Revitalising Endangered Languages: Challenges, Successes, and Cultural Implications

Authors

DOI:

https://doi.org/10.57125/FS.2024.06.20.03

Keywords:

cultural identity, cultural preservation, cultural survival, educational initiatives, endangered languages, language policy, language revitalisation, media linguistics

Abstract

Language is a cornerstone of cultural identity, yet many of the world's languages are at risk of disappearing, either historically or as a result of deliberate actions by aggressive neighboring states, if not appropriately addressed. This paper examined worldwide endeavors to safeguard endangered languages and the cultural customs interwoven with them, using a case study of Ukraine and Russia. By conducting quantitative and qualitative analyses of the obtained data, the study focused on the case study design, based on document analysis, semi-structured interviews, and structured surveys. The findings highlighted the key successes in language revitalisation, mainly focusing on educational initiatives and technology-based solutions. Efforts such as community-led language schools, language documentation projects, and digital platforms have demonstrated potential in maintaining Ukrainian as a presently endangered language in territories militarily occupied by Russia and previously annexed areas, providing direct communication channels to counter an aggressor's objectives. Additionally, the role of government policies and international organisations in supporting language preservation was analysed, revealing how collaborative approaches can foster linguistic and cultural resilience. Significant challenges were identified. These challenges encompassed inadequate funding and limited local and global community engagement, and the complex dynamics of cultural assimilation because of fear and threat to life in the occupied lands. Moreover, the impact of language extinction on the cultural survival of minority groups (those few Ukrainian speaking or bilingual – Ukrainian and Russian, speaking people with the core values of the Ukrainian culture and identity) is profound, often leading to a loss of unique worldviews, oral traditions, and identity. The paper concluded with recommendations for future initiatives in language revitalisation, emphasising the need for holistic approaches that integrate the cultural understanding, technology, and community empowerment. It was contended that by tackling these issues, stakeholders can play a role in preserving not just languages but also the diverse tapestry of cultures they embody.

References

Alakrash, H. M., Razak, N. A., & Krish, P. (2022). The application of digital platforms in learning English. International Journal of Information and Education Technology, 12(9), 899–904. https://doi.org/10.18178/ijiet.2022.12.9.1699

Albury, N. (2020). 18 Language attitudes and ideologies on linguistic diversity. In A. C. Schalley & S. A. Eisenchlas (Eds.), Handbook of home language maintenance and development: Social and affective factors (pp. 357–376). De Gruyter Mouton. Available at: https://oapub.org/edu/index.php/ejes/article/view/1902/0

Arel, D. (2017). Language, status, and state loyalty in Ukraine. Harvard Ukrainian Studies, 35(1/4), 233–263. http://www.jstor.org/stable/44983543

Benson, C., & Elorza, I. (2015). Multilingual education for all (MEFA): Empowering non-dominant languages and cultures through multilingual curriculum development. In D. Wyse, J. Pandya, L. Hayward (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (pp. 557–574). London : SAGE Publications Ltd. https://www.daneshnamehicsa.ir/userfiles/files/1/1-%20The%20SAGE%20Handbook%20of%20Curriculum.pdf

Bilaniuk, L. (2023). Memes as antibodies: Creativity and resilience in the face of Russia's war. In C. Wanner (Ed.), Dispossession: Anthropological perspectives on Russia’s war against Ukraine (pp. 143–166). Routledge. https://anthropology.washington.edu/research/publications/memes-antibodies-creativity-and-resilience-face-russias-war

Bosica, J. M. (2023). Russia's information aggression before and during the full-scale invasion of Ukraine-identifying elements of change and continuity amongst the Kremlin's disinformation operations vis-à-vis EU's and NATO's courses of action to counter them [Unpublished master thesis]. Praha: Univerzita Karlova. https://dspace.cuni.cz/handle/20.500.11956/187381

Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds?. Currents in pharmacy teaching and learning, 10(6), 807–815 https://doi.org/10.1016/j.cptl.2018.03.019

Chaika, O., Sharmanova, N., Maliuga, N., & Savytska, I. (2022). Multiculturalism in modern mass media: Analysis of stereotypes. Amazonia Investiga, 11(60), 10–22. https://doi.org/10.34069/AI/2022.60.12.1

Chaika, O. (2023). International cultural ecology: Multicultural and multilingual risks (based on the materials from the Russia-Ukraine war). In D. Kalinowski & P. Toczyński (Eds.), Ekologia w dyskursie: Krajobraz naturalny i kulturowy (pp. 31–64). Wydawnivtwo Naukowe. https://www.researchgate.net/publication/380040285

Chew, K. A. B., Leonard, W. Y., & Rosenblum, D. (2023). Decolonizing Indigenous language pedagogies: Additional language learning and teaching. In J. Carmen, M. Mithun, & K. Rice (Eds.), Handbook of languages and linguistics of North (pp. 767–788.). De Gruyter Mouton. https://doi.org/10.1515/9783110712742-034

Finkel, E. (2022, April 5). What’s happening in Ukraine is genocide. Period. The Washington Post. https://archive.ph/20220412180205/https://www.washingtonpost.com/opinions/2022/04/05/russia-is-committing-genocide-in-ukraine/

Goriunova, O. (2019). The digital subject: People as data as persons. Theory, Culture & Society, 36(6), 125–145. https://doi.org/10.1177/0263276419840409

Heidemann, K. (2022). Pathways of education reform 'From Below': Theorizing social movements as grassroots agents of educational change. Confero: Essays on Education, Philosophy and Politics, 9(1), 41-72. https://doi.org/10.3384/confero.2001-4562.221115

Jaroszynski, S. (2021). Media as a site of language ideologies: Political economic analysis of language policies in the Ukrainian media regulation [Unpublished doctoral thesis]. The Florida State University. https://diginole.lib.fsu.edu/islandora/object/fsu:776936

Kelle, U. (2022). Mixed methods. In N. Baur & J. Blasius (Eds.), Handbuch Methoden der empirischen Sozialforschung (pp. 163–177). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-37985-8_9

Kulyk, V. (2023). National identity in time of war: Ukraine after the Russian aggressions of 2014 and 2022. Problems of Post-Communism. https://doi.org/10.1080/10758216.2023.2224571

Kulathuramaiyer, N., Pariyar, A., Bala, P., Meenatchisundaram, J. L., & Kee-Man, C. (2020). Preserving cultural knowledge through community-led MOOCs. IPSI BgD Transactions on Internet Research (TIR), 16(1), 1–11. http://ipsitransactions.org/journals/papers/tir/2020jan/p5.php

Moser, M. (2023). The Ukrainian language in the temporarily occupied territories (2014–October 2022). Kyiv-Mohyla Humanities Journal, 10, 2–48. https://doi.org/10.18523/kmhj270983.2023-10.2-48

Patrão, A. (2018). Linguistic relativism in the age of global lingua franca: Reconciling cultural and linguistic diversity with globalization. Lingua, 210, 30–41. https://doi.org/10.1016/j.lingua.2018.04.006

Pavlova, O., & Rohozha, M. (2023). Mariupol siege viber-community as a form of grassroot movement in the context of “declining state of global democracy”. Ideology and Politics Journal, 1(23), 241–275. https://doi.org/10.36169/2227-6068.2023.01.00009

Paziura, N. V., Kodalashvili, O. B., Bozhok, O. S., Romaniuk, V. L., & Zlatnikov, V. H. (2021). English teaching in distant education policy development: Ukrainian aspect. Linguistics and Culture Review, 5(S2), 121–136. https://doi.org/10.21744/lingcure.v5nS2.1335

Plokhy, S. (2015). The gates of Europe: A history of Ukraine. Basic Books. https://www.researchgate.net/publication/312666202

Poe, S. C. (2019). The decision to repress: An integrative theoretical approach to the research on human rights and repression. Understanding human rights violations: New Systematic Studies (pp. 16–38). Routledge. https://doi.org/10.4324/9781351143806-3

Polese, A., Morris, J., Pawłusz, E., & Seliverstova, O. (2018). Identity and nation building in everyday post-socialist life. Routledge. https://doi.org/10.4324/9781315185880

Popova, M., & Shevel, O. (2023). Russia and Ukraine: Entangled histories, diverging states. John Wiley & Sons.

Prykhodko, I. (2023). Ukrainophobia in Russia as a tool against the Ukrainian state [Unpublished master thesis]. Webster University. https://www.proquest.com/openview/c0f7c95352028d3deaa9d607f14db6b3/1?pq-origsite=gscholar&cbl=18750&diss=y

Resolution 2495 on Deportations and forcible transfers of Ukrainian children and other civilians to the Russian Federation or to temporarily occupied Ukrainian territories: create conditions for their safe return, stop these crimes and punish the perpetrators. Parliamentary Assembly of the Council of Europe. (2023). https://pace.coe.int/en/files/31776/html

Roche, G., Hammine, M., Hernandez, J. F. C., & Kruk, J. (2023). The politics of fear and the suppression of indigenous language activism in Asia: Prospects for the United Nations' decade of indigenous languages. State Crime Journal, 12(1). https://doi.org/10.13169/statecrime.12.1.0029

Shaw, M. (2023). Russia’s genocidal war in Ukraine: Radicalization and social destruction. Journal of Genocide Research, 25(3–4), 352–370. https://doi.org/10.1080/14623528.2023.2185372

Smith, R. C. (2022). Article 22 – Cultural, religious and linguistic diversity. In S. Peers, T. Hervey, J. Kenner, & A. Ward (Eds.), The EU Charter of Fundamental Rights (pp. 639–666). Nomos Verlagsgesellschaft GmbH & Co. https://www.nomos-elibrary.de/10.5771/9783748913245/the-eu-charter-of-fundamental-rights

Snyder, T. (2018). The road to unfreedom: Russia, Europe, America. New York: Tim Duggan Books. http://cd.bos.rs/online-citanka-novi-lideri--nove-mogucnosti-10/uploaded/Timothy%20Snyder%20-%20The%20Road%20to%20Unfreedom(2018).pdf

Snyder, T. D. (2022, April 8). Russia's genocide handbook: The evidence of atrocity and of intent mounts. https://snyder.substack.com/p/russias-genocide-handbook

Sundler, A. J., Lindberg, E., Nilsson, C., & Palmér, L. (2019). Qualitative thematic analysis based on descriptive phenomenology. Nursing Open, 6(3), 733–739. https://doi.org/10.1002/nop2.275

Tosco, M. (2021). Democracy: A threat to language diversity?. In M. Tamburelli & M. Tosco (Eds.), Contested languages: The hidden multilingualism of Europe (pp. 41–56). https://doi.org/10.1075/wlp.8

Tom, M. N., Sumida Huaman, E., & McCarty, T. L. (2019). Indigenous knowledges as vital contributions to sustainability. International review of education, 65, 1–18. https://doi.org/10.1007/s11159-019-09770-9

Udoudom, U., & Nwokeocha, I. (2023). Digital storytelling and the promotion of community-led development initiatives in Urban Slums. International Journal of Integrative Research, 1(2), 53–76. https://doi.org/10.59890/ijir.v1i2.27

Weisenfels, L. J. (2022). The internal debate: How national identity created the Russo-Ukrainian conflict. [Unpublished master thesis]. University of Arkansas. https://scholarworks.uark.edu/etd/4693

Woolard, K. A. (2016). Singular and plural: Ideologies of linguistic authority in 21st century Catalonia. Oxford University Press.

Zhurzhenko, T. (2021). Fighting empire, weaponising culture: The conflict with Russia and the restrictions on Russian mass culture in post-maidan Ukraine. Europe-Asia Studies, 73(8), 1441–1466. https://doi.org/10.1080/09668136.2021.1944990

Downloads

Published

2024-05-28

How to Cite

Chaika, O., Sharmanova, N., & Makaruk, O. (2024). Revitalising Endangered Languages: Challenges, Successes, and Cultural Implications. Futurity of Social Sciences, 2(2), 38–61. https://doi.org/10.57125/FS.2024.06.20.03