Decolonizing language education: integrating linguistic and cultural knowledge to revitalize indigenous voices and foster intercultural competence
Madhurima Chakraborty
Adamas University, INDIA; https://orcid.org/0000-0001-8268-2129
DOI: https://doi.org/10.36534/erlj.2026.04.01
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Special Volume 2026-2(3). DECOLONIAL AND SITUATED APPROACHES TO LANGUAGE AND CULTURE IN HIGHER EDUCATION: IMPLICATIONS FOR TEACHING AND LEARNING, pp. 6-16.
Abstract
In an era defined by globalization, technological convergence, and cultural homogenization, the preservation of linguistic and cultural diversity has become a critical educational and sociolinguistic concern. Language operates not merely as a communicative tool but as a dynamic repository of epistemologies, worldviews, and collective identities. As one of the most linguistically plural nations in the world, India embodies complex intersections of language, identity, and power. Therefore, this paper undertakes a critical, literature-based exploration of the interconnections among language, culture, and identity, with a particular focus on Indian Indigenous linguistic traditions and their pedagogical implications. It interrogates the historical processes of Westernization and Sanskritization that have entrenched linguistic hierarchies and contributed to the epistemic marginalization of Indigenous voices. Drawing upon contemporary frameworks in applied linguistics, intercultural education, and decolonial theory, the study argues that the integration of linguistic and cultural knowledge within formal education systems can serve as a transformative approach to learner engagement and intercultural competence. Such integration not only revitalizes endangered linguistic traditions but also challenges hegemonic knowledge structures by fostering dialogic, inclusive, and pluralistic learning spaces. The analysis highlights that language simultaneously functions as a constructor, carrier, and mirror of culture—rendering its pedagogical incorporation indispensable for cultivating critical cultural awareness and global citizenship. This paper ultimately calls for a re-envisioning of language education as a decolonial, identity-affirming, and socially responsive practice that bridges tradition and modernity. By centring Indigenous epistemologies within educational discourse, it underscores the potential of language education to serve as a site of cultural resurgence, cognitive justice, and intercultural dialogue.
Keywords: Linguistic integration, cultural knowledge, Indigenous languages, learner engagement, intercultural competence, decolonial pedagogy, identity
Go to full Special issue 2026-2(3)
Go to Educational Role of Language Journal – main page
Go to International Association for the Educational Role of Language – main page