(Multi)Lingual (Children’s) Rights: A Multimodal Statement
- GCLR Global Language Rights Coalition
- Apr 4
- 2 min read
Updated: Apr 10
by Dr. Sofia Tsioli
This is a multimodal statement-text on language/linguistic rights and multilingualism (in school)*
Languages/linguistic rights are based on principles outlined in various important international conventions, declarations, and national laws. Among them are the International Convention on the Rights of the Child, the Universal Declaration of Human Rights, the European Convention on Human Rights, and the European Charter of Regional or Minority Languages. Also, numerous academic studies have been conducted on the topic of language/linguistic rights. These documents/ research specifically protect individuals' rights to use their first languages, support minoritized languages, develop bi/multilingual identities, uphold cultural rights, and address languages that are in danger of disappearing.
Multilinguistic rights are drawn from the above and stem from the freedom to express ourselves in any language(s) we feel comfortable using for speaking, writing, communication, and learning (in school). Language (in singular) transforms into languages (in plural). These languages include our first languages, foreign languages, second languages, languages we may not know perfectly, languages we are learning, and the languages of our classmates, neighbors, colleagues, students, and parents. This encompasses languages that are spoken and/or written, as well as other forms of communication that we define as languages.
Languages that we are required to learn and those we struggle to remember. Languages that blend together—different alphabets, accents, scripts, and pronunciations. Languages that assist us in mastering school subjects, as well as in developing (multi)literacies. Languages designated as minority languages by official conventions, or those that remain unrecognized by formal educational policies. Languages are viewed as a deficit in education. Languages that we feel ashamed to speak, which we use in whispers. Languages we may not fully understand, yet they are part of our daily lives. Languages in which we express our names, and languages that evoke memories of tastes, smells, and songs.
Languages that we share, languages that are not confined to one place; they travel. Languages that can be seen, and heard loudly, languages that are mixing with others. Languages that struggle for recognition and legitimacy in schools, in books, and on WHITEBOARDS.
*The text is based on the conclusions - discussion of the postdoctoral research entitled "Hidden Educational Language Policies in Primary School as a Vehicle for Resistance to the Violation of Linguistic Rights" at the Pedagogical Department of the University of Thessaly, Greece.
Visual mapping of multilingualism (mix of French, Romani, Greek and Arabic)
on the school blackboard
Multilingual soundscape: Sounds from the school break: Albanian song and pronunciation of the students' names (*pseudonyms)
Dr. Sofia Tsioli is an educator and postdoctoral researcher specializing in linguistic rights and multilingual educational policies. She holds a PhD in Applied Linguistics and Research Methodology from the National and Kapodistrian University of Athens. Her work focuses on the intersection of language, education, and human rights, with a particular emphasis on empowering marginalized communities through inclusive and equitable language policies.
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