Fostering Ethnic Identity Through Mother Tongue

Abstract

This research looks closely at how language, national identity and keeping culture alive in Nepal work together. It focuses on the success of using your language to teach (MTBI). Nepal has many different cultures because over 123 languages are spoken. This shows a society where people’s heritage also includes their language use. This study uses a mixed-method approach that combines qualitative data like interviews and quantitative data like surveys to examine how MTBI affects Nepal’s ethnic identity. The math showed different views about the money and social good of MTBI. It highlighted how it helps society more than directly boosts the economy. Quality results showed how MTBI helped build a community, save culture, and improve talking through our language. The study’s results show that MTBI is essential for creating ethnic identity, mainly in social matters. This matches earlier studies stating how much heritage languages help save culture. Challenges found include conflicts over rules, how the world interconnects, a focus on languages that are not widely used and efforts needed to protect cultures properly. This study recommends starting to use MTBI. It is essential to adopt policies for schools that help with minority languages in the early years and ensure useful things are balanced with keeping culture alive. Noticing community-backed efforts, like those of the Gurung people, can help protect language variety and heritage culture.

1. INTRODUCTION

1.1 Background of the study

There is a close relationship between the social and cultural identity of the home community and the complexities of legacy language maintenance for Nepali people and their descendants. According to the 2011 census, Nepal has 123 distinct languages spoken. Nepalis are united by multilingualism rather than a common language. Nepali, the prevalent word for Newari, is spoken by around half of the population. However, there is an extensive combination of over eighty minor languages throughout the country, each with its distinct culture. Lee (2013) argues that “the inability to maintain cultural identity” (p. 1576) results from not preserving heritage languages. People lose touch with their ethnic heritage and cultural traditions when they don’t have a strong sense of cultural identity.

Parameshwaran (2014) states that an individual’s capacity to speak and comprehend their original language is a major indicator of their ethnic and social identity. If legacy languages are not utilized and conserved, there is a high risk of language shift and, by extension, ethnic identity loss. Immigrant children and future generations may benefit from retaining their ancestral homeland’s language and culture if we can better understand a multicultural and pluralistic education paradigm. Teachers in classes with diverse linguistic and ethnic origins would do well to acknowledge the importance of students’ cultural identities in assisting them to thrive in school. Understanding the cultural barriers of mother tongue language maintenance and second language learning is especially important for ESL educators.

Teaching pupils their mother languages has long been a sensitive issue in Nepal. Due to the present political context, which includes ideas about ethnic federalism and attempts to change the country’s constitution, mother tongue education has become difficult in schools. Since the Panchayat era (1960-1990), several different ethnic groups have expressed their dissatisfaction with the language system. They have advocated for using their languages as a teaching medium in schools, particularly at the primary level, and have requested that the state actively support these efforts (Turin 2019). The use of Nepali only in government offices and judicial procedures has also been a source of contention.

In Nepal, whether or not all minority languages, not only the official language, should be taught in schools is a contentious issue. Many minority languages in Nepal are on the verge of extinction. Teaching children in their home language throughout the early grades is more beneficial in learning than teaching them a second or foreign language (Awasthi, 2004). As a result, cognitive scientists have advocated for policies and practices that encourage mother-tongue language learning—however, globalization, neoliberalism, and utilitarianism guide parenting. For a long time, teachers have been perplexed by this discussion.

1.2 Purpose of the study

This study evaluates the efficiency of the Mother Tongue-Based Initiative in managing Nepal’s ethnic identity

1.3 Research Question

Does implementing the Mother Tongue-Based Initiative (MTBI) contribute to ethnic identity

preservation in Nepal?

2. LITERATURE REVIEW

2.1 Importance of Ethnic Identity and Language Diversity

In 2013, Latecka coined the phrase “language ego” to refer to the phenomenon in which an individual’s sense of self is shaped by their language. The perception of awareness is inherently tied to the perspective of a certain linguistic identity or, more precisely, to the speaker’s contextual position inside that particular language. The sociolinguistic context impacts the speaker’s language and cultural identity, subsequently moulding their circumstances. The text illustrates the speaker’s perspective on the world. According to Zhang (2015), the speaker establishes their identity by deciding which language to utilize in particular speaking situations (p. 201). Moreover, the speaker’s linguistic actions are influenced by the type of social connections they have. This link between language choice and social connections has to be researched further. Using a single language is equivalent to using a single aspect of a person’s identity. Immigrant descendants must keep the legacy language socially and culturally connected to their ancestral identities.

Choi (2015) investigated how individuals keep their ancestral language and ethnic identity across generations. Choi’s work supports Fishman’s theory of language preservation by demonstrating that social surroundings are the glue that ties identity and language together. Choi’s study provided a larger critique of English as a global language. It thus advocated the need for adopting mother tongue language and awareness of the various community factors that drive language maintenance in identity formation.

In a study conducted by Mercuri (2012), an exploration was conducted of how the loss of a heritage language influenced the cultural identity of one Latina participant. Mercuri participant Irma lost her native tongue as a child due to formal schooling but regained it as an adult. Mercuri studied how losing one’s heritage language affects one’s cultural identity and how relearning that language might increase one’s heritage identification.

2.2 Previous Studies on the Impact of Mother Tongue-Based Initiatives in Education

Garcia (2011) adopted the term sustainable languaging to rethink the language garden concept in the 2000s (p. 7). According to the author (p. 7), linguistic sustainability no longer focuses on maintaining a language in its original form. Instead, it emphasizes the influence of the speaker’s social environment on the sustainability of the language. This perspective on bilingual education highlights the importance of updating language teaching methods to foster the linguistic development of future generations. In the contemporary interconnected society, educational institutions that prioritize English as the primary language and disregard other languages only achieve a little beyond advancing the prevailing English-only policy and neglecting the linguistic identities of speakers. The objective of language education in the contemporary interconnected world should be to safeguard mother tongue languages and foster the cultivation of exceptional linguistic and cultural identity formation.

2.3 Mother Tongue-Based Education in Nepal: Challenges and Opportunities

According to Tshabangu and Salawu (2022), indigenous languages are severely underrepresented in several governmental, economic, and educational spheres. One possible explanation for this susceptibility is Nepal’s pervasive goal of promoting a single language. These elements have been pivotal in the isolation of these languages and cultures, in the marginalization of ordinary people from power, and in the amplification of bureaucracy, which complement each other well in this setting. Further investigation into this topic is provided by Giri (2011), who draws attention to national policies that fail to recognize minority languages and the problems that arise from a political system that fails to recognize language. This callousness hinders the integration of Nepali society’s ethnic minorities. Because it limits their ability to express themselves culturally, it makes them more susceptible to the negative impacts of globalization.

Minority languages have been significantly marginalized in mainstream media, according to Cenoz and Gorter (2019). Because of their isolation, human communities like the Danuwar have difficulty gaining access to collective wisdom. But this makes preserving and honouring their cultural heritage much more difficult. However, challenges make advancements more difficult, such as language preservation efforts, which remind us of the common desire to protect the cultural identity of different groups. For example, the Gurung people put a lot of energy into developing a script everyone can understand. This shows how seriously they take the preservation of their language and culture.

3. METHODOLOGY

3.1 Research Design

A mixed method was used in this study. The study adopted qualitative and quantitative methods to examine how the Mother Tongue-Based Initiative, or MTBI for short, affects Nepal’s unique ethnic identity. Some primary data was collected through fieldwork.

3.2 Data Collection

3.2.2 Quantitative Data

Instrument: Questionnaires, surveys, and direct observations in the field were used to collect information. These tools were designed to get specific details about how a mild brain injury affects different things.

Participants: 384 people were randomly picked to act as the study sample. Krejcie and Morgan’s method ensured the best mix of the studied population.

Data Points: I analyzed multiple dimensions, which include the connection between MTBI and socioeconomic progress, the impact on socio-cultural aspects, and the values of using their native language in the community.

3.2.3 Qualitative Data:

Instrument: Interviews, discussions, and field observations in person were used as the main ways to gather information for qualitative data. These methods were picked to get special understandings and personal stories.

Participants: People from different ethnic groups, such as Rai, Rajbanshi, Tamang and Newa, come together to take part. This difference tried to pick a wide range of views and experiences.

Data Points: Collect many first-hand experiences from different people like community members and teachers. These stories gave insight and background knowledge about how MTBI affected cultural identity and efforts to save culture in those communities.

3.3 Sampling and Analysis Techniques

The optimum population representation formula developed by Krejcie and Morgan was used to estimate the sample size, which was found to be 384. Based on the premise that the fraction in question is one-half, this computation was performed with a margin of error of five per cent. According to Aathpariya et al., the selection process was based on ecological zones and districts randomly distributed among five of the country’s ethnic groupings.

4. FINDINGS

4.1 Overview of the Current State of Ethnic Identity and Language Diversity in Nepal

In Nepal, the world of language is very different. A census in 2011 found that there were only 123 languages spoken all around this country. In Nepal, people speak many languages. Most use the language called “Nepali”, which is spoken by almost half of them. However, over 80 small languages exist, each adding to a special cultural history. Keeping heritage languages safe is important for keeping our culture alive, according to experts like Lee and Parameshwaran. Not keeping these languages can cause a loss of cultural traditions. So, it’s important to save them so we remember our identity and where we came from.

4.1.1 Quantitative Findings

4.1.1.1 How MTBI Helps with Social and Economic Growth.

The figure below shows how the Mother Tongue-Based Initiative (MTBI) connects with social and financial progress. The information shows different opinions among people. 22% say they do not think MTBI and economic growth are linked. On the other hand, 30% think that mild brain injuries greatly help improve friendships within neighbourhoods. But replies saying we should use MTBI to deal with money problems like lowering poverty (15%) and making life better in terms of jobs and living conditions (12%) were lower. These findings underscore a divergence in perceptions: People may not see the financial benefits clearly, but they know that keeping and encouraging mother tongue languages is good for society. This information can be represented in a pie chart in Figure 1 below.

Figure 1: Mother Tongue-Based Initiative (MTBI) connections to social and financial progress

This chart shows the different views about how MTBI connects to the development or progress of social and financial things.

4.1.1.2 Socio-Cultural Dimension

The study closely looked at different parts of society and culture. It showed interesting things we didn’t know before. A big part (25%) said that MTBI is key in building community identity. Also, people realized the value of actions like spreading native knowledge and participating in Mother Language Education (MLE) awareness camps. These were noticed by 15% of respondents each time. This means we understand how MTBI is connected to saving culture and teaching different groups of people. One participant stated, “Since I know people who are native Nepalese speakers and who are also fluent in other languages, including English, I can attest to the fact that maintaining one’s mother tongue helps to preserve one’s ancestral identity.”

4.1.1.3 Enhanced Communication through Mother Tongue

The study looked at how the use of native language makes communication better in different ways. The main points people talked about were feeling at ease when they spoke (30%) and gaining more self-confidence to share their thoughts and feelings better (32%). Understanding customs (15%), making friends through a common language (13%) and using the main tongue to make it easier to learn new languages (10%) came next. These results show how much the mother tongue helps to make talking easier and fills us with confidence. They also prove it’s very important for social changes between people, including their culture. Another interviewee expressed her difficulties with her lack of fluency in her ancestral mother tongue and the relationship between language and identity in her interviews. She stated that “speaking the language is significant and critical. It doesn’t seem very good to me to sit with members of your community and have to rely on relatives to interpret for you. Theres a lot you’re losing out on, and it’s challenging.”

Figure 2: How language contributes to improved communication

4.1.1.4 Benefits of Using Your Native Language

Using your native language can provide many benefits. Using it, you can connect with other speakers with the same linguistic background. This allows for better communication and understanding between people in a wide range of situations, from making friends at school or church events to discussing business interests among colleagues at work settings like meetings. People described the basic benefits of using their native language beyond just talking. Showing who they are (35%) was the most important thing, very close to connecting with culture and tradition (20%). Moreover, helping to build self-worth (20%), giving job chances (15%) and playing a part in various cultures (10%) were seen as important. These ideas show how our first language helps to keep cultural backgrounds safe and makes people proud of their differences in communities.

4.1.1.2 Self-realization of Community Members

The survey looked into different ways of self-discovery linked to using and protecting your home language. Most people felt that using their language without fear (20%) was the most common way to express themselves. Furthermore, it was recognised that the mother tongue (14%) is important. Also, feeling proud of one’s language and culture (16%) and developing an interest in saving traditions and history (10%) were noted as well, along with making people feel like a community or family where they belong strongly to each other 8%. This data shows that our language and who we are go together. It shows how important a person’s first tongue can be for making them feel connected to their culture and proud of where they come from within the community.

The table below shows what people think about the Mother Tongue-Based Initiative (MTBI) and how they see growth in wealth, education and other important areas. It shows different opinions from people who answer polls. In general, most people agree that having a mild brain injury can help make society better. However, only some agreed on how much it directly impacts the economy or helps to reduce poverty. This means that people understand the good effects it can bring to society, but they are careful not to overemphasize its effect on money and work.

Figure 3: Table showing different viewpoints in percentages on the role of Mother Tongue Language

4.1.2 Qualitative Findings

Different ethnic groups share a strong shared goal to protect their cultural history and improve traditional language practices. The Aathpaha Rai group keeps their culture alive by teaching the native language. This shows how important it is for traditions to stay safe. Just like that, the Rajbanshi group uses many languages in teaching. They think saving these different tongues is crucial for keeping up with who they are as a culture. Using the Tamang language to learn helps teachers and students build stronger relationships. It also makes them feel proud of their ethnic group. The young people of Newa share this feeling. It shows a growing respect for their language, which marks a good change in how they view different talking methods. Talking in different languages within communities shows how important it is to have many languages. This helps everyone understand each other better and ensures no one gets left out. The Nepal Indigenous Society’s efforts to save the Kurux language and culture using school programs and community involvement prove a commitment to keeping traditions alive. The leader of the Uranw community stated, “Mother tongue has helped our children identify with our community and not get involved in other people’s cultures.” In addition, getting parents more involved in Uranw’s schools helps to make it a welcoming place that respects differences and makes people feel proud of their community.

4.2 Assessment of the Effectiveness of the Mother Tongue-Based Initiative

The Mother Tongue-Based Initiative (MTBI) in Nepal has caused arguments, mainly because of the country’s political circumstances and discussions about ethnic federalism and constitutional alterations. Some different groups want their languages used to teach, especially in the first school years. They are asking for support from the government. Using Nepali in government and legal matters has added more arguments to this topic. The study wanted to check if MTBI helps preserve Nepal’s culture. The literature review stresses the connection between language, identity and social links. Research by Latecka, Choi and Garcia shows how important it is to keep languages alive. They also say we must help people learn their language and culture better.

4.3 Identification of Key Factors Influencing the Success or Failure of the Initiative

The study found a few things that affect whether MTBI works or fails in Nepal. Challenges include:

Policy Disputes: Arguments about whether all minority languages should be taught in schools have hindered progress. Many languages are disappearing. People want lessons in native tongues when young because it helps them learn better.

Globalization and Utilitarianism: The use of worldwide connections and thinking about what is useful greatly affects language rules and actions. With difficult choices, this can be tough for teachers or people who make policy.

Marginalization of Minority Languages: The small languages are left out in the mainstream news and areas like government or money sections. This makes them stand alone and, as such, tend to need more support.

Cultural Preservation Efforts: Some groups, like the Gurung people, work hard to keep their language and culture alive. This shows how important it is to protect these things from disappearing.

5. DISCUSSION

5.1 Interpretation of the findings and their implications for fostering ethnic identity and language diversity in Nepal

This study shows how language, identity and culture are closely connected in Nepal. The Mother Tongue-Based Initiative (MTBI) is seen as a strong way to protect the identity of ethnic groups. It does this mainly in social aspects rather than directly helping with money growth. These results match earlier studies that show how important cultural identity is in keeping heritage languages alive. This shows that we need to think carefully about both sides of this issue because neither one should fully overpower the other when telling its story.

5.2 Comparison and synthesis of the research findings with previous studies

At the same time, studies by Latecka, Choi and Garcia show how language ties to a person’s identity. They stress that we need to save native languages so culture stays strong. But, getting mother tongue languages supported is still hard. This mostly comes from problems created by world integration and beliefs that focus on what’s useful. Arguments about rules for teaching minority languages slow progress, leading to smaller languages being pushed aside in main areas. This study shares worries by Giri, Cenoz and Gorter about not paying attention to mother tongue language in important areas like news outlets and government. Great work by groups like the Gurung people shows how hard we must keep languages and traditions alive.

5.3 Recommendations for policy and practice to enhance the mother tongue-based initiative

These findings suggest that a broad strategy should be used when implementing MTBI. School rules need strong help for smaller languages in education, focusing on using them from the start of school to improve learning and keep old cultures safe. Dealing with how people see MTBI’s social and financial sides needs plans focusing on its many good things. Globalization needs a balance between practical thoughts and saving traditions. This creates a place where modern ideas mix with history in harmony. Also, supporting projects in the community, like those by the Gurung people, can show strong examples of protecting language and culture on a wider level.

6. CONCLUSION

This study shows the importance of the Mother Tongue-Based Initiative in helping ethnic identity grow under Nepal’s wide range of languages. The good side of MTBI may be less obvious in financial terms, but it is clear that the benefits to society include keeping our culture strong and helping communities come together. The big problems with language rules, how worldwide connections are changing things and the mistake of not protecting languages that few people speak make it hard to keep our culture safe. Following past studies and present discoveries, advice is now given to take a complete view of using MTBI. It puts great stress on teaching minority languages early in schools alongside sensible policy planning that balances useful ideas with preserving our culture’s history. Groups like the Gurung show how much work it takes to protect different languages and traditions from disappearing. These examples teach us about keeping our unique ways of life alive.

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