Policymakers need a conception of linguistic disadvantage to supply guidance about
the relative priority of inequalities with a linguistic dimension and to inform
decisions about whether such inequalities require correction or compensation. A
satisfactory conception of linguistic disadvantage will make it possible to
compare the situations of speakers of different languages and to assess the
normative significance of a range of linguistic inequalities. This paper
evaluates four rival conceptions and asks whether they satisfy these criteria.
Respectively, these conceptions associate linguistic disadvantage with
inadequate communicative opportunities, with being unable to do the things that
one cares about, with lacking (access to) important resources, and with
capability deprivation. It is argued that a conception of linguistic
disadvantage derived from the capabilities approach is the most promising
option available to policymakers.