Available online at www.sciencedirect.

com

Procedia Social and Behavioral Sciences 15 (2011) 1677–1683

WCES-2011

Perceptions of students and lecturers on the preservation of

endangered languages
Rohaty Mohd. Majzuba*, Maisarah Muhammad Raisb*
a
Faculty of Education, National University of Malaysia, 43600, Bangi, Selangor.
b
Faculty of Linguistics, University of Malaya , 53000, Kuala Lumpur .

Abstract

The Malaysian Vision 2020 as propagated by the ex Prime Minister stipulated among its challenges the respect towards freedom
of its people to practice their own religion and culture. The indigenous group still maintain their own way of life although
government efforts have been extended to assimilate them into the mainstream. This study examined the responses of lecturers
and university students towards the preservation of the endangered languages belonging to the indigenous community in
Malaysia namely the Bateq community . Thirty students attending the Learner Diversity Course at the undergraduate level at the
Faculty of Education Universiti Kebangsaan Malaysia were involved in a focus group interview session . The focus groups
consisted of five groups. Ten lecturers teaching undergraduate courses were also involved . The Preservation of Endangered
Language Questionnaire (PELQ) was used to guide the discussion .The reasons for the preservation of endangered languages are
(a) propagation of One Malaysia and vision 2020, (b) death of the indigenous people, (c) diversity in Malaysia ,(d) promotion of
inclusivity, (e) cultural heritage and identity, (f) multiculturalism, (g) political-social stability, (h) creativity and expression and
(i) globalization effects. While the barriers to preservation of endangered languages are (a) the majority versus minority issue, (b)
ignorance or lack of knowledge of the indigenous groups, (c) physical inaccessibility and (d) lack of Input from the indigenous
groups. The findings indicated high agreement on the need to preserve endangered languages of the ethnic minority in Malaysia .
Policy makers and implementers need to develop educational and social programs to enhance the use of endangered languages
through the curriculum and the co-curriculum. The findings suggest a more comprehensive holistic approach from the micro to
the macro level.
© 2011 Published by Elsevier Ltd.

Keywords: endangered language, indigenous language, strategies.

1. Introduction

It has been observed that languages are gradually becoming extinct around the globe due to globalization , social
changes, and shifts in populations from rural areas to cities . In addition well-intentioned focus on national
languages and national cultures rather than local indigenous languages and traditions probably affect indigenous
languages. Of the 6,500 languages estimated by UNESCO which should still be in use only 11 are spoken by half
the world’ population , and 95 percent of the languages are spoken by five percent of the global population . An
opportunity to use one’s own native language is a necessary precondition for the preservation and development of
one’s own culture . It is also important in enhancing one’s identity and self esteem .
________
* Rohaty Mohd. Majzub. Tel.: +60193813740
E-mail address: norhatiah@gmail.com

1877–0428 © 2011 Published by Elsevier Ltd.

doi:10.1016/j.sbspro.2011.03.351
1678 Rohaty Mohd. Majzuba and Maisarah Muhammad Rais / Procedia Social and Behavioral Sciences 15 (2011) 1677–1683

In Malaysia there are several indigenous groups whose native languages will probably die if efforts are not made
to protect and preserve them. An example is the Bateq community, an Orang Asli tribe in Malaysia. Today there are
only about 750 of them in the jungle. Most of them live in Taman Negara National Park. A language can be
considered definitely endangered when children no longer learn the language as mother tongue in the home and if
there are no speakers left.

1.1 Background of the Study

Malaysia has since independence set forth strategies to unite its population consisting of diverse ethnic groups
and cultures. The Vision 2020 as propagated by the ex Prime Minister stipulated among its challenges the respect
towards freedom of its people to practice their own religion and culture. The Orang Asli being one of the indigenous
group still maintain their own way of life although government efforts have been extended to assimilate them into
the mainstream. Nevertheless the use of their ethnic language has been constantly eroded as their children who
attended government schools naturally have to use the official language in schools namely Bahasa Malaysia. At the
same time the influence of the TV, internet and other ICT based devices promote the use of the mainstream
language and created lesser use of the ethnic languages (Yazdanpanah, Sahragard & Rahimi, 2010; Tuncay &
Uzunboylu, 2010).

1.1.1 Statement of the problem

This study examined the responses of lecturers and university students towards the preservation of the
endangered languages belonging to the indigenous community in Malaysia. University lecturers and undergraduates
are leaders of the society being in the upper rung of the social ladder and therefore can be the change agents
stimulating researches on the endangered languages as well as adding to the documentation of such endangered
language.

1.1.1.1 Research Questions

This study has been designed to address the following questions:
a) Do you agree to the proposition that endangered languages of minority groups in Malaysia should
be preserved? If so why?
b) What are the barriers to preserve the endangered languages?
c) What strategies are you recommended to protect and enhance the preservation of endangered
language?

2. Review of the literature

Throughout human history, the languages of powerful groups have spread while the languages of smaller cultures
have become extinct. The extinction of minorities language in today’s world is one issue which has been long
discussed by previous researches , reaching at alarming stage due to the globalization, the world social changes and
the changes in the world global community . According to Zuo (2007) , one of the primary linguistic issues facing
the world in the 21st century is the extinction of a substantial proportion of the world’s languages. The
endangerment of the minority languages are caused by several factors such as the technological , social , cultural and
economic trends of globalization. Zuo (2007) further stated that the existence of the “free market” ideology of
globalization in the present day , contributing to the extinction of minority languages around the globe , and it
occurs because of cultural and linguistic homogenization .
Globalization not only represents important change in economics, technology and politics for nations and
continents, but it also signifies fast-changing sets of beliefs, values and attitudes (Laoire , 2008).A large number of
cultural and linguistic knowledge is vanishing due to the change in the globalization phase thus this upsetting global
 Rohaty Mohd. Majzuba and Maisarah Muhammad Rais / Procedia Social and Behavioral Sciences 15 (2011) 1677–1683 1679

issue is disappointing the linguists. As the debate on language endangerment continues, English has emerged as the
strongest global language, although Spanish and Chinese are also considered as the other ‘spreading languages’. In
developing a special role that is increasingly recognized in continents, English has achieved an international and
global status (Laoire ,2008). Preservation of the endangered languages certainly need to be carried out and
Mufwene (2004) stated that endeavours to revitalize some of the endangered languages have been devoted mostly to
enhancing the writing systems as well as generating written literature for them. Thus more steps of preservation of
the endangered languages have to be taken as language extinction, has accelerated dramatically in recent years.

3. Methodology

Thirty students attending the Learner Diversity Course at the undergraduate level at the Faculty of Education
Universiti Kebangsaan Malaysia were involved in a focus group interview session . The focus groups consisted of
five groups. Ten lecturers teaching undergraduate courses were also involved . The Preservation of Endangered
Language Questionnaire (PELQ) was used to guide the discussion . The (PELQ) essentially asked the following
questions : a) Do you agree to the proposition that endangered languages of minority groups in Malaysia should be
preserved? If so why? B) What are the barriers to preserve the endangered languages? C)What strategies are you
recommended to protect and enhance the preservation of endangered languages ? The focus groups discussions
input were tabulated and data analysis were conducted using qualitative method and thematic codes.

4. Results

The data has been analyzed qualitatively by categorizing into themes . The following represent themes that
emerged.

4.1 Question 1: Do you agree to the proposition that endangered languages of minority groups in Malaysia
should be preserved? If so why?

4.2 Reasons for the Preservation of Endangered Languages

(a) Propagation of One Malaysia and Vision 2020
(b) Death of the Indigenous People
(c) Diversity in Malaysia
(d) Promotion of Inclusivity
(e) Cultural Heritage and identity
(f) Multiculturalism
(g) Political-Social Stability
(h) Creativity and Expression
(i) Globalization Effects

4.3 Propagation of One Malaysia and Vision 2020

“Malaysia propagates 1 Malaysia concept introduced by the Prime Minister” . One Malaysia recognizes the
preservation of one’s own culture , religion and language”.(R 5)
“Malaysia practices inclusivity which means respecting and accepting all ethnic groups and their uniqueness”.(R
7)
“I believe in the fifth challenge of Vision 2020 which stresses the establishment of a matured, liberal and
tolerant society in which Malaysians of all colours and creeds are free to practice and profess their customs, cultures
and religious beliefs and yet feeling that they belong to one nation.”(R 9)
1680 Rohaty Mohd. Majzuba and Maisarah Muhammad Rais / Procedia Social and Behavioral Sciences 15 (2011) 1677–1683

4.4 Death of the Indigenous Culture

“Endangered languages will become extinct therefore it must be preserved . With the extinction comes the death
of the language in terms of usage , cultural ethos and tradition”. “We should preserve for the future generation. They
should know their roots”.(R 11)

4.5 Diversity in Malaysia

“We should enhance diversity because diversity exists in Malaysia . We are multi-cultural by nature . Since
independence we have lived in harmony respecting all ethnic groups including the indigenous groups”. (R 8)
“There is strength in diversity”.(R 3)

4.6 Promotion of Inclusivity

“Preservation of the languages of various ethnic groups especially the endangered ones can open new vistas and
ideas. So far we are only concerned with the mainstream culture . Malaysia propagates inclusivity”. Inclusivity
includes all children under one education system .(R 9)
“Inclusivity is the guiding principles in education . Besides including and accepting the students with special
needs we also respect and accept students from the indigenous groups including their language and culture”(R 7)
“Everyone has needs to be respected. This is the case for respecting the needs and eccentricities or uniqueness of
a language”. (R 9)

4.7 Cultural Heritage and identity

“Moreover in Malaysia , language is a type of cultural heritage. Understanding a language is often the key to
appreciate the full meanings of a group’s heritage; for example, the Bateq Community in Pahang . Allowing a
language to die out would cut off a people from their roots”.(R 20)

4.8 Multiculturalism
“Multiculturalism under the One Malaysia concept have a duty to preserve endangered languages. It has a
responsibility to ensure preserving the cultural heritage of all members of a society, rather than just that of the
majority”.(R 22)

4.9 Political-Social Stability

“In Malaysia respecting the cultural heritage and languages of various ethnic groups can add to social stability”.
“Malaysia practices constitutional monarchy and a democratic system . The needs of each race are vital in nation
building”. (R 10)
By helping to forge these communities language contributes to social stability. A shared language aids social
cohesion by providing speakers with a ready-made support network. This in turn has been linked with self-esteem
and self-fulfilment. (R 24)

5.10 Creativity and Expression

“Language determines the way people express themselves and the way they think. For example, language gives
the opportunity to be creative and express one’s culture” .(R 5)

5.11 Globalization Effects

 Rohaty Mohd. Majzuba and Maisarah Muhammad Rais / Procedia Social and Behavioral Sciences 15 (2011) 1677–1683 1681

“With globalization an endangered language run the risk of being marginalized”. Internet , WEB, the Facebook,
Twitter are applications that reduces physical presence and overfocus on languages of the mainstream .

5.12 Question 2: What are the barriers to the preservation of endangered languages?

5.13 Barriers to Preservation of Endangered Language

(a) The Majority Versus Minority Issue
(b) Ignorance or Lack of Knowledge of the Indigenous Groups
(c) Physical Inaccessibility
(d) Lack of Input from the Indigenous Groups

5.14 The Majority Versus Minority Issue

“People are not sensitive and understanding the plight of the minority”. “The mainstream culture is prevalent and
neglecting the marginalized groups” . “Policy manners may not be too knowledgeable”. (R14)

5.15 Ignorance or Lack of Knowledge of the Indigenous Groups

“The role of endangered languages may not be fully understood”. Prejudices and predetermined concepts may
exist”. (R 21)

5.16 Physical Inaccessibility

“Distance may make the heart less fonder. The homes of indigenous groups are located in deep jungles”. (R15)

5.17 Lack of Input from the Indigenous Groups

Indigenous groups are segregated from the main groups in the mainstream . Living and secluded in the homes.
They are seem restrictive in their thoughts and networking with the mainstream.(R 23)
Sadly , many members of minority communities no longer care for their heritage languages. (R 9)

5.18 Question 3 : What strategies are you recommended to protect and enhance the preservation of endangered lan

5.19 Strategies for the Preservation of Endangered Languages

5.20 Protection by the Government and Human Rights

“To preserve cultural heritages government should protect endangered languages .Moreover all around the
universe there are mother tongue education programmes to safeguard ancestral languages. UNESCO too propagated
such education programmes”. (R8)
“There must be more research in endangered language communities and must be conducted in a reciprocal and
collaborative manner”. (R 7)
“Keeping a language alive requires thousands of speakers, thus we need active intervention. The government
should continue allocating adequate budget for these groups. (R 19)
Many NGOs could not afford projects of the necessary size and timescale. ( R 20)
The development of a native media industry is a positive by-product of introducing media quotas. Media quotas
will ensure a native language reaches all aspects of society. The existence of a native media will then provide an
incentive to learn the language. (R 17)
1682 Rohaty Mohd. Majzuba and Maisarah Muhammad Rais / Procedia Social and Behavioral Sciences 15 (2011) 1677–1683

5.21 Educational Policies

“It should be the policy of the government to educate their school children to honour languages of the minority
.There should be active intervention program to prevent it from being extinct”. (R 13)
As a first step, oral languages need to be analysed and documented. For this purpose, the development of a
practical writing system is one of the basic requirements for language documentation and maintenance activities.
(R 16)
Linguists may support communities in the development of teaching and learning materials, as well as in teacher
training. (R 5)
Members of the speech community might even be trained to become researchers and linguists themselves. (R 22)
Maintaining language diversity requires not only the speakers themselves, but also the involvement of linguists,
language planners and policy makers. (R 15)
Chris Rainier is considered one of the leading documentary photographers working today. His life's mission is to
put on film both the remaining natural wilderness and indigenous cultures around the globe and to use images to
create social change.

5. Discussion and Implications

The input given in the preservation of endangered language reflects the mind frame of respondents. Positive
acceptance is apparent with the Malaysians leadership propagation of racial harmony and respect for differences of
cultures and inclusivity. The centralised Malaysian schools system implemented the Malaysian Curriculum where
uniformity helps to promote national unity and respect towards ethnic groups.
The findings indicated high agreement on the need to preserve endangered languages of the ethnic minority in
Malaysia. Policy makers and implementers need to develop educational and social programs to enhance the use of
endangered languages through the curriculum and the co-curriculum. The findings suggest a more comprehensive
holistic approach from the micro to the macro level.
The findings also suggest the need to further benchmark with successful projects on preservation of endangered
languages around the world. Using YouTube as a platform, researchers, academics, and communities can now
collaborate more effectively on promoting language revitalization. Endangered languages that may have never been
heard outside of a remote village can now reach a global audience.
A more ecological stance can be approached starting from the micro level to the more macro level involving
home, community , school and the government.
References
Albey, M. (2003). Spoken here: Travels among threatened languages. Boston: Houghton Mifflin Company.
Anaya, S.J. (2004). Indigenous peoples in international law. 2nd ed. USA: Oxford University Press.
Argenter, J. A., & Brown,R. M. ( 2004). On the margins of nations: Endangered languages and linguistic rights. United Kingdom: Foundation for
Endangered Languages.
Blythe, J. & Brown, R. M. (2003). Maintaining the links: Language, identity and the land. United Kingdom: Foundation for Endangered
Languages.
Bradley, D. & Maya, B. ed. (2002). Language endangerment and language maintenance. London: RoutledgeCurzon.
Coates, K. S. (2004). A global history of indigenous peoples: Struggle & survival. United Kingdom: Palgrave Macmillan.
Crystal, D. (2004). The language revolution. Cambridge UK: Polity Press Ltd.
Crystal, D. (2000). Language death. United Kingdom: Cambridge University Press.
 Rohaty Mohd. Majzuba and Maisarah Muhammad Rais / Procedia Social and Behavioral Sciences 15 (2011) 1677–1683 1683

Dalbey, A. (2002). Language in danger. London: The Penguin Press.

Dorian, N.C. (1980). Language shift in community and individual: The phenomenon of the laggard semi-speaker. International Journal of the
Sociology of Language. 25, 85-94.
Evans, N. (2009 ). Dying words: Endangered languages and what they have to tell us (Language library). US: Wiley-Blackwell.
Fishman, J.A. (1991). Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages. Clevedon, UK:
Multilingual Matters.
Graaf, T.D . (2011) . Endangered languages and the use of sound archives and fieldwork data for their documentation and revitalisation: Voices
from Tundra and Taiga. IJAPS. 7(1), 27-46.
Hall, T.D. & Fenelon, J.V. (2009). Indigenous peoples and globalization: Resistance and revitalization. United States: Paradigm Publishers.
Lamb, W. (2006 ). Scottish Gaelic speech and writing: Register in an endangered language (Belfast studies in language, culture and politics ).
Scottish: Clo Ollscoil na Banriona.
Laoire, M.O. (2008). Indigenous language revitalization and globalization. Te Kahaora. 1, 203-216.
Lewis, D.M. (2001). Indigenous peoples , ethnic groups and the state. 2nd ed. United States: Allyn & Bacon.
Mander, J. & Corpuz, V. T. (2006). Paradigm wars: Indigenous peoples’ resistance to globalization. United States: Sierra Club Books.
Maurais, J. & M, M. A. (2003 ). Languages in a globalising world. US: Cambridge University Press.
Mufwene, S.S. (2004). Language birth and death. JSTOR. 33. 201-222.
Nettle, D. & Suzanne, R. (2000). Vanishing voices: The extinction of the world’s languages. Oxford: Oxford University Press.
Tsunoda, T. (2005). Language endangerment and language revitalisation. Mouton de Gruyter, Berlin & New York.
Tuncay, N., & Uzunboylu, H. (2010). Trend of Distance Education in the last three Decades. World Journal on Educational Technology, 2(1),55-
67.
Xiulan, Z. (2007). China’s policy towards minority languages in a globalizing age. Transnational curriculum inquiry. The Journal of the
International Association for the Advancement of Curriculum Studies. 4(1). 80-91
Yazdanpanah, M., Sahragard, R., & Rahimi, A. (2010). The interplay of locus of control and academic achievement among Iranian English
foreign language learners. Cypriot Journal of Educational Sciences, 5(3), 181-202.