Overview

Language education plays a role in human rights within democratic educational settings, where inclusivity and equality are foundational principles. Access to quality language education empowers individuals to participate in society, exercise their rights, and preserve their cultural and linguistic identities. In multilingual and multicultural democracies, ensuring all students can learn languages promotes social cohesion and educational equality. Language education is imperative to human rights, supporting the broader goals of democracy, diversity, and justice in education. Language Education and Human Rights in Democratic Educational Settings explores the critical role of language at all levels of education and its profound impact on the human rights of plurilingual students. By examining the social, pedagogical and legal dimensions of language rights, it highlights how equitable language policies can empower students, foster inclusion, and ensure their right to a democratic education that respects and values their linguistic and cultural identities. This book covers topics such as democracy, artificial intelligence, and language rights, and is a useful resource for educators, sociologists, policymakers, academicians, researchers, and scientists.

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Dr Thomais Rousoulioti brings a strong foundation of academic expertise and hands-on experience to the field of multilingual education. With a PhD in Didactics and a postdoctoral focus in applied linguistics centered on vocabulary development among plurilingual students, her scholarly work is complemented by extensive practical experience in teaching and assessment. Since 2017, she teaches at Aristotle University of Thessaloniki (AUTH), Greece, specializing in the instruction of plurilingual learners, particularly in the context of Greek as a second language. Her research enriched further by her role as a fellow researcher at the Centre for the Greek Language since 2010, where she collaborates with the division for the Support and Promotion of the Greek Language. Her commitment to advancing inclusive educational practices is evidenced by her active membership in the steering group of the SIG for Inclusive Assessment in Education (AEA Europe), as well as her affiliations with EALTA, ALTE, and the OsloMet EnA research team. Dr Charikleia Pitsou is an expert in Human Rights Education. Her PhD research focuses on United Nations policies concerning Human Rights Education and their implementation in Higher Education. She teaches at the University of Patras and the Hellenic Open University in Greece. A published author in multiple languages, she actively contributes to research, European programs, and academic journals, advocating for Human Rights, Active Citizenship, and Child Rights through education and public engagement. She is actively involved in various educational and scientific institutions and serves on the Gender Equality and Anti-Discrimination Committee of the University of Patras. She also serves as the coordinator for the implementation of the Child Protection Policy at the University of Patras and collaborates with both the University’s Child Rights Centre and the education office of UNICEF Greece. Asli Lidice Gokturk Saglam is an Associate Professor at Oslo Metropolitan University. She has previously held positions at the University of South-Eastern Norway and MEF University. Her research focuses on language assessment, educational technology, and research-based teacher education. Her work has been published in international outlets, including Innovation in Language Learning and Teaching, Journal on Efficiency and Responsibility in Education and Science, and TESL-EJ. Katy Finch , PhD, is an expert in inclusive educational assessment. She works in the Research and Innovation division of AQA, one of the leading awarding organisations in England. Previously an English teacher in international and UK contexts, she specialised in supporting learners with English as an additional language and completed a PhD at the University of Manchester focusing on inclusive multilingual pedagogies. Her current work centres on creating accessible and inclusive large-scale assessments.

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