Preserving voices: Nagaland University launches grammar initiative for 18 tribal languages

In the hills of Nagaland, where oral traditions have carried the stories of generations, a new chapter is being written on paper.

Nagaland University (NU) has launched a historic initiative to develop written grammar for 18 state-recognized Naga languages, bringing structure to dialects that have long thrived in conversation but lacked formal documentation for schools.

Languages covered and current status

The 18 languages covered in the project include Ao, Chang, Chokri, Khiamniungan, Konyak, Kuki, Kuzhale (Khezha), Liangmai, Lotha, Nthenyi (Southern Rengma), Nzonkhwe (Northern Rengma), Phom, Pochury, Sangtam, Sumi, Tenyidie (Angami), Yimkhiung, and Zeme.

Using the Roman script, these dialects are the main medium of communication for their respective tribes.

Currently, only a few, including Tenyidie, Ao, Lotha, and Sumi, are taught beyond Class 8, with Tenyidie offered up to the PhD level.

A cultural mission

“This endeavor is not merely an academic exercise but a cultural mission. It seeks to preserve, strengthen, and promote the linguistic heritage of our people,” said Prof Jagadish K Patnaik, Vice Chancellor of Nagaland University.

He noted that the project was made possible by the collaborative efforts of faculty, scholars, language experts, and community elders.

Alignment with NEP 2020

Aligned with the National Education Policy 2020, the initiative will systematically document grammatical features, including parts of speech, tense and aspect, phrase and clause structures, tone, and vocabulary, while clarifying orthography where needed.

The resulting grammar will be included in school textbooks alongside prose, poetry, and translation materials, under the supervision of the State Council of Educational Research and Training (SCERT) and the Nagaland Board of School Education (NBSE).

Teacher training programs are also planned to ensure smooth classroom implementation.

Dr Mimi Kevichüsa Ezung, Associate Professor and Head of the Department of Tenyidie at NU, said, “At a time when Naga languages are undergoing standardization, developing pedagogical grammars is crucial.”

“It ensures consistency and regularity in writing and speech while instilling pride in one’s mother tongue. This initiative is not just about textbooks. It is also about preserving identity, culture, and indigenous knowledge,” Ezung added.

Collaboration and workshops

The project is collaborative, involving Language Literature Boards, the State Centre of Naga Languages (SCNL), SCERT, and NBSE.

Technical workshops equip language officers to document grammatical categories in their respective dialects.

Kaitunchap (Joshua) Newmai, a member of the Liangmai Literature Board, said, “Documenting and developing grammar textbooks for Naga languages is a vital step toward safeguarding our cultural heritage. This effort will strengthen language learning in schools, foster pride in mother tongues, and ensure our languages continue to thrive for future generations.”

“Teaching grammar from the early stages will give clarity, prevent confusion, and build a strong foundation in our students’ language education,” said Kevileno Angami, Commissioner and Secretary of the Department of School Education and SCERT.

Expanding educational reach

The initiative also aims to expand the reach of lesser-taught Naga dialects to higher education, following the example of Tenyidie.

By providing structured pedagogical grammar, Nagaland University seeks to prevent language marginalization and ensure all Naga languages are valued equally alongside dominant languages.

Historical context

Nagaland’s linguistic heritage is rich, with over 16 recognized Naga dialects spoken across the state for centuries. Traditionally preserved through oral storytelling, songs, and rituals, these languages maintained the cultural identity and collective memory of the Naga people.

Despite their significance, most dialects lacked standardized written forms, limiting their academic use and formal teaching.

Only a few, including Tenyidie, Ao, Lotha, and Sumi, were taught in schools up to higher education levels, with Tenyidie reaching postgraduate and doctoral programs.

For decades, efforts to systematically document grammar were minimal, leaving younger generations dependent on oral transmission and informal learning. This gap made it challenging to preserve linguistic nuances, vocabulary, and grammatical rules.

Recognizing this, Nagaland University has launched a comprehensive initiative to formalize grammar for all 18 state-recognized languages.

The project aims to integrate these languages into school curricula, develop pedagogical resources, and ensure their preservation, fostering pride, cultural continuity, and academic accessibility for future generations.