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In:The Documentarist Turn: From observable linguistic behaviour to typological generalizations
Edited by Sonja Riesberg, Uta Reinöhl and Birgit Hellwig
[Studies in Language Companion Series 240] 2026
► pp. 75–106

Chapter 4
Diversifying science

Insights of native- and non-native-speaker collaborations in linguistic descriptions

ORCiD logo with link | Australian National University | Universitas Udayana
This content is being prepared for publication; it may be subject to changes.
Abstract
This chapter reflects on over two decades of linguistic research in Indonesia, examining collaborations between native- and non-native-speaker linguists and local speech communities in documenting and describing minority and endangered languages. Drawing on case studies from Balinese, Rongga, Marori, and Enggano, it explores how positionality, authority, and co-production shape grammar writing and broader documentation outcomes. Situating these experiences within the shift toward community-led, ethically grounded, and ethnographically informed fieldwork, the chapter underscores the importance of capacity building for native-speaker linguists and sustained engagement with both communities and local institutions. It argues that partnerships grounded in mutual respect and shared epistemic goals can produce richer, more culturally embedded, and socially impactful linguistic descriptions, advancing a more inclusive and decolonial linguistic science.
Article outline
  • 1.Introduction
  • 2.On the what and how of linguistic descriptions and language documentation
  • 3.Native-speaker and speech communities in linguistic description and documentation
    • 3.1Diverse roles and engagements
    • 3.2On the need of native speaker training in linguistics
  • 4.Non-native linguists and (minority) Indonesian languages
    • 4.1Contribution of non-native linguists in Indonesia: A historical overview
    • 4.2Challenges of non-local linguists in linguistic and documentation research
      • 4.2.1The role of the outsider
      • 4.2.2Methodological and ethical challenges
      • 4.2.3Learning through ethnographic engagement
  • 5.Supervising Indonesian native-speaker students: A transformative process
  • 6.Co-creation in practice, case studies: Balinese, Marori and Enggano
    • 6.1Working on Balinese as a native speaker: From apprenticeship to mentorship
    • 6.2Working as an Indonesian Balinese linguist with Enggano and Marori speakers
  • 7.Recommendations for practice, from extraction to co-creation: Strategies for ethical and effective collaboration
  • 8.Conclusion
  • Acknowledgements
  • Notes
  • References
References (42)
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