Behavioral Psychology in Language Revitalization: Teaching Regional Languages in Primary Schools to Prevent Extinction
DOI:
https://doi.org/10.63924/jqncr.v1i1.247Keywords:
Regional Language Revitalization, Behavioral Psychology, Primary Education, Language Preservation, Ethnolinguistic IdentityAbstract
The worldwide reduction of regional and minority languages presents a significant danger to cultural variety and cognitive legacy. Despite increasing interest in language revitalization, the psychological mechanisms that facilitate sustained language usage in educational settings remain insufficiently examined. This study examines the efficacy of teaching regional languages in primary education as a means of language preservation, particularly from the perspective of behavioral psychology. This study used a narrative review methodology to synthesize findings from peer-reviewed literature in linguistics, education, and psychology, utilizing databases such as Scopus, Web of Science, PsycINFO, LLBA, and ERIC. The review delineates five fundamental behavioral constructs operant conditioning, observational learning, stimulus control, attitude formation, and identity development as pivotal to effective regional language education. Positive reinforcement, teacher and peer modeling, structured language-use contexts, culturally affirming pedagogy, and the development of ethnolinguistic identity greatly improve language acquisition and sustained usage among primary school students. These findings indicate that behaviorally informed educational interventions can significantly contribute to reversing language shift. The research presents practical implications for educators, legislators, and language proponents, highlighting the necessity for psychologically informed interventions in curriculum development and teacher training. It underscores the necessity of integrating language education with overarching cultural and identity-related objectives to guarantee sustainable language vitality.
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