13 Standardizing Indigenous Languages in Thailand Through Orthography Development and Mother Tongue-based Multilingual Education: The Case of Patani Malay

2022 ◽  
pp. 258-278
Author(s):  
Suwilai Premsrirat
Keyword(s):  
Mother Tongue ◽  
Indigenous Languages ◽  
Multilingual Education

scholarly journals Global and Local Perspectives on the Preservation of Linguistic Diversity: A Nepali Experience

2020 ◽  
Vol 11 (1) ◽  
pp. 82-94
Author(s):  
Min Pun
Keyword(s):  
Linguistic Diversity ◽  
Mother Tongue ◽  
Empirical Studies ◽  
Indigenous Languages ◽  
Global Trends ◽  
Global Perspectives ◽  
Multilingual Education ◽  
Diversity Issues ◽  
Global And Local ◽  
Local Perspectives

This paper deals with the past studies about preserving and promoting linguistic diversity with special reference to indigenous languages of the world in general and of Nepal in particular. It is broadly divided into two major categories viz. global perspectives on linguistic diversity issues and local perspectives on linguistic diversity issues. The global perspectives section is related to conceptualizing the global trends of preserving and promoting linguistic diversity in different regions of the globe. For instance, past studies conducted on indigenous languages of Europe, South Asia (including Sri Lanka, Pakistan and India), Latin America, North America, Africa, and Malaysia were reviewed to identify the research gap for this study. The local perspectives section is related to conceptualizing the Nepali trends of preserving and promoting linguistic diversity in Nepal. Similarly, empirical studies were reviewed into four aspects such as a) linguistic diversity and multilingualism, b) endangerment of indigenous languages, c) bilingual and multilingual education, and d) mother tongue literacy. Based on these observations, this paper has been developed to identify the global and local perspectives on the preservation of linguistic diversity, using a Nepali experience.

scholarly journals Dialect Levelling: A Case Study of Ìkàr??-Àkókó Dialect

2021 ◽  
Vol 3 (3) ◽  
pp. 290-315
Author(s):  
Esther Olayinka Bamigbola ◽  
Fadekemi Rukayat Umar
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Indigenous Languages ◽  
Work Place ◽  
The People ◽  
Restricted Domains ◽  
The Status ◽  
Lack Of Commitment

This study investigates the factors that are responsible for the levelling of Ìkàr??-Àkókó dialect. Specifically, the paper examines the impacts of Nigerian indigenous languages, especially Yorùbá, on the dialect. The study aims at identifying the patterns of changes in the dialect and their impacts on the ethnic identities of the people. The work is based on the variationist approach pioneered by William Labov in the late 1960s and early 1970s. The tools used for data collection include questionnaire, oral interview and observation. The findings of the study reveal that the dialect manifests different stages of changes, vital domains like home, school and work place, which are supposed to be the strongholds of this dialect are being encroached upon by languages other than the mother tongue in the study area. It was found that the changes in the dialect are not due to the influence of English language only, but to indigenous Nigerian languages, mostly Yorùbá. It was concluded that the gradual levelling of Ìkàr??-Àkókó dialect is caused in part by restricted domains of use, increase in population; lack of commitment to indigenous language use by the native speakers; and suppressive language policy in the nation. The study recommends sensitization campaigns as a way of maintaining and sustaining the status of indigenous languages.

The MLE Teacher: An Agent of Change or a Cog in the Wheel?

2014 ◽  
Vol 43 (2) ◽  
pp. 195-207
Author(s):  
Urmishree Bedamatta
Keyword(s):  
Elementary Education ◽  
First Generation ◽  
Mother Tongue ◽  
Local Level ◽  
Specific Knowledge ◽  
Eastern State ◽  
Multilingual Education ◽  
The Government ◽  
Agent Of Change

This article examines the role of the multilingual education (MLE) teacher in the mother tongue-based MLE program for the Juangas, a tribe in Odisha, an eastern state of India, and is part of a broader study of the MLE program in the state. For the specific purpose of this article, I have adopted Welmond's (2002) three-step process: identifying culture-specific knowledge about the role of a teacher; examining the state's education objectives that influence teachers’ behaviour and experiences; and focusing on the behaviour and experience of teachers at the local level. These three steps constantly merged into one another during the examination of the subject under discussion. The paper recognises that the MLE teachers are not only first-generation teachers, but also first-generation practitioners of MLE, and therefore need to be resourceful and experimental in their classroom practices. However, given the national imperative to achieve universal elementary education by 2015, within the para-teacher framework adopted by the Government of India, the MLE teacher seems to be just a means to an end.

scholarly journals Mother Tongue based Multilingual Education (MT- MLE): Teachers' Language Ideologies

2018 ◽  
Vol 5 ◽  
pp. 28-40
Author(s):  
Jnanu Raj Paudel
Keyword(s):  
English Language ◽  
Language Ideologies ◽  
Mother Tongue ◽  
Language Teachers ◽  
Strong Belief ◽  
Multilingual Education ◽  
Depth Interview ◽  
English Language Teachers ◽  
Language Promotion

 Mother Tongue based Multilingual Education (MT- MLE) is a form of multilingual education built on the learners' mother tongue. This article explores the teachers' ideology on the policy (as policy appropriator). The ideologies of the language teachers have been drawn from the interpretive perspectives where the reality is judged based on the experiences of the research and the researched. The participants in this study covered five English language teachers who have been working in the area of multilingualism. The in-depth interview with them supplied the data for arriving into the results and conclusions. Finally, the teachers unraveled their strong belief on the use of MLE for language promotion and protection of indigenous knowledge.Journal of NELTA Surkhet Vol. 5 January, 2018, Page: 28-40

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