In most countries of immigration, linguistic diversity is by and large ignored by policy makers. If there are language-related policies, they take a deficit view of migrants and their children and focus on improving their English (or whatever the national language may be). Many people resent even the meagre efforts that states are making to help migrants and their children learn the dominant language, and ESL provision in schools is a ready target for funding cuts, as is currently the case in NSW. Going beyond ESL provision and investing into meaningful bilingual education that would enable migrant children to reach high levels of bilingual proficiency in both their heritage language and the dominant language are, by and large, unheard of. Usually, ensuring bilingual proficiency is the exclusive responsibility of parents and thus the usual vagaries of luck and privilege apply.
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- 200401 applied linguistics and educational linguistics
- 200405 language in culture and society (sociolinguistics)