Linguistic Human Rights and Migrant Languages

A Comparative Analysis of Migrant Language Education in Great Britain and Germany

by Britta Schneider (Author)
Thesis 130 Pages
Series: Angewandte Sprachwissenschaft, Volume 17


Linguistic scholars as well as international cultural organisations like UNESCO maintain that the acquisition of reading and writing skills in the mother tongue of a pupil is a basic human right. However, national education systems hardly ever respect such Linguistic Human Rights. What are today’s strategies and aims in language teaching in the UK and Germany? This book analyses migrant language tutoring in two education systems and illustrates the historical and political reasons for monolingual ideology. While nationalism is still a crucial factor in not admitting language rights, the analysis of contemporary language education shows that technical approaches to language and the tendency to structure school systems according to economical principles also influence negatively the approval of language rights.


ISBN (Softcover)
Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2005. 130 pp., 3 tab.

Biographical notes

Britta Schneider (Author)

The Author: Britta Schneider is research associate at the institute for English and American studies at the university Frankfurt am Main. In 2004, she graduated in British Language and Culture, Latin American Studies and Cultural Anthropology in Frankfurt am Main. Her main research interests are (Critical) Applied Linguistics, Discourse Analysis and Linguistic Anthropology.


Title: Linguistic Human Rights and Migrant Languages