Kristin (ed.). Socioeconomic participation of minorities in relation to their right to (respect for) identity. Studies in International Minority and Group Rights, Volume 2. Leiden and Boston: Brill/ Martinus Nijhoff Publishers, 159-187. 8 See, e.g. Mohanty, Ajit K. (2019). The Multilingual Reality: Living with Languages. Bristol: Multilingual Matters. Series Linguistic Diversity and Language Rights on this and on his concept “double divide” (the hierarchy between on the one hand a tribal language and a national language, on the other hand the national language and English. 9 What do we need immigrant and asylum minorities for in Western Europe? Will they still be “… segregated, still doing the shitwork (Castles & Kosack 1973), with the school noneducating or miseducating their children and grandchildren to continue doing the shitwork, i.e. a permanent dual labour market (Wadensjö 1981) in a two-thirds society?” SkutnabbKangas, Tove & Phillipson, Robert (1996). Minority workers or minority human beings? A European dilemma. International Review of Education, Special issue, 'The Education of Minorities', eds. Normand Labrie and Stacy Churchill, 291-307. Castles, Stephen (1980). The social time-bomb: education of an underclass in West Germany. Race and Class XXI:4, 369387. Castles, Stephen & Godula Kosack (1973). Immigrant Workers and Class Structure in Western Europe. London: Oxford University Press. Wadensjö, Eskil (1981). Arbetsmarknad, invandring och ekonomi (Labour market, immigration and economics). In: Hamberg, E. and T. Hammar, eds. Invandringen och framtiden (Immigration and future). Stockholm: Liber Förlag, Publica, 86-119. 10 See, e.g. François Grin’s publications in my BigBib (Note 4 above). See also Walter, Stephen and Benson, Carol (2012). Language policy and medium of instruction in formal education. In Spolsky, Bernard (ed.). The Cambridge Handbook of Language Policy. Cambridge: Cambridge University Press, 278-300 and other publications by Walter and by Benson; likewise many by Kathleen Heugh, and by Ajit Mohanty, e.g. his 2019, in my BigBib. 11 See, e.g. Phillipson, Robert & Skutnabb-Kangas, Tove (2018). Linguistic imperialism and the consequences for language ecology. In Penz, Hermine & Fill, Alwin (eds). Handbook of Ecolinguistics. New York: Routledge, 121-134; Skutnabb-Kangas, Tove & Harmon, David (2018). Biological diversity and language diversity: parallels and differences. In Penz, Hermine & Fill, Alwin (eds). Handbook of Ecolinguistics. New York: Routledge, 11-25. 12 Immersion programmes and dual-language programmes succeed well in supporting dominant language children’s bilingualism. They have grown very fast during the last three decades and the literature on them is huge – google them! 13 See the 2015 Government of Odisha Recommendations of the MLE Policy & Implementation Guidelines, India, Extracts, Update, summary. In Skutnabb-Kangas, Tove & Phillipson, Robert (eds) (2018). Language Rights, New York: Routledge, 4 volumes, 1668 pp. In Volume 4. The latest developments in Odisha, India: “Odisha MLE is now revised as a late-exit programme in which MT is used as MoI for 5 years of primary education with provision for subsequent use of tribal MTs as language subjects. The programme is now extended to 21 tribal languages and implemented in 1485 schools with over 140,000 tribal MT children in grades 1 to 5 and 3533 MLE teachers from the target language communities. A number of NGOs have also started MLE programmes in tribal areas of the state and with continuing expansion of the Government programme and recruitment of additional teachers the number of MLE teachers, both in the Government and nonGovernment sectors, is estimated to rise to over 7000 during the next five years”. (From Ajit Mohanty’s Project plan for Bellagio, unpublished, 21 November 2019; not for quotation). "In British Columbia, youth suicide rates are more than six times lower in Indigenous communities where at least 50 percent of the population speaks the native language. In