Engaging with Linguistic Diversity in Global Cities: Arguing for ‘Language Hierarchy Free’ Policy and Practice in Education

Educators working in diverse contexts and looking to promote language learning, as well as maintaining home languages, often encounter resistance and negativity directed towards a wide range of languages resulting in language loss at the individual level and language death at a societal level. On th...

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Main Author: Mehmedbegovic Dina
Format: Article
Language:English
Published: De Gruyter 2017-11-01
Series:Open Linguistics
Subjects:
Online Access:https://doi.org/10.1515/opli-2017-0027
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spelling doaj-4ac1973f31f041c499debd1ce045a0a42021-10-02T19:15:50ZengDe GruyterOpen Linguistics2300-99692017-11-013154055310.1515/opli-2017-0027opli-2017-0027Engaging with Linguistic Diversity in Global Cities: Arguing for ‘Language Hierarchy Free’ Policy and Practice in EducationMehmedbegovic Dina0UCL, London, United Kingdom of Great Britain and Northern IrelandEducators working in diverse contexts and looking to promote language learning, as well as maintaining home languages, often encounter resistance and negativity directed towards a wide range of languages resulting in language loss at the individual level and language death at a societal level. On the other hand, a small number of languages are regarded as high status languages, in demand to study and speak. This paper has two aims: firstly, to identify processes which result in different attitudes to languages, which will be termed: language hierarchies and, secondly, to suggest an innovative way of creating conditions for development of ‘hierarchy-free education policy and practice’. In order to exemplify these processes the author’s previous research conducted in London and Cardiff is used. Hierarchy-free policy and practice is promoted as a necessary condition for sustainability of endangered languages. The second part of this paper introduces the concept of: ‘Healthy Linguistic Diet’ (Mehmedbegović 2011) and makes a proposal based on this concept for a new, cognitive-based approach to policy and practice in education which would help eradicate language hierarchies. This section presents latest research evidence from cognitive neuroscience, which supports the argument that all stakeholders in education and wider society would benefit from a shift in attitudes and approach to bilingualism and learning other languages. The benefits at the individual and societal level are so significant that acting on this evidence is not only an educational, but also a health and moral imperative too. In the conclusion, I give recommendations in terms of how this new strategy could be developed and implemented.https://doi.org/10.1515/opli-2017-0027language hierarchylinguistic dietbilingualismmultilingualismplurilingualismcognitive benefits of bilingualismglobal cities
collection DOAJ
language English
format Article
sources DOAJ
author Mehmedbegovic Dina
spellingShingle Mehmedbegovic Dina
Engaging with Linguistic Diversity in Global Cities: Arguing for ‘Language Hierarchy Free’ Policy and Practice in Education
Open Linguistics
language hierarchy
linguistic diet
bilingualism
multilingualism
plurilingualism
cognitive benefits of bilingualism
global cities
author_facet Mehmedbegovic Dina
author_sort Mehmedbegovic Dina
title Engaging with Linguistic Diversity in Global Cities: Arguing for ‘Language Hierarchy Free’ Policy and Practice in Education
title_short Engaging with Linguistic Diversity in Global Cities: Arguing for ‘Language Hierarchy Free’ Policy and Practice in Education
title_full Engaging with Linguistic Diversity in Global Cities: Arguing for ‘Language Hierarchy Free’ Policy and Practice in Education
title_fullStr Engaging with Linguistic Diversity in Global Cities: Arguing for ‘Language Hierarchy Free’ Policy and Practice in Education
title_full_unstemmed Engaging with Linguistic Diversity in Global Cities: Arguing for ‘Language Hierarchy Free’ Policy and Practice in Education
title_sort engaging with linguistic diversity in global cities: arguing for ‘language hierarchy free’ policy and practice in education
publisher De Gruyter
series Open Linguistics
issn 2300-9969
publishDate 2017-11-01
description Educators working in diverse contexts and looking to promote language learning, as well as maintaining home languages, often encounter resistance and negativity directed towards a wide range of languages resulting in language loss at the individual level and language death at a societal level. On the other hand, a small number of languages are regarded as high status languages, in demand to study and speak. This paper has two aims: firstly, to identify processes which result in different attitudes to languages, which will be termed: language hierarchies and, secondly, to suggest an innovative way of creating conditions for development of ‘hierarchy-free education policy and practice’. In order to exemplify these processes the author’s previous research conducted in London and Cardiff is used. Hierarchy-free policy and practice is promoted as a necessary condition for sustainability of endangered languages. The second part of this paper introduces the concept of: ‘Healthy Linguistic Diet’ (Mehmedbegović 2011) and makes a proposal based on this concept for a new, cognitive-based approach to policy and practice in education which would help eradicate language hierarchies. This section presents latest research evidence from cognitive neuroscience, which supports the argument that all stakeholders in education and wider society would benefit from a shift in attitudes and approach to bilingualism and learning other languages. The benefits at the individual and societal level are so significant that acting on this evidence is not only an educational, but also a health and moral imperative too. In the conclusion, I give recommendations in terms of how this new strategy could be developed and implemented.
topic language hierarchy
linguistic diet
bilingualism
multilingualism
plurilingualism
cognitive benefits of bilingualism
global cities
url https://doi.org/10.1515/opli-2017-0027
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