Linguistic diversity reflects the existence of the multitude of languages spoken in the world which is variously estimated at between 6 000 and 7 000 languages. Safeguarding this diversity today is one of the most urgent challenges facing our world. Estimates suggest that at least half of them are in danger of disappearing in the coming years. While some countries are linguistically homogeneous, such as Iceland, many countries and regions display a wealth of linguistic diversity, for example, Indonesia, with over 700 languages, and Papua New Guinea with over 800 languages. The actual distribution of linguistic diversity is uneven. Over 70 per cent of all languages in the world are found in just 20 nation states, among them some of the poorest countries in the world. In general, however, bilingual and multilingual contexts, that is, the presence of different linguistic groups living in the same country, are the norm rather than the exception throughout the world, both in the North and the South. Bilingualism and multilingualism, that is, the use of more than one language in daily life, will be normal practice in these contexts.

Linguistically diverse contexts cover a range of scenarios. Broadly speaking, however, these correspond either to more traditionally diverse situations where several, or even up to many hundreds of languages have been spoken in a region over a long period of time, or to more recent developments (particularly in urban concentrations), the result of migratory phenomena, where in some city schools there may be as many as 30 or 40 different mother tongues among students. In all cases, there is a need to take into consideration the specific learning needs of children in relation to the language or languages of the home and those of the school.

The concept of linguistic diversity itself is relative, however, and is usually measured in terms of national boundaries, giving some languages the status of majority language and others that of minority language according to specific national contexts. Mandarin, for example, one of the most widely spoken languages in the world, which is spoken by almost 900 million people, is a majority language in China, but in other countries where only part of the population is of Chinese language and culture, it has the status of a minority language in the face of other national or majority languages of those countries. Similarly, a minority language in a large country may, be regarded as a majority language in a smaller country. However, most of the world’s languages, including sign languages for the deaf and braille for the blind, are minority languages in any national context. Nevertheless, the term ‘minority’ is often ambiguous and may be interpreted differently in distinct contexts because it may have both numerical and social or political dimensions. In some cases it may be simply used as a euphemism for non-elite or subordinate groups, whether they constitute a numerical majority or minority in relation to some other group that is politically and socially dominant.

The language of instruction in or out of school refers to the language used for teaching the basic curriculum of the educational system. The choice of the language or indeed the languages of instruction (educational policy might recommend the use of several languages of instruction) is a recurrent challenge in the development of quality education. While some countries opt for one language of instruction, often the official or majority language, others have chosen to use educational strategies that give national or local languages an important place in schooling. Speakers of mother tongues, which are not the same as the national or local language, are often at a considerable disadvantage in the educational system similar to the disadvantage in receiving instruction in a foreign official language.

Language is not only a tool for communication and knowledge but also a fundamental attribute of cultural identity and empowerment, both for the individual and the group. Respect for the languages of persons belonging to different linguistic communities therefore is essential to peaceful cohabitation. This applies both to majority groups, to minorities (whether traditionally resident in a country or more recent migrants) and to indigenous peoples.

Claims for language are among the first rights that minorities have voiced when there have been situations of political change and evolution. Such claims for linguistic rights range from the official and legal status of the minority and indigenous language, to language teaching and use in schools and other institutions, as well as in the media. […]