Abstract
American higher education institutions are becoming more diversified. While there are ample recent studies on the experiences of visible minorities and the impact their college or university experience can have in their identity development and emancipation, there is a lot less on invisible minorities. Speakers of languages other than English can feel oppressed, on campuses, because they have to leave an important part of themselves at the door. There are no spaces for them to exchange and grow in their language. Speaking other languages can even be seen as a weakness. Elsewhere in the world, including in Ontario, there are considerable efforts being made and individuals speaking up to guarantee the creation of learning and research opportunities in other languages. Unfortunately, these efforts are often met with great obstacles. This article is a call to action to any student, faculty, or staff who can speak other languages. I urge you to proudly live and share your linguistic diversity.
Recommended Citation
Arsenault, P. (2022). Speakers of Languages Other than English as an Invisible Minority. The Vermont Connection, 43(1). https://scholarworks.uvm.edu/tvc/vol43/iss1/11
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Higher Education Commons, Higher Education Administration Commons