The complete Language Rich Europe website is coming soon!

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We are currently building the main website for this project due to launch in May 2012.  Its centrepiece will be the new, interactive tool to access the results of our research: The Language Rich Europe framework for language policies and practices.

The framework is a practical self evaluation tool based primarily on EU and Council of Europe recommendations. Countries can use it to analyse their language policies and practices in the following language domains:

- Pre-primary education
- Primary education
- Secondary education
- Higher and vocational education
- Audiovisual media and press
- Public services and public spaces
- Business

The research tool covers four language types in the above domains: national languages, foreign languages, regional and minority languages, and immigrant languages.

It also covers a meta-domain, exploring the availability of official national documents and databases on language diversity.

In other words this blog is just the first part of our ambitious project.  Please follow it to stay up on our progress and take part in the ongoing discussions.

Once the project officially launches in May the blog will continue as an important part of the full website and our effort to advocate multilingualism for stable and prosperous societies.

Languages with no future better for the future?

According to a recent article Yale researcher Keith Chen is “currently working on a paper in which he examines the effect of future tense in different cultures’ future-oriented behavior.” He distinguishes between the so-called strong future time reference (FTR) languages, like English, which according to his preliminary research are “more likely to make poor decisions in terms of planning for the future resulting in higher rates of obesity, debt, smoking, drinking, and so forth” and other, weak FTR languages, which would then have the opposite effect on the future.  Although the research paper has not been finished yet and there has been criticism, such as the difficulty to categorize languages as strong or weak FTR, I thought this a good opportunity to look at a language with no future tense since the sheer idea of it often puzzles people.

My mother tongue Finnish does not have an actual future tense. We use the present tense also for future and words like kohta (soon) or huomenna (tomorrow) or ensi vuonna (next year) to mark the future. The so-called tulla-futuuri (tulla=will be) is however becoming (!) more and more common. It’s not (yet) considered acceptable and many people are very much against it but it seems that it’s winning popularity and might find its way into the Finnish language norms, whether we like it or not. One of the reasons why this form has been frowned upon is because its origins are in the Swedish language’s kommer att construction. However, as Jääskeläinen points out in her article, also the newer tenses in Finnish, i.e. perfect and past perfect tenses have come from the West into the Finnish language. Some people argue that the tulla-futuuri is even necessary in some cases and would hinder the understanding of the sentence if it wasn’t used. The following examples are taken from translation company Translatum’s language help section (with my translations into English):

Virtanen tulee olemaan riemuissaan valinnastaan. (Virtanen will be happy if he’s chosen.)

Virtanen on riemuissaan valinnastaan. (Virtanen is happy because he’s chosen.)

In the above examples, it is indeed true that the addition or elimination of the tulla structure changes the meaning of the rest of the sentence, too. So sometimes it seems legitimate to use it. Of course you could argue that it’s not necessary even here as you could explain the phrase in another way, too, such as by adding a subordinate clause like “if he’s chosen” at the end, resulting in:

Virtanen on riemuissaan, jos hänet valitaan.*

To go back to the article about the future tense’s effect on the future, does it actually imply that nations like Finland, with no clear future tense, will have less obesity, debt, smokers, drinkers and so forth? Well, I think many people associate Finland with heavy drinking but it looks like we are by far not the only Europeans binge drinking. We are also not on the top of the list when it comes to obesity (we learned something in the 1970s) nor do we have the most public debt to GDP ratio. We do like to plan and I think are at times good at foreseeing the future so we don’t fall into a complete and utter crisis. Then again, it’s not that long ago that Finland was in deep recession (early 1990s). So could a language’s strong or weak future tense indeed have some effect on the country’s future? I think it’s certainly an intriguing research but we need to know more to make better conclusions. However, it’s always good to stop and think how languages are built, how different structures come about and just how much is borrowed or stolen from other languages. That’s how we get a bigger picture of the things and can understand the language as well as the culture and the nation better. And that’s really the ultimate goal we strive for, isn’t it?

(*I realise that the Finnish language examples might need more explanation to non-Finnish speakers – such as why I translated different clauses in the same way, both with ‘jos hänet valitaan’ - but this goes a bit beyond the point of this article. Apologies for a possible confusion!)

Baby Erasmus

In this blog post, we introduce an interesting initiative from Spain: An English language nursery for children under three years of age. Please read on (in Spanish) to learn more about Baby Erasmus, written by the Director of the programme, Juan Ruiz Subirán.

Algunos padres piensan que el hecho de que sus hijos aprendan dos idiomas desde pequeños puede retrasar su desarrollo lingüístico. Sin embargo, el aprendizaje precoz de un segundo idioma supone una estimulación temprana de las capacidades cognitivas del niño y favorece el desarrollo de sus habilidades lingüísticas.

En ciudades multiculturales como Bruselas no es extraño ver a los niños en los parques hablando varios idiomas desde su más tierna infancia. Inglés para hablar con su padre, alemán para comunicarse con su madre y francés para dirigirse a sus profesores y amigos. Éste es sólo un ejemplo habitual que a los españoles nos fascina y vemos como utópico para nuestros hijos. Sin embargo, nacer en un país como Bélgica puede ofrecer
más oportunidades lingüísticas, pero las capacidades que los niños tienen al nacer para aprender una o varias lenguas son las mismas para todos.

El ciclo formativo del lenguaje va desde los 0 a los 6 ó 7 años, a partir de esta edad  empezamos a perder capacidades lingüísticas para aprender otros idiomas. Hasta los tres años se denomina aprendizaje precoz de un segundo idioma, de tres a seis años aprendizaje consecutivo y una vez sobrepasados los 6 ó 7 años aprendizaje tardío. Esto no significa que aprender un idioma a nivel bilingüe a partir de los siete años sea imposible, pero nos va a costar más y fonéticamente estaremos bastante más limitados.

Para que un niño sea bilingüe no sólo necesita tener una inmersión lingüística en la lengua meta, también ha de contar con una inmersión cultural, ya que el idioma no sólo se identifica con palabras, sino también con gestos, tradiciones, sensaciones, olores, paisajes, gastronomía… Los idiomas han de aprenderse con los cinco sentidos. Y cuanto antes, mejor.

En este sentido, Baby Erasmus, como Centro de Educación Infantil de habla inglesa en España, es un ejemplo de como los niños pueden aprender varios idiomas en sus ciudades de origen desde que nacen a través de la  inmersión lingüística y cultural. Para alcanzar este objetivo, Baby Erasmus trata de recrear los entornos que rodean la lengua que queremos enseñar a nuestros alumnos. En este caso, nuestro centro es como una guardería de Londres, con material didáctico en inglés y profesores nativos, pero en España.

Global Dickens read-a-thon to celebrate 200 years of Dickens

In this blog post we announce a Global Dickens read-a-thon which takes place today, 7 February, over Twitter. If you’re interested, please read on or have a look at the British Council Literature website, where you can find more details on the subject.

A global 24 hour read-a-thon of different Dickens texts takes place today, Tuesday 7 February over Twitter, in celebratation the bicentenary of the great writer’s birth in every corner of the world. Twenty-four countries will read an extract of the work of this truly global author, from China to Albania, Pakistan to Russia.  All readings will be uploaded onto the @BritishCouncil twitter feed and onto the #Dickens2012 stream: on the hour, every hour. The readings will carry on until 6 am tomorrow morning.

If you missed out on today’s events, don’t worry, as there’ll be many more to come. You can, for example, watch a British Council event, Bent and broken into a better shape: the magical storytelling of Charles Dickens, with Jeremy Harmer and Steve Bingham online. They will bring Dickens’ writing to life through readings and music, in a show designed especially (but not exclusively) for teachers and students of international English. You can follow the event live at www.teachingenglish.org.uk/dickens from 1845 on Thursday 9 February.

And as for past events, there is plenty of interesting video material on the British Council Germany website. From 26-28 January they hosted a seminar entitled What would Dickens write today? 

Or, if you’re looking for a nice and quick presentation of Dickens’ life, have a look at this wonderful video:

Subtitler – between a rock and a hard place

Subtitling is a wonderful and challenging job. Having worked as a subtitler for TV series and films, I’ve become familiar with a number of challenges subtitlers are faced with. In this post, I’ll discuss some of those challenges.

Subtitling is common in countries where the population is quite small, such as the Nordic Countries, whereas countries like Italy and Germany tend to turn to dubbing. Although dubbing is more expensive and could thus be considered “better” than subtitling, I think subtitling has many advantages. One of these is definitely the fact that this way you can learn languages: You hear the original language and can pick up phrases and intonations from that language, but you can also brush up your own mother tongue skills. The quality of subtitling needs to be high because people learn language from the subtitles. The subtitler needs to know the culture and language of both the original and the target country inside out. They also need to be good at searching information as many documentaries or films deal with subjects that have very specialised vocabulary. This is definitely also a positive side of the job: You learn about things you never thought existed in some cases (let alone get to watch series like Mad Men or films like I Vitelloni as part of your job)!

The text has to come up on the screen exactly the same time as something is said, and can only stay on the screen a few seconds. Sometimes it’s difficult to divide the subtitles and what’s more, sometimes it’s very challenging to be able to write down what’s said on the screen on just that subtitle, not the previous or the next. The word order of two different languages is not always the same and this can cause confusion especially to those viewers who speak both languages or want to try and learn the language while watching.

Viewers often get upset if they think not every word has been translated, or at least not the same way as in the original. Two common areas of discussion are humour and swear words.  Humour can of course be very culture specific and can sometimes require a completely different strategy than just sticking to the original which might not mean anything to the viewers. As for myself, when it comes to jokes, I’m often so curious that I want to understand both the original and the translated version properly and have the annoying habit of rewinding the scene back if watching a DVD.

It is said that the written word has a stronger impact than the spoken word. Thus hearing someone swear on the TV might go almost unnoticed at times but seeing the actual words written down on the screen can create an unnecessarily strong impact. Written word is also somehow more final, and that’s why we are more careful of what we write down than what we say. What’s more, usually we want to convey the feeling, the atmosphere of a certain scene, which can sometimes be better conveyed through a slightly different choice of words, which doesn’t draw unnecessary attention to the words themselves but instead to what they mean. In some cases it is, of course, best if not necessary to translate the words literally. Another fact that often determines the choice of words is the length: Only thirty some characters fit in the two lines reserved for subtitles. This means that things must be shortened quite a bit. When I translated an Italian film, it sometimes felt I couldn’t keep up because the characters were talking a lot and in very long sentences. I can imagine the opposite could be said of someone translating Kaurismäki’s film from Finnish. That could at first sight seem like an easy task but might turn out everything but.

It feels like I’ve just about scratched the surface and haven’t even started to talk about slang, dialects and many other issues that come up when subtitling. I hope I have at least given some food for thought!

Utrecht: Multilingual Hotspot

In this guest post we introduce an interesting concept from the city of Utrecht in the Netherlands. Because of its multilingual nature, the city has recently been nominated ‘a European Laboratory for Multilingualism’. Please read on to find out what Utrecht has done to  promote multilingualism.

Meertaligheid hoor je overal terug in de stad, op straat, op het schoolplein en op het werk. Zo hoor je verschillende talen als je in de rij staat voor een kaartje op het station, zie je in de wijk Lombok uithangborden voor broodjes in het Arabisch en in het Nederlands en kun je bij een bezoek aan een festival ook kiezen voor een buitenlandse voorstelling. De stad is hierdoor een prima playground voor projecten die gebruik maken van de vele talen die de Utrechters spreken. En hierdoor is Utrecht a Multilingual hotspot and laboratory in Europe.

In samenwerking met de Universiteit Utrecht is in 2010 het onderzoek naar de meertaligheid in Utrecht genaamd The City of Utrecht-Multilingual Hotspot in Europe afgerond. Hieruit blijkt dat 85% van de inwoners minstens drie talen spreekt en 58% zelfs 3 talen of meer goed. De meertaligheid in Utrecht wordt verklaard doordat er veel jongeren, hoogopgeleiden en mensen met een buitenlandse achtergrond wonen. Uit het onderzoek blijkt ook dat talenkennis voordelen biedt. Het spreken van verschillende talen is een voordeel op de arbeidsmarkt en creëert voor de stad een aantrekkelijk vestigingsklimaat.

Ook in 2012 blijft Utrecht de ontwikkelingen op het gebied van meertaligheid in Europa volgen. Samen met verschillende partners in de stad zetten we ons in om de talenkennis in Utrecht te benutten en zichtbaar te maken. Via de weblog multilingualism houden we u op de hoogte van ontwikkelingen en activiteiten in de stad.

Wilt u meer weten over meertaligheid in Utrecht bezoek dan ook: Meertaligheid in Utrecht

 

Learning Languages through Sport

Football, some believe, has become a ‘global language’. In a BBC blog post from 2009, Tim Vickery writes

I have often put forward the view that part of the explanation for the extraordinary global success of football is that the gameis a universal language which we speak with different accents.

Other sports popular in the UK do not always have the global reach of football. Snooker, rugby and cricket can all struggle to gain audiences in many countries. Could one reason for this be that these sports have not turned into ‘global languages’ but have remained predominately English-speaking? If this is the case, could language education potentially open doors to audiences in countries where these sports are less popular and in turn make pupils more enthusiastic language learners?

In the Netherlands, the European Platform internationalizing English has decided to develop a cricket project which will incorporate cricket into the sports programme of up to 120 bilingual schools across the country. This initiative has been described in an article by Rod Lyall on Cricket Europe Netherlands as possibly

the most important initiative in the Dutch game since the ICC introduced its High Performance Program, and may in the end prove to be even more significant for the sport’s long-term future.

The opportunity to use a language programme to reach over 25,000 pupils is clearly appealing to a sport keen to raise its profile; but the programme can be beneficial to pupils too. Senior projects officer at the European Platform, Onno van Wilgenburg, explains:

Cricket is anideal sport for our purposes […] because it can be enjoyable both for pupils who are naturally athletic and those who are a bit less talented.

Because it is played across the English-speaking world it adds a truly international dimension to our programme, and it can feed into almost every area of the curriculum.

The essence of CLIL (Content and Language Integrated Learning) is that language learning should not be confined to the language classroom but that other subjects should be taught ‘through the medium of a language other than that normally used.’  Programmes such as this can provide a good opportunity for learners to improve their sporting and linguistic skills simultaneously. It is not only cricket that could reach a new audience through programmes such as this one, but languages too.

For more information on the cricket project, you may be interested in the following articles:

Bilingual schools projectis Dutch cricket’s big opportunity

34 schools sign up for Dutch bilingual schools scheme

Thank you to our Portuguese partner, Lachlan Mackenzie, ILTEC, for bringing this project to our attention.