That sounds like really important work. Yes, there are several international studies that explore the idea of linguistically minoritizing actions in sociolinguistics, especially in the context of interviews and research methods. These studies highlight how researchers, often unintentionally, treat certain languages, dialects, or ways of speaking as less valid or less academic, which can create power imbalances between the researcher and participants. Scholars such as Norma Mendoza-Denton have examined how fieldwork practices can marginalize speakers of non-standard varieties. Deborah Cameron has also contributed to this discussion by analyzing how language ideologies influence research and can lead to biased interpretations. Jan Blommaert’s work, particularly in his book Ethnography, Superdiversity and Linguistic Landscapes, provides insight into how standard language ideologies shape field methods and the representation of participants. Ofelia García’s research on translanguaging and multilingualism emphasizes the need to respect the fluid and dynamic language practices of minoritized communities. These studies are part of a broader shift in sociolinguistics toward more inclusive and participant-centered approaches that aim to reduce the linguistic bias embedded in traditional research designs. If you are interested, I can help you find some specific articles or recent works on this topic.

Yes, there is a growing body of work that critically examines linguistically minoritizing actions—that is, the ways in which researchers (and institutions) position certain languages, dialects, or language users as "minority," "lesser," or "deficient." This concept is related to how academic, educational, or sociopolitical structures actively produce and reinforce the marginalization of particular languages and their speakers, rather than those languages intrinsically being "minority" or "lesser valued."

Key Concepts & Foundational Works

1. “Minoritization” as a Process

• Nelson Flores and Jonathan Rosa (2015): In their influential paper "Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education," they discuss how linguistic minoritization is not just about demographic numbers, but a sociopolitical process.
• They critique how so-called “minoritized” students are often subjected to deficit ideologies—assumed to lack proficiency—and how this is embedded in educational research and policy.

2. Raciolinguistic Ideologies

• Flores & Rosa also coin the term “raciolinguistic ideologies,” emphasizing how language and race are co-constructed to marginalize certain populations.
• See: Flores, N., & Rosa, J. (2015). "Undoing appropriateness: Raciolinguistic ideologies and language diversity in education." Harvard Educational Review, 85(2).

3. Linguistic Hegemony & Language Policy

• Tove Skutnabb-Kangas has written extensively on how minority languages are minoritized through official policy, schooling, and academia.
• See: Skutnabb-Kangas, T. (2000). Linguistic Genocide in Education – or Worldwide Diversity and Human Rights?

4. Labeling and Research Practices

• Scholars like Ofelia García and Angel Lin critique how research labels like “ELL” (English Language Learners) or “Limited English Proficient” actively minoritize and “other” students.
• García, O., & Kleyn, T. (2016). Translanguaging with Multilingual Students: Learning from Classroom Moments.

5. Institutional Critique

• H. Samy Alim and others discuss how institutional academic practices minoritize non-dominant language varieties through both research design and publication norms.

Summarized Insights

• Linguistically minoritizing actions by researchers can include:Framing research questions from deficit perspectives. Treating certain languages as “problems” to be fixed. Ignoring or erasing translanguaging, code-switching, or multilingual practices. Imposing rigid language boundaries that do not reflect lived experiences.
• Current debates focus on moving from “minoritized”/“minority” as static categories toward understanding minoritization as an active, political, and context-driven process.Yes, there is a growing body of work that critically examines linguistically minoritizing actions—that is, the ways in which researchers (and institutions) position certain languages, dialects, or language users as "minority," "lesser," or "deficient." This concept is related to how academic, educational, or sociopolitical structures actively produce and reinforce the marginalization of particular languages and their speakers, rather than those languages intrinsically being "minority" or "lesser valued."

Key Concepts & Foundational Works

1. “Minoritization” as a Process

• Nelson Flores and Jonathan Rosa (2015): In their influential paper "Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education," they discuss how linguistic minoritization is not just about demographic numbers, but a sociopolitical process.
• They critique how so-called “minoritized” students are often subjected to deficit ideologies—assumed to lack proficiency—and how this is embedded in educational research and policy.

2. Raciolinguistic Ideologies

• Flores & Rosa also coin the term “raciolinguistic ideologies,” emphasizing how language and race are co-constructed to marginalize certain populations.
• See: Flores, N., & Rosa, J. (2015). "Undoing appropriateness: Raciolinguistic ideologies and language diversity in education." Harvard Educational Review, 85(2).

3. Linguistic Hegemony & Language Policy

• Tove Skutnabb-Kangas has written extensively on how minority languages are minoritized through official policy, schooling, and academia.
• See: Skutnabb-Kangas, T. (2000). Linguistic Genocide in Education – or Worldwide Diversity and Human Rights?

4. Labeling and Research Practices

• Scholars like Ofelia García and Angel Lin critique how research labels like “ELL” (English Language Learners) or “Limited English Proficient” actively minoritize and “other” students.
• García, O., & Kleyn, T. (2016). Translanguaging with Multilingual Students: Learning from Classroom Moments.

5. Institutional Critique

• H. Samy Alim and others discuss how institutional academic practices minoritize non-dominant language varieties through both research design and publication norms.

Summarized Insights

• Linguistically minoritizing actions by researchers can include:Framing research questions from deficit perspectives. Treating certain languages as “problems” to be fixed. Ignoring or erasing translanguaging, code-switching, or multilingual practices. Imposing rigid language boundaries that do not reflect lived experiences.
• Current debates focus on moving from “minoritized”/“minority” as static categories toward understanding minoritization as an active, political, and context-driven process.

I'm very grateful to both of you. Your response and all the information you share are very helpful.

ابدأ بـ Bourdieu (1991) وFlores & Rosa (2015) لفهم الجذور النظرية