Plurilingualism within the global village: A comparative analysis of California and Catalonia attempts for linguistic equity

Abstract

It is estimated that two-thirds of the world’s children are brought up in bilingual communities (Bhatia & Ritchie, 2008). If we accept this estimation, bilingualism becomes the norm rather than the exception. From a Constructivist approach to education, languages are primordial tools in schools to facilitate the teaching-learning process (Jones & Brader-Araje, 2002). Among other functions, language is used to deliver not only the academic content but also to convey the culture that shapes the identity of students (Nunan & Choi, 2010). In line with that sociolinguistic assertion, literature on bilingualism mostly supports the idea that early instruction in the native language seems to be beneficial and provide academic benefits (Marian et al., 2013). Furthermore, from the linguistic approach, logic would say that an heteroglossic approach in education would be more recommended; mastering more languages equals possessing more diversified tools to create meaningful knowledge, using the unique approach of each language to reality and the possibility to interact and learn in a multilingual society. However, monoglossic approaches to instruction are the rule around the world: when it comes to language and cultural recognition in education, embracing positive/enrichment bilingual policies does not appear to have been the prevalent option. Schooling takes place in monoglossic spheres, using the language of power in a nation-state, leaving underserved those minority students with a different language (Cummins, 2000; Garc ıa & Torres-Guevara, 2010). This included regions with a long history of bilingualism such as the objects of this article: California and Catalonia. Professedly, educational policies have a key role in changing this monoglossic approach. More than 50 years after the passing of the Bilingual Education Act (1968) in the U.S, there is no doubt that it emerged as a great milestone for American civil rights in general, and for English Learners or Emergent Bilinguals -EL/EBin particular. Many ideas from this original piece of