Indigenous Languages of Nepal: A Study of Prevention Barriers and Preservation Strategies

Abstract

Purpose of the study: In Nepal, indigenous languages are in danger of disappearing and if the situation does not improve, the dying trend will continue to increase in the future. Thus, this paper aims to explore barriers to indigenous language activities and strategies for revitalizing these dying languages of Nepal.
 Methodology: To address this objective, the study adopted the qualitative research method, using the data collected from the Focus Group Discussion (FGD) and secondary sources such as the existing literature through print and online sources. The results were presented thematically and discussed for qualitative analysis.
 Main findings: The overall results of the study indicated that an inclusive language policy should be adopted by the government to accommodate indigenous languages of Nepal, indigenous language communities should be encouraged by the government to insist on speaking their languages, and language communities are also required to collaborate with the government to address the issues related to improving the preservation and promotion of indigenous languages of Nepal.
 Applications of this study: The outcome of this particular research can be a beneficial act for engaging indigenous communities of Nepal in language revival and protecting threatened languages from extinction. It is the responsibility of the researchers that are expected by each of various indigenous language communities in particular and the Nepali society at large.
 Novelty/Originality of this Study: Indigenous languages are often considered by many as 'heritage languages' and are used to describe languages that are often in the endangered list. No studies are found on the use of indigenous languages and language revival efforts in the study area such as barriers that prevented indigenous language groups from participating in language activities and ways that can preserve and promote such dying languages in the study area.

Preserving and Promoting Indigenous Languages of Ethnic Minorities in Bangladesh: A Strategic Planning Framework

“…Similarly, Pun and Gurung (2020) studied the issues of language endangerment focusing on language policy and preservation of linguistic diversity from the sociolinguistic perspectives in the context of Nepal. In Nepal, the only medium of instruction is the Nepali language that reduces the role of indigenous languages.…”

“…Language has an important role to frame human knowledge about agriculture, botany, medicine and ecology. Pun and Gurung (2020) showed the interrelation between biodiversity and linguistic diversity, as the former one plays an important role in protecting environment, the later plays an important role to preserve history and culture. Thus, with the death of a particular language, its history and culture also die.…”

“…Primarily, 117 languages have been identified and listed for the documentation (Ministry of Education, Government of India, 2016). In Nepal, there are over 123 languages spoken by 125 ethnic groups as their mother-tongues; many of them are on the endangered list (Pun & Gurung, 2020). For the preservation of those languages, efforts taken by the scholars, governments and individuals are mentionable.…”

“…But these are not sufficient yet which can be said as an action in the process. Pun and Gurung (2020) suggest that the government's support for giving the official status to the indigenous languages, indigenous language communities collaboration with the government, formulation and implementation of education policies and indigenous people's self-awareness on speaking their own language are required for the preservation and promotion of indigenous languages.…”

Preserving the Mother Tongue of Ethnic Minority Students through Experiential Activities in Primary Schools: An Exploratory Study in the Northern Mountainous Region of Vietnam

“…The preservation of the mother tongue through experiential activities for students originating from ethnic minority backgrounds requires a harmonized integration for experiential-activity components and language-preservation education. These objectives should be concurrently pursued to ensure synergy (Pun & Gurung, 2020;UNESCO, 2023). Additionally, specific contents for preserving the mother tongue need to be precisely identified and seamlessly woven into the fabric of experiential activities (Oral & Lund, 2022).…”