The teaching of minoritized languages across legal frameworks

This special issue focuses on the state of language rights in education. The contributions included explore the relationship between language education policies and various specific aspects of multilingual education involving minoritized languages. On the one hand, the issue examines, from different contexts, the impact of these policies on teaching practices and the pedagogical possibilities available for minoritized languages. On the other hand, it provides detailed accounts of educational experiences that seek to respond to policies that undermine students’ langauge rights. Finally, it highlights examples of the positive changes that multilingual education with minoritized languages can bring to public life. This collection of articles offers valuable insights into the evolution of language rights in education, enables comparisons between different legal frameworks concerning minoritized languages, and assesses the potential and limitations of regulations in fostering innovative pedagogical initiatives and implementing effective teaching strategies.