Languages of origin and education in Europe

A systematic review

Datos Bibliográficos

ID21445533
AutoresAstrid Codana Alcántara (0000-0002-9666-0390, Department of Systematic and Social Pedagogy Universitat Autònoma de Barcelona Barcelona Spain), Angelina Sánchez-Martí (0000-0002-4719-4688, Department of Applied Pedagogy Universitat Autònoma de Barcelona Cerdanyola del Vallès Spain), Jordi Pàmies Rovira (0000-0003-1707-4797, Department of Theories of Education and Social Pedagogy Universitat Autònoma de Barcelona Cerdanyola del Vallès Spain)
Año2023
Volumen58
Número1
Páginas151-165
Fecha de publicación2023-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEuropean Journal of Education (JOURNAL)
Identificadores de la revistaISSN: 0141-8211 • E-ISSN: 1465-3435
EditorialWiley (PUBLISHER • GB)
DOI10.1111/ejed.12537
IdiomaEN
Citas recibidas6
Referencias citadas40

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