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‘We don’t talk Gypsy here’: Minority language policies in Europe

‘We don’t talk Gypsy here’: Minority language policies in Europe AbstractThe Roma constitute an ideal case of educational injustice meeting linguistic difference, racism, social marginalization, and poverty. This paper asks whether human-rights or capabilities approaches are best suited to address issues related to the language education of Roma students in Europe. These children are disadvantaged by not growing up with the standard dialect of whatever language is preferred by the mainstream population, and by the low status of the Romani language, and non-standard dialect of the standard language they usually speak. We examine language education for Roma students in Croatia, the Czech Republic, and Bulgaria, describing similarities and differences across contexts. We explain weak and strong version of language rights arguments, and the ways these principles are expressed, and not expressed in education policies. Sen’s capabilities approach can be employed to generate contextualized visions of education reform that speak directly to disadvantages suffered by Roma children. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Language and Cultural Education de Gruyter

‘We don’t talk Gypsy here’: Minority language policies in Europe

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Publisher
de Gruyter
Copyright
© 2017
eISSN
1339-4584
DOI
10.1515/jolace-2017-0015
Publisher site
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Abstract

AbstractThe Roma constitute an ideal case of educational injustice meeting linguistic difference, racism, social marginalization, and poverty. This paper asks whether human-rights or capabilities approaches are best suited to address issues related to the language education of Roma students in Europe. These children are disadvantaged by not growing up with the standard dialect of whatever language is preferred by the mainstream population, and by the low status of the Romani language, and non-standard dialect of the standard language they usually speak. We examine language education for Roma students in Croatia, the Czech Republic, and Bulgaria, describing similarities and differences across contexts. We explain weak and strong version of language rights arguments, and the ways these principles are expressed, and not expressed in education policies. Sen’s capabilities approach can be employed to generate contextualized visions of education reform that speak directly to disadvantages suffered by Roma children.

Journal

Journal of Language and Cultural Education – de Gruyter

Published: May 24, 2017

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