Linguistic reconciliation in contexts of conflict: Tamil language learning in Sri Lanka

• Nirukshi Perera ^[1] ; Iryna Khodos ^[1]
  1. [1] Curtin University

     Curtin University

     Australia

     
• Localización: Language policy, ISSN 1568-4555, Vol. 24, Nº. 2, 2025, págs. 345-371
• Idioma: inglés
• DOI: 10.1007/s10993-024-09716-4
• Texto completo no disponible (Saber más ...)
• Resumen

  • This article explores how language learning is an integral component of progressing linguistic reconciliation in contexts of war and conflict. Sri Lanka is a case where ethnolinguistic division and the devaluation of Tamil as a co-official language has led to linguistic injustice for Tamil people and users of Tamil. In the post-war landscape, government commitment towards addressing this injustice, and reconciliation for that matter, has been weak. We interviewed 12 adult students and teachers in a small, non-profit, Tamil language course to understand what motivates people to learn Tamil in this context. The language course was a space where both second language and heritage language learners came together. Thematic analysis of the interview data showed that language learning motivations extended beyond the norm of the instrumental/integrative dichotomy and revealed the role of social, historical, and political factors, and a shared vision for societal multilingualism in shaping learners’ motivations. The results help to form a preliminary conceptualisation of linguistic reconciliation and to promote language learning “of the enemy” as an integral and impactful component.

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