Do You Know What Linguistic Discrimination Is?
Have you seen that video on Instagram about an intercultural family—a Danish mother and an African father—raising their children across multiple languages and cultures? This family lives in Italy, and through their video, they shared the various (negative) comments they receive as parents.
They also invited us to reflect on difficult topics like racism and discrimination.
That video immediately brought to mind the concept of linguistic discrimination.
Linguistic discrimination generally occurs when someone is treated negatively or unfairly because of their language, accent, or way of speaking.
What Is Linguistic Discrimination?
Linguistic discrimination can take many forms. In a workplace setting, it might mean refusing to hire or promote someone because of their language. In social or school environments, it could involve insults, stereotypes, or even limiting access to services or opportunities because of the language someone speaks.
The impact of linguistic discrimination is significant. It can limit people’s opportunities for work, education, or active participation in society. On a personal level, it can lead to feelings of isolation, marginalization, and diminished confidence and self-esteem.
It’s clear that raising awareness about this issue is essential.
A Sociolinguistic Perspective
The term “linguistic discrimination” was reportedly coined by Joshua A. Fishman, an American sociolinguist who studied the role of language in social relationships and society as a whole. In 1965, Fishman published the book Who Speaks What Language to Whom and When? where he introduced the concept of linguistic prestige and explored how languages can be used as a tool for discrimination.
Since then, linguistic discrimination has been widely studied in fields like sociolinguistics, social psychology, and law.
Bilingualism: Class A and Class B
Did you know there’s a distinction between Class A bilingualism and Class B bilingualism? It’s a complex and sensitive topic that I delve into in my book, Watch Your Language, Mom! This issue doesn’t just concern Italian or American contexts, as Fishman described, but affects all of us.
Class A and Class B bilingualism refer to the societal perception and valuation of different types of bilingualism based on the status of the languages involved:
Class A bilingualism involves languages perceived as prestigious or economically valuable, such as English, French, or German. It is often celebrated and supported, with bilingual individuals viewed as having an advantage. For example, a child fluent in English and French might be admired for their "elite" linguistic skills.
Class B bilingualism involves languages that are considered low-status or less valuable in certain societal contexts, such as minority, indigenous, or migrant languages. Bilingual individuals speaking these languages may face discrimination or lack of support, with their multilingualism often overlooked or undervalued. For instance, a child who speaks Wolof and Italian might not receive the same encouragement as one who speaks Italian and English.
This dichotomy highlights how societal attitudes influence the recognition and support of bilingualism, often based on the perceived status of the languages involved.
This dichotomy is also described in linguistics as elite bilingualism (languages of power and prestige) and folk bilingualism (languages of minority or marginalized communities). It underscores the need to challenge these biases and promote the equal value of all languages.
During my 14-month journey across 15 countries, I witnessed firsthand how widespread linguistic discrimination is. The perception of certain languages as more prestigious than others has deep implications, particularly in education.
The attitudes and mindsets of adults—parents, teachers, and caregivers—about multilingualism and the languages children speak can have a profound influence on children’s language acquisition process. We, as adults, have a significant role to play in supporting children and fostering a more inclusive mindset.
Imagine a World Without Linguistic Discrimination
What would a world without linguistic discrimination look like?
It would be a world where all languages and ways of speaking are respected and valued equally, without any language or dialect being considered superior or inferior. There would be mutual respect for languages and the cultures that speak them, and linguistic differences would not lead to division or conflict.
In such a world, people could express themselves in their mother tongue without fear of judgment or penalty. Access to services and opportunities would be fair, regardless of the language spoken, and there would be more opportunities for people to learn different languages and communicate with one another.
A world without linguistic discrimination would also foster greater understanding and tolerance among people of different languages and cultures. There would be less discrimination, fewer stereotypes, and reduced prejudice based on language. People would have more opportunities to connect and appreciate each other’s unique perspectives.
Do you agree?
Take Action
If these reflections resonate with you and you want to learn more about how multilingualism can enrich our lives and how to support children growing up with multiple languages, my book Watch Your Language, Mom! A Guide to Multilingualism is a great place to start.
Full of stories, insights, and practical advice, it’s designed to help parents, educators, and advocates create a world where every language is valued.
References
Fishman, J. A. (1965). Who Speaks What Language to Whom and When? La Haya: Mouton.
Skutnabb-Kangas, T. (2000). Linguistic Genocide in Education - Or Worldwide Diversity and Human Rights? Lawrence Erlbaum Associates.