| Summary: | This thesis studied the primary school curriculum of 2022 and the law
regulating the incorporation of minority languages in education of 2020 in the
autonomous community of Aragon (Spain). The study aimed at finding an
understanding of how multilingual policies in Aragon contribute towards
language hierarchisation or dehierarchisation, focusing on the position of
minority languages in comparison with foreign languages. The Critical Discourse
Analysis was guided by a data analysis framework, composed by different
literature on language policies, multilingual approaches to education, language
hierarchies and linguistic rights.
Results suggested that Aragonese multilingual approaches contribute
towards the creation of a language hierarchy, where minority languages,
Aragonese and Catalan, are placed in the bottom. In addition, Aragonese primary
education follows a prestigious bilingual approach to education, since analysis
suggested that foreign language education is prioritised over minority language
education. Furthermore, results indicated that Aragonese policy followed a
tolerance orientation towards minority languages, since they are included in
primary education with limited accessibility.
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