Who Is in the Spotlight? The Drama of Swiss Language Policies

Abstract

As we write this, two language-related matters are on the Swiss political stage. The first is a familiar one: the Languages Act, the place of foreign languages in school, national cohesion. The subject has largely mobilized our community. Emails, meetings, work groups, official stances, exchanges through various channels: many of us have discussed, argued, and provided our expert opinions. The federal consultation ended on 5 October 2026… to be continued in the next session.

The second matter also concerns languages. But these are languages that are generally not included when we speak of “language policy,” “plurilingualism,” or even “language teaching”: sign languages. In September 2026, the National Council accepted, by 102 yeas and 88 nays, an initiative from its Committee for Science, Education and Culture to draft a framework law on sign languages. The Council of States has yet to decide.

And what about us? How many of us are aware of this initiative? How many researchers, teachers, or language teaching specialists have felt directly concerned? The question is uncomfortable, because it forces us to ask why certain linguistic objects enter the scene so easily, yet others remain in the background. Why are some languages considered part of our field, while others, though at the heart of very real language experiences, remain outside of reel?

This brings us back to screens, and to those we use to teach languages. Because choosing a TV series, a video, a movie, subtitles, a language, or a mode of representation also means choosing what we allow people to see and hear. Who is in the frame, who is out of frame, who is entitled to subtitles, who gets the leading role? And above all: who decides on the script?

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