PFII/2008/EGM1/15
INTERNATIONAL EXPERT GROUP MEETING ON INDIGENOUS
LANGUAGES
8-10 January 2008, New York
Human Rights Legal Framework and Indigenous Languages
Indigenous Peoples and Minority Unit
Office of the High Commissioner for Human Rights (OHCHR)
1
Summary
This paper has been prepared with a view to contributing to the Expert Group Meeting
on the Indigenous Languages, as called for by the Permanent Forum on Indigenous
Issues at its sixth session in May 2007. The paper provides insights for the debate on
the protection of indigenous languages, taking note of the fact that the protection of
languages is an issue that not only affects indigenous peoples but also linguistic
minorities. As such, it provides:



A summary of the international legal framework for the protection of the use of
languages in general and of indigenous languages in particular.
Examples of the work of the UN human rights machinery on the protection of
the use of indigenous languages.
A summary of major recommendations and suggested steps for the protection of
the use of indigenous languages.
CONTENTS
Paragraphs
Page
Introduction ……………………………………………………
1-5
2
I. THE INTERNATIONAL LEGAL FRAMEWORK FOR
THE PROTECTION OF THE USE OF LANGUAGES ……..
6-14
4
15-27
7
16-23
7
24-28
9
29-34
11
II. THE PROTECTION OF THE USE OF INDIGENOUS
LANGUAGES
A. The legal framework for the protection of the use of
indigenous languages ……………
B. Examples of the work of the UN machinery on the
protection of the Use of Indigenous Languages ……………….
III. FINAL REMARKS AND ISSUES FOR THE
DEBATE…………………………………………
2
Introduction
1. Linguistic diversity, as an integral part of cultural diversity, 1 is not only a source
of exchange, innovation and creativity, but also a common heritage of humanity
that should be recognized and affirmed for the benefit of present and future
generations.2 As such it is considered "as necessary for humankind as
biodiversity is for nature".3 The protection of cultural diversity is, in turn, an
integral part of human rights4 and a sine qua non condition for the full
realization and enjoyment of all human rights.5 It is this double edge that makes
of cultural diversity an ethical imperative, inseparable from respect for human
dignity6 and from the process of guaranteeing the survival of humanity.7
2. The importance of protecting the world's linguistic diversity should not, in any
way, be underestimated: from an approximate number of 6700 languages that
are believed to exist today, over 3000 are in serious danger of disappearance.8
Indigenous peoples’ languages represent at least 4000 languages of the world’s
linguistic diversity9 and most of the indigenous languages belong nowadays to
the category of languages seriously endangered.10
3. The loss of languages is a serious concern which affects the realization of all
human rights, in particular cultural rights.11 It also threatens entire human
societies with cultural extinction and severely affects the realization of the rights
of persons belonging to minorities12 and those of indigenous peoples.13
1
See UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions,
2005, preamble.
2
See UNESCO Universal Declaration on Cultural Diversity, 2001, article1; see also: The UN Works for
Cultural Diversity, available at: http://www.un.org/works/culture/index.html (last visited on 3rd January
2008)
3
See UNESCO Universal Declaration on Cultural Diversity, 2001, article 1.
4
Id..,article 5.
5
Id..
6
Id. article 4.
7
See Koichiro Matsuura, The cultural wealth of the world is its diversity in dialogue, Universal
Declaration
on
Cultural
Diversity,
2001,
available
at:
http://unesdoc.unesco.org/images/0012/001271/127160m.pdf
8
Comments from the World Federation of the Deaf (WFD) concerning the Draft Convention on the
Rights
of
People
with
Disabilities,
2004,
available
at:
http://www.un.org/esa/socdev/enable/rights/ahc3wfd.htm (highlighting that the most comprehensive list
of the world languages lists 6.700 spoken languages at www.ethnologue.com) (last visited on 21
December 2007).
9
United Nations International Fund for Agricultural Development, Statistics and Key facts about
indigenous
peoples,
available
at:
http://www.ruralpovertyportal.org/english/topics/indigenous/statistics.htm (Last visited on 21 December
2007)
10
See, inter alia, the UNESCO project on Endangered Languages of Indigenous Peoples of Siberia,
available at http://lingsib.unesco.ru/en/ as well as the information available at the Living Tongues
Institute for Endangered Languages (www.livingtongues.org) and the Foundation for Endangered
Languages (www. ogmios.org) (last visited on 21 December 2007)
11
See UNESCO Universal Declaration on Cultural Diversity, 2001, article 5.
12
See, inter alia, UNESCO Universal Declaration on Cultural Diversity, 2001, article 5; International
Covenant on Civil and Political Rights, article 27; Declaration on the rights of persons belonging to
National or Ethnic, Religious and Linguistic Minorities, inter alia, articles 2.1, 4.2 and 4.4; Convention
on the rights of the Child, article 30.
13
See, inter alia, UNESCO Universal Declaration on Cultural Diversity, 2001, article 5; Human Rights
Committee, General Comment 23, inter alia, paras 3.2. and 7, UN Doc.CCPR/C/21/Rev.1/Add.5;
3
4.
OHCHR has prepared the present paper to provide a summary of the
international legal framework for the protection of indigenous languages. Since
the International Expert Group Meeting on Indigenous languages proposed as
one of the themes for discussion the work “towards concrete actions and
legislative development aimed at eliminating discrimination against the current
use of indigenous languages”, the present paper also provides some examples of
the work of the UN human rights machinery on the protection of the use of
indigenous languages and highlights some of the major recommendations on the
protection of indigenous languages from an expert seminar on Indigenous
Peoples and Education held in 2004.
5. The present paper should be read in conjunction with the compilation on treaty
bodies and special procedures comments and recommendations on the protection
of indigenous languages, which has also been prepared by OHCHR as a
background document for the Expert Group Meeting on Indigenous Languages.
I. The International legal framework for the protection of the use
of languages
6.
Contemporary international law provides the legal framework for the protection
of the use of languages. It may be reminded that the United Nations Charter
proscribes discrimination on the ground of language14 as it does the Universal
Declaration of Human Rights15 and the two international covenants adopted in
1966.16
7. The general prohibition of discrimination on the ground of language set forth in
several human rights instruments is complemented by some of the provisions of
the international bill of human rights which are intended to protect culture and
cultural manifestations such as article 22 of the Universal Declaration of Human
Convention on the rights of the Child, article 30; ILO Convention on Indigenous and Tribal Peoples in
independent countries, inter alia, articles 28.1-3 and 30.2; United Nations Declaration on the Rights of
Indigenous Peoples, inter alia, articles 13.1, 14.1 and 16.1.
14
The protection against discrimination in the use of languages has been recognized since the
establishment of the United Nations Organization. As a matter of fact one of the purposes of the
organization is "[t]o achieve international co-operation in solving international problems of an
economic, social, cultural, or humanitarian character, and in promoting and encouraging respect for
human rights and for fundamental freedoms for all without distinction as to …language…".See United
Nations Charter, article 2.3.
15
See Universal Declaration of Human Rights, article 2.
16
See International Covenant on Civil and Political Rights, article 2.1. and International Covenant on
Economic, Social and Cultural Rights, article 2.2.; See also: Committee on Economic, Social and Cultural
Rights, General Comment No.16, UN Doc. E/C.12/2005/4, para. 10 which highlights that the principle of
non-discrimination, as a corollary of the principle of equality, "prohibits differential treatment of a
person or group of persons based on his/her or their particular status or situation, such as …language…,
or other status, such as …ethnicity…"
4
Rights17 and article 15 of the International Covenant on Economic, Social and
Cultural Rights (ICESCR).18
8. The UNESCO Universal Declaration on Cultural Diversity (UNESCO UDCD)
has summarized in article 5 the major universal human rights related to the use
of languages, which have been recognized in the international bill of human
rights in addition to the prohibition of discrimination on the ground of language;
these entitlements include:
-The right of all persons to express themselves and to create and
disseminate their work in the language of their choice, and particularly in
their mother tongue (UDHR, article 27; ICCPR, article 27; ICESCR,
article 15)
-The right of all persons to be entitled to quality education and training
that fully respect their cultural identity (UDHR, article 26; ICESCR,
article 25)
-The right of all persons to participate in the cultural life of their choice
and conduct their own cultural practices, subject to respect for human
rights and fundamental freedoms. (UDHR, article 27; ICESCR, 15)
9. The major state obligations stemming from the recognition of these rights may
be summarized in the single proposition “to respect, protect, and fulfill rights”;
those obligations should not impair the fulfillment of other States’ human rights
obligations based on jus cogens, customary international law and/or treaty law.
Besides that, international law also provides specific protection of the use of
one's own language in particular by persons belonging to minorities19 and
indigenous peoples. 20
10. The right to use one's own language has been recognized in article 27 of the
ICCPR which states: “In those States in which ethnic, religious or linguistic
minorities exist, persons belonging to such minorities shall not be denied the
Article 22 of the Universal Declaration of Human Rights states: “Everyone, as a member of society,
…is entitled to realization, through national effort and international co-operation and in accordance with
the organization and resources of each State, of the …cultural rights indispensable for his dignity and the
free development of his personality”.
18
Article 15 of the International Covenant on Economic, Social and Cultural Rights states: “1. The States
Parties to the present Covenant recognize the right of everyone:
(a) To take part in cultural life;
(b) To enjoy the benefits of scientific progress and its applications;
(c) To benefit from the protection of the moral and material interests resulting from any scientific,
literary or artistic production of which he is the author.
2. The steps to be taken by the States Parties to the present Covenant to achieve the full realization of this
right shall include those necessary for the conservation, the development and the diffusion of science and
culture.
3. The States Parties to the present Covenant undertake to respect the freedom indispensable for scientific
research and creative activity.
4. The States Parties to the present Covenant recognize the benefits to be derived from the encouragement
and development of international contacts and co-operation in the scientific and cultural fields.”
19
See supra note 12.
20
See supra note 13.
17
5
right, in community with the other members of their group, to enjoy their own
culture, to profess and practise their own religion, or to use their own
language.” The protection granted in article 27 of the International Covenant
on Civil and Political Rights is strengthened by in the United Nations
Declaration on the Rights of Persons Belonging to National or Ethnic, Religious
and Linguistic Minorities adopted by the General Assembly on 18 December
1992.21
11. It may be noticed that although article 27 of the International Covenant on Civil
and Political Rights refers to "ethnic, linguistic and religious minorities", the
Human Rights Committee (CCPR) has clarified that the protection granted in
that provision is also applicable to indigenous peoples.22
12. While commenting on this provision, the CCPR highlighted in General
Comment No.23 that "the right of individuals belonging to a linguistic minority
to use their language among themselves, in private or in public, is distinct from
other language rights protected under the covenant.” By stating this, the
Human Rights Committee has stressed the idea that the protection granted to
languages under international human rights law goes beyond the simple
prohibition of discrimination on the ground of language;23 it has also tacitly
advanced the idea of specific implications entailed by the recognition of the right
to use one’s own language as it is, for example, the right of accused persons to
interpretation in court proceedings. 24
13. In the same line, the Committee on Economic, Social and Cultural Rights
(CESCR), while referring to the implementation of article 15 of the ICESCR
highlighted in General Comment No.17 that accessibility of information implies
that the information should be understandable to everyone and should be
published also in the languages of linguistic minorities and indigenous peoples.25
Moreover, the Committee on the Elimination of Racial Discrimination (CERD)
stressed in General Recommendation XXIII that States party have the obligation
to "[e]nsure that indigenous communities can exercise their rights to practice and
revitalize their cultural traditions and customs and to preserve and to practice
their languages."26
14. The CCPR has stressed in General Comment No.23 that the obligations implied
by the provision of article 27 of the ICCPR implies that a State party to the
21
See Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic
Minorities, articles 2.1 and 4.1.
22
See Human Rights Committee, General Comment 23, para 3.2.
23
Id., para. 5.3.
24
See International Covenant on Civil and Political Rights, article 14.3 (f)
25
See UN Doc. E/C.12/GC/17, para 18, literal b, numeral iii. Besides that general recommendation, the
CESCR has made a number of specific recommendations in the context of States’ reports. (See
background document annex) For example, in its comments on Bolivia in 2001, the CESCR welcomed
the announcement of the future enactment of new Penal Procedures Code, “which renders three of main
indigenous languages, namely Quechua, Aymara and Tupi Guarani, languages of judicial and
administrative procedures” (See: UN Doc. E/C.12/1/ADD.60, para 7, literal n.); in the same report,
nevertheless, the CESCR remarked the limited possibilities for indigenous peoples to enjoy education in
mother tongue and to use mother tongue in dealings with public authorities. (See: UN Doc.
E/C.12/1/ADD.60, para 24, literal c.)
26
See: UN Doc. A/52/18, annex V, para.4, literal e.
6
Covenant require positive measures of protection “not only against the acts of
the State party itself, whether through its legislative, judicial or administrative
authorities, but also against the acts of other persons within the State party.”27
II. The legal protection of the use of indigenous languages
15. Contemporary international law provides a specific legal framework for the
protection of indigenous languages besides the protection granted in the
international bill of human rights and in major human rights legal instruments.
Such specific legal framework is found in the Convention on Indigenous and
Tribal Peoples in Independent Countries (ILO C169), the United Nations
Declaration on the Rights of Indigenous Peoples and article 30 of the
Convention on the Rights of the Child. Likewise, the different bodies and
mechanisms of the United Nations human rights machinery have commented
and/or made recommendations aimed at promoting, protecting and fulfilling the
rights associated with the use of languages by indigenous peoples as it will be
illustrated hereinafter.
A. The specific legal framework for the protection and the use of
indigenous languages
16. The preamble of the Convention concerning Indigenous and Tribal Peoples in
Independent Countries (C169) (ILO Convention 169) adopted by the
International Labour Organization in 1989 recognizes explicitly the aspirations
of indigenous peoples to maintain and develop their languages.
17. The right of indigenous peoples to use their own language has been recognized
in ILO Convention 169 as an essential element for the implementation of a
number of indigenous peoples' entitlements. For example, article 30 of ILO
Convention 169 recognizes the States’ positive obligation to “adopt measures
appropriate to the traditions and cultures of the [indigenous] peoples…, to make
known to them their rights and duties…if necessary…by means of written
translations and through the use of mass communications in the languages of
these peoples”.28
18. Likewise, the interrelatedness between the right to education and right of
indigenous peoples to use their own languages has been particularly stressed as
an entitlement of indigenous children. In that sense, article 28 states that
indigenous children have ‘wherever practicable’ the right to “be taught to read
and write in their own indigenous language or in the language most commonly
used by the group to which they belong.”29 This provision is strengthened by the
Convention on the Rights of the Child which states in article 30 that " [i]n those
States in which ethnic, religious or linguistic minorities or persons of indigenous
origin exist, a child belonging to such a minority or who is indigenous shall not
be denied the right, in community with other members of his or her group, to
27
Id., para. 6.1.
See Convention concerning Indigenous and Tribal Peoples in Independent Countries, article 30.1 and 2.
29
Id., article 28.1.
28
7
enjoy his or her own culture, to profess and practise his or her own religion, or
to use his or her own language."30
19. This entitlement is coupled with a number of positive States’ obligations which
are required to implement effectively the use of indigenous languages, such as:
-To undertake consultations with indigenous peoples in view of adopting
measures to achieve bilingual education;31
-To take adequate measures to ensure that indigenous peoples have the
opportunity to attain fluency in the national language or in one of the official
languages of the country;32
-To take measures to preserve and promote the development and practice
of the indigenous languages of the indigenous peoples. 33
20. The United Nations Declaration on the Rights of Indigenous Peoples adopted on
13 September 2007 also recognizes indigenous peoples entitlements related to
the protection of indigenous cultures and indigenous languages. Indigenous
peoples' right to the dignity and diversity of their cultures, traditions, histories
and aspirations is recognized in article 15, which in addition highlights that the
protection of indigenous languages should be appropriately reflected in
education and public information.
21. Indigenous peoples’ right “to revitalize, use, develop and transmit to future
generations their languages, writing systems and literatures and to designate and
retain their own names for communities, places and persons is, in turn,
recognized in article 13; such provision also stressed the need for States to take
effective measures to protect this right and “to ensure that indigenous peoples
can understand and be understood in political, legal and administrative
proceedings, where necessary through the provision of interpretation or by other
appropriate means.”
22. The United Nations Declaration on the Rights of Indigenous Peoples also
recognizes the interrelatedness between the right of indigenous peoples to
education and their right to use indigenous languages. Article 14.1 recognizes
indigenous peoples’ right “to establish and control their educational systems and
institutions providing education in their own languages, in a manner appropriate
to their cultural methods of teaching and learning.” Article 14.3 recognizes, in
turn, the states’ positive obligation to “take effective measures, in order for
indigenous individuals, particularly children, including those living outside their
communities, to have access, when possible, to an education in their own culture
and provided in their own language.”
23. One of the specific implications of indigenous peoples’ right to use their own
languages is their entitlement to establish their own media in their own
30
Convention on the Rights of the Child, 1989, article 30.
Id.
32
Id., article 28.2.
33
Id., article 28.3.
31
8
languages and to have access to all forms of non-indigenous media without
discrimination as stated in article 16 of the United Nations Declaration on the
Rights of Indigenous Peoples.
B.
Examples of the Work of the UN Human Rights Machinery on the
Protection of the Use of Indigenous Languages
24. The different bodies and mechanisms of the United Nations human rights
machinery have recommended concrete actions and legislative developments
aimed at protecting the right to use one's own language as well as to eliminate
discrimination against the use of minorities and indigenous peoples' languages.
Examples of such recommendations are found, inter alia, in the work of the
Human Rights Committee (CCPR), the Committee on the Elimination of Racial
Discrimination (CERD), the Committee on Economic, Social and Cultural
Rights (CESCR) and the Committee on the Rights of the Child (CRC).
25. Likewise some of the former Working Groups of the former Sub-commission on
Human Rights have also approached this topic. The former Working Group on
Minorites, for example, highlighted among the problems facing the non-Tswanaspeaking ethnic groups in 2004, the failure of the State of Botswana to provide
for the full use of their languages in education and in the media;34 in that
occasion, the State of Botswana stressed its willingness to protect the right to
use one's own language and highlighted that steps have been taken towards
exploring the feasibility of teaching in the non-Tswana-speaking ethnic groups'
mother tongues.35 The concerns on linguistic rights of non-Tswana-speaking
ethnic groups were also visited by the Committee on the Elimination on Racial
Discrimination in 2006; then, the CERD welcomed the State party's willingness
to provide primary education in the main mother tongues of non-Tswana tribes
but also expressed concern on the difficulties posed by linguistic barriers.
Accordingly, the CERD recommended to the State of Botswana to implement its
policy of promotion of linguistic rights, in particular in regions inhabited
traditionally or in substantial numbers by persons belonging to non-Tswana
tribes and to consult with the concerned tribes in this regard.36 In that occasion,
the CERD also highlighted the interrelatedness between the protection of
linguistic diversity and the realization of the right to quality education that fully
respect cultural identity; while expressing concern on information according to
which the school curricula did not include reference to the history, culture and
traditions of non-Tswana ethnic groups, requested the State party to provide
information, in its next periodic report, about measures adopted in the field of
education aimed at encouraging knowledge of the history, culture and traditions
of all tribes. 37
26. The protection of indigenous languages was one of the core issues of the twentythird session of the former Working Group on Indigenous Populations which
focused on "indigenous peoples and the international and domestic protection of
34
Report of the 10th session of the UN Working Group on Minorities held in March 2004, UN Doc.
E/CN.4/Sub.2/2004/29, para. 19.
35
Ibid., para 36.
36
CERD, Concluding Observations Botswana, UN Doc. CERD/C/BWA/CO/16, para. 15
37
Ibid., para 16.
9
traditional knowledge". Then, a number of participants drew attention to the
special vulnerability of indigenous peoples and highlighted the importance of
taking indigenous culture and language into consideration in conflict prevention
and resolution. 38 In that same occasion, indigenous participants recommended
the inclusion of indigenous languages as an integral part of the draft principles
and guidelines for the protection of the heritage of indigenous peoples 39 and to
reflect on those principles and guidelines the importance of preserving
indigenous languages which should be considered in their view "not only as a
means of communication, but as the basis of identification for an ethnicity, as a
repository of knowledge of history, myths and legends" 40
27. Last, but not least, the conclusions and recommendations of an Expert Seminar
on Indigenous Peoples and Education held in Paris from 18 to 20 October 2004
organized by OHCHR jointly with UNESCO, highlighted the interrelatedness
between non-discrimination in the use of indigenous languages and the
realization of indigenous peoples’ right to education.41 Special attention was
then drawn to discrimination in the use of indigenous languages as one of the
obstacles to the full enjoyment by indigenous peoples of their right to
education42 as well as to the need to implement culturally appropriate education
which entails the protection against discrimination in the use of indigenous
languages.43 Moreover, States were recommended, inter alia, to adopt special
measures to address underlying causes of discrimination against indigenous
peoples in the education systems 44 and to ensure that the culture, traditions,
history and values of indigenous peoples are reflected in national educational
systems in view of respecting cultural diversity and fighting discrimination and
xenophobia.45 The establishment of a project on indigenous languages and
cultures in education systems as a method aimed at reactivating intercultural
dialogue and promoting tolerance towards diversity was strongly recommended
to UNESCO and other UN agencies were also invited to consider this
proposal.46
28. Besides the recommendations stemming from this seminar in which the Special
Rapporteur on the Situation of Human Rights and Fundamental Freedoms of
Indigenous People actively participated, other Special Procedures' mandates
holders have given specific attention to these issues such as the Special
Rapporteur on the Right to Education47 and the Special Rapporteur on
38
Report of the Twenty-third session of the UN Working Group on Indigenous Populations held in July
2005, UN Doc. E/CN.4/Sub.2/2005/26, para 32
39
See UN Doc.E/CN.4/Sub.2/2000/26.
40
Report of the Twenty-third session of the UN Working Group on Indigenous Populations held in July
2005, UN Doc. E/CN.4/Sub.2/2005/26, para 46.
41
See UN Doc. E/CN.4/2005/88/Add.4, para. 11 et ss.
42
Id., para. 10.
43
Id., para. 10 et ss.
44
Id.,, para. 11.
45
Id., para. 13.
46
Id., para. 34.
47
As a way of example, the Special Rapporteur on the Right to Education highlighted in his annual report
of 2005 that "[h]omogeneity in education is an impossible undertaking. Pressure to entrench the use of
one language for all peoples, for example, is a sign of intolerance. Such is the case in schools where,
human rights norms notwithstanding, indigenous children or children from other minorities are forbidden
from using their native languages." See UN Doc. E/CN.4/2005/50, para 72.
10
Contemporary forms of Racism, Racial Discrimination, Xenophobia and Related
Intolerance.48
III. Final remarks and issues for the debate
29. International contemporary law provides the legal framework for the protection
of the use of one's own language. The legal framework initially tended to
distinguish between the protection granted to ethnic, religious and linguistic
minorities and to indigenous peoples as illustrated by article 27 of the ICCRP.
Given the overlapping issues in the protection of both groups, the trend has been
to unify such protection as is exemplified by article 30 of the Convention on the
Rights of the Child; article 5 of the UNESCO UDCR and strengthened by the
CCPR General comment 23.
30. Indigenous peoples and linguistic minorities' cultural and physical survival are
interrelated and both of them are highly dependent on the protection of the right
to use one's own language. Special attention should be devoted to the content
and implications of the rights associated to languages in the cases of both
minorities and indigenous peoples. While in the case of the former, cultural
rights have been recognized as individual rights that may also be enjoyed in
community with others, in the case of indigenous peoples cultural rights are
collective in nature and linguistic rights are, in turn, a sine qua non condition for
the realization of collective rights.
31. Given the concerns on endangered languages, one of the questions to raise is
whether the current legal framework is sufficient to protect indigenous
languages, in particular those languages seriously endangered or whether further
standard setting should be foreseen at the international level in the near future.
32. A second key issue to take into consideration for the debate is how to address
the discrimination stemming from the use of minority and/or indigenous
languages where there are not clear policies on bilingual education which favors
the access of vulnerable groups to education opportunities available to the
mainstream society.
33. A third issue for the discussion refers to implementation challenges. The main
question to pose is then what are the gaps at the national level that stand in the
way of implementation.
34. Good practices are one of the key elements that may contribute to fill the
protection and implementation gaps in the use of minority and indigenous
languages. The work of treaty bodies and special procedures is called upon to
guide this process. In that regard some of the treaty bodies, notably the CERD
and the CRC have highlighted the legal recognition of the multicultural
character of some of the Latin American States as well as the adoption of
48
As a way of example, in 2006 the Special Rapporteur on Contemporary forms of Racism, Racial
Discrimination, Xenophobia and Related Intolerance expressed concerned to the government of Brazil on
the process of profound destruction of the cultures of the indigenous peoples which can be seen in the
slow disappearance of their languages See UN Doc. E/CN.4/2006/16/Add.3, para. 66.
.
11
specific domestic legal instruments ensuring bilingual education such as in the
case of Venezuela,49 Guatemala,50 Mexico,51 el Salvador52 and Costa Rica.53
49
See UN Doc. CERD/C/VEN/CO/18, paras. 4 et ss.
See UN Doc. CERD/C/GTM/CO/11, paras. 7 et ss.
51
See UN Doc. CERD/C/MEXICO/15, paras 5 et ss.
52
See UN Doc. CERD/C/SLV/CO/13, paras 4 et ss.
53
See UN Doc. CRC/C/15/Add.266, para 3 et ss.
50
12