Languages of origin and education in Europe: A systematic review

Abstract

European education policies have tended to cultivate linguistic hegemony and preserve cultural uniformity, which has made it difficult for schools to support different cultural backgrounds. This has contributed to the promotion of artificial monolingual interactions that reinforce linguistic decapitalisation processes. The aim of the review on which this article reports was to investigate the treatment and education of languages of origin in Europe. We present findings from a systematic review of scientific articles published during the period 2010-2020. The main findings indicate that language and nationality are equated in European discourses and that public policies are promoted accordingly. These articulations draw on models that alternate between assimilationism and multiculturalism. Both assimilationist and multiculturalist approaches are detrimental to the supposed objective: that of promoting multilingualism. Thus, it is urgent that a consensus be reached, and certain public policies and educational practices promoted which are respectful of linguistic diversity, since the future social cohesion of our multicultural societies depends on this.

Indigenous Language Revitalization Movements: Resistance Against Colonial Linguistic Domination

“…The legacy of linguistic domination in colonial education continues to impact indigenous communities in post-colonial societies. Indigenous languages remain marginalized in formal educational settings, perpetuating cycles of linguistic inequality and cultural erasure [10]. Efforts to decolonize education and promote indigenous language revitalization are essential for addressing these historical injustices and fostering inclusive and culturally responsive educational environments.…”

Associations of language barriers with behavioural and socio-emotional problems among 5-year-old children born very preterm across Europe

“…However, we adjusted for social risk factors and still found a stable effect of LD. Future studies should ensure that all assessments are administered in participants' L1s (Alcántara et al, 2023), and to select standardised instruments that are as culturally fair as possible (Schölmerich et al, 2008). We did not assess parents' actual language proficiency, nor did we correct for length of stay of immigrant mothers and fathers in the host country, i.e., they could have arrived as children or adults.…”

Policies for inclusive education practices in teacher education in the United Kingdom and France

“…Effective handling of classroom diversity is a key priority in Europe (European Commission, 2012) and beyond (Musset, 2010; UNESCO, 2017). However, to date, policies recognising the cultural and ethnic backgrounds of pupils have oscillated between a focus on cultural differences and on the dignity of equality as a human right (Alcántara et al, 2022; Soysal, 2002). However, pupils are diverse not only in terms of culture, but also in terms of gender, ability and social class.…”