Guardians or Gravediggers:  The Role of Schools in Indigenous Language Preservation and Shift

Karel Mei Banay

doi:10.35974/isc.v11i4.3622

Authors

Karel Mei Banay South Philippine Adventist College

https://doi.org/10.35974/isc.v11i4.3622

Keywords:

Indigenous Language Preservation, Language Shift, Role of School, Language Policies, Educational Practices

Abstract

This study aims to explore how schools in the Blaan communities of Matanao, Davao del Sur, Philippines, influence the preservation and shift of indigenous languages, particularly in relation to the dominant dialect Bisaya. Understanding these dynamics is crucial for addressing the erosion of the Blaan language and promoting cultural sustainability. A focused ethnography design was utilized, involving 18 participants, consisting of key informants for interview, focus group discussion, and photo elicitation. They are second-generation Blaan speakers with positive attitudes toward their language. Included are housewives and farmers, who maintain their Blaan heritage despite broader exposure, and who who primarily use Blaan at home but switch to Bisaya in other contexts. Findings indicate that the adoption of Bisaya as a medium of instruction accelerates the shift away from Blaan, yet integrating indigenous languages into curricula and hiring teachers who are fluent Blaan speakers can support preservation. This research addresses a critical gap in the literature by examining the relationship between education and language preservation in the Blaan community, an area that has been under-researched in existing literature. This study offers valuable insights for policy development and educational practices, contributing to the revitalization of indigenous languages and fostering cultural sustainability within indigenous communities

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