Choosing English as a Dominant Language Among Indigenous Youth: Cultural Boon or Identity Bane?

Abstract

Cultural disconnect is increasingly evident among Indigenous youth who struggle to maintain fluency in their native languages, even when they retain passive understanding. This disconnect is often shaped by family language policies (FLPs) that prioritize English over Indigenous languages, creating long-term implications for cultural continuity and identity. This research aims to explore why Indigenous college students prefer English as their dominant language and how FLPs influence this preference. Using qualitative methods, nine Indigenous youth were interviewed through snowball sampling, and their responses were transcribed and coded into emerging themes. Findings indicate that youth view English as essential for academic and professional advancement. However, they also acknowledge that using English exclusively distances them from their heritage language and culture. Many participants reported a fear of being criticized for mispronunciations or errors when attempting to speak their native language, which further discourages active use and reinforces their reliance on English. It is concluded that Indigenous youth who speak English have scholastic and professional benefits. However, because family language policies devalue local languages, it also leads to cultural alienation and the loss of heritage languages. Although it is recommended that, through community-based revitalization initiatives and positive reinforcement, families and institutions should create welcoming, inclusive environments that actively promote the use of heritage languages.