The teaching of minority languages in France by linguistic immersion, time parity, and initiations

Abstract

The French Constitutional Court decided to invalidate two relevant articles of the Molac law, especially the one concerning the teaching of minority languages according to the method of linguistic immersion. This decision makes it, necessary to carry out a detailed study about the current status of regional languages in the Hexagon and the legislative and regulatory framework in force regarding the teaching of these languages, and to investigate how these languages are taught in terms of models, enrollments, and academic results. What is certain is that the high court's decision, which considers the model based on linguistic immersion as opposed to the Constitution, has produced legal uncertainty and caused a virulent reaction from the elected local officials and the associations that defend and promote minority languages.