Promoting Inclusive Educational Practices: The Reclamation, Revitalisation, and Digital Integration of Historically Marginalised Linguistic Communities in Teacher Training Programs

Wilson Zivave; Zvinashe Mamvura; Angela Billiet Shoko; Joseph Fenikias Musarurwa

doi:10.63726/jchd.v1i1.216

Authors

Wilson Zivave Mkoba Teachers College
Zvinashe Mamvura University of South Africa
Angela Billiet Shoko Ndawi High School
Joseph Fenikias Musarurwa Mkoba Teachers College

DOI:

https://doi.org/10.63726/jchd.v1i1.216

Keywords:

Cultural diversity, De-minoritisation, minority, languages, inclusivity, Revitalisation

Abstract

The revitalisation and digitalisation of endangered minority languages are essential for fostering an inclusive society, a concern increasingly acknowledged by linguists, human rights advocates, and sociologists. This study examines the status of formerly marginalised languages and the challenges associated with their de-marginalisation, revitalisation, and digitalisation within teachers’ colleges in Zimbabwe. It argues that insufficient training for native-speaking teachers, lack of curriculum integration, and limited digital resources and language learning applications hinder efforts to revitalise and digitalise formerly marginalised languages, which are vital for enhancing inclusivity and cultural diversity. Using Fishman’s (1991) analytic framework and sociolinguistic theory, the study contends that socio-economic conditions significantly impede efforts for the revitalisation of formerly marginalised languages in Zimbabwean teacher education. It posits that de-minoritisation, revitalisation, and digitalisation are critical in reversing language decline and potential extinction by providing accessible learning resources. The study outlines strategies for de-minoritisation, revitalisation, and digitalisation of formerly marginalised languages in teachers’ colleges to promote inclusivity and cultural diversity. Employing qualitative methods, including document analysis and interviews, the research examines the integration of formerly marginalised languages in college curricula in ten teachers' colleges. Findings reveal that formerly marginalised languages remain marginalised and underrepresented, underscoring an urgent need for revitalisation and digitalisation initiatives. The study concludes that incorporating formerly marginalised languages into teacher training programs promotes inclusivity and enhances cultural diversity. It recommends that teacher training institutions integrate formerly marginalised languages into their curricula and establish online platforms to support the de-minoritisation, revitalisation, and digitalisation of these languages.

References

Adegbija, E. (1997). The identity, survival, and promotion of minority languages in Nigeria, l International Journal of the Sociology of Languages, 125 (1); 5-27 DOI: https://doi.org/10.1515/ijsl.1997.125.5

Cantoni, G.P. (1996). Keeping Minority Languages Alive: The School's Responsibility Teaching Indigenous Languages, 1(1); 1-9

Chevalier J. F. (2017). School-based linguistic and cultural revitalization as a local practice: Sakha language education in the city of Yakutsk, Russian Federation. Nationalities Papers, 45(4), 613 631. https://doi.org/10.1080/00905992.2016.1275534 DOI: https://doi.org/10.1080/00905992.2016.1275534

Chiblow, S. and Meighan, P.J. (2021). Language is land, land is language: The importance of Indigenous languages, Human Geography 15(2): 12-25 DOI: https://doi.org/10.1177/19427786211022899

Chikasha, J. and Beukes, A.M (2019) Challenges encountered in the home-neighbourhood-community and school domains: An analysis of Tonga revitalisation through Fishman’s (1991) Reversing Language Shift framework, Linguistics Plus, 56 (1); 155-177 doi: 10.5842/56-0-831

Constitution of Zimbabwe Amendment (No. 20) (2013). Harare: Government Printers.

Daigneault, A. L. (2019). How to resurrect dying languages. Sapiens. Retrieved from https://www.sapiens.org/language/language-revitalization/

Dołowy-Rybińska, N., & Hornsby, M. (2021). Attitudes and ideologies in language revitalization. In J. Olko & J. Sallabank, J. (Eds.), Revitalizing endangered languages: A practical guide (pp. 104 117). Cambridge University Press. DOI: https://doi.org/10.1017/9781108641142.008

Ferrerós, C. (2024) Introduction: Minoritised languages and revitalisation strategies, Living Languages; 1 (2) 1-17.

Fishman JA. (1991) Reversing language shift: theoretical and empirical foundations of assistance to threatened languages. Clevedon, Multilingual Matters, 1991.

Grenoble, L. and Whaley LJ (Eds) (2003) Endangered Languages: Language loss and Community Response: Cambridge University Press, Cambridge, 2003.

Jonhera, T. and Nyoni, (2023) Linguistic hegemony and the minority languages battle for the Zimbabwean broadcasting space: A case of ZBC Television and National FM, International Journal of Research and Innovation in Social Science, 7 (4); 1178-1195 DOI: https://doi.org/10.47772/IJRISS.2023.7498

Jourbet, A. (2022). Decolonising Minority Languages Through Language Revitalization, The case of Occitan new speakers in France. Journal of Postcolonial Linguistics, 1(6), 186-208.

Kucherbayeva, D.and Smagulova, J. (2023). Language Revitalization: Challenges for Kazakh in Higher Education, Journal of Eurasian Studies; 14 (2) 166-178 DOI: https://doi.org/10.1177/18793665231189326

Marshall, C., & Rossman, G. (2006). Designing qualitative research, (4th ed.). Thousand Oaks, CA: Sage Publications

Marungudzi, T., Chiwewe, P. and Mhute, I (2014). Harnessing Digital Technology in the Revitalisation of the Linguistic Heritage of Zimbabwe: Possibilities and Challenges, Greener Journal of Science, Engineering and Technological Research; 4(1) 017-029 DOI: https://doi.org/10.15580/GJSETR.2014.1.112013978

Maseko and Moyo (2013) Minority language revitalisation in Zimbabwe Fundamental considerations for Tonga language in the Zambezi Valley, Online International Journal of Arts and Humanities, 2 (10); 248-259

Mercuri, S.P., 2012, 'Understanding the interconnectedness between language choices, cultural identity construction and school practices in the life of a Latina educator', Gist Education and Learning Research Journal, 6 (1); 12-43.

Mumpande, I (2006). Silent Voices: Indigenous Languages in Zimbabwe, Harare: Weaver Press.

Ndhlovu, F. (2009). The politics of language and nation building in Zimbabwe. Bern: Peter Lang.

Ndhlovu, F. 2008. Language and African development: Theoretical reflections on the place of language in African studies. Nordic Journal of African Studies 17 (2): 137 – 151.

Ndlovu, E. (2014). “Mother Tongue Education in Marginalised Local Languages of Zimbabwe: The Success Story of Tonga.” In Resuscitating Zimbabwe’s Endangered Languages: Multi-disciplinary Perspectives on Tonga Language, History and Culture, edited by I. Muwati, N. E. Mberi. E. Chabata. and M. Nkolola-Wakumelo. 344–365. Harare: Africa Institute for Culture, Peace, Dialogue and Tolerance Studies

Nyika, 2008Nyika, N. (2008) Language activism in Zimbabwe: Grassroots mobilisation, collaborations and action. Language Matters, 39 (1):3-17. DOI: https://doi.org/10.1080/10228190802320998

Romaine, S. (2018). Language endangerment and language death: The future of language diversity. In A. F. Fill & H. Penz (Eds.), The Routledge handbook of ecolinguistics (pp. 40-55). Routledge. DOI: https://doi.org/10.4324/9781315687391-4

Todal J. (2018). Preschool and school as sites for revitalizing languages with very few speakers. In The Routledge handbook of language revitalization (pp. 73–82). Routledge. DOI: https://doi.org/10.4324/9781315561271-10

van Dongera R, van der Meer C, Sterk R. (2024). Research for CULT Committee; Minority languages and education: best practices and pitfalls. Brussels: European Parliament, Policy Department for Structural and Cohesion Policies. http://www. europarl. europa.eu/RegData/etudes/STUD/2017/585915/ IPOL_STU%282017%29585915_EN.pdf

Zivave, W (2024). Politics of Language, Ethnicity and Marginalisation; De-Minoritisation of the Nambya Language in the Quest for Cultural Identity in Language matters in Zimbabwe edited by I. Mhute and E Mavengano, London: Routledge DOI: https://doi.org/10.4324/9781032705897-14

.