A Mixed-Methods Study of Creole Minangkabau Language of Chinese Speakers in Padang, Indonesia: Implications for Second or Third Language Learning
Keywords:
Creole Minangkabau language; Chinese speakers; Second and third language learning; MinangkabauAbstract
This study investigated the emergence of the Creole Minangkabau Language (CML), which is a unique linguistic phenomenon that resulted from the contact between Minangkabau, Indonesian, and Chinese languages in Padang, Indonesia. CML has evolved over centuries, and was shaped by social, economic, and cultural interactions between the Chinese and Minangkabau communities. Using a mixed-method approach (qualitative, descriptive, and distributional analysis), this research analyzed phonological, morphological, and lexical changes in CML. The study sample consisted of 1,101 data points drawn from six word groups according to their linguistic origins. Findings reveal that Minangkabau serves as the matrix language, while Indonesian and Chinese contribute vocabulary and structural elements. Regular patterns of phoneme omission, vowel shifts, and diphthong simplification were identified, which reflect systematic linguistic adaptation. The study connects these findings to contemporary theories of language contact, such as bilingual optimization strategies and pidginization-creolization processes. Social factors, including economic integration and cultural assimilation, played a crucial role in shaping CML. This research contributes to the understanding of Creole languages in Southeast Asia and highlights the dynamic interplay between language and identity. Furthermore, this study highlights the potential of CML as a tool for second or third language learning, particularly in multilingual contexts. By integrating cultural and linguistic elements, CML can serve as a bridge for learners to acquire other languages, such as Minangkabau, Indonesian, or even Mandarin. The findings contribute to the literature on language contact and creolization while providing practical insights into language education policies in multicultural societies.
https://doi.org/10.26803/ijlter.24.6.43
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