Author: Sara Pisanó visiting Phd Researcher at the ALL Institute, Maynooth University and Università del Salento.
Arriving in a new country often means navigating unfamiliar institutions, completing administrative procedures, accessing healthcare services, enrolling children in school, and building a new life. Yet these everyday tasks can become significant challenges when they must be carried out in a language that one does not understand and without adequate linguistic support.
In such circumstances, language ceases to be merely a means of communication and becomes a barrier to accessing fundamental rights, including healthcare, education, and the possibility of living legally and securely in the host country. Being able to understand and be understood is essential for participating fully in society, interacting with institutions, and making informed choices about one’s life.
For many migrants, linguistic barriers can hinder access to public services and, as a result, limit the effective enjoyment of fundamental rights. In this sense, language is far more than a tool of communication: it is intrinsically connected to dignity, autonomy, and meaningful participation in social life.
Protecting linguistic rights is not only about preserving minority languages. Too often, discussions about integration focus exclusively on learning the language of the host country. While language learning is undoubtedly important, integration should not come at the expense of an individual’s linguistic and cultural identity. A truly inclusive approach values multilingualism and views linguistic diversity not as a problem to be solved, but as a resource to be embraced.
The importance of linguistic and cultural diversity has long been recognised by international organisations such as the Council of Europe and UNESCO. Their work has consistently highlighted the role of intercultural dialogue, pluralism, and respect for minority and migrant communities in building more inclusive societies. This commitment is reflected in documents such as UNESCO’s Universal Declaration on Cultural Diversity (2001), which emphasises the importance of protecting diversity and promoting intercultural understanding. At the heart of this approach lies the idea of “living together in diversity” – a principle that remains particularly relevant in today’s multilingual and multicultural Europe.
Creating more equitable and inclusive societies requires us to rethink how we approach migration. Rather than treating it as an emergency, migration should be recognised as a long-standing and structural feature of contemporary societies. Yet, while public policies have rightly focused on areas such as healthcare, education, and employment, linguistic inclusion has often remained a secondary concern.
As a result, language policies targeting migrant communities have focused primarily on learning the language of the host country, often framing it as an individual responsibility. Far less attention has been given to the role of institutions in ensuring accessible communication and recognising the linguistic resources that migrants bring with them.
Rethinking the role of language means recognising that inclusion cannot depend solely on an individual’s ability to adapt to a new environment. It also requires institutions that are able to accommodate and value linguistic diversity as a normal and enriching feature of contemporary societies.
It was through these reflections that my research stay at the ALL Institute, Maynooth University, provided a valuable opportunity to explore these issues in greater depth. Engaging with scholars from a range of disciplinary backgrounds allowed me to consider linguistic rights from a broader perspective, one that highlights the close connections between language, inclusion, and social participation.
These reflections also underpin my doctoral research, which focuses on linguistic rights and communicative accessibility in public services within the Italian context. As part of this project, I have developed a questionnaire
aimed at exploring the experiences of people with a migrant background in their interactions with public institutions and services.
The questionnaire seeks to investigate how linguistic barriers may affect access to healthcare, education, administrative services, and other areas of everyday life. More broadly, it explores the relationship between language, inclusion, and the effective enjoyment of rights, highlighting how communication can shape individuals’ ability to navigate institutions and participate fully in society.
The decision to use a questionnaire was motivated by a desire to place lived experiences at the centre of the research process. Discussions on integration and language policy are often shaped by institutional or political perspectives, while the everyday experiences of those directly affected by linguistic barriers receive less attention. The project therefore seeks not only to explore the experiences of people with a migrant background, but also to shed light on the challenges faced by public service professionals who are often required to communicate with non-Italian-speaking users without having adequate linguistic resources or support tools at their disposal. By considering both perspectives, the research aims to contribute to a more comprehensive understanding of communicative accessibility in public services.
While the research is situated in the Italian context, many of the questions it raises resonate far beyond national borders. Issues relating to linguistic rights, inclusion, and participation are increasingly relevant across Europe, particularly in societies characterised by growing linguistic and cultural diversity.
Although Italy and Ireland differ in their histories, demographic profiles, and migration patterns, both countries are increasingly challenged to ensure that public services can respond effectively to growing linguistic and cultural diversity.
Ireland offers a particularly valuable perspective on these issues. The constitutional recognition of Irish as the first official language of the State reflects the central role that language plays in cultural identity, historical memory, and social belonging. Ongoing efforts to promote and revitalise Irish demonstrate a strong commitment to protecting linguistic heritage and ensuring that language remains a living part of public life.
From the perspective of my research, this experience has been especially insightful. The Irish case highlights how language is never merely a tool of communication; it is also closely connected to identity, participation, and access to public life. These same considerations are increasingly relevant in the context of migration, where linguistic barriers can affect people’s ability to access services and exercise their rights.
Italy offers a different, yet equally interesting, perspective. Article 6 of the Italian Constitution explicitly protects historical linguistic minorities, a principle later implemented through Law No. 482 of 1999. However, while considerable attention has been devoted to the protection of traditional minority languages, the linguistic needs of migrant communities have often been addressed primarily through the promotion of Italian language acquisition, with less focus on linguistic accessibility as a prerequisite for the effective enjoyment of rights.
Although Ireland and Italy differ in their historical and sociolinguistic trajectories, both demonstrate that language is far more than a means of communication. It is deeply connected to identity, participation, and inclusion. Recognising this connection is essential for developing policies that both protect linguistic heritage and ensure that increasingly diverse populations can fully participate in social and public life.
If language is the primary means through which we understand our rights, access public services, and participate in society, then an important question remains: can inclusion ever be fully achieved when linguistic barriers continue to prevent some individuals from exercising their fundamental rights?
Reflecting on this question invites us to rethink not only language policies, but also the kind of society we aspire to create—one in which diversity is recognised as a strength and where everyone has an equal opportunity to participate, contribute, and belong.
