Showing posts with label society. Show all posts
Showing posts with label society. Show all posts

Friday, 27 March 2026

music is multi - multifaceted, multi-rhythmic, multicultural

Music has many faces: it is a multifaceted art form

Music is a multifaceted art form that encompasses a vast array of styles, genres, and cultural traditions. At its core, music is an expressive medium that harnesses sound, rhythm, melody, harmony, and often lyrics to convey emotions, stories, and ideas. It is a universal language that transcends boundaries, connecting people across cultures, generations, and backgrounds.

One of the most remarkable aspects of music is its ability to evoke emotions and stir the human spirit. Whether it’s the uplifting euphoria of a triumphant anthem, the melancholic introspection of a soulful ballad, or the invigorating energy of a lively dance tune, music has a profound impact on our moods and emotions. It has the power to uplift our spirits during times of joy, provide solace and comfort in moments of sorrow, and inspire us to persevere in the face of adversity.

It brings people together:

It's for all generations:

Music has many rhythms: and when there's more than one, it's polyrhythm:

Polyrhythm (/ˈpɒlirɪðəm/) is the simultaneous use of two or more rhythms that are not readily perceived as deriving from one another, or as simple manifestations of the same meter.[2] The rhythmic layers may be the basis of an entire piece of music (cross-rhythm), or a momentary section... In some European art music, polyrhythm periodically contradicts the prevailing meter. For example, in Mozart's opera Don Giovanni, two orchestras are heard playing together in different metres (3/4 and 2/4)...

It's all about the rhythm:

Music is never a 'pure' art form untouched by other forms: we can see the cross-cultural influence in music - in a journey through genres:

Music, often described as the universal language, transcends boundaries and connects people across different cultures. In our globalized world, music has become a vibrant tapestry woven with threads from every corner of the globe. Here we explore this fascinating interplay of cultures in the realm of music. Through this exploration we come to understand not just the music itself, but its profound impact on society. Music breaks stereotypes, fosters understanding, and can even act as a tool for cultural diplomacy...

With more 'multicultural music' here:

Music is 'multi' - considering the multimodal, multidimensional nature of music from multiple perspectives:

Beyond human engagement with music, [there are] a number of additional themes, such as emotion and musical expression, the multi-modality and multi-dimensionality of music and the fact that music is not just about listening and sound but also about movement, touch and embodiment...; and the many different perspectives from which music can be approached, considering the experiences and practices of performers, composers, and listeners.

It's a question of taste:

It's also cross-genre/disciplinary:

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Thursday, 26 March 2026

liberal democracy needs to create narratives

This week Slovenia’s ruling liberals defeated populists in a photo-finish election

Golob sought to frame the election in an interview with POLITICO as a choice between liberal democratic values and Janša’s Hungary-style illiberalism. 

What is Illiberal democracy?

Prime Minister of Hungary, Viktor Orbán, gave an oft-cited speech in 2014 where he proclaimed Hungary an illiberal democracy, stating that "a democracy does not necessarily have to be liberal" and that "the new state we are constructing in Hungary is an illiberal state, a non-liberal state." Modern advocates of illiberal democracy insist they are more democratic than others, and generally define themselves as being against liberal democracy, the West, and the United States. Vladimir Putin of Russia is an outspoken critic of liberalism, with him and Orban described as redefining it in ways that suit their agendas by equating it with multiculturalism, immigration, and LGBTQ rights.[21] The election of Donald Trump saw a large increase in scholarly research about illiberalism, what it means, and heavy debates on whether or not America is on the road to fascism.[22]

A question facing liberal democracies is how to counter propaganda/paranoia/conspiracy theories.

There are all sorts of suggested ways ahead, such as we should enjoy culture and the arts, that we should try and counter it with the same, and that we need to use reliable, evidence-based and non-partisan journalism.

One commentator who has suggested many of these strategies is the writer and academic Peter Pomerantsev - and one of his most powerful books has been a look at the propaganda and paranoia of the last two decades. There's a fabulous interview with him on his Nothing is True and Everything is Possible.

Today, liberal democracy is struggling even more.

We have been seeing the emergence of competing visions of international order - with the fracturing of the US-led liberal international order [March 2025]

And this month, the Swedish V-|Dem has published a report saying we are in danger of losing Liberal Democracy;

On March 17th, the Swedish-based Varieties of Democracy (V-Dem) Institute released its 2026 annual Democracy Report titled “Unraveling the Democratic Era?” with an aptly themed cover image: a tattered, threadbare American flag with the acronym “S.O.S.” spray-painted across its stripes. “The speed with which American democracy is currently dismantled is unprecedented in modern history,” the report writes. Within a year of the second Trump Administration, executive aggrandizement has severely weakened checks and balances and displayed astonishing disregard for the rule of law. No longer is the United States a pillar of liberal democracy – rather, for the first time in fifty years, it is slipping towards a democratic grey zone.

The press has covered it as: ‘Trump is aiming for dictatorship’. That’s the verdict of the world’s most credible democracy watchdog.

Since 2012, Lindberg has led his small group of researchers in Sweden to become the world’s leading source for analysis of the health of global democracy. In their latest report, published on Tuesday, they conclude that the US, for the first time in more than half a century, has lost its long-term status as a liberal democracy. The country is now going through a rapid process of what the report’s authors call “autocratisation”.

“For Orbán in Hungary, it took about four years, for Vučić in Serbia, it took eight years, and for Erdoğan in Turkey and Modi in India, it took about 10 years to accomplish the suppression of democratic institutions that Trump has achieved in only one year,” Lindberg says.

US democracy is now back at the worst recorded level since 1965, when US civil rights laws first introduced de facto universal suffrage. All progress made since then has been erased, according to the report.

Worldwide, democracy has receded to its lowest levels since the mid-70s. “The world has never before seen as many countries autocratising at the same time,” Lindberg says.

A record 41% (3.4 billion) of the world’s population currently resides in countries where democracy is deteriorating, the report claims, adding that Washington is leading this global turn away from democracy.

The researchers use 48 different metrics to assess democratic health, such as the freedom of expression and the media, the quality of elections and the observance of the rule of law. The resulting “liberal democracy index” shows that the speed with which US democracy is being dismantled is unprecedented in modern history. The main factor is a “rapid and aggressive concentration of powers in the presidency”, Lindberg says. Congress has been marginalised, jeopardising the “checks and balances” (judicial and legislative constraints on the executive) so crucial to US democracy. At the same time, civil rights have been rapidly declining and freedom of expression is now at its lowest level since the 1940s.

Many commentators would say that liberal democracy needs to create narratives.

Including the idea that Liberal Democracy Needs A Story - by Dan Gardner:

Putin and Xi and Trump have their stories. So do Erdogan, Modi, Orban, and all the other reactionaries who have put freedom into headlong retreat. They are full of passionate intensity, to borrow from Yeats, while the best lack all conviction. But history, as they say, repeats, or at least rhymes. And ours is not the first era in which liberal democracy seemed to be on a terminal decline.

Others agree that democracy needs a narrative on political liberalism:

For the protection and continued existence of democracy in general and throughout the world, it is important to revive a narrative on what constitutes a liberal democracy. Here, it will be vital to reclaim the normative appeal of liberal democracy.

This appeal lies in the fact that individuals in non-liberal societies are always subjected to the prevailing majority doctrine, be it of a religious or other nature. In contrast, liberal democracies allow for a society in which the diversity of human experience, ways of life and life choices is possible without fear of being exposed to social, economic or political repression. Of all the political systems that we know, liberal democracy is the one that comes closest to the thought experiment designed by the liberal philosopher John Rawls referred to as the ‘veil of ignorance’. In this thought experiment, the future members of a society have to decide on a social order but do not know which position they will have in this society – so the best order is one in which everyone is protected against the arbitrary exercise of power by others.

Finally, some would call this The Age of Fortress Liberalism:

Some liberal theorists have tried to find comfort in the fortress mentality. The scholar and former politician Michael Ignatieff argues that liberal societies fight better when they understand that they are in danger. Drawing on the thought of Isaiah Berlin, Ignatieff argues “it will be up to the embattled fortresses of liberal democracy, and the conviction of their peoples, if liberty is to prevail.” Illiberal threats should strengthen liberals’ resolve to make hard choices.

Early liberal theorists grappled with the limits of universalizing their own principles. Baruch Spinoza, in suggesting a liberal ethos of tolerance, demanded liberal societies restrict teachings or religions which “tend to produce obstinacy, hatred, strife or anger.” When Jean-Jacques Rousseau imagined society coming together around a civil religion, he said such a religion would only be intolerant of just one thing: intolerance. When courts restrict democracy in the name of the rule of law or liberals insist on fast-paced assimilation, they draw on a tradition which has recognized that liberalism relies on basic shared principles to work...

The practical strategy of reinventing liberalism as the preserve of besieged, sensible, Europeans is a difficult balancing act, because liberalism has always relied on the promise of future extension to rally its adherents. Similarly, once liberals lose confidence that their vision will inexorably spread by democratic, nonviolent means, they fall into the same “might makes right” logic as the illiberal ideologies in opposition to which they define themselves.

Today, the stronger future project belongs to the populist right, which promises a more homogeneous, child-rearing, religious, and nationalistic Europe. While these politicians have their own foibles, their adherents share a confidence that Europe’s mainstream has sorely lacked for almost a decade. Even if largely nostalgic, the populist vision of the future speaks to the experiences of Europeans today. For those outside the establishment, it is easier to believe in than in a fortress under siege.

To be sure, there are attempts to replace the liberal siege mentality with something more expansive and forward-looking: efforts like the “abundance” idea and its adaptations in Europe, or the effort to make affordability the central promise of a populist left. But so far, these movements have not had large electoral breakthroughs, in part because they have not gone beyond the fortress liberals on fundamental questions. On defense, immigration, and the threat of the far-right, abundance liberals and populist leftists remain cadets within the fortress.

The rise of fortress liberalism makes clear that European leaders still imagine their present challenges as temporary. Our leaders and our societies have not yet internalized the possibility of a return to the constant warring or the ceaseless inter-ethnic violence that defined pre-twentieth century Europe. In the minds of the world’s most powerful liberals, their task is to survive the siege day-to-day, whatever adaptations that requires. Retreating to the fortress has deprived them of any vision of what to create next, should “normalcy” return. Practicing this lost art of imagination may make for a stronger defense than Europe’s liberals have yet been able to muster.

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Sunday, 15 March 2026

the hidden curriculum of the esl/esol/tefl classroom

WHAT IS 'THE HIDDEN CURRICULUM'?

The hidden curriculum is at the heart of the classroom:

A hidden curriculum is a set of lessons "which are learned but not openly intended"[1] to be taught in school such as the norms, values, and beliefs conveyed in both the classroom and social environment.[2] In many cases, it occurs as a result of social interactions and expectations. The term hidden curriculum is sometimes seen as synonymous with, or a subset of, the implicit curriculum.[3]

And there's quite a lot of philosophy, politics and sociology behind this - as in this piece in the simplysociology website on the Hidden Curriculum:

The hidden curriculum, first described by Philip Jackson (1968), is a set of unspoken or implicit rules and values that students learn while attending school. It is often contrasted with the more formalized, official curriculum that is spelled out in a school’s mission statement or lesson plans. 

To return to the Wikipedia entry:

The hidden curriculum has been further explored by a number of educators. Starting with Pedagogy of the Oppressed, published in 1972, through the late 1990s, Brazilian educator Paulo Freire explored various effects of presumptive teaching on students, schools, and society as a whole. Freire's explorations were in sync with those of John Holt and Ivan Illich, each of whom were quickly identified as radical educators. Other theorists who have identified the nature of hidden curricula and hidden agendas include Neil Postman, Paul Goodman, Joel Spring, John Taylor Gatto, and others.

Additionally, developmental psychologist Robert Kegan addressed the hidden curriculum of everyday life in his 1994 book In Over Our Heads, which focused on the relation between cognitive development and the "cognitive demands" of cultural expectations.

Most of these educators have been featured on this blog, including: 

Paulo Freire and the tabula rasa

John Holt and how teaching interferes with learning and the most schooled generation in history is miserable

Ivan Illich on education and health and deschooling society and homeschooling and deschooling and Jay Ivan Illich: schooling, technology, and culture

teaching as a subversive activity

John Taylor Gatto: teacher, mentor, revolutionary and human resources as social engineering and is the purpose of education 'social uplift' - or 'social control'? and the Prussian school system and the factory model of education

Meanwhile, here's the rather different Wikipedia entry from 2014, as recorded on these pages: Jay Doubleyou: the hidden curriculum

WHAT IS 'THE HIDDEN CURRICULUM' IN THE ESL/ESOL/TEFL CLASSROOM?

And what about the invisible curriculum of international schools?

Writing for the E L Gazette, Ines Katsouri looks at what globally mobile students learn beyond the classroom. Here's the opening of an excellent piece where she looks at the hidden or invisible curriculum from the perspective of the teacher and student working in the ESL/ESOL/TEFL world:

International schools are often celebrated for the richness of their academic programmes and global outlook. Curricula designed to develop internationally minded learners prepare students to navigate an increasingly interconnected world. Yet alongside these visible structures, students are also learning something far less explicit.

Simply by participating in internationally mobile school communities, they encounter what might be described as an invisible curriculum — a set of social and psychological lessons that shape how they experience belonging, adaptation, expectation, and learning itself.

The idea of a hidden or invisible curriculum has long been discussed in educational research. Educational researcher Philip W. Jackson first described how students learn important social norms and expectations through everyday school life beyond official syllabi. Schools, after all, do not only transmit knowledge; they also shape behaviour, identity, and social understanding.

In international school environments, however, this invisible curriculum takes on distinctive forms. The realities of globally mobile communities mean that students often navigate experiences that are less common in more stable national schooling systems...

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Monday, 23 February 2026

rage-bait

Did you know that the Oxford Word of the Year 2025 was rage bait?

Do you know what rage-baiting is all about?

In a very long entry, Wikipedia tells us:

In internet slang, rage-baiting (also ragebaiting, rage-farming, or rage-seeding) is the manipulative tactic of eliciting outrage with the goal of increasing internet traffic, online engagement, and revenue, as well as attracting new subscribers, followers, or supporters.[1][2][3] This manipulation occurs through offensive or inflammatory headlines, memes, tropes, or comments that provoke users to respond in kind.[4][5][6][7]

For the most up-to-date and colloquial definitions, we can go to Urban Dictionary: rage bait

But what's the effect been? Here's a video looking at How Ragebait RUINED the Internet

And why is it happening? Here's a BBC report on What is rage-baiting and why is it profitable?

It's still very much in the news today.

From Maynooth University this week: The problems with coining terms like 'rage bait' and 'brain rot'

From Brussels two days ago: Rage-bait: Meet the influencers calling Brussels the 'worst city in Europe' just for views

And from Fordham University yesterday: When is Rage Bait Too Much?

Finally, is there the same use and interest in your own country?

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Wednesday, 18 February 2026

the 'life in the uk' test: a critique

The British government has had in place for some years now its Life in the UK Test which, if passed, will enable people to become UK citizens.

There are lots of websites that ask if you “think you know Britain?” - and give you an example text to try out online. And when people who already have a British passport try it themselves, well, it's actually quite difficult, as with this journalist on the Daily Express realised last year: I took the Life in the UK citizenship test - it's not so simple.

Other commentators would say that the test is actually not relevant to life in the UK, with the Guardian recently suggesting: Forget Hadrian’s Wall. The UK citizenship test should ask about Corrie, bus queues and Greggs.

In fact, there is considerable criticism of the test.

In June 2022, the UK parliament's Lords Committee requested an urgent review of the Life in the UK Test:

The Committee found several problems with the Test:an official handbook full of obscure facts and subjective assertions (including offensive historical content),

  • inaccessible test centres,
  • poorly-phrased questions that trivialise the process, and
  • costs that can be prohibitive for some, among others.

The Committee also stressed the need to reintroduce taught courses, known to promote social cohesion and gender equality, as an alternative for those who may find a test particularly challenging.

The Committee is astonished that the Government has not yet conducted its long-overdue review of the Test and of its associated handbook. The Committee calls on the Government to appoint an Advisory Group to conduct a review to be published by a set deadline.

Others feel very much the same, with this study from the Durham Law School asking The Life in the UK citizenship test:Is it unfit for purpose?:

The Life in the UK citizenship test was launched in 2005 and revised in 2007. The test must be passed by anyone applying for Indefinite Leave to Remain (ILR) or naturalisation. Past editions were criticised for factual inaccuracies and their failure to include much information about British history and culture. The third edition was published in March 2013. It is a comprehensive departure in form and content from past tests that raises several serious concerns about the construction of the test. Its inability to meet its central goal as a test of knowledge about life in the United Kingdom renders it unfit for purpose and it is in need of urgent reforms. 

The UK Immigration Lawyers also ask:  Is the Life in the UK Test Fair? New Survey Raise Big Questions:

Our survey has exposed surprising gaps in historical and cultural knowledge among Brits. The findings raise questions about the fairness of Life in the UK Test for British citizenship or settlement applications.

This is not just the opinion of journalists, academics and lawyers, as Wikipedia notes in its piece on the Life in the United Kingdom test:

The test has been frequently criticised for containing factual errors,[1] expecting candidates to know information that would not be expected of native-born citizens[2] as well as being just a "bad pub quiz" and "unfit for purpose".[3][4]

In other words, if most British citizens were asked to complete this test, they would fail - which might question whether they should 'qualify' as being British citizens!

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Tuesday, 10 February 2026

how corrupt is your country?

It's possibly the case that concentrated wealth leads to concentrated power.

And it seems to be the case that concentrated wealth and power lead to corruption.

Looking at corruption and extreme wealthcorruption fosters extreme wealth, acting as a greasing wheel that contributes to this unbalanced economic process. Therefore, billionaires face incentives to perform these types of acts which tend to perpetuate the corrupt system. However, legal mechanisms are also significant determinants of extreme wealth.

The idea that 'power corrupts' has been around for a long, long time, as shown in this look at power and its corrupting effects: the effects of power on human behavior and the limits of accountability systems.

The latest figures from Transparency International has something to say about the state of the world today, with a report out today: CPI 2025: Findings and insights

Britain doesn't fare very well: Results published today show the UK's score has fallen to 70, down from 71 last year. This marks the UK's lowest point... The UK remains 20th in the global ranking for the third consecutive year, a significant decline from its top ten position back in 2017. Corruption Perceptions Index 2025: UK Corruption concerns risk becoming 'new normal'

The United States has done even worse: The United States is now tied with the Bahamas and is outranked by Uruguay, Lithuania and the United Arab Emirates... The ranking has been trending downward for the past 10 years. Last year, it took a hit when President Donald Trump paused investigations into corporate foreign bribery and cut enforcement of a foreign agent registration law and other moves, CNN reported. US slips to 29th place in global corruption perception index

The message is clear: Corruption is surging worldwide, threatening public trust, enabling organized crime, and weakening democratic institutions, Transparency International warned Tuesday in its 2025 Corruption Perceptions Index (CPI). Experts say shrinking civic space and faltering accountability are fueling the problem, putting governance—and citizens—at risk. Corruption Threatens Democracies Worldwide, Transparency International Warns

How is your country doing?


Corruption Perceptions Index 2025 - Transparency.org

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Tuesday, 13 January 2026

leopold kohr: opposing the cult of 'bigness' - and understanding that 'small is beautiful'

The idea that Small Is Beautiful was first popularised by the German-born British economist E. F. Schumacher over fifty years ago.

But his challenge to 'bigness' came from his mentor Leopold Kohr. And indeed, another of Kohr's pupils gave the lecture The Wisdom of Leopold Kohr at the Schumacher Center for a New Economics - this being the educationalist and philosopher Ivan Illich who has featured several times on this blog:

During his life-time, this teasing leprechaun was recognized by very few as a man ahead of his time. Even today, few have caught up with him; there is still no school of thought that carries on his social morphology... Throughout his life, Kohr labored to lay the foundations for an alternative to economics; he worked to subvert conventional economic wisdom, no matter how advanced.

With more on Leopold Kohr from the Schumacher Center for a New Economics:

Believing in the effectiveness of returning to the local level to solve the problems affecting humankind, he saw small self-governing communities as best able to solve their problems with their own resources.

He was against 'bigness':

Leopold Kohr was highly critical of the claim that the world is split into too many states and opposed pan-nationalist, continental and global unions. He argued that the success of Swiss Confederation did not lie in a union between the French, German and Italian-speaking peoples, as that would lead to the domination of Swiss Germans and to the gradual decline of other groups. The reason that Switzerland remained diverse was that instead of having three nationalities, it was federated into 22 cantons, representing the actual cultural divisions of Switzerland. Kohr argued that number of autonomous cantons "eliminates all possible imperialist ambitions on the part of any one canton, because it would always be outnumbered by even a very small combination of other".[15]

According to Kohr, a European Federation of unequally large states would lead to a domination of a single nation and thus an erosion of dialects and smaller languages "with just the same inevitability as the German federation, in which 24 small states were linked to the one 40-million Power of Prussia ended up in Prussian hegemony". For him, a successful European unification can be based only on the Swiss model, which would entail splitting the existing nation-states into smaller ones on the basis of cultural and historical regions. He defends the concept of Kleinstaaterei by arguing that while in the Middle Ages, wars were common, they were brief and caused little to no devastation. However, after the consolidation of Europe into a few large states, every war that erupted between caused huge destruction and loss life.[15]...

Kohr also discusses the problem of cultural heritage and cultural assimilation. According to him, culture is a product of individuals, and since individual cannot prosper under a large power, neither can culture. He describes democracy as a "system of divisions, factions, and small-group balances", which slowly wither away under internal consolidation of a large state and with it the ability for cultural and intellectual flourishment.[27]

Following the banking crisis of 2009, the author Paul Kingsnorth wrote in the Guardian that this economic collapse is a 'crisis of bigness':

One man who would not have been surprised by this crisis of bigness, had he lived to see it, was Leopold Kohr. Kohr has a good claim to be the most important political thinker that you have never heard of...

Drawing from history, Kohr demonstrated that when people have too much power, under any system or none, they abuse it. The task, therefore, was to limit the amount of power that any individual, organisation or government could get its hands on. The solution to the world's problems was not more unity but more division. The world should be broken up into small states, roughly equivalent in size and power, which would be able to limit the growth and thus domination of any one unit. Small states and small economies were more flexible, more able to weather economic storms, less capable of waging serious wars, and more accountable to their people. Not only that, but they were more creative. On a whistlestop tour of medieval and early modern Europe, The Breakdown of Nations does a brilliant job of persuading the reader that many of the glories of western culture, from cathedrals to great art to scientific innovations, were the product of small states.


To understand the sparky, prophetic power of Kohr's vision, you need to read The Breakdown of Nations. Some if it will create shivers of recognition. Bigness, predicted Kohr, could only lead to more bigness, for "whatever outgrows certain limits begins to suffer from the irrepressible problem of unmanageable proportions". Beyond those limits it was forced to accumulate more power in order to manage the power it already had. Growth would become cancerous and unstoppable, until there was only one possible endpoint: collapse.

Here are some very helpful reviews and summaries of The Breakdown of Nations by Leopold Kohr on Goodreads

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Friday, 5 December 2025

yinka shonibare, artist

The future is African whether in language [Nigeria is the third largest country when it comes to English speakers] or music or politics. 

But also when it comes to art - with an exhibition happening at London's Tate Modern on Nigerian Modernism

As a review on the BBC says, Nigerian Modernism gets recognition, as "a transfer of the old ideas, old items, old technologies, old thought into a different, modern time". It is "projecting the present, and showing the way towards the future".

Certainly when it comes to art and culture, there are all sorts of adventures in art at the British Museum - from Status Symbols (1200 - 1400 AD), Ife head to The First Global Economy (1450 - 1600 AD), Benin plaque - the Oba with Europeans to The World of Our Making (1914 - 2010 AD), Throne of Weapons.

Another place to go for art in London is the Royal Academy and its summer exhibition - and back in 2014 it was British-Nigerian artist Yinka Shonibare at the Royal Academy.


Ten years later, and Shonibare was a gorgeously recognisable artist, although some critics say he's simply doing the same thing.

Judge for yourself in a new BBC documentary: In My Own Words - Series 2: Yinka Shonibare - BBC iPlayer [and a comment about being an artist at 25:50]

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Monday, 10 November 2025

reading broadens the mind

They say that 'travel broadens the mind': 

It’s hard to not have any prejudices, especially when we are bombarded by bad news on a 24/7 schedule. However, we implore you to act against these; by visiting these countries, having an open mind for their culture and cuisine and asking questions. Being genuinely curious and respectful will guarantee to open doors for you and lead to experiences you would never have had before... Why Does Travel Broaden the Mind?

Studies suggest that taking a gap year or studying abroad can positively influence your brain to make you more outgoing and open to new ideas... Travel broadens the mind, but can it alter the brain? | Students | The Guardian

And perhaps 'reading broadens the mind' in the same way:

Reading is a gateway to new worlds, cultures, and perspectives. Through books, we can travel across time and space, experiencing different eras, countries, and societies. Whether we delve into historical accounts, immerse ourselves in fiction, or explore the realms of science, reading broadens our minds and expands our horizons. It allows us to step into the shoes of diverse characters, fostering empathy and a deeper understanding of the human condition. By encountering different viewpoints and narratives, we become more tolerant, open-minded, and compassionate individuals... The Profound Benefits of Reading: Expanding Horizons, Sharpening Minds, and Enriching Lives | by Lanu Wilson | Medium

Yes, it's good for us! What Reading Does To Your Brain - YouTube

As Matthew D'Ancona, writing in the New World/European, says, reading is the new resistance:

“If you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks,” Atticus Finch tells his daughter in To Kill a Mockingbird (1960). “You never really understand a person until you consider things from his point of view – until you climb into his skin and walk around in it.”

But how is this done? Or (more specifically) what practices encourage the kind of radical empathy that Harper Lee’s lawyer prescribes? Allow me to suggest that reading – reading often, closely and critically – is a significant part of the answer.

As Harold Bloom puts it in How to Read and Why (2000), the company of books “returns you to otherness, whether in yourself or in friends, or in those who may become friends… One of the uses of reading is to prepare ourselves for change.” ...

Books are the rebel contraband of the idiot age.

As Malcolm X recalled in his autobiography: “I knew right there in prison that reading had changed forever the course of my life. As I see it today, the ability to read awoke inside me some dormant craving to be mentally alive.”

For the young Nye Bevan, books also represented a form of liberation. As Michael Foot writes in his biography of the founder of the National Health Service, the Tredegar Workmen’s Institute Library was an intellectual temple for the teenaged Bevan: “his reading became prodigious… He seized on everything and would often stay awake reading until the dawn. He wrote poems of his own and declaimed many more.”

This is why it is so infuriating when the campaign for reading is dismissed as a middle-class preoccupation or an elitist cause. The opposite is the case: it is precisely those who do not grow up in a household rich in intellectual capital who most deserve access to the full range of culture and knowledge. Why should books be the preserve of the affluent, a luxury rather than a basic entitlement at the core of modern citizenship?

See also some more recent blog posts on the value of reading:

Jay Doubleyou: what makes a good detective story - it's not the plot

Jay Doubleyou: today is world book day in the uk and ireland!

Monday, 27 October 2025

the cosmopolitan, the multilingual, the multicultural: we are all citizens of somewhere

CITIZENS OF SOMEWHERE

The former UK prime minister Theresa May made a conference speech back in 2016, where she said:

if you believe you’re a citizen of the world, you’re a citizen of nowhere. You don’t understand what the very word ‘citizenship’ means. [see the Video]

But others would disagree.

In the annual set of Reith Lectures on the BBC, Prof Appia said: 'Mrs May, we are all citizens of the world,':

Real cosmopolitanism is not a privilege; it is an obligation. It does not belong to the rarefied circles of some frequent-flyer upper class.It belongs to anyone who cares about global justice, about the environment, about the alleviation of strife and carnage beyond our immediate national borders.

A disease that starts, unnoticed, in an African forest can devastate a Manchester family; CO2 emissions from India can derange the weather around the Gulf Stream; an ideological pathology that incubates in schools halfway around the world can bring down jets and skyscrapers.

We can be tempted to imagine - like children who think they can hide by closing their eyes - that our human concerns can stop neatly at the border, with a wider world kept forever at bay. But that is the unaffordable luxury.

If cosmopolitanism involves a simple recognition that our lives are interrelated in ways that transcend boundaries and that our human concerns must, too, it has brute reality on its side. A citizen of the world? Better believe it.

But where do the prime minister's ideas come from? Here we look at How Theresa May Understands People as 'Somewheres' and 'Anywheres':

One of these commentators is David Goodhart, whose book, The Road to Somewhere, ... manages to state the intellectual case for Mayism in a very concise way. The book’s central distinction – repeated ad nauseam throughout – is cleaved through the middle of the UK population. It is between “Anywheres”, who make up roughly 25 percent of the population, and “Somewheres”, who make up about 50 percent (the rest are “Inbetweeners”, although we’re never told very much about them).

The Anywheres are the hated metropolitan elitists of the Mayist narrative: high-achievers whose worldview values “autonomy, mobility and novelty”, placing a much lower value on “group identity, tradition and national social contracts”. They are comfortable with immigration, pro-international development and have progressive views about minority rights. Typically, they have what Goodhart calls “portable, achieved” identities – which means they’ve left the area they grew up in to attend a residential university and now live in London, or “even abroad”. The Anywhere worldview encompasses a broad swathe of educated society from “polished business executives to radical academics”.

Somewheres, by contrast, are the real bloody people of the UK. “Socially conservative and communitarian by instinct,” they have “rooted, ascribed” identities based on “group belonging and particular places”. They feel “uncomfortable about many aspects of cultural and economic change – such as mass immigration… the reduced status of non-graduate employment and more fluid gender roles”... 

Goodhart’s central distinction is bogus. Somewheres are supposed to be authentic, rooted in space and place; Anywheres, meanwhile, are inauthentic elites who have abandoned their roots to pursue personal success.

This doesn’t work for at least two reasons. On the one hand, Goodhart struggles throughout with the fact that – far from being placeless – Anywhere identity is in fact associated with one very specific place: London, which has a distinct culture of its own. On the other, it is conveniently forgetful of the very real financial struggles that young Anywheres in particular often face: leaving your hometown and moving to London is hardly any guarantee of great wealth...

Jonathan Freedland also doesn't like the easy divisions in his look at The Road to Somewhere by David Goodhart

First, in his sympathy for Somewheres he caricatures Anywheres. Too easily does his category – which, by his measure, should include between 8 million and 10 million people – collapse into an upmarket version of the hated “metropolitan liberal elite”. He makes the same mistake as Theresa May did when she declared last year: “If you believe you are a citizen of the world, you are a citizen of nowhere.” This is to assume that those who look outward are automatically disconnected from the people around them. But a visit to even the much derided, ultra-remain districts of, say, north London would show areas that are still genuine communities, right down to their neighbourhood street parties for the Queen’s 90th birthday. Anywheres come from somewhere too...

Where Goodhart goes wrong above all is on Britain’s ethnic and religious minorities. Even though he concedes that these groups can exhibit Somewhere-ish attitudes – prioritising stable families, for example – he frames them throughout as the cloud on the Somewheres’ horizon, the blot that has darkened the Somewheres’ previously sunny landscape. It is their arrival that has changed Britain beyond recognition, their presence that has to be dealt with.

Perhaps my own experience as a member of Britain’s Jewish community has skewed my perspective, but I’d suggest that the very qualities Goodhart most admires among the Somewheres – including neighbourliness, trust and a sense of shared destiny – are to be found in Britain’s minorities. They have not caused the social fragmentation he laments: globalisation, automation and a thousand other shifts bear more blame than they do. If anything, and especially in the cities, they point to a remedy for those Anywheres Goodhart believes have become unmoored. Minorities might be more of a model than a threat, more to be emulated than to be feared.

Even if that is asking too much, surely the task now is not to look back to the time when homogeneity made a cohesive society easy, but to ask how today’s heterogeneous society might be made more cohesive, despite the difficulties. Goodhart is right that people are more inclined to share with those they regard as their fellows: so the challenge is to make all citizens, including the newer ones, appear to each other as fellows.

COSMOPOLITAN, MULTILINGUAL, MULTICULTURAL PLACES

Firstly, a good question on Reddit: What are/were a few traditionally multilingual towns/cities around the world? : r/linguistics

HOIMA:

As for the most multilingual/cultural continent, it is Africa that is so linguistically diverse:

A study conducted by Shigeki Kaji of Kyoto University in 2013, centred on inhabitants of the Ugandan town of Hoima, found that the average inhabitant knows 4.34 languages. Interestingly, Uganda has no lingua franca, i.e. no common language used by speakers with different native languages. The average Ugandan therefore has to employ multiple languages during the course of daily life, depending on where he is and to whom he is speaking.

Such multilingualism is impressive, particularly when one considers that we are not talking about language scholars, but about average citizens just going about their business and flicking effortlessly between four or more languages.

WREXHAM:

We can consider Wales as Britain’s hidden corner of bilingualism:

Tucked away in the corner of the UK, one of the world’s most monolingual countries, you’ll find a beacon of bilingualism for the rest of the world: Wales. Out of the four home nations that make up the United Kingdom, Wales has led the way in its efforts to revive and promote the Welsh language, and has set a precedent for other countries all over the world. What makes this more impressive, is that it has managed to do so while living side-by-side with global giant English.

And Wrexham has been chosen as a bilingual town to promote the Welsh language...

SARAJEVO:

Today, there is life beyond war in Bosnia’s capital Sarajevo 30 years on. And despite all the attempts at ethnic cleansing, multicultural Sarajevo is the most diverse city in Europe.

CHERNIVTSI:

In his book Borderlines: A History of Europe in 29 Borders by Lewis Baston, the author walks us across these European borders and shares their stories. The book is named 'one of the most engaging and fascinating histories of Europe I've read for years' in a review by Dominick Sandbrook, the history podcaster.

Lewis Baston finishes his book by looking at Chernivtsi - "Secret Capital of Europe."

Deutsche Welle takes us to the undiscovered charm of Chernivtsi in a nice little video and there are many webpages looking at this town in the borderlands of Ukraine/Romania/Hungary/Slovakia/Poland, this place on the Brink: The forsaken Paradise , or this Little Vienna of the East.

Here's a very touching piece on coming across the book by someone whose grandparents lived there: Crying in bookstores, thinking of borders. And they finish:

Today, I teared up in a bookstore. Today, I bought a book because the first two paragraphs of its final chapter made me feel like crying. I picked it up and leafed through it to kill time, and because the title, Borderlines, caught my eye. I picked it up with some cynicism, wondering what this book might have to teach me about borders. I went to the last chapter, ‘The secret capital of Europe (Ukraine/ Romania)’ because I was curious what this book had to say about a border that tore hearts in half in my family. I read the first paragraph and I felt like crying.

Cernăuți (Chernivtsi) was my paternal grandparents’ birthplace, a home they fled under duress as young people, and where they never returned. A childhood home my grandmother spoke of often, when I went to visit her in the summers. These few lines, read by chance today, seemed to echo her words. Her voice, and not the writer’s, filled the page under my eyes.

Thus it was that, picking up a book at random in a listless moment, I found myself fighting back tears in a little bookshop in a quiet seaside town more than 1,400 miles away from where my grandparents started their lives’ journeys.

I am tired of tyranny, greed, and borders seared with violence, borders that shift with the desires and interests of small-minded men.

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Friday, 24 October 2025

generation alpha in the esl/esol/tefl classroom

Do we know what the Generation Alpha is all about?

We need to look out for the Gen Alpha Characteristics To Know For 2025:

They’re still in school, but don’t be fooled - Gen Alpha are already steering spending decisions, redefining what fun looks like, and making their presence felt across screens, stores, and society.

Born from 2010 onwards, they’re the world’s youngest generation, but they’ve got plenty to say. And thanks to over 20,000 kids across 18 global markets telling us exactly what’s on their minds, we’ve got a front-row seat to what they think, feel, and do.

But first we need to ask Generation Alpha: What Is It? Is It Real?

And then we can look at: What do Gen Z and Generation Alpha want from their education and beyond?

The E L Gazette tells us about Generation Alpha in the Classroom: New Approaches to Learning - looking at a new book just out:


Firstly, a few questions. Over their careers, how many generations of learners and their various attributes are language teachers expected to be able to understand and react to? How, when and why did Generation Z expire? Lastly, how is Generation Alpha (GA) different to the previous ones? These were just a few of my thoughts before I opened this title.

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Saturday, 18 October 2025

the addiction economy

Some questions about how we behave:

Should we ban smoking? And should we allow the use of opium for personal recreation?

Are we too trusting of the promises of technology? Are we aware of the creepy ways video games are trying to get us addicted?

Is diet or exercise better for us - and especially for children?

This is the 'addiction economy' - as featured in the New World/European:

Everyone is addicted to everything

Big tech is using the ‘nanny state’ arguments pioneered by the tobacco and alcohol industries to convince us that their freedom to sell equates to our freedom to choose. The opposite is true

Joe Woof - 8 October 2025



Where does your brain go when you see an obese person eating a pastry in public? Or a drunk friend making a fool of themselves and passing out, yet again, at a party? What about the smokers on their drips outside the hospital, still lighting up? Or the person who gambled away their savings, lost family, job, self-esteem, and yet carries on in the hope of winning it back? Or the depressed, anxious young person who spends hours on their phone looking at who knows what and doesn’t seem to see the connection?

Everyone is addicted to everything - The New World

Hilary Sutcliffe and Joe Woof are the co-leads of The Addiction Economy initiative.

This initiative is not about heroin addicts in doorways or ‘the war on drugs’.  It’s about how and why mainstream addictive products have been allowed to flourish for the benefit of companies at the expense of the rest of us. And how to stop them. The Addiction Economy describes those industries who knowingly and unashamedly erode our ability to control our usage of their products beyond the point at which it harms us.

Our White Paper exploring the 5 Drivers of the Addiction Economy draws cross-sectoral lessons and we explore how they play out in 9 industries: 4 physical - unhealthy and ultra-processed foods, cigarettes, alcohol and vapes and 5 digital, social media, gambling, pornography, computer games and chatbots .

We also explore how the widespread focus on the lack of will power of individuals derails policy action and hampers effective unaddiction strategies.

The Addiction Economy

It's very much about how children are targetted:

“Just Say No’ isn’t working. Do we need a new approach to teaching about addictive products in schools? YES! — The Addiction Economy

And others have been looking at this phenomenon too:

Addiction Economy | No Mercy / No Malice

The Economics of Addiction: Turning a Profit on One of America’s Greatest Problems – Michigan Journal of Economics

Here's a video to finish:

The Addiction Economy - YouTube


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Sunday, 12 October 2025

should immigrants be encouraged to use their mother tongue?

It has become a very politically-loaded question to ask if immigrant children should be allowed to use their mother tongue in class.

Even more so would be the question of whether immigrant children and their families should be actively encouraged to use their mother tongue.

Firstly, there is the question of whether immigrants should be taught in their mother tongue at schools

"I think there are different reasons that may explain this paradigm. The first is the notion one nation, one language, which is an old idea" affirms Dr. Ellen-Rose Kambel, Executive Director of Rutu Foundation. "Moreover, there is a general lack of awareness and information about the damage that could be done to children when their mother tongue is not valued, and also a lack of information on what teachers can do to develop a multilingual approach".

Allowing children to communicate in their home languages in school strengthens their cognitive and social skills. Not only does this improve pupils' skills in the school language, but research shows that they are likely to have better critical thinking and problem solving skills, and have greater cultural awareness. The translanguaging method can be applied to both newly arrived and second generation children...

Indeed research shows that training in mother tongue strengthens the linguistic and academic development of the bilingual child as well as the development of a secure identity. The role of families and education of parents is also vital: parents who speak the instruction language fluently are able to help their children far more effectively than parents with a limited knowledge of the language.

Last but not least, the policy of ignoring mother tongue teaching for migrant children is not only in contradiction with research evidence but also with UNESCO's globally agreed Sustainable Development Goals (SDG). The respect of children's cultural identity is set within the international policy framework and according to UNESCO, "equitable quality education and lifelong learning for all is only possible when education responds to and reflects the multilingual nature of the society. Children, adolescents and adults require learning opportunities that are relevant to their lives and needs, in and through their own languages. Since SDG 4 is so foundational to the other Sustainable Development Goals, without mother tongue-based multilingual education the other 16 goals will remain unachievable" (UNESCO 2017).

Secondly, there is the notion that we should preserve immigrants' native language and cultural identity in multilingual and multicultural societies - which is what many countries are or have become:

Preserving cultural heritage alive is a daily celebration in our house, but it doesn’t feel like a chore or something that we have to actively work at doing. It is truthfully second nature in our household because we live and breathe it every day through food, music, storytelling, and the way we talk (I speak home language with my family and as much as I can to our kids, plus my husband uses Trinidadian dialect and slang with his family that the kids also hear). Our children are lucky to have older relatives in their lives still from both my husband and my side of the family to talk to and spend time with periodically. Preserving our cultural and family heritage is important to us and so far, it seems to be important to our children as well because they are often asking us questions about the past and our family relatives. And that’s a beautiful thing.

Thirdly, we can look at whether first-language training matters for immigrant children’s school achievements:

Immigrant children fall behind their native peers in terms of educational attainment in many Western European countries. Policies with the aim of closing this immigrant-native educational gap are often implemented, however, more rarely evaluated (Paola & Brunello 2016). One such measure is first-language training for immigrant children that has been a source of much debate among policymakers in the Nordic countries. Advocates of this education argue that mother-tongue proficiency contributes to immigrant children’s academic achievements in general and that it helps with learning the host-country language in particular. Opponents have instead emphasised the importance of focusing on the host-country language in schools and that teaching should be conducted in this language only...

Increasing educational attainment of first- and second-generation immigrants is important because they are falling behind in the Danish labour market. This is particularly true for individuals originating from countries other than countries of the EES and the EU. The political aim of the policy reform introduced in 2002 was to increase the assimilation of these groups and by removing mother-tongue training, it was believed that immigrant children would increase their proficiency in Danish, which would, in turn, increase labour market integration. This study shows that such positive effects of the reform are not found. Rather the opposite has occurred; the removal of mother-tongue training leads to lower grades in Danish for boys and in mathematics for boys in general, and boys and girls belonging to the second generation. Although effects are modest, this study provides evidence that mother-tongue education matters for the educational achievement of children with a background in countries other than the EU and the EES. If the motivation of Danish educational policies directed towards first- and second-generation immigrants is to enhance immigrant integration, the removal of mother-tongue education should be reconsidered.

Fourthly, there is the question of how effective bilingual development in children of immigrant families is:

Early exposure to two languages is widely thought to guarantee successful bilingual development. Contradicting that belief, children in bilingual immigrant families who grow up hearing a heritage language and a majority language from birth often reach school age with low levels of skill in both languages. This outcome cannot be explained fully by influences of socioeconomic status. In this article, I summarize research that helps explain the trajectories of observed dual language growth among children in immigrant families in terms of the amount and quality of their language exposure as well as their own language use...

Evidence of the factors that impede optimal bilingual development in children from immigrant families can inform efforts to support successful bilingual outcomes in these children. Such support is important: Children from immigrant families need strong skills in the majority language to succeed in school (48, 49), and they need skills in the heritage language to communicate well with their parents and grandparents (50). Furthermore, bilingualism is an asset for interpersonal, occupational, and cognitive reasons (25). Children who hear two languages from birth can become bilingual, even if that outcome is not guaranteed. The findings I have discussed suggest that bilingual development is supported when children are exposed to both languages in ways that do not diminish the amount of exposure to each more than is necessary. In addition, to support bilingual development fully, children’s exposure to each language should come from highly proficient speakers, children’s heritage languages should be valued by society, and children should be given opportunities that encourage them to use both languages.

Finally, there is the question of how literacy is essential to refugees and migrants to rebuilding their lives in the language of their new country - and whether we should use mother tongue reading materials as a bridge to literacy. So, should we be developing a mother tongue program with standards and community resources?

Every bilingual student has a story to tell about language, culture, and identity. As a child growing up in New Jersey, my non-English speaking stay-at-home mom was communicating in her mother tongue--Italian--the only language she knew at the time. My father, on the other hand, was speaking to his five children in broken English while he was learning English through immersion on the job.

Though both of my parents were college educated, my dad having a PhD in Chemistry and my mom with an undergraduate degree, they still did not have a strong idea of how to raise literate children in a foreign country. In our home, my father did not want us using Italian--nor eating too much garlic--because in 1960's America, an Italian immigrant wanted to integrate as quickly as possible. Identifying with the American culture and language, my father thought, was the quickest way we as family would develop the one language that counted: English. The worst misconception about language that my father had was that speaking only in English to his children would improve our academic language at school as young children. This is unfortunately a common fallacy among immigrants that minority languages do not count and “privileged languages”--national languages-- must be learned at all costs, even at the cost of losing a home language.

Thanks to my mother, I grew up speaking, reading, and writing in Italian at home along with my siblings. I would speak with my mom daily in Italian, as well as enjoy tutorials from her in reading and writing over time. It was there that developing a richer academic language in English began as I transferred skills from my home language to the school language through my mother's attempts at maintaining our heritage language at home.

Ultimately, though we surely need to challenge the idea that a migrant's mother tongue is a language with no value:

Europe places a high value on multilingualism and language diversity, but the emphasis remains more on European languages than on the languages spoken by many newly-arrived migrants. The use of other languages is often seen as a barrier to integration. Clear evidence however shows that supporting and preserving migrants’ mother tongues has benefits for the whole of society...

Whereas multilingualism, and in particular the teaching of mother tongue languages is promoted at an official European level, the reality in many European schools is different. The majority of publically-funded schools in Europe take a monolingual approach in the classroom, a report released in January by the European Commission's education information network showed. Only a few countries (in 2017, six countries) offer tuition in the languages of newly-arrived migrants or a form of bilingual teaching in class.

One country that has tried to offer support for mother tongue languages in schools is Sweden, where the right to Mother Tongue Tuition is governed by legislation. The aim is that children are given support to develop both the Swedish language and their own mother tongue from pre-school onwards...

Many studies have shown that bilingualism or multilingualism in general, regardless of what the languages are, enhances cognitive ability, improving concentration and focus, memory, attention and control.

Research has also shown that supporting children in their mother tongue improves their results in other subjects. And even though some still insist on an "either-or" approach, evidence shows that tuition in the mother tongue makes it easier, not harder, to learn the host-country language...

Deema speaks Arabic at home, and once a week she goes to Arabic class. In North Rhine-Westphalia, children at primary and lower secondary levels who like her are growing up bilingual are offered extra classes in at least 15 home languages. The majority are European languages, plus Arabic, Farsi, Kurdish and Turkish.

But a large number of schools in Germany and Europe don't provide this level of support for mother tongue languages. "I think it's a sort of waste," von Dewitz says. "It would be much more helpful to see every student with all his or her languages, meaning that even if you may not have a very high proficiency in German yet, it doesn't mean that you don't speak a language. Of course you do."

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Friday, 10 October 2025

should immigrant children be allowed to use their mother tongue in class?

There has been quite a debate in Germany - with this story from two years ago: Immigrant children must only speak German at schools, conservative lawmaker says

Mario Czaja, secretary general of the Christian Democratic Union, claimed that many immigrants are poorly integrated into society due to insufficient German language skills, and called for new measures at schools. “Care should be taken to ensure that German is the main language spoken in schools. It is not acceptable for languages other than German to be spoken in the schoolyard,” Czaja told the Die Welt newspaper. The senior politician of the Germany’s main opposition party argued that more language experts, social workers and pedagogues should be hired for schools in places where many migrants live.

And indeed at the same time, there was a general push for better language skills: German chancellor calls for regular German language tests in schools

Others would disagree:

Immigrant organizations criticized Czaja’s controversial remarks, which echoed previous suggestions by right-wing politicians, who called for banning speaking of foreign languages in the schoolyard. Berin Arukaslan, co-chair of Turkish parents association in Berlin-Brandenburg, has underlined that speaking mother tongue is a fundamental human right, guaranteed by the constitution.

To what extent should we go the other way and allow immigrants and their children learn their own mother tongue? 'I can't say my own name': The pain of language loss in families - BBC Future

"I discovered how often it happens that bilingually raised children don't speak two languages," explains De Houwer, who is also the president of the International Association of the Study of Child Language. The survey and later studies by De Houwer and others across different countries and languages found that between 12% and 44% of children who grow up hearing two or more languages, actually end up speaking only one language. "Most babies start by learning words in both languages. But when they go to preschool they only continue with one. And why is that? Because suddenly there is only a focus on this one part of them and children soon sense that their other language is worthless. Worthless!"

In my case, there were actually two losses. I didn't learn my mother's native language, Polish, either. When I was growing up, my parents were warned against teaching me Bengali or Polish. They were told that if children learn more than one language simultaneously, they won't learn any of them properly. As if their languages might contaminate the "real" language – in this case, German.

"That's not a thing of the past, unfortunately," says De Houwer, referring to the long-disproven idea that bilingualism might hold children back, or confuse them. In fact, research has shown that bilingual children's speech is not delayed, and their tendency to sometimes mix their languages (known as code-switching, or translanguaging) does not mean they are confusing the two. Rather, it is a sign that they are using their dual vocabulary resourcefully, picking the most appropriate words for any given context...

In 2020, a nine-year-old girl was reprimanded by her teacher for speaking Turkish to her friend in the playground of their school in Germany. As punishment, she was ordered to write an essay titled: "Why we speak German in school." The resulting essay included lines such as: "We are not allowed to speak our mother tongue. So that we improve our German". Her family made a formal complaint with the support of a lawyer, who questioned whether a child speaking English during breaktime would have been punished in the same way. There is a saying among Germans of Turkish ancestry: Turkish isn't a language you learn, Turkish is a language you forget as quickly as possible.

When my hometown in Germany, Düsseldorf, put up a street sign in Arabic as part of a celebration of multilingualism, it was smeared with racist graffiti, and attracted online comments demanding that "they" should learn German. While a street sign in Japanese that was put up at the same time was fine.

What explains this dramatic difference in how languages are valued?

Research suggests that it's often not about the languages at all – but about social attitudes, especially to immigration.

"[In Germany] immigration is still viewed as the exception to the rule, as not normal. Children who speak another language at home are seen as children who don't speak German at home," Mark Terkessidis, a well-known author in the field of migration and racism studies and member of the Academie der Künste der Welt, the academy of the arts of the world. "So when these kids come to school there's a focus on the deficit and not on the resource."

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