Language Revitalization Efforts Research Articles

Technology and Language Revitalization in Indonesia: A Literature Review of Digital Tools for Preserving Endangered Languages

This systematic literature review examines specific digital tools such as mobile apps, online dictionaries, and social media platforms, evaluating their implementation and effectiveness in preserving endangered languages in Indonesia. Drawing from an analysis of ten scholarly publications spanning 2019 to 2023, key tools identified include the Android-based Lampung dictionary, "Nusantara in Your Hand" for Javanese and Madurese, and the Muyu-Indonesian-English Dictionary App. These tools engage communities through initiatives like the Balinese Language Digital Dictionary and BASAbali Wiki, utilizing platforms such as WhatsApp, Facebook, and YouTube for cultural preservation. Implementation strategies encompass a variety of mediums: mobile apps tailored for Lampung, Javanese, and Madurese speakers; comprehensive online platforms like the Balinese Language Digital Dictionary and BASAbali Wiki; interactive resources such as LearnJavaneseOnline.com; and dynamic social media engagement on WhatsApp, Facebook, Twitter, and YouTube. Utilizing modern technology, these tools document, teach, and sustain regional languages, enhancing accessibility and fostering community engagement. Their effectiveness lies in promoting community involvement, integrating into educational frameworks, and gaining support from governments and local communities, thus playing a crucial role in safeguarding Indonesia's linguistic heritage and cultural identity. In conclusion, digital tools present significant progress in preserving Indonesia's linguistic diversity, requiring strategies that address socio-cultural and technical challenges, prioritize community involvement, foster collaboration across sectors, improve digital infrastructure, and promote sustainable practices to ensure long-term success in language revitalization efforts.

Peran Pemerintah Daerah dalam Pemeliharaan Bahasa Daerah Melalui Pendekatan Baru Revitalisasi Bahasa Daerah Model B di Kabupaten Nagan Raya

The phenomenon of regional language extinction, particularly in Indonesia, is clearly evident and experienced by the language users themselves. In order to prevent the extinction of regional languages, the government has long established a legal framework for regional languages in Indonesia. The Minister of Education has also introduced guidelines (Models A and B) for the revitalization of local languages, with the aim of preserving them in Indonesia. These guidelines are intended to support local governments in adopting strategies to maintain and preserve local languages. Consequently, researchers have shown interest in examining the role of the Regional Government of Nagan Raya Regency in preserving the local language. This research employs a descriptive qualitative method, utilizing data collection techniques such as observation, documentation, and in-depth interviews. The findings of this research indicate that 5 out of 6 approaches to regional language revitalization efforts have been implemented in line with the Language Development and Development Agency (2022). However, the Nagan Raya government has not yet implemented an immersion-based learning approach to language revitalization, as this program is still unfamiliar to them. Nevertheless, other approaches, such as one-day language practice, technology-based learning, religion, arts and culture, and creativity, have been successfully implemented.

Exploring the Inner Circle Attitudes of Endangered Languages: A Case Study of the Faifi Language

This study is the first to explore language attitudes of the endangered Faifi language in SA. Understanding these attitudes is crucial for future language revitalization efforts. Employing a conceptual framework from LA research, data were collected via an online Arabic questionnaire with a sample of 258 participants. This paper aims to explore the indigenous people’s language attitudes, frequency of language use, and the influence of social backgrounds. Data were analyzed using factor analysis and multiple regression. Three key findings emerged: Firstly, a two-dimensional model encompassing status and dynamism dimensions was identified, offering new insights into LAs. Notably, the trait “educated” was associated with dynamism rather than the typical association with the status dimension, which can be attributed to educational factors related to the Faifi language’s lack of formal instruction in schools. Secondly, the reported use of the Faifi language by its speakers indicated a positive trend. Lastly, age was found to be the only significant sociodemographic variable, with older participants exhibiting more positive attitudes compared to younger participants. In summary, this research contributes fresh perspectives on the dimensions of language attitudes, particularly by highlighting the deviation of the trait “educated” from its customary position within the status dimension. Additionally, the study emphasizes the salience of age as a factor. The paper recommends macro and micro language policies; macro language policy should consider integrating the language into the educational system, while micro language policy should originate from the indigenous community itself, initiating initiatives to further support language use among young speakers.

Defining economic impact on minority languages: the case of Wales

ABSTRACT The relationship between economy and language is thought to be key to language revitalisation efforts, although the nature of the relationship is often discussed only in general terms. Royles sets out to address this ambiguity by defining the different dimensions of this relationship, however the resultant framework is based on a limited body of evidence. Using the case of Wales, we undertake a systematic review of what is known about the impact of economic variables upon language, thus generating a wider body of evidence to verify Royles’ framework. Our investigation reveals that of the 15,414 references generated as part of the review, 73 were found to satisfy the search criteria and all of which were successfully allocated within Royles’ categories. In validating Royles’ framework we advance a new understanding of economic impact on minority languages by moving from general to definitive terms and suggest that the clarity that this provides can be utilised by policy practitioners in their efforts to halt language decline.

Language Revitalization Efforts of Meänkieli among Small Children in Sweden

Language Revitalization Efforts of Meänkieli among Small Children in Sweden

Ē-pī-wīcihtāsowin ahpō ē-pī-wīchisowin: non-indigenous learners in Indigenous language-learning spaces

ABSTRACT This paper contributes to ongoing conversations on the contextual differences and considerations between learning an Indigenous language as a member of an Indigenous nation or community and learning an Indigenous language as a non-Indigenous person (Albury, 2015; Berardi-Wiltshire & Bortolotto, 2022; May 2023; O’Toole, 2020; Te Huia, 2020). While we see value in considering how non-Indigenous Canadians can positively contribute to Indigenous language revitalization efforts, we also want to consider the consequences of that involvement for Indigenous Peoples who are asked to share Indigenous language learning spaces with non-Indigenous students. As a group of colleagues from different communities, all with connections to Indigenous language revitalization, we came together to consider questions such as: Are Indigenous languages for everyone or are they languages that should be learned only by Indigenous peoples? And if we accept or encourage Indigenous language learning by non-Indigenous Canadians, are there parameters that might need to be implemented? To this end, we used the Indigenous research method of conversation (Kovach, 2010) during biweekly meetings recorded on Zoom. Data consisted of meeting transcripts and web-based documents of written reflections. In our analysis of these documents, we identified three interrelated themes: 1) linguistic insecurity, 2) trauma and language learning and 3) settler dominance in Indigenous language settings. As a settler colonial country, Canada’s past and present continues to shape interactions between Indigenous Peoples and non-Indigenous Canadians in ways relevant to the topic of Indigenous language revitalization. Ultimately, we do want non-Indigenous people to learn Indigenous languages so that these languages can once again be languages of broader society (McIvor, 2012). We also recognize that Indigenous Peoples deserve to reclaim Indigenous languages in safe and trauma-free ways. Ultimately, we must work together to ensure that including non-Indigenous learners in Indigenous language programs does not cause injury to Indigenous learners. This paper offers recommendations for ways to achieve these goals.

The Multilingual Dynamics of Cameroon: Exploring the Influence of Mother Tongue

Cameroon, a central African country, is known for its linguistic diversity, with over 284 languages spoken within its borders. The mother tongue plays a crucial role in preserving cultural heritage and promoting identity, as it serves as a carrier of traditions, customs, and values. Speaking one's mother tongue allows for deeper connection to emotions and thoughts, leading to stronger self-expression. However, the country's official languages, English and French, can sometimes overshadow local languages, posing challenges. Despite these challenges, preserving the mother tongue is essential for national unity and promoting effective communication. Governments and educational institutions can support local languages by allocating resources, creating policies for inclusion, and encouraging language maintenance and revitalization efforts. This approach fosters unity and celebrates the unique linguistic fabric of Cameroon, allowing the country to continue to prosper and maintain cultural vibrancy.

Preserving Javanese Language and Culture in The Digital Age : Challenge and Future Prospects

Javanese holds a central place in the rich tapestry of Indonesian culture, and its significance extends far beyond mere linguistic communication. Its historical roots, role in art and tradition, importance in shaping regional and national identities, and contribution to the nation's literary heritage make it a language of immense significance in Indonesian culture, which needs to be preserved and passed down to future generations. Javanese language revitalization efforts by utilizing digital technology, such as websites, applications, and social media, have become effective as they are easily accessible and engaging. It empowers indigenous communities to take control of their own preservation efforts while connecting them with a global network of supporters and resources. This literature study aims to describe Javanese language preservation in the digital age. Data is obtained from various sources of journals, books, documentation, and the internet. The result of this study is that digital learning serves as a dynamic and inclusive tool to preserve the Javanese language and culture, making it more accessible, engaging, and customizable to the needs and preferences of a diverse and digitally connected audience. The digital age has opened up exciting opportunities to not only explore this rich heritage but also contribute to its preservation.

Can State Offices Reclaim Kichwa? Intercultural Bilingual Education Politics and Policy in Ecuador Over Decades

Abstract What opportunities and challenges occur in reclaiming Indigenous languages within state institutions? This article considers the case of intercultural bilingual education in Ecuador. The school system is remarkable as a national-level initiative run by and for Indigenous pueblos and nationalities. Based primarily on two years of ethnographic research in the national directorate offices of the school system and in schools, I describe three challenges that have arisen for directors that are linked to national state offices and expectations. Ultimately, Kichwa is more prominent than ever even as national planning and support changes Kichwa. The case shows contradictions of institutions in language revitalization efforts.

The discursive construction of language ownership and responsibility for Indigenous language revitalisation

AbstractUnpacking the possible ramification of how ownership of language and the responsibility of language revitalisation is perceived and how this may impact language revitalisation, this study uses a critical discourse studies approach to examine how the speakers negotiate their language ownership, which eventually leads to the question ‘who is responsible for language revitalisation’. The data of this study comes from semi‐structured interviews with 11 Indigenous participants in Taiwan. The findings suggest that, when deciding who can ‘do’ language revitalisation, only those who are deemed legitimate by the speakers have the power to act. However, the speakers view the non‐Indigenous speakers as potential speakers and, thus, were also assigned language revitalisation responsibility. Thus, by encouraging non‐Indigenous speakers to become speakers of an Indigenous language via language acquisition, language ownership is shared. This study shows the complexity of how the speakers negotiate language ownership and how this has an impact on language revitalisation efforts.

The Skarù·ręʔ (Tuscarora) Food Forest Project—Reconciliation in Sustainable Agriculture Research and Education through Cross-Cultural Agroforestry Demonstration

Temperate nut trees have long been utilized in eastern North America, providing high quality food, durable materials, and contributing to multispecies relationships across geographic and cultural landscapes. While not widely consumed today, renewed interest in temperate nuts such as hybrid chestnuts and hazelnuts, are part of efforts to realize nature-based solutions to climate change, which include multifunctional agroforestry systems. Indigenous peoples’ contributions to agroforestry and climate resilience are substantial, however sustainable agricultural research often overlooks critical social justice implications underlying the history of colonization in settler nations, including dispossessed land and appropriated Indigenous crops. As one of the most nutritionally dense plant-based foods, nuts were important components of Haudenosaunee foodways. Archaeological, ethnographic, and historical-ecological evidence indicate that the Haudenosaunee subsistence and settlement dynamics transformed cultural landscapes favoring such nut trees. The Skarù·ręʔ (Tuscarora) Food Forest was a community-based project demonstrating contemporary contributions of nut trees to Indigenous food systems in ancestral Haudenosaunee territories, today known as New York State. While domesticated crop polycultures (i.e., the Three Sisters) are iconic of Haudenosaunee horticultural ingenuities, temperate nuts are lesser-known woodland foods that can additionally contribute to food and language revitalization efforts within contemporary Haudenosaunee territories. Here we discuss theories and praxes informing community engaged approaches at the Skarù·ręʔ Nation. By addressing social justice concerns within agricultural science, we demonstrate how the Skarù·ręʔ Food Forest Project can provide a methodological testing ground for reconciliation-based and decolonial participatory action research that expands ongoing food sovereignty, community health, and education initiatives.

The Role of AI in Supporting Indigenous Languages

This study aims to explore the role of AI in supporting indigenous languages, focusing on its impact, the challenges encountered, and the opportunities it presents for language revitalization efforts. Employing a qualitative research design, this study gathered data through semi-structured interviews with 25 participants, including indigenous language speakers, linguists, AI technologists, and cultural preservationists. Thematic analysis was used to identify and categorize the main themes and concepts arising from the interviews. Three main themes were identified: the Impact of AI on Language Preservation, Challenges, and Opportunities. AI was found to significantly support language learning tools, community engagement, accessibility, and content creation while raising ethical considerations. Challenges included technical barriers, cultural and social barriers, and financial and resource constraints. Opportunities for AI in language revitalization were identified in collaboration and partnership, innovation and adaptation, and technological advancements. AI holds substantial potential to support the preservation and revitalization of indigenous languages through tailored learning tools, enhanced accessibility, and community engagement. However, realizing this potential fully requires addressing the identified challenges through collaborative efforts, ethical considerations, and sustained investment in technological and community-based solutions.

A good return on investment? Cultural identification through learning traditional music and language in Gaelic Nova Scotia

ABSTRACT Language is often used to demonstrate group membership and to establish cultural identity. When the language is not readily available or is at risk, individuals tend to turn to other markers to develop their cultural identity. Using Leximancer for thematic and conceptual analyses of interviews with ten accomplished musicians in Nova Scotia, Canada, we argue that the commitment to learning music and dance may act as a channel to learning Scottish Gaelic, a threatened local heritage language. Drawing on Norton's construct of investment in language learning, we consider the extent to which participants commit to learning the language and the music/dance for their identification to the Gaelic culture. Given that Gaelic music and dance traditions remain healthy, even as the language is declining, the results of our research have significant implications for language revitalisation efforts.

Oral Traditions of the Woodland Cree (Nihithawak) in Northern Saskatchewan: Links to Cultural Identity, Ways of Knowing, Language Revitalization, and Connections to the Land

The purpose of this article is to introduce the significance of oral tradition among the Woodland Cree, Nihithawak, in Northern Saskatchewan. Storytelling and stories reinforce Cree world view, culture, language, knowledge, values, and sustainable ways of knowing and being. In contemporary times, Cree storytelling methodology is one of the main ways of passing on cultural teachings within families, communities, and schools. At one point in history, there was a deliberate attempt to destroy Cree culture and languages in Canada through colonization and the residential school system. There is now a resurgence to strengthen and restore Cree Oral Traditions through language revitalization efforts. This article is a chapter in the open textbook Indigenous Self-Determination through Mitho Pimachesowin (Ability to Make a Good Living), developed for the University of Saskatchewan course Indigenous Studies 410/810 and hosted by the Northern Review. AbstractKeyāpich kayāsi – kiskethihtamiwin ihtakwan nihithowewinihk mena kisteyithihtākwan. Itinowak okiskethetamowiniwāw kekakwe nisowanāchihtānowithiw kiskinwahamātowikamikohk. Māka kāwi mena ati pasikomakan oma nihithowewin machika mena nihithawi- kiskethihtamiwin.

Understanding how language revitalisation works: a realist synthesis

ABSTRACT Indigenous communities, linguists, teachers, and language activists have been developing methods to revitalise endangered languages over several decades. Not only are these methods diverse, they are usually implemented in various ways according to local needs and aspirations. Language revitalisation methods focus on proficiency, but there is also interest in strengthening identity, resilience, and wellbeing. Aside from a handful of successes, programs may not be achieving desired outcomes. One could try to evaluate specific programs. However, we believe that a necessary first step is to examine published literature of revitalisation efforts to develop initial understandings of how they work. In particular, we seek to understand how revitalisation efforts tap into the speech community, how local participation affects outcomes, and how this involvement is supported and sustained by external programs, with a focus on language revitalisation efforts in Australia. We conduct a realist synthesis, and through analysis of 125 pieces of literature, we identify 13 initial theories. In analysing these theories, we identify two major gaps in our understanding of language revitalisation: how revitalisation programs work to strengthen communities and promote commitment. We propose these as significant, under-theorised elements of successful revitalisation which can guide exploration at the level of individual programs.

Telling stories of the local natural world: A path of reconnection with language and place in the Emilian context

AbstractThis paper takes a pragmatic approach to the issue of language maintenance and revitalization and constructs its argument through an ecological lens. Electing Emilian – a minoritized language of Italy, as a case study, this article analyzes folk stories related to the more-than-human world. Employing an ecolinguistic framework and focusing on key theoretical concepts of evaluation, salience, and identity, this paper proposes that these folk stories can serve a dual purpose. Firstly, they can be used as materials to re-introduce the use of Emilian in the public domain by creating local spaces where the language can be spoken organically thus escaping the social stigma usually attached to it. This would help raise awareness of Emilian as a language intrinsically valuable. Secondly, by using these texts as materials, users would be exposed to new ways in which the local environment can be looked at and rediscovered. The results of the analyses are used to illustrate how ecolinguistics can be used to identify materials for language revitalization efforts in Emilian and other similar communities where the connection with heritage language, place, and identity is either partial or missing.

Remote language revitalisation efforts during COVID-19

ABSTRACT As schools shift to online instruction during the COVID-19 pandemic, it is important to support disenfranchised populations and keep issues of equity at the centre of our response. In this study, the authors focus on supporting one of the few urban-based Indigenous language schools in the United States because language revitalisation is critical for Native American communities. The authors explore the extent to which video conferencing and flipped classrooms support the development of a community of speakers. The study focuses on a single classroom of 16 students in first through third grade. The authors use a digital decolonisation framework focused on empowering local communities in conjunction with design-based research methodology to explore contextualised remote instruction solutions. They report on benefits for the development of a community of speakers from remote instruction that come with costs in reduced efficacy of language learning. Finally, they distil those results into preliminary design principles.

Urban Indigenous Second-Language Learning

As the language revitalization movement progresses, the impacts of Indigenous language beyond the domain of language use are gaining recognition. Previous literature has identified links between Indigenous language revitalization efforts and Indigenous well-being, but to date, there are few studies that explore this topic thoroughly. The purpose of this study is to explore the impacts of Indigenous second-language learning on urban Indigenous perceptions of their well-being. Urban Indigenous populations are growing, and are particularly impacted by language loss; thus, it is vital that urban perspectives be represented. Indigenous language-learners from the Nêhiyaw (Cree) Language Lessons Program in Edmonton, Alberta participated in semi-structured interviews. Five exploratory themes emerged from thematic analysis. The results presented in this paper, while exploratory, are a meaningful addition to the existing scholarship in this field. They may be used as a departure point for future research on the topic of Indigenous language learning and how it impacts Indigenous well-being.

Spiritual connectedness through prayer as a mediator of the relationship between Indigenous language use and positive mental health.

The objective of this study is to understand how Indigenous language and spirituality revitalization efforts may affect mental health within Indigenous communities. Although Indigenous communities experience disproportionate rates of mental health problems, research supporting language and spirituality's role in improving mental health is under-researched and poorly understood. Data for this study are from a Community-based Participatory Research Project involving five Anishinaabe tribes in Minnesota and Wisconsin. Participants were sampled from clinic records of adults with a diagnosis of type 2 diabetes, living on or near the reservation, and self-identifying as American Indian (mean age = 46.3; n = 191). Structural equation modeling illustrates that language use in the home is associated with positive mental health through spiritual connectedness. Results support tribal community expressions of the positive effects of cultural involvement for Indigenous wellbeing, and improve what is known about the interconnectedness of language and spirituality. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Chikashshaat Asilhlhat Holissochi (Chickasaws Are Asking and Writing): Enacting Indigenous Protocols in Academic Research and Writing

As Chikashsha (Chickasaw) scholars and Chikashshanompa' shaali' (Chickasaw language learners/carriers), we utilize a dialogic and autoethnographic approach to explore the continuance between ancestral and community protocols for research. An account of the Chickasaw Nation's language revitalization efforts is followed by a discussion of how Indigenous scholars engage in the writing of Indigenous research, with an emphasis on writing about language and culture revitalization. Focusing on our experiences writing our master's theses and doctoral dissertations, we discuss how we enacted Chikashsha asilhlha (asking in a Chickasaw way) and Chikashsha holissochi (writing in a Chikashsha way). Arguing that Indigenous research methodologies should account for all stages of the research process, including writing for dissemination, we contribute to a growing body of scholarship that centers Indigenous protocols for sharing knowledge and has important implications for researchers who work at the nexus of academic institutions and communities.