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Language Policy, Politics, and Diversity in Education

R of Research in Education: Vol. 38, Language Policy, Politics, and Diversity in Education explores the role of educational language policies in promoting education as a human right. There are an estimated nearly 7,000 living languages in the world. Yet, despite the extent of language diversity, only a small number of the world’s languages are used as mediums of instruction. Even in English-dominant countries, such as the United States, it is important to understand the role of educational language policies (ELPs) in promoting educational access through the dominant language, and its impact on educational equity, achievement, and students’ sense of identity. The United Nations Declaration on Rights of Persons Belonging to National or Ethnic Minorities, Article 4 (1991) affirms, “States should take appropriate measures so that, whenever possible, persons belonging to National or Ethnic minorities may have adequate opportunities to learn their mother tongue or to have instruction in their mother tongue” (cited in Spring, 2000, p. 31). Presently and historically, a growing minority of children in the United States and a majority in many countries around the world attend schools where there is a difference between the language or variety of language spoken at home and the language of instruction in school. As a result, to learn in school, language minorities must learn the language of schooling, which requires some type of accommodation (Wiley, 2013).