Linguistic Human Rights in Education: International Case Studies

Abstract

Across the globe, there is a perceptible shift in the analysis of the form, teaching and use of the English language. Against the notion of the ‘linguistic imperialism’ of British and American English (Phillipson 1992), the development of bilingualism and English as an International Language (EIL), which allows the inclusion of varieties of English and recognises the contribution of non-native speaker teachers, is beginning to form a counteroffensive. In addition, the growth of English has not continued at the predicted pace. The television news channel CNN has failed to reach a mass market and has had to produce different editions of news programmes in different languages because English has not spread as far as the corporation had believed or expected (Morley and Robins 1995). At the same time, there is an increasing acknowledgement of the linguistic and cultural rights of communities. In 1996, the Universal Declaration of Linguistic Rights was approved by 220 people from almost 90 states worldwide. In Article 24, it states that all language communities have the right to decide to what extent their first language is to be used or studied at all levels of their educational system ( www.linguistic-declaration.org ). These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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