Abstract Aragon is an autonomous community within Spain where, historically, three languages are spoken: Aragonese, Catalan, and Castilian Spanish. Both Aragonese and Catalan are minority and minoritised languages within the territory, while Castilian Spanish, the majority language, enjoys total legal protection and legitimation. The fact that we live in the era of the nation-state is crucial for understanding endangered languages in their specific socio-political context. This is why policies at macro-level and micro-level are essential for language maintenance and equality. In this article, we carry out an in-depth analysis of 57 documents: international and national legal documents, education reports, and education curricula. The aims of the paper are: (1) to analyse the current state of Aragonese language teaching in primary education in Aragon, and (2) to suggest solutions and desirable policies to address the passive bilingualism of Aragonese-speaking schoolchildren. We conclude that although Aragon is a trilingual community, education policy actually does not reflect this reality. There is also a need to implement language policies (bottom-up and top-down initiatives) to promote compulsory education in a minoritised language. We therefore propose a linguistic model that brings to the forefront minority languages. This study may contribute to research into Aragonese-Castilian bilingualism in contexts of possible language loss.

中文翻译：

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阿拉贡语学童的合法权利

摘要 阿拉贡是西班牙境内的一个自治社区，历史上讲三种语言：阿拉贡语、加泰罗尼亚语和卡斯蒂利亚西班牙语。阿拉贡语和加泰罗尼亚语都是该领土内的少数民族和少数民族语言，而卡斯蒂利亚西班牙语是主要语言，享有全面的法律保护和合法性。我们生活在民族国家时代这一事实对于在特定的社会政治背景下理解濒危语言至关重要。这就是为什么宏观层面和微观层面的政策对于语言维护和平等至关重要。在本文中，我们对57个文件进行了深入分析：国际和国家法律文件、教育报告、教育课程。论文的目标是：(1) 分析阿拉贡小学教育中阿拉贡语教学的现状，以及 (2) 提出解决方案和理想政策，以解决说阿拉贡语的学童的被动双语问题。我们得出的结论是，虽然阿拉贡是一个三语社区，但教育政策实际上并没有反映这一现实。还需要实施语言政策（自下而上和自上而下的举措）以促进少数民族语言的义务教育。因此，我们提出了一种语言模型，可以将少数民族语言带到最前沿。这项研究可能有助于在可能的语言丧失的情况下研究阿拉贡-卡斯蒂利亚双语。我们得出的结论是，虽然阿拉贡是一个三语社区，但教育政策实际上并没有反映这一现实。还需要实施语言政策（自下而上和自上而下的举措）以促进少数民族语言的义务教育。因此，我们提出了一种语言模型，可以将少数民族语言带到最前沿。这项研究可能有助于在可能的语言丧失的情况下研究阿拉贡-卡斯蒂利亚双语。我们得出的结论是，虽然阿拉贡是一个三语社区，但教育政策实际上并没有反映这一现实。还需要实施语言政策（自下而上和自上而下的举措）以促进少数民族语言的义务教育。因此，我们提出了一种语言模型，可以将少数民族语言带到最前沿。这项研究可能有助于在可能的语言丧失的情况下研究阿拉贡-卡斯蒂利亚双语。