Grievability of First Language Loss: Towards a Reconceptualisation of European Minority Language Education Practices

Abstract

This paper presents the root causes of the resistance of mainstream European educational institutions to implementation of minority language programmes (bilingual programmes with both an official/dominant language and an immigrant minority language as media of instruction). Differential treatment of different minority languages in the mainstream educational discourse will be discussed. It will be argued within the conceptual framework of Said's Orientalism, especially as it relates to the construction of the oriental subject, that some minority languages are more legitimate than others vis-à-vis mainstream curricular practices, which allows for different degrees of grievability attributed to potential loss of those languages on both individual and community scales. Ultimately, it will be discussed how the power relations between centre and margin are recirculated in support of educational structures that lead to first language loss among immigrant children, and what conditions would bring about a reconceptualisation of minority language education practices.

Parents’ Willingness to Pay for Bilingualism: Evidence from Spain

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Is everyone using technology? : addressing the social and cultural needs of newcomer youth

“…Instead of focusing on physical difference, the focus youth place on language builds on their desire for the qualities or attributes of linguistic sameness with their Canadian born counterparts. The importance of English as a second Language (L2) has been generally considered in the context of classroom outcomes and studies of socio economic potential and success (Piven, 2008;Mou & Xie, 1999). The narrative accounts of children and youth add to this view and see language as key to developing their sense of belonging (Desai, 2000;Hayden, 2007).…”

When ‘home languages’ become ‘holiday languages’: teachers’ discourses about responsibility for maintaining languages beyond English

“…In practice however, those languages are more often seen as problematic and as impeding transition to English. Assertions of English being "fundamental" to life in the UK and to getting a job (Ministry of Housing, Communities and Local Government [henceforth MHCLG], 2018, p. 14), are echoed in the policies of other countries with a strong dominant language (Padilla et al, 1991;Priven, 2008), seemingly forcing individuals into making a choice between maintaining their languages or falling behind (Genesee, Nicoladis, & Paradis, 1995).…”

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