SOCIODIDACTICS OF MINORITIZED LANGUAGES AFTER THE PANDEMIC: FOUR ONLINE EXPERIENCES IN THE ROMANCE FIELD

Abstract

Adult literacy in diglossic contexts is undergoing a paradigm shift as a result of the circumstances that have arisen during the Covid-19 pandemic. The accelerated adaptation of this educational offer to the digital environment has revealed challenges and opportunities that have an impact on the teaching and social normalisation of minoritized languages, on which it is necessary to reflect. To this end, this article presents a descriptive analysis of four online training programmes dedicated, respectively, to the teaching of four Romance languages: Mirandese, Fala of Xalima, Asturian and Friulian. A qualitative methodology has been employed, based on direct observation and evaluation of the most significant aspects. In particular, an individual characterisation of each training package within its sociolinguistic context is provided, followed by a comparative description highlighting common aspects and discrepancies. Through this research, the contributions of the digital medium to the articulation of a standardising discourse of glocal scope are confirmed, but a marked inequality in the essential conditions of the training projects analysed is also revealed. Likewise, the description of these educational emergency measures shows the efforts of the groups involved to promote minority languages with the means at their disposal, seeking to stimulate them to inaugurate new inter-institutional dialogues aimed at the exchange of their good practices.