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Linguistic Typology has been a useful tool for the establishment of a unitary linguistic structure of language as a cognitive construct of the mind with the usage of various typological patterns to build a methodology that enables multilingual language teaching in infant, primary, and secondary education environments. This has occurred by making use of unified typological items, such as word order pattern, verb inflection, comparative morphology, or syntax, among others; permitting young learners to acquire second language(s) parallel to their own mother tongue in a direct manner in multilingual contexts through a unique methodology common to all multiple languages used as target languages, but considering pupils' native tongue as a solid reference. Such methodology breaks down language into a skeleton young learners approach to regardless of previous knowledge, cultural background, or age. It becomes sustainable at all levels, for all second languages are addressed through their features related to the native tongue of the learner, leading to a more efficient comprehension and quick, effortless, natural assimilation and acquisition through visual and memory methods, along a plethora of exercises that only act as tools for such process, not as the main source for language learning nor teaching. The methodology does not depend on economic basis, for it may be used traditionally, or with ICTs, in a fluid manner to help natives and migrants banish linguistic barriers when integrating within foreign communities and their educational institutions, as well as helping preserve and ensure the growth of minority languages through the increase of speakers, which may lead to the creation of cultural production of whatever type. This shall indeed reassure the preservation of the (minority) languages while building the knowledge of foreign ones. Although this methodology approaches the teaching of Basque (minority language being one of the oldest in the world) and other European or Asian languages, although expandable to whatever language, it may be adapted to any language.

Keywords: Typology, Multilingual teaching, Minority, Education, e-learning.

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The challenge is not to mend this system, but change it, not to reform it, but transform it.

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Introduction

Traditional methodologies have experimented great criticism during the last years, above all, as breakthroughs in linguistic and pedagogical research shed light upon the limitations and misconceptions...

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