Discussion

In the late 1980s Mamuju generally appeared to be a vital language. However, even at that time Kari Strømme (1990) raised questions about its long-term viability. Specifically she noted that the Mamuju language was under pressure from two sources: influxes of outsiders into the Mamuju area, and a tendency among Mamuju parents to speak (only) Indonesian to their children to promote success in school. For these reasons we rate Mamuju as 4/Vulnerable. At the same time, we note the need for the situation in Mamuju to be revisited.

What Others Have Written

Strømme (1990:11–12)

The Mamuju language cannot die, people say. Mamuju is used for informal occasions and for chit-chatting. It might also be used partly during formal settings in Mamuju villages, i.e. for preaching or announcements at the mosque. In the villages the Mamuju language is still the all-dominant language (in Kabuloang most of the kids entering primary school do not know Indonesian). ... Also, they seem to have a positive attitude towards their language, and most young people really respect the Mamuju language as their mother tongue or forefathers’ language, although some of them seem to think that it is inferior to Indonesian. That the Mamuju language is still very much alive can also be seen from the fact that people moving to the area often learn to speak Mamuju.

At the same time, the Mamuju people, especially those in town, or the younger generation, want their children to become fluent in Indonesian so they instruct their children in Indonesian in order that they may succeed at school. They think that they will probably learn Mamuju anyway. But some of the children do not seem to learn Mamuju well, because their friends use Indonesian, they use Indonesian at school and listen to it on television. In school the pupils are forbidden to use the local language on the school ground from the sixth grade upwards. Factors like many newcomers settling in the area and an increasing number of mixed marriages (before it was usual to marry a second or third cousin) encourage more use of Indonesian. Clearly Indonesian is used in offices and at formal meetings. Outside information comes into the area through the national language. Indonesian is the language of instruction in the schools. However, in some places the teachers make quite an effort to make the transition from Mamuju to Indonesian as smooth as possible. In the school curriculum, one of the subjects to be taught is local language. In Kabupaten Mamuju the Mandar language is the language taught. It is written in the Lontara script, and it seems to be quite difficult for the children.

Strømme (1990:12)

The Mamuju area is at present undergoing rapid development and the culture and language of the Mamuju people are being influenced both by modern technology and by other people moving into the area. Due to this the percentage of Mamuju people in the area is also steadily decreasing. Whether their language and culture will survive in this situation in the long run remains to be seen. That depends on the attitudes of the Mamuju people themselves towards their language and culture, now and in the time to come.

References

Strømme, Kari. 1990. Mamuju sociolinguistic overview. Unpublished typescript, 12 pp.