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

Abstract

Abstract 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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