Keywords: Language preservation; ethnic minorities; Ethnic minority language; Research.
The ancient Thai script was not only a tool for communication but also preserved a rich treasure of knowledge1. Introduction
Ethnic minority languages are an important component of humanity’s cultural heritage, reflecting the history of their formation, worldview, local knowledge and ways of organizing social life of each community. For multi-ethnic countries like Vietnam, linguistic diversity not only enriches national cultural identity but also contributes to strengthening the foundation of solidarity, equality and sustainable development. However, in the context of globalization, urbanization, labor migration and the powerful impact of mass media, many ethnic minority languages are facing the serious risk of decline or even disappearance due to the disruption of language transmission between generations.
In practice, recent decades have seen the emergence of many models for preserving ethnic minority languages with diverse approaches, ranging from bilingual education and community-based preservation to the application of digital technology in language collection, digitization and transmission. Some initial models have shown positive results, contributing to the restoration of language usage spaces and raising awareness of preserving national languages within the community. However, the effectiveness of these models is uneven, and there is a lack of systematic assessment of their long-term sustainability.
n terms of research, existing works mainly approach the subject from the perspective of descriptive linguistics and cultural policy, while lacking interdisciplinary studies, comparative research and analysis of the role of communities as stakeholders in language preservation. Therefore, the research “Preserving Ethnic Minority Languages: Effective Models and Research Gaps” has significant scientific and practical importance, aiming to contribute to the refinement of the theoretical basis and the orientation of appropriate solutions in the current context.
2. Research results
2.1. Preserving the languages of ethnic minorities today
The current situation regarding the preservation of ethnic minority languages presents a multifaceted picture, with both commendable efforts and numerous structural challenges. Globally, the decline of minority languages is a strong trend due to the impact of globalization, migration, urbanization and the widespread use of common languages in education, media and socio-economic life. In Vietnam, a multi-ethnic and multilingual country, many ethnic minority languages are facing the risk of shrinking usage space, especially in the context of disrupted intergenerational communication.
In terms of language use, in many communities, ethnic minority languages are still mainly used within the family or traditional ceremonies, while the younger generation tends to prioritize the use of the common language for studying, working and social communication. This shift weakens the social function of minority languages, leading to the risk of “gradual disappearance of speakers” even if the language still exists formally. In particular, many less-spoken languages are facing a shortage of successors, making their long-term viability precarious.
In the field of conservation policy and practice, the State and specialized agencies have implemented numerous programs for collecting, researching, compiling documents and piloting bilingual education in several localities. These activities contribute to raising social awareness about the value of ethnic minority languages and create an important documentation base for conservation efforts. However, conservation programs remain fragmented, lack coordination, and have not yet formed a long-term strategy linked to the practical needs of the community. Teaching and learning ethnic minority languages in schools still faces challenges regarding teacher staffing, curriculum and environments for language use outside the classroom.
At the community level, several community-based preservation models have been developed, such as language transmission through cultural activities, festivals, clubs or family gatherings. These models empower the community as an active participant and contribute to maintaining the language in daily life. However, the effectiveness of these models largely depends on socio-economic conditions, people's linguistic attitudes and support from public policies.
In particular, the development of digital technology opens up new opportunities for preserving ethnic minority languages through the digitization of documents, the creation of electronic dictionaries, language learning applications and community communication platforms. However, the application of technology is still in the experimental stage, not yet implemented synchronously and sustainably, while the digital divide between regions continues to be a major barrier.
Overall, the current situation of ethnic minority language preservation reveals a parallel existence between preservation efforts and the risk of extinction. This highlights the urgent need to reassess existing models, at the same time filling research and practice gaps to enhance the effectiveness and sustainability of conservation efforts in the current context.
2.2. Solutions for implementing an effective model for preserving ethnic minority languages
Practical research and implementation in preserving ethnic minority languages shows that sustainable effectiveness can only be achieved when preservation models are designed to suit the social, cultural context and practical needs of the community. One of the highly regarded models is the community-based conservation model, in which the community of ethnic minority language speakers plays a central role. Language is preserved through family life, festivals, rituals, intergenerational transmission and forms of cultural self-governance. This model helps to enhance a sense of linguistic pride, at the same time ensuring the authenticity and continuity of language practice in daily life.
In addition, the model of preservation through education, especially bilingual education, is considered an important tool for restoring and expanding the use of ethnic minority languages. Introducing minority languages into schools, alongside the standard Vietnamese language, not only supports students' knowledge acquisition but also contributes to standardizing writing systems, developing teaching materials and training teachers. However, the effectiveness of this model largely depends on the suitability of the curriculum, the competence of the teachers and the language-using environment outside the classroom.
In the context of digital transformation, conservation models integrated with technology and digital media are increasingly demonstrating their potential. The digitization of language through electronic dictionaries, audio and visual archives, language learning applications and community media platforms helps to expand access to the target audience, especially the younger generation and ethnic minority language speakers living far from their homeland. This model contributes to recreating the language usage space in the digital environment, but it needs to be implemented synchronously and with a long-term strategy to avoid being merely a formality.
Furthermore, the conservation model linked to economic and cultural development has also shown certain effectiveness, as ethnic minority languages are used in community tourism, performing arts, creative cultural products and local services. Linking language preservation with livelihoods not only creates economic incentives but also enhances the social value of the language within the community. However, this model requires a careful balance between exploitation and preservation, in order to avoid the risk of commercialization distorting the value of the language.
In summary, effective models for preserving ethnic minority languages all share common characteristics: placing the community at the center, flexibly combining tradition and modernity, between preservation and development. This also serves as an important foundation for further refining and expanding suitable models in the current context.
2.3. The gap in current research on the preservation of ethnic minority languages
Although the preservation of ethnic minority languages has attracted increasing attention from researchers and policymakers, the current body of research still reveals many gaps in both theoretical and practical research.
Firstly, there is a significant gap in interdisciplinary approaches. Most researchs focus on describing language structure, classification and documentation from a traditional linguistic perspective, while failing to adequately integrate approaches from cultural studies, sociology, anthropology and development science. This limits the ability to fully explain the relationship between language decline and contemporary socio-economic changes.
Secondly, there is a lack of long-term researchs and assessments of the sustainability of conservation models. Many researchs focus on describing or evaluating the short-term results of conservation projects and programs, failing to track the process of language maintenance across generations and its long-term impact on the speaking communities.
Thirdly, the role of the community as an active participant has not been fully analyzed in existing researchs. Ethnic minority communities are often approached as policy beneficiaries or survey subjects rather than as stakeholders in the design, implementation and evaluation of language preservation models. This leads to the risk that conservation solutions may not be appropriate to the needs and practices of the community.
The Sutra of the Palm Leaf was written in ancient Khmer script2.4. Implications for research on ethnic minority languages and directions in the coming time
By identifying effective models for preserving ethnic minority languages and the gaps in current research, several important implications can be drawn for research and practice in coming time.
Firstly, from an academic perspective, there is a need to innovate the research approach towards interdisciplinary and integrated methods. Language preservation is not only a matter of linguistics but is also closely linked to cultural studies, sociology, anthropology and development science. Researchs need to place language within the overall socio-cultural life of the community, thereby clarifying the relationship between language use, identity, livelihoods and sustainable development.
Secondly, there is a need to strengthen empirical and long-term research to assess the sustainability of ethnic minority language preservation models over time. Monitoring intergenerational teaching, changes in language attitudes and the extent of recovery of language use spaces will provide crucial scientific basis for policy adjustments and scaling up appropriate models. This is a major gap that current short-term research has failed to address.
Thirdly, ethnic minority communities should be placed at the center of language research and preservation. Future research should focus on participatory research methods, where communities are not only subjects of research but also participate in the design, implementation and evaluation of conservation models. This approach helps to increase the relevance, social acceptance and practical effectiveness of conservation solutions.
Fourthly, research on the role of digital technology and cyberspace in preserving the languages of ethnic minorities needs to be intensified. Digital technology opens up great opportunities for digitization, teaching, and connecting ethnic minority language speaker communities, but it also poses new challenges regarding authenticity, local knowledge ownership and the digital divide. Therefore, research needs to develop appropriate analytical frameworks and evaluation models to effectively harness the potential of digital technology.
Fifthly, future research directions should link the preservation of ethnic minority languages with sustainable development strategies, considering language not only as a heritage to be preserved but also as a cultural resource that contributes to improving the quality of life, consolidating identity and strengthening the endogenous capacity of communities in the context of current social changes.
3. Discussion
Analyzing models of ethnic minority language preservation reveals that this is not merely a purely technical or academic issue, but a dynamic socio-cultural process directly influenced by the context of social development and change. The effectiveness of conservation models depends closely on the degree of integration between policies, educational institutions and the practical lives of the speaker communities. In there, community-based models demonstrate a clear advantage in maintaining language usage spaces and intergenerational transmission, but they require institutional and resource support to achieve sustainability.
From a research perspective, the discussion also shows that language preservation needs to be placed in a harmonious relationship with socio-economic development. Linking language with education, community tourism, and cultural activities can create incentives for maintaining language use, but it also carries the risk of commercialization if not properly guided. Furthermore, digital technology opens up new possibilities for language preservation, but it will only be effective when integrated with long-term strategies and the active participation of the community.
4. Conclusion
Preserving ethnic minority languages is a socio-cultural task of strategic importance in safeguarding the identity and promoting the cultural resources of these communities. Analysis of effective conservation models and gaps in current research shows that language conservation is only sustainable when approached comprehensively, interdisciplinaryly and with a community-centered approach. In the context of social change and digital transformation, further refining the theoretical framework, promoting empirical research and linking language preservation with sustainable development are urgent requirements for the coming time.
* Hung Vuong University, Ho Chi Minh City
* *Journal of Ethnic and Religious Research
*** Nguyen Tat Thanh University
References
1. Government (2010). Decree No. 82/2010/ND-CP dated July 15th, 2010 on Regulations on teaching and learning spoken and written languages of ethnic minorities in general education institutions and continuing education centers.
2. Nguyet Ha (2015), Bilingual education helps ethnic minority children learn better, https://baochinhphu.vn/giao-duc-song-ngu-giup-tre-em-dan-toc-hoc-tap-tot-hon-102179546.htm
3. PV (2025), A strategic boost that is changing the face of ethnic minority regions: Reviving the mother tongue, https://dantocphattrien.vietnamnet.vn/cu-hich-chien-luoc-lam-thay-doi-dien-mao-vung-dong-bao-dan-toc-thieu-so-hoi-sinh-tieng-me-de-bai-5-1746420818433.htm
