Languages of origin and education in Europe

A systematic review

Bibliographic Data

ID21445533
AuthorsAstrid 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)
Year2023
Volume58
Issue1
Pages151-165
Publication date2023-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Education (JOURNAL)
Journal identifiersISSN: 0141-8211 • E-ISSN: 1465-3435
PublisherWiley (PUBLISHER • GB)
DOI10.1111/ejed.12537
LanguageEN
Citations received6
References cited40

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