The Status of Indigenous Languages under Globalization
DOI:
https://doi.org/10.62051/8ze04c21Keywords:
Indigenous Languages, Globalization, Global Culture Flow.Abstract
This paper examines the impact of dominant languages on indigenous languages in a globalized context, emphasizing the influence of dominant languages on local systems through Appadurai’s theory. Analysis of indigenous language documentation in the Philippines, Heilongjiang Province in China, and Morocco demonstrates how the migration of foreign ethnic groups and the influx of ideologies alter local language systems. Language assimilation policies employed by dominant cultures in various regions also yield varied effects. The Philippines shows dominant languages erasing indigenous ones, while in Morocco, religion and dominant languages alter cultural identities. The status of indigenous languages also encompasses issues such as speakers’ loyalty to their mother tongues, with some communities fiercely defending their rights when powerful languages threaten their mother tongues, as seen with the Berber people in Morocco, while others voluntarily relinquish passing on their mother tongues to subsequent generations, as observed with the Hezhen in Heilongjiang. Investigating the influence of dominant languages on indigenous languages helps recognize the link between language and cultural preservation, illustrating how the decline of indigenous languages can lead to the loss of cultural practices, traditions, and knowledge systems associated with those languages.
Downloads
References
[1] Appadurai, A. (1996). Modernity at large: cultural dimensions of globalization / Arjun Appadurai. University of Minnesota Press.
[2] Act No. 74, (1901). https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/28/15605
[3] Arab Barometer V. (2019) Morocco Country Report. https://www.arabbarometer.org/wp-content/uploads/ABV_Morocco_Report_Public-Opinion_Arab-Barometer_2019.pdf
[4] Blommaert, J. (2010). The Sociolinguistics of Globalization (1st ed., pp. xvi–xvi). Cambridge University Press. https://doi.org/10.1017/CBO9780511845307 DOI: https://doi.org/10.1017/CBO9780511845307
[5] Bolton, K. (2008). English in Asia, Asian Englishes, and the Issue of Proficiency. English Today. https://doi.org/10.1017/S026607840800014X. DOI: https://doi.org/10.1017/S026607840800014X
[6] Chen, B. (2011). Xi, Mei zhimin feilvbin shiqi de yuyanzhengce duibiyanjiu jiqi qishi. [A Comparative Study of Language Policies in the Western and American Colonial Philippines and its Implications]. Yunnanshifadaxuexuebao, 05, 69-74.
[7] Crystal, D. (2003). English as a Global Language (2nd Edition). Cambridge University Press. https://doi.org/10.1017/CBO9780511486999 DOI: https://doi.org/10.1017/CBO9780511486999
[8] Dhami, B. (2023). “My English reflects my identity”: voices of public high school English teachers on Global Englishes in Nepal. Journal of Multilingual and Multicultural Development, ahead-of-print(ahead-of-print), 1–13. https://doi.org/10.1080/01434632.2023.2234875 DOI: https://doi.org/10.1080/01434632.2023.2234875
[9] Fishman, J. A., Conrad, A. W., & Rubal-Lopez, A. (1996). Post-imperial English: status change in former British and American colonies, 1940-1990 / edited by Joshua A. Fishman, Andrew W. Conrad, Alma Rubal-Lopez. Mouton de Gruyter. DOI: https://doi.org/10.1515/9783110872187
[10] Galtung, J. (1980). A structural theory of imperialism—ten years later. Millennium. DOI: https://doi.org/10.1177/03058298800090030201
[11] Guojia Tongji Ju. (2021). Diqici quanguo renkou pucha gongbao. [Seventh National Census Bulletin (No. 8)]. Beijing: Guojia Tongji Ju. https://www.gov.cn/guoqing/2021-05/13/content_5606149.htm
[12] Graddol, D. (2006). English Next: Why Global English may Mean the End of English as a Foreign Language. British Council, Plymouth.
[13] Jin, L.N. (2016). Heilongjiang shen hezheyu de shuaibian guocheng ji shuaibian yuanyin. [The Decay Process and Decay Causes of the Hezhen Language in Heilongjiang Province]. Jiamusidaxueshehuikexuexuebao, 03, 163-167.
[14] Kobayashi, Y. (2022). Japanese university students’ longing for an idealized France and encounters with global English in Europe. Higher Education, 84(2), 451–463. https://doi.org/10.1007/s10734-021-00783-8 DOI: https://doi.org/10.1007/s10734-021-00783-8
[15] Ling, C.S. (1934). The Hezhen People on the Lower Songhua River. Academia Sinica.
[16] Lai, M. L. (2019). English linguistic neo⁃imperialism-A case of Hong Kong . Journal of Multilingual and Multicultural Development. DOI: https://doi.org/10.1080/01434632.2019.1702667
[17] Office of International Religious Freedom. US Department of State. (2022). 2022 Report on International Religious Freedom: Morocco https://www.state.gov/reports/2022-report-on-international-religiousfreedom/morocco/#:~:text=According%20to%20the%20constitution%2C%20the,freedom%20to%20practice%20their%20religion.
[18] Phillipson, R. (1992). Linguistic Imperialism. Oxford University Press.
[19] Pan, L., & Block, D. (2011). English as a “global language” in China: An investigation into learners’ and teachers’ language beliefs. System (Linköping), 39(3), 391–402. https://doi.org/10.1016/j.system.2011.07.011 DOI: https://doi.org/10.1016/j.system.2011.07.011
[20] Redouane, R. (2016). Linguistic Diversity or Linguistic Rivalry in Morocco? Realities and Perspectives. International Journal of Education and Human Developments, 2(01), 18-24.
[21] Si, G.Q. (2023). Hezhezu koutou wenhua chuancheng yu fuwu xiangcunzhenxing zhanlue yanjiu. [Research on Hezhe Oral Literature Inheritance and Service of Rural Revitalization Strategy]. Bianjiang jingji yu wenhua, 04, 64-67.
[22] Spolsky, B. (2018). Language policy in French colonies and after independence. Current Issues in Language Planning. DOI: https://doi.org/10.1080/14664208.2018.1444948
[23] Tupas, R. (2015). Inequalities of multilingualism: Challenges to mother tongue⁃based multilingual education. Language and Education. DOI: https://doi.org/10.1007/978-3-319-02324-3_18-1
[24] The United Nations Educational, Scientific and Cultural Organization (2010). Atlas of the world's languages in danger. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000187026.locale=zh
[25] The 1987 Constitution of the Republic of The Philippines. (1987) ARTICLE XIV. Section 7. https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the- republic-of-the-philippines/the-1987-constitution-of-the-republic-of-the-philippinearticle-xiv/
[26] Wurm, S. (2007). Encyclopedia of the World’s Endangered Languages. Australasia and the Pacific.
[27] Zeng, J. & Yang, T. (2022). Yidaiyilu shiyuxia feilvbin guonei yingyudiguozhuyi yanjiu. [A Study of English-Language Imperialism in the Philippines in the Context of “One Belt, One Road”]. Waiwenyanjiu, 04, 24-29.
[28] Zhu, W.J. (1992). Yuyanxue xielie jiaocai:shehuiyuyanxue gailun. [Linguistics Textbook Series: Introduction to Sociolinguistics]. Hunanjiaoyuchubanshe.
[29] Zhou, Z.L. (2015). Feilvbin yuyanzhengce he yingyu yanjiu. [Philippine Language Policy and English Studies]. Sichuandaxue chubanshe.
[30] Zimmerman, J. (2006). Innocents Abroad: American Teachers in the American Century. Harvard University Press. DOI: https://doi.org/10.4159/9780674045453
Downloads
Published
Conference Proceedings Volume
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
