to collect data from lecturers and students at two institutions in Nigeria. The researchers used Jamovi software to analyze the data and evaluate the reliability, validity, and significance of the hypothesized relationships. The availability of digital tools, the technical proficiency of lecturers and students, institutional support, and training programs significantly enhance the adoption of technology. Collaboration, peer-to-peer communication, and a positive attitude toward multilingualism influence the use of technology. The acceptance of indigenous languages impacts how people use technology for translanguaging. The study concludes that adopting technology can enhance multilingual proficiency, promote linguistic diversity, and improve educational outcomes. This study provides insights to guide policymakers and educators in using digital tools to implement translanguaging practices. These practices will help preserve and promote indigenous languages within the context of technology adoption for multilingual education in Africa.

The International Decade of Indigenous Languages, launched in 2022 under the auspices of UNESCO, has predetermined a significant increase in both activities for the preservation and revitalisation of minority languages around the world, the improvement of national and international legislation regulating language relations, and an increase in the number of scientific studies in this field. Changes in language legislation both in the Russian Federation and in large multi-ethnic countries testify to significant shifts in global trends in language policy based on new scientific and statistical data. In this connection, comparative legal studies of the language relations of such countries, among which Canada acquires the greatest interest from the scientific point of view, are of particular relevance. Canada has more than sixty autochthonous languages, nine of which are recognised as official languages. The basic legal provisions are enshrined in the federal Official Languages Act of 1988. In addition, Canada, like the Russian Federation, has a federal structure. The insufficient number of scientific studies, the lack of relevant scientific sources, the absence of Russian-language translations of the major sources of Canadian language law and policy, as well as radical transformations in political views and approaches to the development of language policy in Canada necessitates an increase in comparative legal research, which can provide valuable scientific material for the development of domestic language legislation and linguistic security in the context of the transformation of international politics.