Linguistic Capital, Rights, and Resistance. A Systematic Literature Review of Minority-Language Educational Inequalities

• In Event: Analyzing educational inequalities in the past for a better future: successful interventions to reverse them

Abstract

1. Objectives or purposes
Increasing linguistic diversity in education has brought renewed focus to the persistent inequalities experienced by minority-language students worldwide. This paper presents a comprehensive systematic review of international research on educational inequalities among minority-language students. Investigating these issues is critical to advancing equitable and inclusive education systems that value linguistic rights and resist ongoing epistemic injustices.
2. Perspective(s) or theoretical framework
Minority-language students frequently face structural marginalisation in schooling, including reduced access to instruction in their home language, systemic undervaluation of their cultural and linguistic resources, and exclusionary practices rooted in dominant monolingual norms (Schutte and Miley 2023). These inequalities often result in lower academic outcomes, diminished participation, and increased emotional distress (Prem 2022; Nguyen and Han 2023).
3. Methods, techniques, or modes of inquiry
The study followed the PROSPERO framework for systematic reviews. The literature review covered empirical research published between 2000 and 2023, focusing on peer-reviewed studies that explored educational inequalities related to minority-language speakers in school contexts. The review involved structured searches using consistent keywords across Web of Science, ERIC, and SCOPUS. 320 papers were first identified. Titles and abstracts were screened to identify the ones that fulfilled inclusion criteria. The criteria considered relevance, methodological robustness, and geographical diversity.
4. Data sources, evidence, objects, or materials
26 studies were selected. An additional search focused on the Irish context identified 4 more studies, bringing the total to 30. These studies address a wide range of minority-language contexts, including indigenous languages, migrant languages, and historically minoritised national languages. The materials examined include data on educational policy, classroom practices, language assessments, teacher perceptions, and student outcomes. The Irish case study draws on national reports, policy documents, and peer-reviewed research that reveal enduring postcolonial legacies in curriculum and language policy, as well as promising initiatives such as DEIS schools and emerging multilingual pedagogies.
5. Results and/or substantiated conclusions or warrants for arguments/point of view
Key themes identified include language-of-instruction policies rooted in dominant monolingual ideologies and rights-based considerations of linguistic inclusion. The literature also highlights unequal distributions of linguistic capital, epistemicide arising from colonial curricula, pervasive teacher biases, and the disadvantaging impact of standardised testing on minority-language learners. These factors collectively contribute to lower academic performance, higher drop-out rates, and a diminished sense of belonging among affected students.
The review also identifies successful interventions to redress these inequalities, such as multilingual and culturally responsive pedagogies (including translanguaging and dialogic literary gatherings), affirmative action policies, and targeted teacher professional development with increased resource allocation.
International findings closely parallel the Irish context, where the dominance of English and postcolonial curricular legacies present similar challenges. However, Ireland’s recent policy efforts, including targeted support programmes (e.g. DEIS), illustrate how evidence-based interventions can promote greater equity.
6. Scientific or scholarly significance of the study or work
The review’s findings underscore critical implications for policy and practice, advocating for language-inclusive education policies, decolonised curricula, and teacher capacity-building to ensure all students, regardless of home language, have equal opportunities to succeed.

Author

• Martin Brown, Dublin City University