Language Revitalization Research Articles

Introduction

The International Journal of Literacy, Culture, and Language Education (IJLCLE) is an open-source, peer-reviewed international journal dedicated to publishing research in the field of literacy, culture, and language education from multi-, inter-, and transdisciplinary perspectives. Its mission is to promote the academic exchange of ideas and dissemination of research among scholars and researchers from diverse fields of study worldwide. Authors are invited to submit manuscripts describing scholarly research on a wide range of topics related to language, literacy, and culture in education. Theoretical and conceptual studies, empirical and applied research using qualitative and/or quantitative methodologies, critical papers, special issues, and book reviews are all invited. Contributions from a host of disciplines such as sociolinguistics, sociology of language, psycholinguistics, educational linguistics, applied linguistics, linguistic anthropology, raciolinguistics, literacy studies, cultural studies, language and gender studies, language and political economy, media and technology, language education, teacher education, educational policy, semiotics, pragmatics, language policy and planning, language revitalization, and linguistic landscapes are very welcome. The intended audience of IJLCLE is researchers, scholars, educators, and graduate students from around the world.

Роль русского языка в формировании и продвижении традиционных ценностей России

The article considers the role of the Russian language in the formation and promotion of traditional Russian spiritual and moral values of the nation. The object of the study is the linguocultural potential of the Russian language. The subject of the study is the building of value links between language and the elements that form the model of worldview pentabasis: ‘man’, ‘family’, ‘society’, ‘state’, ‘country’. The study reveals that for a person, language acts as an instructor, giving instructions on how to choose the verbal code of communication that will be most appropriate in specifi c circumstances of communication. For the family, the native language is a guide to culture, providing a link between generations through family traditions, folklore and stories of world literature. For society, the Russian language acts as an indicator of its state, because it quickly reacts to changes and easily adapts to the new reality. For the state, the Russian language is an instrument of ‘soft’ power, contributing to strengthening the unity of the multinational Russian people and enhancing Russia’s cultural presence in the world. For the country, the native language is an effective means of civic and patriotic education for young people. The analysis of sources on the topic of the study allows us to conclude that in the context of modern globalization processes, the Russian language and the languages of the peoples of the Russian Federation are subject to negative infl uence. Among the negative factors affecting the development of Russian languages are the following: the targeted penetration of English into all spheres of activity, a decline in the general level of language profi ciency, and following the global language trends. To neutralize the infl uence of negative factors on the language, an effective language policy is being developed. It is aimed at supporting the growth of interest in the native language and culture, as well as at preserving, protecting and revitalizing the languages of smallnumbered peoples of Russia. For example, the Russian-language platforms for online learning are spreading, a new trend – linguistic (language) ecology – is developing, and scientifi c centers for the preservation and revival of Russian languages are now operating.

Service-Learning and language revitalization: an innovative experience in Catalan teaching

This article analyses a Service-Learning (SL) experience in a Catalan-language course at the University of the Balearic Islands (UIB). This is the first SL experience implemented in a language course at the UIB. The article examines the requirements and challenges of this type of project, as it is an innovative methodology that still needs to be fully institutionalized. Although SL is usually perceived as a methodology for internship or social work-related courses, it is cross-cutting and can be implemented in less explored fields such as linguistics. Therefore, this article also explains how the tasks and activities were planned to achieve certain learning goals and to develop particular skills and competencies included in the course’s teaching guide.

Manx speakers, language, and identity

Manx, the Goidelic language of the Isle of Man, has no extant traditional native speakers. However, thanks to the efforts of language activists and others involved in language revival, there exists a community of around 2200 people who claim competence in the language (Isle of Man Government 2021), of which a smaller portion will have advanced competence in Manx. All members of the Manx speaker community could be described as ‘new speakers’, having acquired this revitalized minority language primarily through means other than first language transmission in the home (O’Rourke, Pujolar, and Ramallo 2015: 1). The members of the Manx new speaker community, despite many having acquired “a socially and communicatively consequential level of competence” (Jaffe 2015: 25) in the traditional language of the Isle of Man, vary in terms of their national, ethnic, and linguistic backgrounds. Postmodern approaches to sociolinguistics challenge the assumption of a straightforward link between identity, especially national identity, and linguistic practice. The complexity of the elationship between language and identity is especially evident in cases of multilingual minority language communities – such as the extant Celtic-speaking communities. The present paper explores the relationship between identity and language use among Manx new speakers. It discusses the following specific question: How do new speakers of Manx understand and identify with ‘Manxness’? The paper uses a corpus of sociolinguistic interview and ethnographic observation data gathered from fieldwork among the Manx new speaker community as part of the author’s PhD thesis. The researcher, a Manx new speaker herself, spent six months gathering data, both through traditional sociolinguistic methods, such as interviews and questionnaires, and through ethnographic methods, namely participant observation in various contexts. The analysis of this novel spoken corpus offers a much-needed view into identity and language use in a 21st-century Celtic language community that lacks extant native speakers.

Actions of three indigenous women from Pataxó, Kokama and Kaingang ethnicities in the international decade of indigenous languages

This article discusses how three Brazilian indigenous women from Pataxó, Kaingang and Kokama ethnicities are thinking and acting in the International Decade of Indigenous Languages, declared by UNESCO to be celebrated between the years 2022 to 2032, aiming to draw attention to the resumption, revitalization, preservation and dissemination of indigenous languages which are at risk of extinction. The text provides a brief history of the indigenous languages existing in Brazil, as well as reports on the work of Anari Braz Bomfim (on the resumption of the Pataxó language), Altaci Corrêa Rubim (on the creation of places where the languages of the peoples of the Amazon can be studied and vitalized) and Márcia Nascimento Kaingang (about the revitalization of the Kaingang language). The methodology for writing the text was that of bibliographical research in print, digital and audiovisual media, where deeds and thoughts of each indigenous leader were collected. Finally, considerations are made about what is being done and planned in favor of the indigenous languages of Brazil and what is expected from the future.

Littératures autochtones au carrefour des langues : Approches et pistes

This article examines critical discourses and approaches for the study of Indigenous literatures across languages. On the one hand, it investigates how the French-English divide is challenged by Indigenous authors and how it has been and can be further dealt with in Indigenous literary studies (ILS). On the other hand, it pays attention to the centrality and revitalization of Indigenous languages as they challenge colonial languages, complicate the French-English divide in ILS, and center Indigenous experiences. Engaging with the question “what approaches can scholars, teachers, and students in Indigenous literary studies use for the study of Indigenous literatures at the crossroads of languages?”, I highlight multilingual work by Indigenous authors, collect resources that directly engage Indigenous literatures from a (multi)language perspective, and gather approaches that can be helpful in developing a framework for the study of the multilingual corpus of Indigenous literatures.

Challenges and needs in Ladino teaching among ten language revitalisation activists

This article presents results from interviews with ten teachers engaged in Ladino (Judaeo-Spanish) revitalisation. The purpose of the study is to collect Ladino teachers’ experiences to understand the challenges they face and the needs they express to continue their activities.
 Challenges were related to students’ linguistic backgrounds, students’ and teachers’ confidence about expressing themselves in Ladino, and to views on language normativity. The teachers expressed needs concerning finding stable teacher positions, about creating a Ladino proficiency test and certificate, developing resources for language teaching, and updating Ladino’s vocabulary to reflect contemporary life. Creating venues for learners to use the language, and opportunities for Ladino teachers to meet and discuss pedagogical issues were seen as important.
 The teachers’ views differed considerably regarding questions on language norms, and an official language proficiency certificate. The results point to the need for further discussions, and for teacher development initiatives.

Digital Archives and Preservation Techniques for Revitalising Endangered Languages

In the field of linguistic preservation, the integration of digital archives with artificial intelligence (AI)-based tools presents a groundbreaking approach to revitalising endangered languages. Drawing upon the works of Bird et al. (2009) and Krafft and Kusters (2016), this study focuses on the development of a sophisticated digital archive that utilises AI to significantly enhance the preservation and revitalisation of these languages. This research involves creating an extensive digital repository to efficiently store, manage, and provide access to data related to endangered languages, thereby establishing a central hub for housing diverse linguistic materials, including audio, text, and video content. Crucially, this study incorporates AI-driven tools for comprehensive language analysis. These tools, which are essential for accurate language documentation, are adept at tokenizing and analysing texts in endangered languages, ensuring precise processing and preservation, as highlighted by Krauss (1992) and Lewis and Simons (2010). The methodology includes thorough data preparation for language model training, encompassing endangered language-specific tokens, regional dialects, and idiomatic expressions, as noted in research by Clyne (2003) and Bhuvaneswari (2022). The ultimate aim of this study was to preserve and revitalise endangered languages through accessible language learning resources and active community engagement. This study critically evaluates the impact of AI and digital archives on language revitalization by examining their effectiveness in promoting linguistic diversity and cultural preservation, as discussed by Robinson and Yip (2017) and Harrison (2020). This study underscores the potential of AI in enhancing and preserving linguistic and cultural diversity, offering a scalable and sustainable model that makes a significant contribution to the field of linguistic preservation.

Language policy and planning

It is intended that this annotated bibliography be used as a stand-alone resource or in tandem with the related literature review about Language Planning and Policy: Factors that Impact on Successful Language Planning and Policy. A variety of literary sources, such as research reports and journal articles, are consulted in the bibliography. In order to give a summary of the main ideas and shared comprehension of the elements that influence successful language planning and policy, especially in relation to the revitalization of Indigenous and minority languages also upkeep. The goal was to find more modern works of literature, created about approaches and materials on language policy and planning (LPP). Although the literatures were based on the review’s body of work was expanded to include foundational works that addressed the major

Recognising Yarrie Lingo, the creole language of Yarrabah community in far north-eastern Queensland Australia

Abstract Yarrie Lingo is the local name for the English-lexified creole language spoken in the Aboriginal community of Yarrabah in far north-eastern Queensland, Australia. This creole has only recently been gaining recognition but it is the main language of everyday interactions in Yarrabah. This study describes the recognitional trajectory of Yarrie Lingo and what has fostered this language awareness. With a focus on the experiences of the local Aboriginal educator, language activist and researcher, Bernadine Yeatman, we showcase a range of grounded methodologies, including devices like language posters, interviews and illustrative stories, along with maps, timelines and cartoons developed in conjunction with a linguist, Denise Angelo. This shines a light onto the practical ‘how to’ of language awareness for under-recognised language communities and the potential support a linguist can provide. It exemplifies a research approach which engages linguistic knowledge with local language expertise to co-design materials for community members, educators and service providers.

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.

THE LATEST SOCIOLINGUISTIC SURVEYS IN UKRAINE AS A DATABASE IN LINGUISTIC AND CONFLICT STUDIES

The object of this research is sociolinguistic surveys as a source of information in resolving linguistic conflicts, which we understand as a clash of national and linguistic interests of representatives of different language communities due to the inequality of language statuses within a bilingual or multilingual society. The subject of the study is the language issue in Ukraine, which has been used by political elites during election campaigns throughout the years of independence to mobilise their electorate and speculate. According to many researchers, the language issue in Ukraine is directly related to the definition of national identity, so sociolinguistic surveys include questions about national identity, among other things. The purpose of this paper is to try to determine the correlations between the political and ideological agenda in the country and the results of the polls. Of course, the Russian aggression could not but affect the language issue in the country. Along with the influence of official political and ideological discourses, the so-called agency is beginning to influence language policy in the country, as language activists or agents are involved in language disputes, which has been the subject of separate scientific studies in European and domestic works. Results. By comparing the results of sociolinguistic surveys throughout the years of independence, scholars are trying to identify social trends in resolving language conflicts. However, political elites continue to use the language issue to divide society, despite the fact that sociolinguistic data show that the language issue was secondary for Ukrainians, at least in the pre-war period. Conclusions. Even the optimistic results of the surveys, which do confirm the existence of certain, but not so significant, differences between the linguistic orientations of different parts of the Ukrainian population, do not provide guarantees of conflict-free coexistence on linguistic grounds, since competition between political elites can again present the language issue as a conflictogenic one and people’s views as polarised and uncompromising through the construction of relevant political and ideological discourses.

Aboriginal Language Revival

Aboriginal language revival is a recent phenomenon in Australia (Rigney 2006; Troy 2012). Prior to British colonisation, Australia had over 250 distinct languages that could be subdivided into 600-700 dialects, clearly, Australia was composed of ‘multicultural and multilingual societies’ (Rigney 2006, 385). Today only 18 Indigenous languages are spoken by all generations of people within a given language group (Social Justice Report 2009). 
 In response to the urgent need to protect Indigenous languages, in August 2009, the Australian Government launched for the first time a strategy titled Indigenous Languages - A National Approach 2009 (Social Justice Report 2009). It highlighted the Government’s plan to preserve and revitalise Indigenous languages through targeted actions. More recently, in 2016 the state of New South Wales introduced Indigenous languages in the secondary school curriculum, with other states following. Australian universities are increasingly offering tertiary courses (Bagshaw, 2015). Subsequently, the Aboriginal Languages Act 2017 was passed in New South Wales with a 5-year plan to reawaken and nurture Aboriginal languages. 
 Meanwhile, Australian Aboriginal women play a key role in reclaiming language and their voice in the policy arena by contributing to radical pedagogies and healing through language revival programs. To this end, Indigenous scholars in Australia see their work as drawing on generations of women, particularly in the context of Grandmother’s Laws, and their contribution to resistance, challenge to stereotypes and focus on survival as an outcome (Watson 2015; Behrendt 2019). Grandmother’s law is part of Indigenous law where men and women hold equal positions with reciprocal rights and responsibilities for maintaining societal equilibrium in their own Nations and in their own languages. These interdependent roles are designated as women’s and men’s law and are also referred to as “Women’s Business” (Burarrwanga 2019, p.72) and “Men’s Business” (Canuto et al. 2018). “Grandfathers look outwardly, protecting home community, Land and camp” (Wall 2017). Grandmothers look inwardly, teaching and nurturing younger generations in having respect and responsibility to care for Country, to benefit both Land and people and to maintain cultural connection with family, language, and Land (Wall 2017). 
 As a result, competing tensions exist in the area of Indigenous language learning with government policies on the one hand providing western models for language learning within educational institutions while on the other, Indigenous community led structures are informing vital ways of re-centring language pathways. 
 The aim of this paper is to build on and contribute to work in the area of Indigenous languages in Australia by examining the intersectionality relevant to the revival of an Indigenous language in order to understand the ways in which different forms of language knowledges intersect and interact to shape experiences of oppression and privilege to address and challenge systemic forms of inequality and discrimination. It draws on a framework that is informed by the relation between knowledge and pedagogy (Apple 1993; Aronowitz & Giroux 1985) and by Indigenous pedagogy frameworks (Watson & Heath, 2004; Watson, 2015). This framework acts as a useful, yet destabilising factor that brings into question how teachers teach and what systems of knowledge are applied. 
 The study draws on interviews with Indigenous educators in both an Australian educational institution and a community context to examine the relation between people and society in the process of language revival as well as the challenges posed and solutions offered by the way various forms of language knowledges intersect.

Ihya al-Lughah as Arabic Language Learning Model to Improve Arabic Speaking Skills

Arabic language learning in Sukahideng Islamic boarding school experiences several obstacles, such as students feeling bored and tired to learn to speak Arabic because teachers tend to dominate learning activities in the classroom compared to students. Thus, the application of a model that improves learning is needed because it is one of the tools to achieve goals. This research aims to produce a product in the form of a learning model to improve Arabic language skills through the Ihya al-Lughah Learning Model. The method used in this research is Research and Development (R&D) with experimental method. Data collection was done through observation techniques. Interviews were conducted with students, teachers, and boarding school leaders. Documentation was done by looking at various data in the field. Data analysis was done inductively. The research stages include preliminary studies, development, and validation. Based on the fifth point, the research findings at Sukahideng Islamic boarding school show that the application of the Ihya al-Lughah model is more effective than conventional Arabic learning. This effectiveness is indicated by the difference in test results between the experimental santri group (the group that received treatment using the learning model developed in this study) and the control santri group (the group that did not receive treatment using the learning model). This research is expected to contribute and become one of the effective and efficient learning models in Arabic language learning, as well as useful for readers and Arabic language activists to apply it in Arabic language learning.

Ideological debates around the script of collateral languages: the case of Kashubian and Silesian in Poland

ABSTRACT Our paper discusses the modes of creating normalised orthographies for two collateral languages of Poland, Kashubian and Silesian. In both cases, the creation of a literary form is a way of raising their prestige and an argument for their legal recognition. While Kashubian has the status of a ‘regional language’ of Poland, Silesian is still contested despite large community support for its linguistic autonomy. We analyse how different orthography systems are created, promoted and what ideological debates they provoke. We distinguish between two kinds of scripts. The first option is a ‘compromise’, closer to the standard Polish, which aims to facilitate learning collateral language in formal education for those who are Polish first language speakers. The second is a ‘classical’ or ‘identity-strengthening’ version that builds upon the historical forms of local scripts. It aims to distinguish it from the standard Polish to reinforce the groups’ identity as separate from the dominant society. Based on an analysis of in-depth interviews with language activists and the context in which the Kashubian and Silesian languages function, we explore the ideological debates around the creation of collateral languages’ writing systems.

Intercultural communication in second-language (L2) learning via social media within the Inuit context: a scoping literature review

This scoping literature review examines the extent of research in second-language learning through intercultural communication on social media, specifically in Inuit (Indigenous people of the Arctic) communities. The investigation maps out gaps in the literature and explains the need for research in the Inuit context. Forty-seven studies and related resources are examined through a conceptual lens focused on the intersections between intercultural communication, social media, and Indigenous peoples, revealing concentrations on authentic interaction, Indigenous identity, language revitalization, and maintenance. Particular to the Inuit context, the analysis identifies the following gaps: (a) intercultural communication in second-language learning and Inuit; (b) second language learning through social media and Inuit; and (c) intercultural communication in second-language learning via social media and Inuit. None of the studies reviewed describe pedagogical applications for Inuit. This scoping literature review suggests future research and curriculum development that could be implemented in the Inuit context, particularly in Nunavik.

Decolonizing African science: Efforts, challenges, and future directions

Colonial legacies have deeply shaped Africa's scientific and educational realms, imposing Western knowledge systems while marginalizing indigenous wisdom. The journey of decolonizing African science involves a profound recognition of this historical bias and the endeavor to restore indigenous knowledge to its rightful place. This article explores contemporary efforts, challenges, and future directions within this crucial mission. Contemporary Africa is witnessing a resurgence of interest in its indigenous knowledge systems, spanning agriculture, medicine, environment, and culture. Curriculum reforms are underway, aiming to weave indigenous knowledge into the educational fabric, nurturing cultural relevance. Indigenous knowledge centers have sprung up to systematically study and promote traditional wisdom. Language revival initiatives are bridging linguistic gaps, democratizing access to knowledge. Yet, formidable challenges persist, including limited resources, language barriers, resistance to change, and the hierarchical dominance of Western academia. International collaboration, community engagement, and ethical considerations remain pivotal. As Africa forges ahead in decolonizing its science and education, it paves the way for a harmonious coexistence of diverse knowledge systems, fostering innovation and empowerment.

ЯЗЫКОВОЙ КАТАЛОНСКИЙ НАЦИОНАЛИЗМ В 1870 – 1930-Е ГГ.: ПОЛИТИЧЕСКИЕ ПОКОЛЕНИЯ И СОЦИАЛЬНАЯ МОДЕРНИЗАЦИЯ

The purpose of this study is to analyze the activities of three generations of Catalan philologists and linguists who have made a significant contribution to the development of linguistic Catalan nationalism. The author analyzes the history, directions, forms and features of the activities of several generations of Catalan intellectuals, whose activity contributed to the normalization and standardization of dialect forms of Romance speech in Catalonia, which led to the emergence of the modern Catalan literary language. The novelty of the study lies in the analysis of the historical, political and cultural contribution of nationalist intellectuals to the development of the Catalan language through the prism of the social consequences of modernization processes. The article analyzes 1) the main stages in the history of various generations of Catalan linguistic nationalists, 2) their participation and role in the processes of standardization and normalization of the Catalan language, 3) the contribution of language activists to the consolidation of the Catalan linguistic identity in particular and the national Catalan identity in general, 4) the role nationalist intellectuals, amateurs and professional linguists, in the development of Catalan nationalism, 5) the contribution of linguistic nationalists to raising the status of the Catalan language in the social, political and cultural spaces of Catalonia. It is assumed that Catalan linguistic nationalism significantly complemented political nationalism, contributing to its strengthening and consolidation of the Catalan national identity in contexts of social transformation of the region's society. The generations of linguistic Catalan nationalism are identical to the stages in the history of political and ethnic nationalisms. The results of the study suggest that in the 19th and 20th centuries, the cultural activity of linguistic nationalists contributed to the processes of modernization of Catalonia, which led to the transformation of the region from a peripheral one to a region with complete social and political structures, the functioning of which was impossible without the Catalan language.

Sociopragmatic Study of Javanese Oral Discourse in Big City Communities as an Effort to Maintain Indigenous Language

This research delves into the sociopragmatic intricacies of Javanese oral discourse within urban communities, focusing on the role of language in preserving the indigenous Javanese language amidst the pressures of urbanization and language shift. As urbanization accelerates, traditional languages like Javanese face the risk of diminishing usage and cultural significance. This study aims to elucidate how urban Javanese speakers employ their native language in various communicative contexts, examining the sociopragmatic factors that influence language choice and language use patterns. The findings of this research contribute to the fields of sociolinguistics, linguistic anthropology, and language preservation. By shedding light on the sociopragmatic dimensions of language use, the study provides a nuanced understanding of how urban Javanese speakers navigate linguistic diversity and negotiate their cultural identity. This research emphasizes recognizing and supporting indigenous languages within urban settings as communication vehicles and cultural heritage and identity repositories. Ultimately, the study's outcomes can inform language revitalization initiatives and policy-making efforts to foster the enduring presence of Javanese within the rapidly changing landscape of urban communities.

Evaluative reactions to minority languages and their varieties: Evidence from new speakers of West Frisian

Abstract Little is known about the connection between individuals’ evaluative reactions to (i) minority languages as such, and (ii) specific varieties of these minority languages. This study investigates such evaluative reactions amongst new speakers of Frisian in the Netherlands (n = 264). A questionnaire was used to elicit participants’ attitudes towards the Frisian language and their evaluations of the specific variety of Frisian they were taught. The results reveal a significant correlation between participants’ status-related attitudes towards Frisian and their anonymity-related evaluations of the variety they were taught—as well as between participants’ solidarity-related attitudes towards Frisian and their authenticity-related evaluations of the variety they were taught. The former are close to neutral; the latter are mildly positive. The article discusses how these results not only advance our general understanding of language in society, but also facilitate the development of more comprehensive science communication to inform revitalisation strategies in minority contexts. (Language attitudes, language ideologies, minority languages, language planning, language revitalisation, language transmission, new speakers)*