consequence, biodiversity11 and climate. Some of the big minorities today also continue to bear the brunt of all this; and few of them have their formal education through the medium of their own languages. There are grave human rights violations and denial of the right to equality when minorities cannot be educated in their own languages. This is also central to the identity of linguistic minorities - and of the survival of languages. The condemnation from the rest of the world is now forthcoming to some small extent, on paper, but as long as implementation is lacking, even here, it is toothless. Capital and trade trump human rights, as usual. My recommendation My ONLY recommendation to the power holders is similar to what Greta Thunberg says: listen to research! And right she is. So, IMPLEMENT the good recommendations about mother-tongue-based multilingual education that come from researchers, and from Indigenous and minority children, parents, teachers, and the NGO!s This also includes the recommendations on how to allow dominant group children to become high-level multilingual through education12. As you can hear, I am very pessimistic in my analysis of the state of Linguistic Human Rights in education today, and I have left out all the positive examples13. But I am still optimistic in my actions, hoping against today’s realities. I finish with a short poem by a Māori friend, Vaughan Rapatahana. Only one word (Original in Māori: Tahi kupu anake14, ) in a world of many mad politicians in a world of many destitute people in a world of global warming hope is the word. in a world of many wars in a world of corruption and greed in a world of the extinction of animals hope is the word. hope is the only word hope is the word hope.