Mother tongue matters: A critical study of indigenous language integration in formal education systems

Journal of Language, Literature, Social, and Cultural Studies, Volume 3 Number 2 (Jul 2025), p. 113-127 e-ISSN: 2986-4461 DOI: https://doi.org/10.58881/jllscs.v2i2 https://ympn.co.id/index.php/JLLSCS Mother tongue matters: A critical study of indigenous language integration in formal education systems Ida Bagus Artha Adnyana1, Anak Agung Raka Sitawati2, Zanyar Nathir Ghafar3, Omar Mohammad-Ameen Ahmad Hazaymeh4 Politeknik Negeri Bali, INDONESIA1,2 Public Health Department, Technical Institute of Sulaimani, Sulaimani Polytechnic University, IRAQ3 Al-Balqa Applied University, Al-Huson University College, JORDAN4 Abstract - This study critically examines the integration of indigenous languages in formal education systems, emphasizing the significance of mother tongue instruction in fostering inclusive, culturally relevant, and effective learning environments. The primary aim of this research is to explore the extent to which indigenous languages are incorporated into school curricula, assess the challenges and benefits associated with such integration, and analyse the implications for students’ cognitive development, identity formation, and academic achievement. Drawing on the theoretical frameworks of linguistic human rights and sociocultural learning theory, the study investigates how language policy and pedagogical practices either support or hinder the use of mother tongue instruction. A qualitative research method was employed, utilizing document analysis and semi-structured interviews with educators, policymakers, and community leaders in regions where indigenous language programs are either implemented or lacking. The data collected was thematically analysed to identify recurring patterns, contradictions, and contextual variations in the treatment of indigenous languages within formal education systems. The findings reveal a persistent marginalization of indigenous languages, despite national and international policies advocating for multilingual education. In cases where indigenous languages are integrated, improvements in students’ engagement, comprehension, and cultural pride were noted. However, numerous obstacles persist, including lack of trained teachers, insufficient teaching materials, and limited institutional support. The analysis underscores the need for more inclusive and participatory policy-making that involves local communities and recognizes the pedagogical and cultural value of indigenous languages. In conclusion, the study advocates for a transformative shift in education policy and practice, promoting indigenous languages not only as mediums of instruction but also as essential elements of cultural preservation and empowerment. Effective integration requires collaborative efforts among governments, educators, and indigenous communities to ensure that every child can learn in a language they understand and identify with. Keywords: mother tongue education, indigenous languages, language policy, cultural identity, multilingual education This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/) 113 Journal of Language, Literature, Social, and Cultural Studies, Volume 3 Number 2 (Jul 2025), p. 113-127 e-ISSN: 2986-4461 DOI: https://doi.org/10.58881/jllscs.v2i2 https://ympn.co.id/index.php/JLLSCS 1. Introduction Language is not merely a means of communication; it encapsulates a community’s collective identity, cultural values, and worldview. For indigenous peoples, language is intricately tied to ancestral knowledge, oral traditions, ecological wisdom, spiritual beliefs, and social organization. As Battiste (2002) articulates, indigenous languages are vessels that transmit unique ways of knowing, being, and understanding the world—making them critical to the preservation and continuity of indigenous cultures. When these languages are excluded from formal education systems, the loss is not simply linguistic but cultural and cognitive as well. The global dominance of colonial or majority languages—such as English, French, Spanish, or Mandarin—has historically marginalized indigenous languages, often through assimilationist education policies that either prohibited or devalued their use in schools. Such practices have led to the erosion of linguistic diversity and the endangerment of thousands of native languages (Gregory, 2021). For instance, many indigenous children enter formal schooling systems that operate entirely in a dominant language they do not speak at home. This linguistic mismatch places them at an immediate disadvantage, impacting their academic performance, self-esteem, and cultural belonging. According to Ethnologue, over 7,000 languages are currently spoken worldwide, yet only a small fraction of these are used as the medium of instruction in schools. UNESCO (2022) estimates that 40% of the global population does not have access to education in a language they speak or understand. This gap is especially prevalent in multilingual and indigenous communities. When children are taught in unfamiliar languages during their early years, it can delay their cognitive development and hinder their ability to grasp basic literacy and numeracy skills (Ball, 2011). In contrast, early education in the mother tongue has been shown to improve learning outcomes, reduce dropout rates, and foster a more inclusive and equitable learning environment (Khaitan, 2020). Mother tongue-based multilingual education (MTB-MLE) has emerged as a strategic approach to address these challenges. By integrating indigenous languages alongside national or international languages, MTB-MLE ensures that students can first develop strong foundational skills in the language they know best—their mother tongue. This facilitates a smoother transition to additional languages and content knowledge acquisition. Research by Cummins (2000) confirms that academic proficiency in the first language serves as a bridge to learning second languages and content areas, refuting the long-held misconception that indigenous languages are inadequate for formal instruction. Moreover, education in one’s native language nurtures a sense of pride, cultural identity, and psychological well-being. It validates the students’ heritage and helps resist cultural alienation. As Skutnabb-Kangas and Phillipson (1995) argue, linguistic genocide—defined as the denial of the right to education in one’s language—has far-reaching consequences, contributing to the systemic marginalization of indigenous populations. In countries like New Zealand and Canada, revitalization efforts have demonstrated how incorporating indigenous languages into education can not only strengthen cultural identity but also promote reconciliation and social cohesion. Despite the clear benefits, the implementation of mother tongue instruction faces significant challenges. These include a lack of political will, insu (...truncated)