LOST IN WORDS: HOW EVERYDAY LANGUAGE MARGINALIZES SLUM CHILDREN
DOI:
https://doi.org/10.53555/eijhss.v10i1.233Keywords:
marginalization , children , slumsAbstract
This article examines the marginalization experienced by children living in urban slums, focusing specifically on the role of their everyday spoken language in perpetuating social inequalities. The study explores how language practices within these environments contribute to the exclusion and stigmatization of slum children. Through a detailed analysis of linguistic interactions and social dynamics, the article highlights the ways in which linguistic features, such as vernacular varieties and non-standard grammar, are often devalued and associated with negative stereotypes. Moreover, the article elucidates how language becomes a marker of social status and reinforces existing power structures, further marginalizing slum children within broader society. The findings underscore the urgent need for inclusive language policies and educational initiatives that recognize and value the linguistic diversity of slum communities, while also addressing the systemic inequalities that underpin their marginalization. By amplifying the voices of slum children and advocating for linguistic justice, this article contributes to ongoing efforts aimed at promoting social equity and empowerment within marginalized urban contexts.
The article concludes by advocating for a shift in perspective toward the language practices of slum children, emphasizing the need for inclusive educational policies and practices that recognize and value linguistic diversity. It calls for the empowerment of these children through educational initiatives that build upon their existing language competencies, fostering a sense of pride in their cultural heritage while providing pathways for social mobility.
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