Education in a Multilingual World

The document developed by UNESCO is comprised of three fundamental parts. For the
first part, we can find a series of key concepts to clarify a number of meanings and terms
used in relation to language and education. Secondly, there is a synthesis of the normative
framework for languages and education based on an analysis developed by the United
Nations, a discussion held by UNESCO gathering declarations make reference to issues
of language and education. Thirdly, we can find a synthesis of the discussions and
agreements on language issues reached by the United Nations and UNESCO.

1.Part I: Multilingual Context

1.1 Linguistic diversity and multilinguism
Around the world, there are roughly between 6,000 and 7,000 spoken languages.
Therefore, protecting them is nowadays an essential challenge the world faces. It is
estimated that at least half of them are at risk of disappearing in the years to come. Even
when there are countries like Iceland, where language is homogenous, linguistic diversity
can be found in places like Indonesia and Papua New Guinea, with over 700 languages
and 800 languages each. More than 70 per cent of all languages in the world are
distributed unevenly, some of them in the poorest countries. Throughout the world, we
can that diverse linguistic groups living in the same country is not an exception, but a
norm. Within this concept, we can find bilinguism and multilinguism which are a normal
situation in these contexts.

Generally speaking, linguistically diverse contexts correspond to a range of scenarios, in

a more traditional situation, hundreds of languages have been spoken in a region for a
long time, in recent situations is the result of migration, where in some schools, we could
find as many as 30 or 40 different mother tongues among students.

In the situations mentioned previously, it is necessary to consider that children will have
specific learning needs related to the language(s) spoken at home and at school.

1.2 Minority & Majority languages

Defining linguistic is relative because languages can be given the status of
majority or minority languages when measured in terms of national boundaries.
Mandarin, for instance, spoken in China by almost 900 million people is a majority
language, but when spoken in other countries, it is considered a minority language.

We can also see that term minority is not clear and can have many interpretations, social
and political dimensions, sometimes as a euphemism for non-elite or subordinate
groups.
1.3 Official languages
Even when most of the countries around the world are monolingual for
government and legal purposes (there are exceptions such as India and South Africa with
19 and 11 official languages each.), it does not mean they are not bilingual or multilingual
societies. Many countries formerly under colonial regimes, will tend to use the language
of the colonizer, but also have their national language recognized. Having the possibility
to choose the language in the education system gives the power and prestige when used
in formal instruction as it does not only symbolize status and visibility, but a way to share
values and worldview using it.

1.4 Language(s) of instruction

The language of instruction is the one used for teaching the basic curriculum of
the educational system. Consequently, choosing it is a constant challenge when
developing quality education. We can find that some countries only use the official
language, while others use the national or local ones in schooling. Students whose mother
tongues a lnre different from the national or local language will have disadvantages in the
educational system (Similar when receiving instruction in a foreign language.

1.5 Mother tongue instruction

The learners mother tongue is used as the medium of instruction. Additionally, it
can refer to the mother tongue as a subject of instruction and it is considered a
fundamental component in quality of education, especially in the early years, which is
highly recommended by experts.
The text suggest several definitions for mother tongue ranging from the language one
identifies with or is identified as a native speaker of, the language one knows best, and
the language one uses most.

Even when it is not accepted widely, we can say that learning in a language different from
yours implies a double set of challenges due to the new knowledge imposed in that
language. These challenges can be more difficult considering that some groups are at
educational risk or stress such as illiterates, minorities and refugees.

1.6 Linguistic Rights

Language does not only mean a tool for communication and knowledge, but also
a question of cultural identity and power. Furthermore, respect for other languages must
be promoted in order to achieve a peaceful cohabitation.

The linguistics rights that have been framed in international agreements for minorities
and indigenous groups include the following:

Schooling in their languages, if so desired;

Access to the language of the larger community and to that of national educational
systems;
Inter-cultural education that promotes positive attitudes to minorities;
 Access to foreign languages.

The educational rights that have been formulated in international agreements for migrant
workers and members of their families5 provide:
That the integration of their children should be facilitated by teaching the language
in use in the school system;
That opportunities should be created for teaching children their own language and
culture.

1.7 Language Teaching

Within language teaching, we can see how the grammar, vocabulary as well as the
written and oral work make up the curriculum for the acquisition of a second language.
As suggested above, learning another language grants access to a set of values and
knowledge as well as different ways to interpret the world.

1.8 Bilingual and Multilingual education

This term refers to the instruction at schools in two or more languages. UNESCO
adopted the term multilingual education in 1999 in the General Conference Resolution
to refer to the use of at least 3 languages, the mother tongue, a regional or national one
and an international language in education.

2. Part II: The Normative Framework for Languages and Education

2.1 United Nations standard-setting instruments
The Universal Declaration of Human Rights (1948) on discrimination of language:

Everyone is entitled to all rights and freedoms set forth in this Declaration, without
distinction of any kind, such language. (Art.2)
This is the first time, persons rights are established.

Back in 1966 and 1992 persons rights were officially supported by the International
Covenant on Civil and Political Rights (1966) and the Declaration on the Rights of
Persons belonging to National or Ethnics, Religious, and Linguistics Minorities.

The article 28 addressed by the 1989 ILO Convention 169 concerning Indigenous and
Tribal people in Independent Countries suggests that children belonging to those tribes
should be taught to read and write in their own indigenous language and these same
people should be given the chance to attain fluency in the national language or in one of
the official languages of the country.

As the article 5 of the 1985 Declaration on the Human Rights of Individuals who are not
Nationals of the Country in which they live, aliens have the right to enjoy their own
language, culture and tradition. In the article 45 of the 1990 International Convention of
on the Protection of the Rights of all migrant workers and members of their families
proposes, States of employment must look for a policy which facilitates the integration
of migrant workers children in the local school system, this refers to teaching them in
their local language, and teaching their mother tongue as a subject and also their culture.

The 1989 Convention on the Rights of the Child highlights that language must also be
considered as an educational value. As stated in article 29: The education of the child
shall be directed to the development of respect for the childs cultural identity, language
and values.

2.2 UNESCO declarations & conventions

As UNESCOs mandate demands, language issues must be dealt with the first article of
this constitution that describes the essential principle that the human rights and
fundamental freedoms are for every person in the world without distinction of race, sex,
language or religion.

The 1960 Convention against Discrimination in Education establishes the educational

rights of people belonging to minorities. Article 5 establishes that the members of national
minorities have the right to continue their own educational activities, which can include
the use or the use or the teaching of their own language, provided that this right does not
prevent minorities from understanding the culture and language of the community and
from participating in its activities.

The role of the mother tongue is reinforced in the 1976 Recommendation on the
Development of Adult Education. In article 22 it is mentioned that regarding ethnic
minorities, education activities for adults should allow them to educate themselves and
their children in their mother tongue, develop their own cultures and learn languages other
than their mother tongues.

The Declaration on Race and Racial Prejudice recommends that governments should take
steps in order to make it possible for the children of population of foreign origin to be
taught their mother tongue.

The Universal Declaration on Cultural Diversity promotes the respect for the mother
tongue, linguistic diversity at all levels of education and multilinguism from an early age.

2.3 Outcomes from international conferences

The Beijing Declaration and Platform for Action noted the importance of languages by
affirming the principle equal access to education which must be reached by any sort of
discrimination at any levels on the basis of language.

The Delhi Declaration and Framework for Action (1993) supports the mother tongue
instruction even if in some case may be important for some students to learn a national
language or other language used widely. This same initial mother tongue instruction is
also highlighted in the 1996 Amman Affirmation.

The recent reports and reconmendations of the International Conference on Education

(ICE) have emphasized the importance of:
 mother tongue instruction at the beginning of formal education for pedagogical,
social and cultural considerations;
multilingual education with a view to the preservation of cultural identities and
the promotion of mobility and dialogue;
foreign language learning as part of an intercultural education aiming at the
promotion of understanding between communities and between nations.

3. UNESCO guidelines on language and education