Indigenous Languages Research Articles

Decolonial Language Education and Identity Realization in Africa

This paper explores the relationship between language education and identity realization and the consequences of choosing either an Indigenous or a colonial language education approach. The focus is on the African postcolonial context; however, the arguments are also substantiated by examples from other parts of the world. I argue for a decolonial-multilingual approach to language education, where our conceptualizations of language must be decolonized (freed from colonial rhetoric) so that language use can be explored for its utility. The paper juxtaposes two lines of arguments: the first is an insistence on a return to Indigenous language education as a form of decolonial resistance and warnings against intellectual control through colonial language education. The second line of argument explores the possibilities of compartmentalizing and interrogating language use as an alternative decolonial-multilingual reality, thereby redefining an individual’s relationship with language and its influence on identity realization. As the paper highlights the extent to which language and identity are correlated, I conclude by stressing the need to decolonize language if identity realization is to be decolonized.

From words to wealth: Decoding the language markers and compositions of shop names in Banda Aceh

This qualitative study examines the names of 100 local and independent businesses to study the linguistic diversity and features of the linguistic landscape in Banda Aceh, Indonesia. The names here refer to those written in specific languages used in Aceh (Indonesian, Acehnese, English, Arabic, and other indigenous languages spoken in the province). The data was collected from five main roads, capturing the shop names for analysis. The results show that English is the dominant language choice, composing a majority of 45% of signage, showing the influence of globalization and the desire for international appeal. While English appears to convey prestige, some businesses blend it with Indonesian or Acehnese, connecting with local culture and engaging diverse audiences. This deliberate language choice reflects a commitment to cultural preservation and authentic customer experiences. Meanwhile, diverse linguistic combinations, emphasizing global influences, cultural preservation, and strategic branding, were also revealed. The most prevalent linguistic structure of signs is product+X (57%), which highlights product types, followed by place+X (14%) which emphasizes regional or cultural identity. In addition, a name/person’s name+X establishes a personalized connection (6%). Finally, in language markers, shop names reveal globalization’s prevalence and demonstrate efforts to convey a global image. The revitalization marker reflects the commitment to the Acehnese language and cultural pride. Identity markers, which include place, name, abbreviation, product, plant name, and brand, establish trust, familiarity, and resonance, creating a dynamic linguistic and cultural landscape where businesses steer global influences and local heritage to connect authentically with customers. To conclude, shop names in Banda Aceh illustrate a vibrant linguistic and cultural environment where businesses use global influences and local heritage to create meaningful bonds with customers.

Sociodemographic and Health-Related Risk Factors Associated With Planned and Emergency Cesarean Births in Mexico.

Cesarean delivery is a contributing factor to many delivery care and postpartum maternal morbidities, especially when a cesarean delivery is unnecessary. Mexico has one of the highest cesarean birth rates in Latin America, and as such, our objective was to identify the sociodemographic, reproductive, maternal care, and health-related characteristics associated with the prevalence of planned and emergency cesarean births in Mexico. Using nationally representative data from a Mexican probabilistic survey (ENSANUT 2021), we examined and developed a cross-sectional analysis of women aged 12 to 19 with a live-birth and women 20 to 49 years who had their last live-birth within five years before the survey (n = 1330). We used multinomial logistic regression analysis to examine predictors associated with planned and emergency cesarean births. The live-births within our sample included 50.7% vaginal, 27.5% emergency cesarean births, and 21.8% planned cesarean births. Younger age groups at delivery, speaking an indigenous language, and receiving delivery care at open public services are negatively associated with having any cesarean birth. Receiving delivery care at private institutions and having hypertension during pregnancy increases the odds of having both planned and emergency cesarean births. Emergency cesarean births are positively associated with tertiary education and negatively correlated with the parity of three or more children, while planned cesarean births are more likely for women with a parity of two. Efforts to reduce unnecessary cesarean births should include evidence-based medicine recommendations, actions to avoid the first cesarean birth, and providing pregnant women with counseling to support informed decisions.

Racial discrimination and Aboriginal and Torres Strait Islander suicide mortality rates in Queensland.

The study aimed to examine the associations between experiences of racial discrimination within communities with suicide mortality rates for Aboriginal and Torres Strait Islander people. Age-standardised suicide rates (ASRs) were calculated using suicides recorded by the Queensland Suicide Register (QSR) of Aboriginal and Torres Strait Islander people in Queensland from 2009 to 2015. Rate Ratios (RRs) were used to compare ASRs in areas with high and low levels of reported discrimination, and other comparative community-level risk and protective factors (remoteness, socio-economic resources, and Indigenous language use). The age-standardised suicide rate was 31.74 deaths per 100 000 persons/year for Aboriginal and Torres Strait Islander people for the years 2009-2015. ASRs were significantly higher in areas where more of the First Nations residents experienced recent discrimination (RR = 1.33; 95%CI = 1.05-1.70, p = 0.02), and the age-specific suicide rate was significantly higher for those aged 25-34 in areas with more discrimination (RR = 1.67; 95%CI = 1.04-2.74, p = 0.03). By comparison, the ASRs were not significantly higher in areas with regional and remote communities (RR = 1.10, CI 95%=0.75-1.61, p = 0.60), or areas with lower socioeconomic resources (RR = 0.86, 95%CI = 0.66-1.13, p = 0.28). Areas in which more First Nations residents spoke Indigenous languages had significantly lower ASRs (RR = 0.71; CI95%=0.53-0.95, p = 0.02). Suicide mortality rates for Aboriginal and Torres Strait Islander people in Queensland were influenced by experiences of racial discrimination within communities and Indigenous language use, with greater associations reported than with socio-economic resources or remoteness. The findings reflect the public health risk of discrimination and provide evidence for enacting strategies to reduce institutional and personal discrimination to reduce suicide.

University Scholarships: A Process of Interculturality in the Andean Region Contributions to The SDGS

Objective: This study aims to investigate how inclusive scholarships aimed at diverse communities in the Andean Region promote interculturality and equitable access to higher education. It aims to explore how these scholarships foster inclusion, development and cultural exchange in the region. Theoretical Framework: This topic addresses the fundamental concepts that support the research. Dussel (2016) highlights intercultural dialogue as a promoter of understanding and respect between cultures, while Fornet-Betancourt (2007) argues that this thought transforms Latin American philosophy beyond theoretical debates. Method: The research uses a qualitative ethnographic approach, combining hermeneutic methodology and discourse analysis. A native Quechua team studies the Asháninca territory, at risk of linguistic extinction, collecting data through observations, interviews and coexistence with university scholarship actors and local authorities. Results and Discussion: The results highlight the need to promote indigenous languages ​​and support at-risk communities, in contrast to the goals of the Peruvian State. The scarcity of information in the beneficiary database limits the research, despite the existing literature. Research Implications: The implications of this research are analyzed in the practice of farmers, parents, university authorities and students. Scholarships offer intercultural opportunities, but some question their legality, alleging undue benefits for relatives of those already in the system. This affects socialization, linguistic interference and interculturality. Originality/Value: This study enriches the literature by showing that scholarships in Peru promote well-being and develop skills for higher education. It highlights the importance of the media and teachers in the dissemination of these initiatives in a centralist context.

Memory and motivation in language revitalization practice

AbstractThis article examines the relationship between collective memory and individual second‐language (L2) learning motivation as articulated in a qualitative research study with language revitalization practitioners. These practitioners learn and teach their languages and engage in other activities in order to bring Indigenous or ancestral languages into new use following a period of loss. In this study, 28 revitalization practitioners from eight language communities were interviewed about why they choose to learn their languages, what challenges they face, and what supports them in their practice. Interviews were first analyzed using inductive thematic analysis and were subsequently analyzed deductively to engage with research on the functions of autobiographical memory. Findings show how collective memories are made salient in the language revitalization experience, how individuals grapple with painful memories of what their communities and families endured as a result of colonization, and how these collective memories impact individual L2 motivation. These findings illustrate the importance of collective memory in theorizing L2 motivation in order to enhance understanding of context, dismantle overly individualistic interpretations of L2 motivation models, and open avenues for critically engaging with historical trauma and resistance.

Exploring the Importance of Traditional Schools in Maintaining the Heritage Language: A Study of Tshivenḓa from Tshimbupfhe, South Africa

This study aimed to explore the critical role of traditional schools—specifically murundu and vhusha—in preserving the Tshivenḓa language and cultural heritage in Tshimbupfhe, in the Limpopo Province, South Africa. Traditional schools play a significant role in preserving languages and cultural traditions that might otherwise be at risk of erosion due to globalisation, modernisation, or cultural assimilation. A deeper comprehension of their role allows individuals to appreciate more fully how these schools contribute to the preservation of cultural diversity and heritage. The study sampled 31 participants. This study adopted a qualitative approach and relied on face-to-face semi-structured interviews to collect and analyse data. The theoretical framework used to underpin the study was the Afrocentricity theory. The findings of the study illustrated that traditional schools serve as pivotal institutions for the transmission of linguistic and cultural knowledge, integrating indigenous values, practices, and language into their curricula. The study provides insights into how traditional schools facilitate the transmission of cultural values, practices, and languages to younger generations. By exploring the methods and content of traditional education, the research highlights how these institutions contribute to cultural continuity and identity. Secondly, the study contributes to the documentation and preservation of indigenous educational practices and pedagogies. It offers a comprehensive account of how traditional schools operate, including their teaching methods and cultural rituals, thereby preserving valuable knowledge for future generations. Furthermore, this study enhances the understanding of traditional schools’ significance and supports the preservation of language and cultural heritage.

Plural Elohim as anyame in Psalm 82 of The Asante Twi Bible: A colonial imposition

Postcolonial theoretical examinations on the translation of the Bible in Africa have revealed the systematic process of domination and restructuring of the worldview of Africans. The colonial agenda that coloured the missiological thrust influenced the choice of words and concepts used to translate the Scriptures. By examining the word Elohim in Psalm 82, this article highlights how this development is realised in the translation of the Asante Twi Bible. For instance, in Psalm 82, the plural Elohim has been translated as anyame in the Asante Twi Bible, a translation that is not only inappropriate but alters the religious worldview of the Asante people. As a mission agenda, the term anyame was coined to redefine the religion of the Akan people as polytheism. This redefinition has had a profound and longstanding impact on the language and religious thinking of the people. At the least, this article recommends a constructive reading of Psalm 82 in the Asante Twi Bible in order to decolonise it from colonial impositions that sought to wrongly qualify the life and thought of the people. At the most, the article calls on African biblical scholars to pay more attention to the impact of colonialism in their interpretation of the Bible in order to draw attention to changes in structure of the indigenous language and thought patterns, and to look for creative ways to redeem traditions of the African people.Contribution: The study demonstrates the continuous need to decolonise the Bible in Africa in order to help recover some of Africa’s religio-cultural identity lost during the missionary drive.

Assessing the Effectiveness of Teaching Methods Used to Teach Indigenous Languages Reading to Grade One Learners in Bulawayo Central District in Zimbabwe

This study assessed effectiveness of teaching methods for teaching indigenous languages reading to grade one learners, phonic method, syllabic approach and whole word method. The syllabic approach was found to be the most effective method to teach indigenous languages reading to grade one learners. The study reveals that methods used to teach indigenous language reading to grade one learners in Bulawayo central district are ineffective, and are leading to failure. To solve the problem, the researcher designed a teaching model, and termed it, Triple S model, that combines a syllabic approach, spellings, and sentences to teach indigenous languages reading. The study reveals the effectiveness of Triple S (SSS), showing that learners taught using this method mastered indigenous language reading skills faster. The study recommends Triple S model to be the suitable method for teaching indigenous languages to grade one learners. The research also urges the training of specialist teachers in areas where there are shortages of teachers who can speak indigenous language of the province. By implementing these recommendations, the study aims to improve the teaching of indigenous languages to grade one learners. The findings and recommendations provide important information to all stake- holders.Qualitative research method was used, data was generated through interviews, document analysis and lesson observations.

Deconstructing Students’ Language Identities On X: A Nigerian and Malaysian Case Study For Education

This study investigated students’ language deconstruction and identities on X social media technology. The Gen Z’s and Big Data are currently in vogue, which affords this research to enquire using a quantitative methodology. Besides, the online data analytics consisting of the number of likes, repost and comments were gathered from the X social media. Nowadays, the social media acts as an online reservoir for internet data that are readily available for use. Learning analytics are records of students’ activities based on their engagement on social media. However, the respondents in this study were students randomly selected from a two-world perspective on X, consisting of Malaysian and Nigerian students. A detailed data analysis was conducted using the statistical package for social sciences (SPSS) and the results showed a recent decline of students’ engagement in educational discourse using indigenous languages on X. The recent decline was informed by this study’s data, which implies an imminent action is required to ensure the indigenous languages are protected from extinction. This study findings are significant to lecturers, policymakers, researchers and Government in ensuring that more language diversity issues are considered in this 21st century. This research likewise addressed the English language (L2) significance in educational discourse with a recommendation for the inclusion of more indigenous language option on X for diversity and equality purpose.

The Politics of Memory: NLP Models as Liberating Artifacts

The main argument of this article is that natural language processing (NLP) projects of Indigenous African languages can be understood as an effort to restore and preserve Africa’s memory in the digital. Language has always occupied a particular place in the African decolonial imaginary. Several African states embarked on processes of Africanisation of postcolonial institutions in their respective national contexts. One of the main features of this project in many African countries was the restoration of African languages in education and public service. Taking a social constructivist approach rooted in science and technology studies and looking through the analytical lens of decoloniality in Africa, I conceptualise NLP models of Indigenous African languages as liberating artifacts. I mobilise decolonial theory to look at language as a technology that can be used to dis-member and re-member the African subjects of their memory of being as people. The coloniser erased the memory of the African subjugated by cutting off their linguistic connections and instead planted the European memory. From this perspective, decolonisation can be understood as a process of re-memberment that can be achieved through the return of the languages of those whose humanity has been denied or questioned. In this sense, NLP projects offer instances of the digital that represent spaces of restoration and negotiated digital futurities. I contend that these digital spaces in Africa are social spaces of contestation about what common investments should be made, what collective futures are desirable and what are the perceived material consequences of such shared imaginations.

The impact of language variation on educational outcomes in African rural settings

The present research discusses how language variation may influence educational outcomes within African rural settings concerning indigenous languages, colonial languages, and dialectal diversity. From the critical literature review, it has been determined that mother-tongue education advances academic performance as well as social cohesion and engagement since students find learning more accessible and relevant to their culture. Conversely, the range of dialects, along with other issues such as a lack of resources and proper teacher training, complicates the implementation of mother-tongue education. On the other hand, the use as medium of instruction of a few colonial languages causes inequalities to worsen, alienating rural learners and causing underachievement. This study has strengthened calls for more flexible and localized language policies, with further research on the longer-term impacts of indigenous language education in rural classrooms and the role of dialects. The resolution of at least these linguistic problems would allow the countries of Africa to come closer to equitable and more inclusive education systems. Keywords: Language Variation, Educational Outcomes, Rural Africa, Indigenous Languages, Colonial Languages, Dialectal Diversity.

Environmental Conservation and the Bulawayo CBD as a Linguistic Landscape Construction: An Ecolinguistics Perspective

This study deploys the ecolinguistics perspective to examine how purposively selected signs communicate environmental conservation issues in the city of Bulawayo as a linguistic landscape construction. Drawing on Haugen’s language ecology model and Halliday’s eco-discursive approach, the study reveals that the dominance of English and the invisibility of indigenous languages violate an inclusive ecosophy couched on principles of diversity and harmony, interaction and coexistence. The study also reveals an ecological orientation that is both beneficial and ambivalent. We therefore recommend the inclusion of indigenous languages and the framing of more eco-beneficial messages that foreground the benefit of positive environmental stewardship.

Effectiveness of Mother Tongue Instruction on Literacy Rates in Primary Education in Kenya, Examining the Transition from Indigenous Languages to English in Urban and Rural Settings

Purpose: The aim of the study was to analyze the effectiveness of mother tongue instruction on literacy rates in primary education in Kenya, examining the transition from indigenous languages to English in urban and rural settings Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Studies on the effectiveness of mother tongue instruction in Kenya's primary education reveal that using indigenous languages in early education significantly improves literacy rates, particularly in rural areas. In these settings, children who learn in their native languages during the early grades develop stronger foundational literacy skills compared to those taught in English from the start. Unique Contribution to Theory, Practice and Policy: Sociocultural theory, cummins’ linguistic interdependence theory & transitional bilingual education theory may be used to anchor future studies on the effectiveness of mother tongue instruction on literacy rates in primary education in Kenya, examining the transition from indigenous languages to English in urban and rural settings. Schools, particularly in rural areas, need more resources like textbooks and teaching aids in indigenous languages to support early literacy development. Policymakers should implement flexible language policies that consider the different linguistic needs of urban and rural populations.

Removing the Binary: An Exploration on the Impact Language has on Our Gender Perception

Language, as a reflection of societal values and beliefs, wields the power to shape perceptions of gender, often perpetuating a binary understanding through grammatical gender systems. The influence of the generic masculine and masculine norm within languages with dense grammatical gender reinforces this binary, marginalizing communities and centralizing power within the masculine form. Despite these challenges, endeavours towards gender neutrality within grammatical gender languages offer hope, particularly in their potential to benefit marginalized groups like the LGBTQ+ community. However, while recent advancements demonstrate potential for gender neutrality within language, the possibility of achieving a genuine ‘gender-free’ language remains a question, especially within grammatical gender languages and beyond. In order to begin answering this question, one needs to understand the concept of ‘gendered language’ and how it has impacted our perception of gender throughout history. It is also necessary to analyse how recent linguistic adjustments impact the LGBTQ+ community and the changes in attitudes towards non-binary spaces. By comparing attitudes towards gender in grammatical gender and genderless languages, we gain insight into the intricate relationship between language and societal norms. To do that one needs to look at the contemporary languages such as English, Spanish and Swedish, which are undergoing gender-neutral adaptations within the core lexicon and grammar. In addition to indigenous languages that have historically included a form of gender neutral language. In essence, this examination of language and gender dynamics offers the conclusion that it is possible to remove gender from language, yet cannot change the impact that gendered language has already had on society’s perception of gender.

Towards equitable reporting of Indigenous status, ethnicity, language and country of birth in Australian paediatric clinical studies: A scoping review.

This scoping review aims to expansively review the reporting of Indigenous status, ethnicity, culture, language and country of birth in Australian paediatric clinical studies. Scoping review of Australian clinical studies, including randomised controlled trials, non-randomised controlled trials, cluster randomised controlled trials and quasi-experimental studies, with paediatric participants (<18 years) or mixed adult and paediatric participants. PubMed, Cumulated Index to Nursing and Allied Health Literature and Embase databases were searched for clinical studies published 1 January 2018 to 28 November 2022. Of the 2717 studies identified in the search, 209 clinical studies were included. Overall, 131 (62.7%) clinical studies captured in this review did not report any of the variables of interest. When reported, terms used by study authors varied extensively and subsequently five study-defined categories emerged 'Indigenous status', 'race', 'race and ethnicity', 'ethnicity', or 'natural skin colour'. 'Indigenous status' was most reported (n = 37, 17.7%), followed by 'ethnicity and/or cultural background' (n = 15, 7.2%), 'race and ethnicity' (n = 4, 1.9%), race (n = 1, 0.5%) and 'natural skin colour' (n = 1, 0.5%). Furthermore, language used at home was reported in 27 studies (12.9%) and country of birth in 23 studies (11.0%). This review demonstrated very low reporting of Indigenous status, ethnicity, culture, language and country of birth in Australian paediatric clinical studies. Poor reporting has raised concerns surrounding generalisability of findings from these trials in addition to equity. The recent international shift encompassing improved clinical trial reporting requirements, for ethnicity and race, require prompt establishment in the Australian clinical trial domain.

Waterborne Gastrointestinal Diseases and Child Mortality: A Study of Socioeconomic Inequality in Mexico

In Mexico, 1.9% of child mortality among children aged 3 to 15 years is attributed to waterborne gastrointestinal diseases (WGD). This study employs a generalized bivariate logit econometric model to simulate the relationships between mortality risks and seven explanatory variables. Based on the model results and sensitivity analysis of the estimated parameters, a set of policies was designed to reduce the likelihood of child mortality. The proposed strategy involves implementing the following public policies, primarily targeting communities with extreme and high marginalization: increasing access to drinking water, improving housing conditions, expanding parental basic education coverage, and providing nutrition and healthcare to children from an early age. The findings reveal that children who speak an indigenous language face a mortality risk from WGD that is three times higher than those who do not, while children who receive medical services have a 29% lower risk of mortality compared to those who do not have access to them. It is recommended to offer free medical care in indigenous languages within high-marginalization communities. The combined impact of these policies is expected to significantly reduce child mortality due to WGD.

40 Trust, belonging and understanding - The experiences of families who use languages other than English (LOE) that are hospitalized on general paediatric inpatient units

Abstract Background Despite recognition that social determinants are critical to health outcomes, many groups, including those with lower incomes, racial/ethnic minorities, and other historically marginalized populations, continue to experience significant social and structural barriers to care. There is need for research that incorporates patient and stakeholder engagement in developing, testing, and disseminating interventions to improve outcomes for patient populations that have been marginalized in the health system. Patients who use a language(s) other than English (LOE) for healthcare communication are at increased risk for experiencing adverse events and worse health outcomes in healthcare settings, including in paediatric hospitals. Canadian census data indicates 12.7% of Canadians predominantly speak a language other than French or English. This work aims to generate knowledge to improve health outcomes for children and families who speak LOE. Objectives (1) To understand the lived experience of families who speak LOE around the hospitalization of their child and (2) To understand the perspectives of patients and families who speak LOE on how the healthcare system can improve care during hospitalization. Design/Methods The premise of this study is participatory research. We designed a qualitative study involving children hospitalized in the General Paediatric Inpatient Unit at the Hospital for Sick Children. The study includes family caregivers of children age 0 to 18 years who identify as speaking LOE. Children and families could speak any language that we were able to obtain interpreter support for. We excluded patients that spoke a traditional Indigenous language as we noted this work required a separate study in partnership with the Indigenous community. We conducted semi-structured virtual individual interviews with children and families post-discharge with a medical interpreter. An interview guide was developed and transcripts were analyzed using thematic analysis. We took several steps to ensure an effective study design given our goals of participatory research including ensuring patient and family engagement throughout the design process. Results 19 families participated in the interviews and 16 different languages were represented amongst our participant groups. Our study is unique in especially unique in it's ability to recruit and interview individuals with so many different primary languages. Our study provides rich insight into opportunities within the paediatric inpatient setting for quality improvement to address the health disparities experienced by patients and families who use LOE for healthcare communication. Our analysis of the interviews identify several themes that provide insight into the lived experience of patients and families who use LOE for healthcare communication. 1) Inconsistent interpreter use affects communication “in the moment” and the ability to develop an “overall understanding” of the current clinical situation and broader healthcare context. Our participants note a "snowball effect" when interpreters are not consistently utilized. 2) In addition to language, multiple additional social factors contribute to an increased sense of vulnerability and modulates how families “trust” the healthcare system. 3) Despite families expressing positive experiences, they noted that they did not, nor expect to feel like they “belonged” within the healthcare system. It is critical to recognize the complex interplay between many factors surrounding our participants’ identities. Though they use a LOE for healthcare, the intersectional marginalization they experience was thoroughly represented during our conversations Conclusion Our research aimed to take a participatory approach to consider the lived experience of patients and families who use LOE for healthcare communication. This work builds on the current literature on patient and family centered care, experiences of families who speak LOE and participatory community-based research in the paediatric hospital settings. Our study's findings support the development of a research and intervention agenda in Canada to improve health outcomes for patients and families with LOE.

Growing Our Roots

This study examines early language and literacy from Indigenous perspectives, addressing the educational gap for Indigenous children. Through an Indigenous methodology, 22 participants revealed themes on culturally responsive education, cultural identity, tradition preservation, and addressing intergenerational trauma. Findings emphasize the need for equitable practices and suggest ways to enhance Indigenous language and literacy learning in homes, schools, and communities.

Native American and Indigenous Language Practices and Politics

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) designated the years between 2022 and 2032 as the International Decade of Indigenous Languages in an attempt to promote language “preservation, revitalization and promotion.” Such statements convey more than advocacy; they also convey complex politics and histories surrounding settler-colonial and Indigenous encounters through, with, and for Indigenous languages and community practices. What will those encounters look and sound like at the end of the decade? This review traces trajectories toward possible outcomes and political configurations.