Linguistic discrimination

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Linguistic discrimination (also called glottophobia, linguicism and languagism) is unfair treatment of people based upon their use of language and the characteristics of their speech, such as their first language, their accent, the perceived size of their vocabulary (whether or not the speaker uses complex and varied words), their modality, and their syntax.^[1] For example, an Occitan speaker in France will probably be treated differently from a French speaker.^[2] Based on a difference in use of language, a person may automatically form judgments about another person's wealth, education, social status, character or other traits, which may lead to discrimination. This has led to public debate surrounding localisation theories, likewise with overall diversity prevalence in numerous nations across the West.

Linguistic discrimination was at first considered an act of racism. In the mid-1980s, linguist Tove Skutnabb-Kangas captured the idea of language-based discrimination as linguicism, which was defined as "ideologies and structures which are used to legitimize, effectuate, and reproduce unequal divisions of power and resources (both material and non-material) between groups which are defined on the basis of language".^[3] Although different names have been given to this form of discrimination, they all hold the same definition. Linguistic discrimination is culturally and socially determined due to preference for one use of language over others.

Scholars have analyzed the role of linguistic imperialism in linguicism, with some asserting that speakers of dominant languages gravitate towards discrimination against speakers of other, less dominant languages, while disadvantaging themselves linguistically by remaining monolingual.^[4] According to scholar Carolyn McKinley, this phenomenon is most present in Africa, where the majority of the population speaks European languages introduced during the colonial era; African states are also noted as instituting European languages as the main medium of instruction, instead of indigenous languages.^[4] UNESCO reports have noted that this has historically benefitted only the African upper class, conversely disadvantaging the majority of Africa's population who hold varying level of fluency in the European languages spoken across the continent.^[4] Scholars have also noted impact of the linguistic dominance of English on academic discipline; scholar Anna Wierzbicka has described disciplines such as social science and humanities being "locked in a conceptual framework grounded in English" which prevents academia as a whole from reaching a "more universal, culture-independent perspective".^[5]