Примењена лингвистика у част Ранку Бугарском - Језик у

György Szépe: MOTHER TONGUE COMPETENCE AND SOCIO-PROFESSIONAL...
the knowledge of grammar (both of the MT and of the classical languages) – the
perceptible lack of all these contributed to the elimination of children.
‘Elimination from where’ – we could ask. Children of uneducated parents
are finally eliminated from access to the top professions (furthermore from entering
the political élite). There are, of course, individual bypasses of elimination.
Speakers of non-standard language varieties
And there are the children who happen to live in a village or town where another
dialect is spoken than the literacy variety or the koiné of the same language.
(They may find themselves amidst diglossia.) Speaking a regional variety in a
diglossic situation may be cumulative.
Children of national minorities may have a threefold disadvantage: in addition
to being dialect speakers and users of low-level registers, they may be
speakers of a language not understood by the majority. And they are supposed to
acquire both the standard variety of their own idiom and the standard variety of
the language of the State.
They may also be discriminated against from a cultural and political viewpoint,
and hence economically too. Children of ethnic fragments without a standardized
language like the Romani in Europe may have the additional burdens of
being stigmatized by a more or less racist majority.
Children of immigrants
Children of immigrants and of migrant workers, temporary residents, refugees
are (in addition to the previous difficulties) struck by the fact that they are not
citizens of the given country. This deprives them of several facilities, of institutional
protection, and of attending schooling in their MT (a most important point).
This applies not only to the children, but also to the adults who were deprived
of education in their country of origin, or were simply dropouts in their former
society, where school was less important than in the country of their immigration.
Bilingualism appears to be an ever growing background for leaving a homogeneous
linguistic context, and more and more linguistic contexts display a bilingual
character (Göncz 1989). And even if they had absolved the primary school
in their original country, it was a different school, with a different language, with
a different structure and values, and sometimes with a different writing system.
Migrant workers are perhaps in the worst situation, because they are not
supposed to settle down, they are without political rights at the national level,
and, more often than not, without decent educational possibilities. They claim
their right to be different from the majority, i.e. the right to their own identity.
Children of migrant workers, e.g. Turkish kids in Hamburg already born in
Germany, may have lost their Turkish identity due to the German school system
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