Conference Program

Discrimination can occur along different axes and in various forms. While multiple and compound forms of discrimination involve the coexistence of different disadvantages, intersectional discrimination emerges from the interaction of different axes of inequality that operate simultaneously and in an inseparable manner (Makkonen, 2002). Within this framework, language can be considered one of the possible axes through which intersectional discrimination is experienced. This dimension has been extensively addressed in studies on linguicism and related phenomena. Skutnabb-Kangas (2016) defines linguicism as the set of ideologies, structures and practices which are used to legitimate, effectuate and reproduce an unequal division of power and resources (both material and non-material) between groups defined on the basis of ethnicity, culture or language.

Linguistic discrimination can operate at different levels. In some contexts, it may involve the explicit prohibition of using languages other than the national standard language (Blanchet, 2016). However, language – and particularly speakers’ voice – can function both as a personal attribute and as a marker indexing multiple dimensions of social identity, including ethnic background, gender, age, sexual orientation and socioeconomic status. In this sense, evaluations of accents are rarely evaluations of language alone; rather, they often entail broader social judgements about the speakers themselves. Crucially, these categories are not independent but deeply intertwined and mutually constructed through social and linguistic practices (Levon, 2015). Language can therefore function as a powerful lens through which multiple dimensions of identity become visible. For this reason, linguistic discrimination often manifests itself in subtle forms, such as discrimination against the way individuals speak a given language. These may include accent bullying, being judged as incomprehensible, being mocked for one’s pronunciation, receiving corrective comments targeting spelling, accent or pronunciation, or being criticised for speaking in ways perceived as inconsistent with one’s gender or sexual orientation (Corona & Block, 2020; Dovchin, 2020; Tankosić & Dovchin, 2021). In some cases, linguistic discrimination can evolve into what has been described as linguistic racism, a form of racism grounded in speakers’ linguistic repertoires and communicative practices (Dovchin, 2019).

Against this backdrop, this presentation aims to open a space for reflection on the potential role of linguistic discrimination as an entry point for broader discussions about social inequality in educational contexts. Introducing classroom activities that explicitly address linguistic discrimination may not only foster critical awareness of language but also encourage reflection on wider issues related to race, ethnicity, gender and social belonging. The presentation will also include a collaborative discussion with teachers of teaching materials developed within the Erasmus+ project CIRCE – Counteracting discrimination practices in education, designed to support educators in addressing linguistic discrimination and promoting more inclusive pedagogical practices.