Linguistic segregation

1989
south africa

Linguistic segregation refers to the division and separation of people based on language. It can occur in various social and cultural contexts, such as neighborhoods, schools, workplaces, or even entire countries.

Linguistic segregation can manifest in different ways. For example, in some cases, it may involve separate communities or neighborhoods where people who speak the same language predominantly reside, limiting intermingling with other linguistic groups. This can lead to the formation of linguistic enclaves and a lack of interaction and communication between different language groups.

In educational settings, linguistic segregation can result from segregated or tracked language programs, where students are placed in classes based on their native language or proficiency level. This can lead to limited opportunities for linguistic and cultural exchange, as well as unequal access to resources and opportunities.

Linguistic segregation can also be observed in workplaces where certain language groups dominate specific industries or occupations, leading to linguistic and cultural barriers for individuals from different language backgrounds.

It is important to note that linguistic segregation can have both positive and negative effects. On the one hand, it can provide a sense of community and support for individuals who share the same language and cultural background. On the other hand, it can lead to social isolation, exclusion, and limited opportunities for individuals who do not belong to the dominant linguistic group.

Efforts to address linguistic segregation often involve promoting multilingualism, intercultural understanding, and creating inclusive spaces that foster communication and collaboration between different language groups. This can be achieved through policies, educational initiatives, community outreach programs, and promoting diversity and inclusion in various sectors of society.

Further reading

Morales M.C. (2021) "Linguistic occupation segregation along the U.S. Mexico border: Using the index of dissimilarity to measure inequality in employment among monolingual speakers and Spanish English bilinguals", International Journal of the Sociology of Language, 2021(270), pp. 95-114. De Gruyter Mouton. DOI: 10.1515/ijsl-2020-0022

Rojas M.V.; Restrepo J.J.F.; Zapata Y.A.G.; Rodríguez G.J.; Cardona L.F.M.; Muñoz C.M.R. (2016) "Linguistic Discrimination in an English Language Teaching Program: Voices of the Invisible Others", Ikala, 21(2), pp. 133-151. Universidad de Antioquia. DOI: 10.17533/udea.ikala.v21n02a02

Rios-Aguilar C.; Gándara P. (2012) "(Re)conceptualizing and (re)evaluating language policies for English language learners: The case of Arizona", Language Policy, 11(1), pp. 1-5. . DOI: 10.1007/s10993-011-9228-1

Berdiev A.N.; Goel R.K.; Saunoris J.W. (2020) "Dimensions of Ethnic Diversity and Underground Economic Activity: Cross country Evidence", Public Finance Review, 48(2), pp. 178-211. SAGE Publications Inc.. DOI: 10.1177/1091142120901501

Hong S.-Y.; Kim Y.; Lee Y. (2023) "Ethnic segregation on linguistic landscapes", Environment and Planning B: Urban Analytics and City Science, -. SAGE Publications Ltd. DOI: 10.1177/23998083221150240

Ai M.; Masood M. (2021) "De Westernization in journalism research: a content and network analysis of the BRICS journals", Scientometrics, 126(12), pp. 9477-9498. Springer Science and Business Media B.V.. DOI: 10.1007/s11192-021-04194-5

Garver R. (2020) "How Harmful Is Segregation? English Learners’ Conditions For Learning In Segregated Classrooms", Leadership and Policy in Schools, 19(1), pp. 123-140. Taylor and Francis Inc.. DOI: 10.1080/15700763.2020.1712733

Palardy G.J.; Rumberger R.W.; Butler T. (2015) "The effect of high school socioeconomic, racial, and linguistic segregation on academic performance and school behaviors", Teachers College Record, 117(12), pp. -. Teachers College, Columbia University. DOI: [1]

Kibler A.K.; Attebery A.; Hardigre C.N.; Salerno A.S. (2015) "Languages across borders: Social network development in an adolescent two way language program", Teachers College Record, 117(8), pp. 1-48. Teachers College, Columbia University. DOI: [2]

Jacobs N. (2013) "Understanding School Choice: Location as a Determinant of Charter School Racial, Economic, and Linguistic Segregation", Education and Urban Society, 45(4), pp. 459-482. . DOI: 10.1177/0013124511413388

Chakrani B. (2013) "The impact of the ideology of modernity on language attitudes in Morocco", Journal of North African Studies, 18(3), pp. 431-442. . DOI: 10.1080/13629387.2013.791613

Jacobs N. (2013) "Racial, Economic, and Linguistic Segregation: Analyzing Market Supports in the District of Columbia's Public Charter Schools", Education and Urban Society, 45(1), pp. 120-141. . DOI: 10.1177/0013124511407317

Tannenbaum M.; Abugov N.; Ravid D. (2006) "Hebrew language narratives of Yiddish speaking ultra orthodox girls in Israel", Journal of Multilingual and Multicultural Development, 27(6), pp. 472-490. . DOI: 10.2167/jmmd475.1

Christopher A.J. (2004) "Linguistic segregation in urban South Africa, 1996", Geoforum, 35(2), pp. 145-156. Elsevier BV. DOI: 10.1016/j.geoforum.2003.08.007

Christopher A.J. (1989) "Apartheid within apartheid: An assessment of official intra black segregation on the witwatersrand, south africa", Professional Geographer, 41(3), pp. 328-336. . DOI: 10.1111/j.0033-0124.1989.00328.x