Appendix: Extracts from selected UN and regional documents covering linguistic human rights, proposals for such and resolutions on language rights

2018 ◽  
Vol 13 (1) ◽  
pp. 14-58
Author(s):  
Tove Skutnabb-Kangas

Summary Aiming at the maintenance of biodiversity and healthy ecosystem in the world – vital issues of the 21st century – it is important to preserve linguistic diversity and prevent the increasing language endangerment, thus ensuring the support of linguistic human rights. The author presents a comprehensive explanation of the key terms related to linguistic diversity and language ecology and investigates if educational language rights in international and regional Charters/Conventions support the maintenance of indigenous, tribal and minority languages (the world’s linguistic diversity), thus preventing language endangerment. The answer is that most educational systems in the word today support linguistic genocide in relation to indigenous, tribal and minority children’s language rights, by providing subtractive education as capability deprivation (according to Amartya Sen), which leads to poverty and violation of human rights in general. The author also argues why linguistic diversity and language rights are important for the maintenance of biodiversity and thus a healthy ecosystem.


2020 ◽  
Vol 20 (1) ◽  
pp. 101-119
Author(s):  
Dana Schmalz

Abstract Language rights have traditionally been codified and discussed in the context of minority protection. The identification of language rights with questions of national minorities can, however, confound the analysis. This article explores the freedom of using a language and argues that the individual dimension of language rights must not be ignored beside the group dimension. The argument proceeds along a reading of three recent cases from the European Court of Human Rights, which concerned the use of Kurdish in Turkey. The Court’s reasoning illustrates the risk of an ‘anxiety logic’, which sees any language rights in connection with political claims of groups, thereby introducing additional conditions for the right and disregarding the significance a specific language can have for an individual, being more than a medium of conveying and receiving information. Conceptualising language use as an individual freedom is necessary also to account for situations other than national minorities, most importantly for the language rights of immigrants.


2015 ◽  
Vol 39 (3) ◽  
pp. 227-244 ◽  
Author(s):  
M. Beatriz Arias ◽  
Terrence G. Wiley

This article addresses the right to an education (including the right of access), and the right to an education in one’s native language, within the broader context of educational human rights, and language minority educational policy in the United States. Included in this discussion is an overview of educational and linguistic human rights as recognized in the US, followed by a review of the legal and historical background prior to the passage of the Lau v Nichols decision in 1974. The implications of demographic changes coupled with federal policy for language minority students forty years after Lau are discussed.


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