Fourth international meeting of the EDiLiC community

The fourth international meeting of the EDiLiC community (EdiLiC stands for Education et Diversité Linguistique et Culturelle – Linguistic and Cultural Education and Diversity) took place from 16 to 18 July 2012 at the University of Aveiro, Portugal. Since this organisation shares many of the aims of Language Rich Europe, it appropriately included a workshop, presented by Lachlan Mackenzie (ILTEC), about our project and its preliminary results. Lachlan blogs about the conference for LRE:

The conference reflected its commitment to multilingualism by being held in three languages, Portuguese, French and English, without simultaneous interpretation. To avoid any communication difficulties, speakers were required to talk in different languages and to use powerpoints in at least one language other than that used for oral presentation. A ‘good practice’ for sure!

The workshop covered the overall goals of Language Rich Europe, the results achieved so far and the findings for Portugal. The participants came from different countries and backgrounds. Some were primarily concerned with doing academic research into the performance and difficulties of language learners. Others were working on alleviating the linguistic and cultural problems faced by immigrants and other users of minority languages in societies dominated by national languages.

It became clear that Language Rich Europe and its network could provide the members of EDiLiC with ways of joining forces and exchanging experiences with colleagues across our continent. They were very interested in our network as a platform on which to meet, confront and influence those who take the decisions about the language policies that affect our schools, workplaces and public services.

A point that came up very forcefully in the workshop concerned measures for increasing plurilingualism in Europe by fostering mobility for students, teachers and others. In countries with severe economic difficulties like Portugal, insufficient funds are currently available to support mobility to France, the UK and Germany, and the number of candidates for study abroad is falling. The suggestion was made to consider other countries, especially those of Central and Eastern Europe, where living expenses are lower and there are underused opportunities for language-learning. However, it was also felt that the recommended emphasis on mobility can have the effect of actually reinforcing privilege in society, since it is the few students who have the means to travel that stand to gain further from study abroad.

The notion of plurilingualism was welcomed by the workshop as relevant to our schools. Full acceptance of this notion will imply different ways of teaching and learning and will create new relationships between schools and the communities they serve. The point was made that the academic research carried out in many centres is coming up with conclusions that support the lines of intervention recommended by the various European authorities and that a network such as Language Rich Europe can provide a basis for the research findings to become reality. The workshop was a valid starting-point for future collaboration between researchers and policy-makers.

Spotlight on Spain – Spain and Plurilingualism

In the first of a two part series, Spotlight on Spain, Language Rich Europe partner, Marta Genis from the Universidad Nebrija takes us through the plurilingual context in Spain and the status of its various languages in each region.

The richness of the different linguistic modalities of Spain is a cultural heritage which shall be specially respected and protected

So says the 1978 Spanish Constitution, in its Preliminary Title, section 3 (3) , therefore including the idea of a multilingual nation, a state with different linguistic modalities and a common language, Castillian Spanish, that all of us have the “duty to know and the right to use”. This makes a really diverse, rich and complex country that we are fortunate to live in, being among the few countries that have these assets. All public institutions, therefore, have the duty to raise awareness, defend and promote this rich reality.

As a multilingual country, Spain has different situations. Most communities are monolingual. Extremadura, Andalucía, Castilla la Mancha, Castilla-León, la Rioja, Madrid, Canarias and Cantabria are monolingual communities with Castillian, known around the world as Spanish, as their mother tongue.

Another situation is that of monolingual communities with non official languages, such as Asturias where Bable is widely spoken and Aragón where there are several Fablas. With regards to Aragón, most people speak Spanish, but there is a language called Altoaragonés, Fabla aragonesa or Patués, located mainly in Huesca and the north of Zaragoza. This romance language is closely related to Catalan, Castillian and Gascon or Occitan, spoken in the south of France. Several dialects developed from this main branch of the Fabla Aragonesa:  in the eastern part of the province, ribagorzano, fobano, chistabino; in the western part, ansotano and cheso; in the centre, tensino, bergotés and belsetán; in the south, there is another variety which corresponds to the Somontano region. The most widespread is the Patués, with more or less 30,000 speakers according to the Consello d’a Fabla Aragonesa.

There are also bilingual communities, such as Cataluña,Valencia, Islas Baleares, Galicia and Euskadi where plurilingualism is promoted at official level.  

Catalan, an official language in the whole state, is spoken in Cataluña, Valencia and Islas Baleares. Catalan is not only spoken in Catalonia but also in other regions of Spain – La Franja de Ponent (Aragón), the Islas Baleares, the Comunidad Valenciana and El Carxe in Murcia. It is also spoken in the south of France (Catalunya del Nord), and in Alghero (Sardinia, Italy) and it is the official language of Andorra. Scholars distinguish two main groups of dialectal varieties: Western Catalan and Eastern Catalan. This simple division is based mainly on the presence or absence of the schwa vowel.  Other scholars distinguish up to twelve varieties of Catalan, but most frequently six varieties are recognized: Northern Catalan, Central Catalan, Balearic, Northwestern Catalan, Valencian and Algherese.

Galego is the language spoken in Galicia, where it is official along with Castellano. It is also spoken in border areas of Castilla-León and Portugal. Galego is very similar to Portuguese, as they both descend from Galician-Portuguese, a single Latin-derived  language. It is also spoken in a several places around the world due to the region historical immigration circumstances. Barcelona, Zurich, Montevideo and Buenos Aires are good examples of these Galician communities that use Gallego as their vehicular language.

The language called Euskera, Vascuence or Vizcaíno is the only surviving pre-indo-european language in Europe. It is spoken in the Comunidad Autónoma del País Vasco, in the Comunidad Foral de Navarra and in the South-East of France (Pirineos Atlánticos). The Euskera or Euskara has the following dialects: Western dialect, called Bizkaiera or Mendebaldekoa; the Central dialect, Gipuzkera or Ertaldekoa; Nafarrera, spoken in the North of Navarra and the Northeast of Guipuzcoa; the Eastern Navarrese or Ekialdeko Nafarrera; the Labourdin-Navarrese or Nafar-Lapurtera, spoken in Labourd, lower Navarra and part of Soule (France); and Souletin or Zuberera spoken in the territory of Soule and in the canton of Olorón (Bearn, Gascony).

This is the situation of Spain as regards to the tapestry of the languages spoken in its territory. It is necessary to have this background information in order to be able to understand the different types of school in the Spanish educational system and the different types of approaches adopted as regards to vernacular and foreign languages.

Next week Marta Genis will introduce us to the status of first and foreign languages within the Spanish Education system.

 

Some 50 million EU citizens, 10% of the EU population, speak a regional or minority language

Some of my recent posts (Reindeer racing in Sápmi, Lá Fhéile Pádraig Shona Duit, etc.) have been triggered by news items I’ve spotted in the Network to Promote Linguistic Diversity’s  website. The NPLD is a pan-European network which covers regional, minority, indigenous, cross-border and smaller national languages to promote linguistic diversity in the context of a multilingualEurope.  Some 50 million EU citizens, 10% of the EU population, speak a regional or minority language.

The network currently includes representatives from the following languages: Finnish, Basque, Catalan, Breton, Occitan, Cornish, Welsh, Swedish, Lithuanian, Irish Gaelic, Frisian, Estonian, Sami, Corsican, Galician, Meänkieli and Karelian.

Their aim is to facilitate the sharing of existing best practice and the development of new and innovative ideas across the field of language planning in education, the home, the workplace, legislation and the media in the contexts of constitutional, regional and smaller state languages.

NPLD website

According to the network: “as language planners we are aware that many of the issues facing these linguistic communities will be very similar and that sharing good practice is a must if these languages are to survive and flourish.” 

Further information can be found on the NPLD website (www.npld.eu) which includes news stories concerning the network and European multilingualism, which brings me back to where I started.

Reindeer racing in Sápmi

I’ve just been reading about the upcoming Sami Easterfestival in Kautokeino / Guovdageaidnu (Norway) where there will be ice fishing competitions, snowmobile racing and the world lasso throwing and reindeer racing championships. It sounds wonderful, like that song by The Beatles about Mr. Kite’s circus where he promises to  trampoline “over men and horses, hoops and garters, lastly through a hogshead of real fire!” It also sounds like there’s a distinct possibility that it could degenerate into absolute chaos if, for example, the snowmobiles try to race the reindeers, or the lassoers take on the ice-fishers (after all, it doesn’t say what the championship lassoers are meant to lasso). If you’re thinking of heading along, please note that: ‘it’s not allowed to bring […] knifes or any other form of weapon to the festival concerts. If you bring any of this items they will be confiscated’. Which reminds me of this recent exhibition (in French).

Photo of the Sami rap group Duolva Duottar

Sami rap group Duolva Duottar

I realised, while browsing the festival website, that I really don’t know anything about the Sami/Sámi/Saami people. However, I work with two Finns (one of whom will be posting a related article soon), and having heard these people mentioned on more than one occasion I decided to do some research.

The Sami are the arctic indigenous people inhabiting Sápmi, a geographical area which, according to Wikipedia, covers parts of northern Sweden, Norway, Finland and the Kola Peninsula of Russia, but also the border area between south and middle Sweden and Norway. It’s really quite a large area (see map). They are the Nordic countries’ only officially indigenous people and their traditional languages are the Sami languages – apparently there is not one Sami language, but, depending where you look, nine or ten, all of which are endangered. They are classified as part of the Finno-Lappic group of the Uralic language family (you can see the Uralic language family tree illustrated – along with many others – on this nice site: Ethnologue).

Being for the benefit of Mr. Kite - the poster that inspired the song

Being for the benefit of Mr. Kite - the poster that inspired the song

The languages use agglutination extensively — that system of combining affixes to the root of a word which allows words like the Finnish epäjärjestelmällistyttämättömyydellänsäkäänköhän to exist (which to you and me means: “I wonder if — even with his/her quality of not having been made unsystematized”). Also, they have an average of 13-14 cases and use an extended (very extended) Latin alphabet. So, for an English speaker, rather complex.

My ‘research’, i.e. poking around the web and bugging my Finnish colleagues, brings me back to that same old question, that is to say, should we allow and accept that languages die off through a process of natural/artificial selection? Or is it the case that they are so inextricably linked with notions like identity and culture that to lose a language is to lose so much more? Or is there a middle ground where accept that not all languages can last for ever, but pledge to do more to see that they are recorded for posterity? I’d welcome your thoughts.

Thanks to Katri Mäenpää and Kirsi Suutarinen for their advice.

“Are dying languages worth saving?”

Language experts are gathering at a university in the UK to discuss saving the world’s endangered languages. But is it worth keeping alive dialects that are sometimes only spoken by a handful of people, asks Tom de Castella?

“Language is the dress of thought,” Samuel Johnson once said.

About 6,000 different languages are spoken around the world. But the Foundation for Endangered Languages estimates that between 500 and 1,000 of those are spoken by only a handful of people. And every year the world loses around 25 mother tongues. That equates to losing 250 languages over a decade – a sad prospect for some.

Read more on BBC News: http://bbc.in/b9v5y0