Revitalization

Languange
Planning
Language Policy and Curriculum Design
 GROUP
MEMBER

Putri Surya Padilla H. Sahda Aulia Jabbar Reza Putri Octaviani

(2110302007) (2110302015) (2120302043)

Mena sebrina Lily Miftahul Jannah Bayu Slamet Ramdani

(2110302009) (2110302020) (2120302048)

Nadia Sekar Ayu

(2120302039 )
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Introduction
Introducing the concept of revitalization planning as a broad and inclusive term used to describe efforts to revive
endangered, undervalued, or extinct languages. Revitalization planning encompasses various language policy types,
including status planning, corpus planning, and language-in-education policy. The revitalization planning as an all-
encompassing term that covers various language policy terms such as language maintenance, revival, preservation,
restoration, reversal, reclamation, and resurrection. The success of revitalization planning relies on linking different types
of language policies, setting priorities, recognizing relationships, and acknowledging the complexity of human identities
at the local level and linguistic competence at the global level.
The revitalisation planning in Indonesia, focusing on the complexity of language endangerment and factors causing it,
language documentation, endeavours to revitalise endangered languages, and expanding the discourse of revitalisation
planning. Revitalisation planning as a consilience, a melting pot for principles from different fields to form a new,
comprehensive theory.
The Complexity of
Language
Endangerment
Language Policy and Curriculum Design
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1. Concerns about language endangerment

Endangered languages are broadly defined as languages that within a few generations will have no speakers left, or
those in which the younger generations no longer learn them, as they have been decreasing in use or have ceased to be
used entirely.
Ayatrohaédi (2006) estimated that there were 100 threatened Indonesian languages. Anderbeck (2015) noted that 134
languages were endangered and 169 languages were dying or dead.
According to Anderbeck (2015), 37 of the endangered languages are moribund, with a geographical spread of two
languages in Java, one in Kalimantan, six in Maluku, 20 in Papua and 8 in Sulawesi.

Language Policy and Curriculum Design

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2. Language Shift to Indonesian 3. Language shift to regional

The linguistic hegemony of Indonesian has been underpinned by two lingua francas (RLFs)
major factors. One is the transmigrasi programme developed during
Not only a shift to Indonesian that exacerbates language
the New Order Era (1967–1998) that has relocated people from the
endangerment, but also a shift to these RLFs. RLFs have been
overpopulated areas of Java, Madura and Bali to less dense regions in
perceived as detrimental to the maintenance of smaller indigenous
Sumatra, Kalimantan, Sulawesi and Papua. The use of Indonesian to
languages. Anderbeck (2015), Sneddon (2003) and Steinhauer (1994)
communicate make the indigenous people of an are a minority. Even
show that RLFs (e.g., Banjar Malay, Manado Malay, Ambon Malay)
the use of Indonesian in schools as the language of instruction also
have grown rapidly at the expense of smaller languages in many
undermines the regional language. And the prevalence of media
regions including Central and South Kalimantan, Sulawesi, Maluku
where Indonesian as the language of national communication features
and Papua. For example, Manado Malay, which has been used as the
heavily in print publication, television and radio programmes.
language of the Protestant Church and school since 19th century has
However the survey results show that even though Indonesian is
developed very rapidly.
acquired as a first language, the percentage that children use local
languages as a second language shows that regional languages will
now become extinct.
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4. Spatial mobility and language endangerment.

Various forms of mobility threaten language extinction.
- Temporal migration can cause language endangerment because two dialects of the same language intersect.
- Permanent migration happens to people who have migrated from their original place.
- Nomadic lifestyles can be a cause of language extinction, as is the case with Kui speakers in East Nusa Tenggara who
are always on the move due to their predominantly seafaring culture

5. Religion and language endangerment

Religion is very influential on the vitality of religion. The existence of religious conversions and conflicts between religious
adherents can cause language shifts and even extinction. For example, the arrival of Malay traders who were predominantly
Muslim to the Dayak tribe in Kalimantan. There was a conversion between the Dayak tribe who adhered to paganism to
Islam. After Islamization, the Dayak people who converted adopted the speech and lifestyle of the Malay people so that the
original language of the Dayak people was threatened with extinction.

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6. Genocide and Natural Disaster

Genocide is one of the causes of language extinction. Inter-tribal warfare has been linked to direct causes of language
death. Such was the case of the Paulohi and Loun language communities in Maluku who suffered linguistic extinction
due to genocide by the Dutch about 5 centuries earlier. Adelaar and Prentice (1996) note that Banda Malay was one of
the languages that disappeared after depopulation. Furthermore, natural disasters can not only cause environmental
damage, but also human extinction which certainly leads to the extinction of a language. This is similar to the case of
the Tambora language speakers in West Nusa Tenggara who were wiped out during the volcanic eruption in 1815.
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7. Community Supression
Community suppression also adversely affects language vitality. Cases that have occurred in Papua show that indigenous Papuans speak
384 languages, none of which belong to a genetic language family. Conflicts have continued since the integration of Papua New Guinea
in 1969. For almost 30 years, a number of Papuans opposed the Indonesian government by joining the Organisasi Papua Merdeka
(OPM), which increased tensions with the central government. As a result, Papuans suffered from the New Order's militaristic style of
government. This worsened under the New Order's repressive treatment of ethnic separatists through the Daerah Operasi Militer
(DOM). The implementation of the DOM led to the death of separatists who were actually speakers of various indigenous languages,
leading to language extinction. In terms of education, students learn Indonesian history from an Indonesian perspective, with little
reference to Papuan culture and the teaching of local languages was not allowed in Papua during the New Order Era.

The teaching of indigenous languages has been supported since the Post-New Order Era. The transmigration project developed by the
centralized New Order government has also massively reduced the traditional territory of the Dayak tribe. During the New Order Era,
the use of the Dayak language in schools was banned. Marginalized Dayak children did not have access to using their mother tongue in
primary education as most of their teachers were migrants from Java and Sumatra who did not speak their language.
 Language
Documentation
Language Policy and Curriculum Design
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• Definition
Definition Language Documentation
According to (Woodbury, 2011, p. 159) The term language documentation is defined as “the creation, annotation,
preservation and dissemination of transparent records of a language”. Language documentation is vital in all
aspects of revitalisation planning. Scholars have maintained that documenting languages plays a critical role in
language revival, language revitalisation, language reclamation and reversing language shift (e.g., Florey &
Himmelmann, 2010; Grenoble & Whaley, 2006; Pauwels, 2016; Sentf, 2010; Wittenburg & Trislbeek, 2010;
Woodbury, 2011).
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• Efforts to document languages

The New Order government had tasked Indonesia’s language planning agency, the Badan Bahasa, to develop a policy to
conduct research into languages other than Indonesian (LOTI) under the Proyek Pengembangan Bahasa Daerah [The
Project for the Development of Indigenous Languages] (PPBD). Through the PPBD, the Badan Bahasa was also
involved in language documentation as a means of revitalisation planning. This was accomplished through the creation
of bilingual dictionaries from indigenous languages to Indonesian, and vice versa.

Language Policy and Curriculum Design

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• Efforts to document languages

Documentation of indigenous languages in terms of lexicography is far from complete. Even though linguists and
researchers during the New Order Era also contributed to the development of dictionaries of the varieties of Malay. the
absence of dictionaries for other non-Malayic RLFs makes the prospect of documenting all RLFs remain elusive. Under
the direction of the Badan Bahasa, linguists during the New Order Era contributed to updating language dictionaries.
The language planning agency states that language documentation that has identified 652 indigenous languages is
incomplete because there are more languages that have not been identified.

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• Research into language vitality

As Ibrahim (2011) states, “the mapping studies of languages in Indonesia have only reached the level of their
numbers, distribution, and dialects. Research on the vitality of language has so far not been carried out”. Therefore,
there need to be more comprehensive studies on linguistic vitality to generate not only statistical aspects of
languages and their distribution across the archipelago but also a large set of linguistic behaviour in the complex,
dynamic and polycentric Indonesia’s superglossia. This is important to enable trend monitoring of linguistic
diversity, to plan language services and to formulate policies dealing with language use and language rights.
Wittenburg and Trislbeek (2010) argue that digital technology has revolutionised language documentation in many
ways. Digital documentation should be an area of priority of the Badan Bahasa. At the national level, it can be
clearly seen that the Badan Bahasa has no digital repository of indigenous languages. Harimansyah (2018) verifies
that the Badan Bahasa is currently undertaking conservation and revitalisation programmes for indigenous
languages. However, it remains unclear whether addressing the digi- tal divide issue has become part of the Badan
Bahasa’s revitalisation planning
 Activities in
Revitalization
Planning
Language Policy and Curriculum Design
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• Prior Ideological Clarification

Revitalization planning is what Fishman (1991) calls prior ideological clarification, a concept that refers to an open
and honest assessment of the state of a language, its beliefs about it, and whether there is a need to maintain it. The
concept has been used to examine the need to reduce tensions in communities where indigenous or heritage
languages are threatened. The concept was redefined by Korskrity (2015) as the process of identifying issues of
contesting language ideologies, including beliefs and feelings that originate in that community and those introduced
by outsiders (such as linguists and government officials), which may impact - either positively or negatively - the
community's efforts to successfully engage in language maintenance and renewal. The former ideological
clarification is important in planning for the revitalization of endangered languages, which are usually at the lower
end of Indonesian superglossia.
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• Localised Sustainable Development

Working on revitalization planning also relates to local sustainable development. Hinton et al. (2018c) remind us that
efforts to sustain and revitalize a language should not just be about the language; it should also include other aspects in
which the language is embedded (cf. Ricento, 2005). In the Indonesian context, this translates into building a
comprehensive understanding of the underdeveloped socio-economic conditions of indigenous peoples, their
unpreparedness to deal with modernity, their struggles against poverty, and their efforts to achieve progress and catch up
with language communities that are more economically advanced than them (Ibrahim, 2011).
• One of the most important literacies is political literacy.
• Second, economic literacy is an important concept that enables indigenous communities to understand economic
concepts.
• Spirituality and religion are important elements in indigenous communities.

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Further, localized sustainable development must involve families. Family language policy (FLP), which
examines language policy in terms of language use and language choice within the home among family
members (King, Fogle & Logan-Terry, 2008), is fundamental to revitalization planning. Family language
policy (FLP) is generally defined as explicit and overt planning in relation to language use within the home and
among family members. Family language policy provides a framework for examining child-caretaker
interactions, parental language ideologies (including broader societal attitudes and ideologies about language
and parenting), and ultimately, child language development
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• Political Reconciliation
Political reconciliation can help work on revitalisation planning especially in areas marred by conflict. When a political
crisis arose in Papua following the downfall of the New Order in 1998, it was deemed prudent to address issues that could
lead to regional separatism.

For Florey and Ewing, the unrest in Maluku teaches us how local engagement with language could be achieved through a
systematic combination of measures: bottom-up initiatives, top-down policies and contributions from academics.

These include development of references to indigenous languages, forms of local governance and adat, and local
customary practices consisting of social organisation and cultural representation

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• Regional autonomy and language maintenance
Regional autonomy relegates authority to local governments to exert their political power in ways that could support
efforts to maintain and revitalise languages (Grenoble & Whaley, 2006). In West Java, mass media have been used to
promote local identity and cultural distinctiveness, which during Soeharto’s centralised governance were overshadowed
by an emphasis on national unity. Similar trends have been observed in predominantly Javanese-speaking provinces:
Central Java, Yogyakarta and East Java. In Bali, local initiatives such as Pop Bali Alternatif have been designed to
promote Balinese, showing a profound social and political impact on Balinese society (Fushiiki, 2013). Regional
autonomy has also been used as a shield for the revival of indigenous communities, as in the case of the Bantik people.
On the other hand, the implementation of regional autonomy for language maintenance has not always been successful.
Arka (2008) uses the case of the Rongga language and community to give an example of how decentralised governance
does not make much of an impact on revitalisation planning in some communities. A rather different situation is found in
Alor and Sumbawa. Shiohara (2012) notes that the local governments in Alor and Sumbawa “implement the policy of
regional autonomy in their support for traditional arts, music and dance, rather than language”.
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• CONCLUSION
One point is that revitalisation planning is about maintaining biocultural diversity. The revitalisation planning is a
category of language policy. language endangerment is a complex process; it is not attributed to any one single factor. The
complex process of language endangerment, which is associated with issues such as a shift to Indonesian, a shift to RLFs,
population mobility, religious conversion, ethnic genocide, natural disaster and community suppression. Language
documentation in terms of linguistic corpora is vital, especially given the limited documentation of a great majority of
indigenous languages. For the 272 endangered and 76 dying languages in Indonesia (Simons & Fennig, 2017a), language
documentation is “the means of ensuring that a lasting multipurpose record of a language will be accessible to community
members, researchers from a range of disciplines, policymakers, educators, and other stakeholders” (Florey &
Himmelmann, 2010, p. 122). Work on language documentation may not save most languages; however, it is useful to
“assist the self image of their communities and provide a welcome record of the past.

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Language Policy and Curriculum Design

Thank You!
any question?