Use Of Indigenous Languages Research Articles

The Emergence of Semilingualism in South African schools – Are the Stipulations of the Language in Education Policy to Blame?

This paper reports one of the findings of a study that was conducted to determine strategies that can be used to promote the use of indigenous African languages as languages of teaching and learning in South African schools. The problem that I sought to address was the lack of or insufficient use of indigenous African languages for teaching and learning in the South African education system, despite these languages being constitutionally recognised as official languages in the country since 1994. The study was conducted against the background of existing research both locally and internationally, which highlights the negative effects of offering education in a language that is not the learner’s first language or mother tongue. It was conducted in KwaZulu-Natal, one of the nine provinces of the Republic of South Africa, in which isiZulu is the predominant indigenous African language. Participants included a random sample of educators from primary schools and high schools, a random sample of language and education specialists in institutions of higher learning found in the province, as well as a random sample of learners in the Further Education and Training (FET) phase. Questionnaires, an observation schedule, and focus group interviews were used to collect data for the study. As part of the literature review, language policies formulated after the adoption of the new constitution in 1994, in particular the Language-in-Education Policy (LiEP) of 1997, were reviewed to determine their contribution to the language provision dilemmas suffered by indigenous African languages in teaching and learning. This paper reports on one of the effects that language provisions made in the LiEP seem to have had, which manifests as a lack of competence in both the language of teaching and learning and in the home (native) language among most black learners, a condition that has been termed “semilingualism” by some scholars. The implications of this phenomenon for language in teaching and learning are also highlighted. The paper concludes by making suggestions for a need to revise the LiEP to help overcome this emergent problem and improve the use of indigenous African languages in teaching and learning.

Language revitalization through Indigenous Mexican hip hop: building towards an Indigenous hip hop futurism

ABSTRACT This article demonstrates how language revitalization through Indigenous Mexican hip hop can continue to Indigenize decolonial pedagogical spaces, help strengthen Black/Indigenous solidarity, and aid in building the infrastructures for Indigenous futures. First, I assert that using and transmitting Indigenous languages through hip hop can challenge Eurocentric pedagogy by engaging in decolonial and public pedagogies. Drawing on Jennifer Wemigwans’ theorization around ‘digital bundles,’ I define Indigenous YouTube videos as a distinctly Indigenous space to disseminate knowledge. Then, I argue that Indigenous language use in hip hop strengthens Black/Indigenous solidarity by engaging T. Roberts’ discussion on modes of appropriation and Beverley Diamond’s ‘Alliance Studies.’ Focusing on the commonalities between oral traditions, Indigenous language hip hop uses technology and citational practices to mediate between tradition and modernity. Finally, I contend hip hop language revitalization builds the infrastructure for Indigenous futures. Expanding on Indigenous modernity scholarship, I propose an Indigenous hip hop futurism that might allow us to think of other Indigenous issues, not just the need for language revitalization, through the lens of hip hop.

Radio as a Vehicle for Promotion of Indigenous Languages in Nigeria: A Study of Amuludun FM and Orisun FM Radio Stations

This paper explores the role of radio as a powerful medium for the promotion and preservation of indigenous languages in Nigeria. With a diverse linguistic landscape, Nigeria is home to numerous indigenous languages, many of which are at risk of extinction due to the dominance of English and other major languages. Radio, as a mass communication tool, is assumed to have the potential to revitalize the use of indigenous languages, thus fostering cultural identity and linguistic diversity. The paper examines the impact of radio in promoting indigenous languages in Nigeria and discusses the challenges, strategies, and possible initiatives to employ in language promoting indigenous language through radio broadcasts. In assessing the possibility of radio to serve as a Vehicle for Promotion of Indigenous Languages in Nigeria, the paper adopted survey method, using a structured questionnaire to gather data from 172 respondents drawn from the coverage areas of the selected indigenous radio stations. The study is anchored on Agenda Setting Theory. Data gathered were analysed and presented in tables and simples percentages. Findings show that Amuludun FM, Ibadan and Orisun FM, Ile-Ife, enjoy a high number of audiences who listen to the stations because of their peculiarity of using indigenous languages to present programmes. The respondents affirmed that Amuludun FM, Ibadan and Orisun FM, Ile-Ife promote indigenous language and also ensure effective communication through Yoruba indigenous language particularly for people in the Yoruba rural communities. The study recommends that Indigenous languages should be encouraged because it is the native language. Media campaigns for promotion of indigenous languages and implementation across schools must be intensified to prevent the indigenous languages from going into extinction.

‘You can be fluent in English but empty-headed’ Language ideologies underlying Namibian primary school teachers’ beliefs

Societal language ideologies affect language education policy implementation through teachers’ beliefs, which in turn influence their pedagogical decisions and practices. Understanding the relationship between language ideologies and teachers’ beliefs is crucial in multilingual contexts in postcolonial countries such as Namibia. This study explores Namibian mainstream teachers’ beliefs about language policy and its implications for teaching and learning through a questionnaire, individual interviews and focus group discussions. The results show that both monolingual ideologies that stress the importance of English, and decolonising ideologies that advocate for the use of indigenous languages, affect teachers’ beliefs. Deconstructing the hegemonic ideologies and giving teachers opportunities to reconsider their beliefs would contribute to achieving a more flexible multilingual approach in education.

Lingua Nullius: Indigenous Language Learning and Revitalization as Sites for Settler-Colonial Violence

This article examines the role that Indigenous language learning and use can play in the establishment of false or spurious claims to Indigeneity. These acts of “race shifting” are situated within the political discourse of “Truth and Reconciliation” and serve to enable settlers to situate themselves in positions where, both materially and symbolically, they rely on their claims to “Indigeneity” to take up resources dedicated to Indigenous people. Indigenous language use and language revitalization programs provide tools that can enable these performances of Indigenous identity to become more widely accepted among predominantly settler audiences. We argue that increasing consciousness of the inherently political nature of Indigenous language work – often framed as a move toward language reclamation – must be pushed even further, to consider the possibility that some users are not reclaiming but in fact claiming. These acts of claiming the language function in much the same way as claims to land have within settler colonialism – to dispossess Indigenous people and to disrupt Indigenous sovereignty.

Fluid stories: Indigeneity flowing through the urban narrative. The example of Ōtākaro, New Zealand

Our ancestors are master story tellers. They interweave our past, present and future for us. They deliver our genealogy, connecting people and their environment, conveying identity and obligation. Can you hear their voices in the city as you move along its waterways and paths and through its structures? In recent decades there has been a resurgence in the use of Indigenous languages, knowledges, culture and stories in urban areas. For some of us, there is a sense of optimism that comes from the success of initiatives that reassert the potency and integrity of Indigenous worldviews in the urban setting. Initiatives that contribute and re-remember a richer story. In this paper, I explore how Indigenous-led urban strategies in central Ōtautahi|Christchurch are serving to prize open a space for Indigenous stories in the settler-colonial city and thereby support Indigenous peoples to be and see themselves through the resulting reconnection to place, culture, history and kin.

Decolonization of indigenous language media practice in Ghana: Myth or reality?

The marginalization of Ghanaian indigenous languages from the media space ceased in the 1990s when the airwaves were liberalized. This was not only a ground-breaking experience for diversification but also a way of getting the majority of the population informed, especially through radio, which is a comparatively accessible medium. However, indigenous language use for radio news broadcasts has come under intense criticism for the extensive use of embellishments like proverbs, which are believed to digress from foreign and acceptable news standards. Using content analysis of Ghanaian media policy documents, sampled news recordings from selected private FM radio stations, and semi-structured interviews with selected news professionals, this paper argues that Ghanaian indigenous language communication forms include embellishments and their accurate use presupposes an immense understanding of the language. Hence, indigenous languages cannot be adapted and appreciated wholesomely in the media space if aspects of it are downplayed.

Review of the Effects of Language Diversity on Learning Biology: A Case Study of Nigeria Ethnic Languages.

This paper attempts to review the effects of language diversities in learning of biology, restricted its boundaries to Nigeria’s ethnic languages, the paper research objectives such as investigating the language blend in a typical Nigerian biology classroom, ascertaining the pupils' preferences for their preferred language of teaching, assessing the disparity between pupils' academic performance when learning in English compared to Indigenous languages. The paper reviewed several previous works from scholars on different concepts revolving around the research study including; Educational Multilingualism, English as the medium of instruction, Use of indigenous languages as the medium of instruction, Issues associated with the use of English as the language of instruction, Issues associated with the use of indigenous languages as the language of instruction.

Exploring the non-substantive aspect of translation through a translanguaging lens

ABSTRACT “Translanguaging” refers to the dynamic language practice of multilingual users that transcends the boundary between languages and other semiotic resources used in the meaning-making process. This paper explores how “Translanguaging” can be a useful framework for (1) considering the creative use of multifaceted languages as a space of a dynamic embodiment of creative assemblage comprising various distributed linguistic and semiotic elements; and (2) examining how translation can be regarded as a translanguaging practice showing generative interaction between languages and cultures. The Taiwanese novel Tanch’ê shihch’ieh chi and its English translation The Stolen Bicycle offer illuminating locales for such an investigation for its distinctiveness in the original writer’s use of multifaceted languages, including Chinese, Taiwanese, Japanese, English, and indigenous language. Through a qualitative textual analysis, this paper focuses on the consistent appearance of the direct textual approach and the deployment of non-textual semiotics. These textual and non-textual practices illustrate how the translanguaging acts of multifaceted languages and their translations in a fictional world make such texts visually and acoustically cacophonous. This research argues translanguaging as a conceptual framework can elucidate the non-substantive aspect of translation as a composite of transculturation and inter-linguistic/-semiotic interplay.

A Place to Speak and Be Heard: Building a Collection to Support the Use of Indigenous Languages in Canada’s Parliament

The authors describe a collection assessment project that focused on Indigenous language learning and reference material. The project, completed at the Library of Parliament, was motivated by Parliamentary committee reports addressing the use of Indigenous languages in Canada’s Senate and House of Commons. The authors created an original bibliography representing all Indigenous language families in Canada and compared it to the library’s holdings, which were also analyzed separately. Project outputs included a rejuvenated collection of Indigenous language reference and learning material; and a subject guide used to promote newly-acquired holdings and to facilitate access to online resources.

An Interoperability Mobile Application for Location and Travel Planning Services in Ghana

Mobility and access to social, economic, and cultural opportunities are facilitated by the availability of practical location data. Practical location data are scarce in Ghana and most of Sub-Sahara Africa where cities are typically characterized by informal settlements and a lack of standard address system. The problem is compounded by limited use of indigenous languages for travel services even though the majority of the population lacks familiarity with English. This study attempts to address these issues by developing a mobile app which takes advantage of local location data integrated into OpenStreetMap through Mapbox to provide location and travel planning services in English and indigenous Akan language The developed mobile app called ‘myTroski’ provides key capabilities to describe landmark information, find nearby landmarks, search and find, travel routing and planning, GPS assisted map use, and text and audio assisted navigation. The study shows the formalizing and modernizing location data from paratransit Trotro service and landmarks to mainstream local address systems.

Indigenous language revitalization through Observing and Pitching In to family and community endeavours: a rationale and description (Revitalización de la lengua indígena por medio de Observar y Acomedirse en las actividades de la familia y la comunidad: fundamentos y descripción)

ABSTRACT This article promotes a grounded approach to Indigenous language revitalization that honours Indigenous peoples’ desire to restore Indigenous language use in their daily lives. The approach offers a way of revitalizing Indigenous languages by reintegrating them into Indigenous social life and an Indigenous way of learning, thus also sustaining and revitalizing Indigenous cultures. Drawing upon studies of informal learning in Indigenous-heritage communities in the Americas, as well as studies of family and community language revitalization programmes, the approach promotes Indigenous language communicative competence through participation in everyday-life activities. It capitalizes on the prevalent practice in Indigenous communities of Learning by Observing and Pitching In to family and community endeavours (LOPI), which serves as social and cultural scaffolding onto which communication in Indigenous languages can be intentionally reattached. In this way, the family- and community-centred approach that is promoted complements daycare- and school-based Indigenous language revitalization initiatives.

The use of the official indigenous languages in the south african judcial system reimagined, poignant and tacit issues explored

The objects of this research are, First, to highlight the unfair language practice that is still persisting in the South African Judicial System despite the provisions contained in the democratic constitution of equitable use of all official languages. Second, to explore the variables that contribute to this appalling state of affairs where English is predominately used in the South African Judicial System. Third, to suggest possible measures that could be applied to lessen or circumvent the situation.
 The researcher investigated the following problem, The inadequate use of the official indigenous languages in the South African Judicial System, the reasons behind this practice and its consequences.
 The main results of the research are, first, English is still the predominately used language in the South African courts of law and minimal use of official indigenous languages in the judicial system is still continuing unabated. Second, language policy regarding the South African Judicial System need to be reviewed with the aim of putting emphasis on the use of official indigenous languages for various activities in the judicial system, secondly, benefits derived from adequate use of official indigenous languages in the judicial system need to be explored more so that maximal participation of people who speak these languages can be achieved. Third, the study has shown that the reason for this inadequate use of the official indigenous languages is as a result of various intertwined variables such as globalisation, economic factors, negative attitudes towards African languages and a lack of existing inclusive language policies regarding the SA judicial system. Fourth, the use English language for various purposes in the judicial system is a linguistic injustice, it portrays the South African judicial system as still not transformed but still colonised.
 The area of practical use of the research results are, all citizens who seek justice through South African judicial System, Law practitioners in South Africa, human rights organisations, university students and staff members of the criminal justice department.
 Innovative technological product, Inclusive language policy development measures
 Scope of the innovative technological product, The practice of multilingualism in the area of law.

Covid-19: The Role of Local Language in Mitigating It’s Spread, A Case Study of Yobe State Nigeria

Introduction: Due to the sudden emergence of the novel coronavirus pandemic, various strategies and mechanisms were put in place to curb the spread and transmission of the deadly virus. This necessitate the use of Indigenous languages as a tools of fighting the pandemic. Aim: the study aimed to evaluate the role of local language in mitigating the spread of the virus in Yobe state, Nigeria. Methodology: The study was conducted using probability sampling techniques in which three local governments were selected from the three senatorial zone of the state making a total of nine local governments out of the seventeen local governments in the state. In each local government, 50 interviewees were selected randomly for the questionnaire. Results: A total of 450 participants were recruited in the study, of which, 317 (70.45%) were 133 (29.55%). Majority of the participants were aware of the symptoms of COVID-19, while most of the respondents were only aware of handwashing and avoidance of hand shaking as the preventive measure of the disease. The most frequently used source of information about COVID-19 were the local and international media operating in local languages. Information from social media and families and friends were the second and third most used informational medium respectively. The least frequently used source of information was Billboards and Posters. Conclusion: the study shows local indigenous language to be in the frontline in fighting the spread of COVID-19 pandemic within Yobe state. Keywords: COVID-19; Local; Indigenous; Language; Yobe state; Nigeria. DOI: 10.7176/JAAS/80-05 Publication date: June 30 th 2022

Changing Trends in Indigenous Language Use in Pakistani Rural Community

The study investigates the speech practices of rural Pothohari speakers in the home domain in the light of demographic variables: income, age, education and occupation. It discovers various social, economic, political and affective factors and their complex relationship with respect to language preferences and changes in patterns of use. The data for the study comes from recorded dinner time conversations of the native Pothohari speakers and their interviews. The study highlights interesting facts about family language use, language choices and the sociolinguistic situation of the Pthothari speech community. The findings suggest that Pothohari is undergoing the complex process of language shift and desertion. It is expected that the study will be a move toward raising awareness about endangering the subsistence of the indigenous language and will broaden the understanding regarding language maintenance and the shifting process.

Exploring language diversity: A commentary on Kidd and Garcia (2022)

The commentary amplifies Kidd and Garcia’s call for increased attention to language diversity in research on language acquisition by noting several implications of language diversity for acquisition theory and practice. An examination of the languages discussed in six recent articles on acquisition theory echos Kidd and Garcia’s observations on the inordinate role that better-studied languages play in acquisition research. Documenting the acquisition of 7,000 languages over the coming decade requires a new infrastructure for acquisition research. Sketches of child languages offer a community-based solution to processing bottlenecks and promote the use of indigenous languages.

Implementation of multilingual mother tongue education in Cambodian public schools for indigenous ethnic minority students

Abstract In this qualitative interpretive policy analysis case study, we examine the Cambodian government’s adoption and expansion of a Multilingual Education (MLE) program for speakers of different indigenous ethnic minority languages across five Northeastern provinces. Data include MLE policy documents and curriculum, observations in MLE schools, and interviews and focus groups with NGO staff, government officials, MLE Core Trainers, local MLE teachers, and school board members. We also analyze the nature of Khmer and indigenous language use and the nature of teaching and learning in the MLE schools and classrooms. Findings reveal significant success in establishing new schools and programs, expanding access to nearly 5,000 indigenous students, but also identify a number of challenges related to the governments’ capacity to further develop and expand MLE, with continual reliance on NGOs for technical and other support. Analyses of classroom observation data provide evidence of fidelity to the MLE model and curriculum, effective teaching and learning, and highly engaged teachers and students.

Use of indigenous language for clinical clerkship: a cross-sectional survey in Nigeria.

Doctors' knowledge of the native language of their patients is important to effectively communicate with them. This paper aimed to explore the views and practices of medical students in Nigeria on the use of Yorùbá (an indigenous language) in their clinical clerkship. This was a cross-sectional survey of students in two medical colleges in Ekiti State, Nigeria. Data were collected using self-administered questionnaires. The study included 312 medical students, 176 males and 136 females. Most students (70.8%) used Yorùbá in their clinical clerkship despite learning medicine in English. Only 16.0% of the students relied on interpreters. None of the students had had exposure to language training in the course of their medical education. Most of the students (73.7%) supported the incorporation of indigenous language training into the medical school curriculum, and agreed that teaching indigenous languages in medical school would enhance communication skills. Incorporation of indigenous language training into the medical school curriculum in Nigeria is recommended to help overcome language barriers in clinical practice.

Linguistic diversity, official language choice and human capital

The mechanisms linking high ethnic fractionalization (ELF) to poor economic outcomes in sub-Saharan Africa remain obscure. This paper proposes that high ELF raises the costs of implementing indigenous language education policies, and that the concomitant reliance on colonial languages as media of instruction lowers human capital development, our measure for economic failure. Exploiting the fact that 101 linguistic groups in sub-Saharan Africa cross country borders that have different language-use-in-education systems, we are able to include ethnicity fixed effects in our regression estimates. This allows us to control for a large set of cultural, geographical, and environmental factors that could confound the estimates. Our within-ethnicity estimates show that even the partial use of indigenous languages in schools is associated with an economically meaningful increase in the probability of reading for individuals with seven or fewer years of schooling. Once including language-use-in education as a regressor, the coefficient for ELF in explaining lower human capital turns insignificant. Our results suggest that retention of colonial languages is an important factor in explaining economic failures in postcolonial Africa.

Pre-service teachers’ mathematical concepts in indigenous languages: Challenges encountered in multilingual classrooms, Rundu urban, Namibia

Teaching mathematics in primary schools using indigenous languages as the language of instruction may present a professional challenge for teachers in several ways. Whereas most studies focused on teachers’ use of indigenous language in mathematics classrooms, there seems to be little done on the challenges experienced by pre-service teachers while teaching mathematics in indigenous languages. This study, thus, explored the challenges experienced by pre-service teachers teaching mathematics in indigenous languages at the primary school phase in Namibian multilingual classrooms. The study used a total population sampling technique and involved 90 pre-service teachers at the Rundu campus of the University of Namibia who voluntarily completed the questionnaires. The results showed that pre-service teachers faced difficulties with some concepts that were rather literally translated from English to vernacular. Thus, the translation led to ambiguous meanings. Another challenge was that some of the learners had problems in understanding the concepts in the language of instruction as they had a different mother tongue, for example the Chokwe and Nyemba speaking learners in classes where the medium of instruction is Rukwangali.