Language in the Constitutions of Selected European Countries

Total Page:16

File Type:pdf, Size:1020Kb

Language in the Constitutions of Selected European Countries Adam Pawłowski Language in the Constitutions of Selected European Countries Series A: General & Theoretical Papers ISSN 1435-6473 Essen: LAUD 2004 Paper No. 627 Universität Duisburg-Essen Adam Pawłowski Wroclaw University (Poland) Language in the Constitutions of Selected European Countries Copyright by the author Reproduced by LAUD 2004 Linguistic Agency Series A University of Duisburg-Essen General and Theoretical Fachbereich 3 Paper No. 627 Universitätsstr. 12 D- 45117 Essen Order LAUD-papers online: http://www.linse.uni-due.de/linse/laud/index.html Or contact: [email protected] Adam Pawłowski Language in the Constitutions of Selected European Countries Motto: The constitution of a country should be such that it does not disturb the constitutions of its citizens. Stanisław Jerzy Lec, Unkempt Thoughts Introduction Language has never been a particularly significant area of legislative concern in the Euro- pean legal tradition. In contrast to the fundamental questions, such as a nation's political system, the rights and duties of its citizens, the competencies of its organs of power, or the defence system, the regulation of questions regarding language have rather appeared in acts of lesser importance, as elements of improvisational politics, most often politics of repres- sion of minority groups. However, the process of European integration, which has been go- ing on since the Second World War, and with it the progressing democratisation of the rela- tions between state institutions and citizens and/or groups of citizens, has forced most Euro- pean governments to introduce provisions regarding language into their legal systems. This was done both with regard to the protection of national identities of the nations forming the EEC, later the EU, as well as to the prevailing (albeit limited) recognition of the rights of ethnic and linguistic minorities to self-determination, including the cultivation and devel- opment of their cultures and languages. 1 Language in European Legislation The Treaty of Rome of 1958, which established the European Economic Community, also established the framework of European policy regarding language1. Art. 1282 par. 1 of this charter states that “The Community shall contribute to the flowering of the cultures of the Member States, while respecting their national and regional diversity and at the same time bringing the common cultural heritage to the fore.” Article 1263 par. 1 states that “The Community shall contribute to the development of quality education by encouraging coop- eration between Member States and, if necessary, by supporting and supplementing their action, while fully respecting the responsibility of the Member States for the content of teaching and the organisation of education systems and their cultural and linguistic diver- sity.” In the same article appears a further postulate of the protection of a European heritage: “conservation and safeguarding of cultural heritage of European significance”, although languages are not yet mentioned as elements of this heritage. The content of these provisions, being as they are the acquired legal property of the EU (acquis communautaire), was retained and broadened in later documents of the EU. Ar- ticle 21 of the Treaty of Nice of 2001 speaks of a prohibition on discrimination based on various criteria, including language: “Any discrimination based on any ground such as sex, race, colour, ethnic or social origin, genetic features, language [emphasis mine – AP], relig- ion or belief, political or any other opinion, membership of a national minority, property, birth, disability, age or sexual orientation shall be prohibited.”4 The famous Article 22 guar- antees respect for cultural and linguistic diversity: “The Union shall respect cultural, reli- gious and linguistic diversity”. In Art. 41 par. 4 we read that any citizen may correspond with EU institutions in any one of the official languages: “Every person may write to the institutions of the Union in one of the languages of the Treaties and must have an answer in the same language.” Provisions concerning linguistic equality and minority language rights appeared in other European documents5, also before 1958, finding their full expression in the European Charter on Regional and Minority Languages6, proclaimed by the Council of Europe in 1 The text of the treaty, as consolidated text, may be found under the address: http://europa.eu.int/eur-lex/en/search/search_treaties.html. In addition, all the documents cited here are also available in electronic form at the Web-page: http://www.lingwistyka.uni.wroc.pl/~pawlowski/jue. 2 In the Amsterdam Treaty (consolidated text) this is Art. 151. 3 In the Amsterdam Treaty (consolidated text) this is Art. 149. 4 A similar wording is in the Universal Rights of Man, accepted by the UN in 1948. 5 Compare, e.g. Art. 6, par. 3 and Art. 14 of the so-called European Convention on Human Right (Conven- tion on the protection of human rights and basic freedoms), ratified by the Council of Europe in 1950. Other references to European legislation are provided by A. Theme (Theme 2002: 21–23). 6 French and English versions are available at http://conventions.coe.int/Treaty/en/Treaties/html/148.htm. A relatively current list of those countries which have signed and/or ratified the ECRML is available at: http://www.bzh.com/identite-bretonne/charte/fr-tableau.html. 2 1992. An extremely liberal expression of the ideology of ecology, upon which the majority of provisions protecting weak or disappearing languages is based, is the Universal Declara- tion of Linguistic Rights7, which was proclaimed in 1996 by a forum of non-governmental organisations (cf. Gajda 1998: 14). Although this document has no force from the legal point of view, as the quintessence of the ecological world view it provides interesting read- ing for the linguist. A further document subscribing to the ecological trend, also without legal force but with great symbolic meaning and, in addition, of practical, scientific and popularisation value, is the UNESCO Red Book of Endangered Languages8. Language in the Constitutions of European Countries Without denying in the least the significance of supranational European legislation, it must be emphasised that it is the constitutions which define the legislative frameworks of the ma- jority of countries of the EU9. It is true that, as acts of law which are largely quite general, they do not regulate particular questions, such as the language of advertising, press an- nouncements or the labelling of goods, but every law, also those concerning language, must comply with the constitution; there would otherwise be grounds for legal action against it before the relevant constitutional court. The ratification of bilateral and/or supranational agreements also requires prior coordination with the relevant legislative bodies of the given countries. A comparison of the legal status of language in selected European countries on the ba- sis of constitutional provisions was therefore recognised as a worthy subject of considera- tion. Not all European constitutions were analysed, but only those regarded as the most rep- resentative of the model solutions described below. In addition, with regard to the political context (integration, work on a European constitution), EU member nations as well as can- didate nations and those lying directly within the sphere of interest of the EU were included in the study. In view of these considerations, an analysis of laws or other detailed legal acts concerning language was not conducted. Constitutions as documents of a fundamental char- acter are therefore viewed as sufficiently appropriate descriptions of the direction and framework of policy regarding language, while a comparison of laws about language would require an additional description of the specific situation of each country. 7 English and Catalonian versions are available at http://www.linguistic-declaration.org, French version at: http://www.troc.es/ciemen/mercator/decla-fr.htm. 8 The European chapter of the "Book" can be seen at: http:// www.helsinki.fi/~tasalmin/europe_index.html. 9 An exception is Great Britain, which has no formal constitution. 3 Results An analysis of constitutional provisions allows us to distinguish the following approaches to the question of language: − linguistically neutral (e.g. Germany), − extremely monolingual (France), − moderately monolingual, taking into account the rights of linguistic minorities − (e.g. Austria, Spain, Poland), − multilingual by design (e.g. Switzerland). A. The Linguistically Neutral Model In this case, a constitution neither defines an official language nor contains references to a language as a national or state symbol. Countries having linguistically neutral constitutions include Bosnia and Herzegovina, the Czech Republic, Denmark, Germany, Greece, Hun- gary, Italy, the Netherlands, Norway, Portugal, and Sweden. Although neutral constitutions usually contain articles protecting the rights of linguis- tic and/or ethnic minorities, they do not necessarily allow full linguistic liberalism. Restric- tions are simply transferred to the legislative acts of lesser importance. A good example of a country which has a neutral constitution, but a restrictive language policy is Denmark. This is, however, an exception rather then the principle. In the German constitution, the only reference to language is in Art. 3, which speaks of prohibition of the persecution of and the equality of all citizens before the law, correspond- ing
Recommended publications
  • Business Languages in Multi-Lingual Switzerland Margrit Zinggeler Eastern Michigan University
    Purdue University Purdue e-Pubs Purdue CIBER Working Papers Krannert Graduate School of Management 1-1-2004 Business Languages in Multi-Lingual Switzerland Margrit Zinggeler Eastern Michigan University Follow this and additional works at: http://docs.lib.purdue.edu/ciberwp Zinggeler, Margrit, "Business Languages in Multi-Lingual Switzerland" (2004). Purdue CIBER Working Papers. Paper 28. http://docs.lib.purdue.edu/ciberwp/28 This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. Business Languages in Multi-Lingual Switzerland Margrit Zinggeler Eastern Michigan University 1. Introduction According to the national census of the year 2000, there are 7.288.010 million1 people living in the small alpine country Switzerland which has an area of only 16.000 square mile ( 41.285 km2; about 1/2 the size of the U.S. state of Maine). Switzerland has one of the highest GNP in the world and it is known as a neutral country that does not belong to the European Union. It has its own currency, the Swiss franc, which has been relatively stable for more than a century, since Switzerland was not involved in the First and Second World War and because of the country's long history of democracy. Despite its size, Switzerland is a multi-lingual agglomeration of peoples, cultures, institutions, and organizations. 2. History and Demographics A. History Switzerland was founded in the year 1291, when the four states situated around the Four Canton Lakes (Vierwaldstädtersee) – Uri, Schwyz, Obwalden and Nidwalden – united in a covenant of independency and freedom as they pledged mutual support against the threats of the Habsburg Empire.
    [Show full text]
  • Language Contact at the Romance-Germanic Language Border
    Language Contact at the Romance–Germanic Language Border Other Books of Interest from Multilingual Matters Beyond Bilingualism: Multilingualism and Multilingual Education Jasone Cenoz and Fred Genesee (eds) Beyond Boundaries: Language and Identity in Contemporary Europe Paul Gubbins and Mike Holt (eds) Bilingualism: Beyond Basic Principles Jean-Marc Dewaele, Alex Housen and Li wei (eds) Can Threatened Languages be Saved? Joshua Fishman (ed.) Chtimi: The Urban Vernaculars of Northern France Timothy Pooley Community and Communication Sue Wright A Dynamic Model of Multilingualism Philip Herdina and Ulrike Jessner Encyclopedia of Bilingual Education and Bilingualism Colin Baker and Sylvia Prys Jones Identity, Insecurity and Image: France and Language Dennis Ager Language, Culture and Communication in Contemporary Europe Charlotte Hoffman (ed.) Language and Society in a Changing Italy Arturo Tosi Language Planning in Malawi, Mozambique and the Philippines Robert B. Kaplan and Richard B. Baldauf, Jr. (eds) Language Planning in Nepal, Taiwan and Sweden Richard B. Baldauf, Jr. and Robert B. Kaplan (eds) Language Planning: From Practice to Theory Robert B. Kaplan and Richard B. Baldauf, Jr. (eds) Language Reclamation Hubisi Nwenmely Linguistic Minorities in Central and Eastern Europe Christina Bratt Paulston and Donald Peckham (eds) Motivation in Language Planning and Language Policy Dennis Ager Multilingualism in Spain M. Teresa Turell (ed.) The Other Languages of Europe Guus Extra and Durk Gorter (eds) A Reader in French Sociolinguistics Malcolm Offord (ed.) Please contact us for the latest book information: Multilingual Matters, Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, BS21 7HH, England http://www.multilingual-matters.com Language Contact at the Romance–Germanic Language Border Edited by Jeanine Treffers-Daller and Roland Willemyns MULTILINGUAL MATTERS LTD Clevedon • Buffalo • Toronto • Sydney Library of Congress Cataloging in Publication Data Language Contact at Romance-Germanic Language Border/Edited by Jeanine Treffers-Daller and Roland Willemyns.
    [Show full text]
  • Trilingual Education in Switzerland*
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by RERO DOC Digital Library Trilingual education in Switzerland* CLAUDINE BROHY Abstract The Swiss Confederation is known for its historical multilingualism. The four national languages are, however, unequally distributed among its in- habitants. Individual foreign-language competence, including English, also varies strongly. The educational system reflects cantonal di¤erences. The article distinguishes between strong, intermediate, and weak forms of trilin- gual education. The strong form can be found at university level, the inter- mediate form includes all bilingual models with a course in one additional language, and the weak form is found frequently, in particular, in secondary education. A new model of multilingualism emerges with two national lan- guages, plus English. Research has thus far dealt mainly with the outcomes of bilingual education, but in the near future will focus more on the di¤er- ences between second- and third-language learning and the outcomes of tri- lingual education. 1. Introduction For centuries or even millennia, the territory of what is now called Swit- zerland has lain at a crossroads of di¤erent languages and cultures. The indigenous Celtic population was overwhelmed by the Roman army at the time of Christ’s birth, like the rest of Europe, which led to the Romanization of the region. As the Germanic invasions swept over the territory, from the sixth century AD on, the Alamans contributed to the development of a German-speaking population living alongside the Romance communities, which emerged from the contact of the former population with the Romans.
    [Show full text]
  • Switzerland 4Th Periodical Report
    Strasbourg, 15 December 2009 MIN-LANG/PR (2010) 1 EUROPEAN CHARTER FOR REGIONAL OR MINORITY LANGUAGES Fourth Periodical Report presented to the Secretary General of the Council of Europe in accordance with Article 15 of the Charter SWITZERLAND Periodical report relating to the European Charter for Regional or Minority Languages Fourth report by Switzerland 4 December 2009 SUMMARY OF THE REPORT Switzerland ratified the European Charter for Regional or Minority Languages (Charter) in 1997. The Charter came into force on 1 April 1998. Article 15 of the Charter requires states to present a report to the Secretary General of the Council of Europe on the policy and measures adopted by them to implement its provisions. Switzerland‘s first report was submitted to the Secretary General of the Council of Europe in September 1999. Since then, Switzerland has submitted reports at three-yearly intervals (December 2002 and May 2006) on developments in the implementation of the Charter, with explanations relating to changes in the language situation in the country, new legal instruments and implementation of the recommendations of the Committee of Ministers and the Council of Europe committee of experts. This document is the fourth periodical report by Switzerland. The report is divided into a preliminary section and three main parts. The preliminary section presents the historical, economic, legal, political and demographic context as it affects the language situation in Switzerland. The main changes since the third report include the enactment of the federal law on national languages and understanding between linguistic communities (Languages Law) (FF 2007 6557) and the new model for teaching the national languages at school (—HarmoS“ intercantonal agreement).
    [Show full text]
  • The Rhaeto-Romance Languages
    Romance Linguistics Editorial Statement Routledge publish the Romance Linguistics series under the editorship of Martin Harris (University of Essex) and Nigel Vincent (University of Manchester). Romance Philogy and General Linguistics have followed sometimes converging sometimes diverging paths over the last century and a half. With the present series we wish to recognise and promote the mutual interaction of the two disciplines. The focus is deliberately wide, seeking to encompass not only work in the phonetics, phonology, morphology, syntax, and lexis of the Romance languages, but also studies in the history of Romance linguistics and linguistic thought in the Romance cultural area. Some of the volumes will be devoted to particular aspects of individual languages, some will be comparative in nature; some will adopt a synchronic and some a diachronic slant; some will concentrate on linguistic structures, and some will investigate the sociocultural dimensions of language and language use in the Romance-speaking territories. Yet all will endorse the view that a General Linguistics that ignores the always rich and often unique data of Romance is as impoverished as a Romance Philogy that turns its back on the insights of linguistics theory. Other books in the Romance Linguistics series include: Structures and Transformations Christopher J. Pountain Studies in the Romance Verb eds Nigel Vincent and Martin Harris Weakening Processes in the History of Spanish Consonants Raymond Harris-N orthall Spanish Word Formation M.F. Lang Tense and Text
    [Show full text]
  • Lingua Franca Nova English Dictionary
    Lingua Franca Nova English Dictionary 16 October 2012 http://lfn.wikia.com/ http://webspace.ship.edu/cgboer/lfn/ http://purl.org/net/lfn/disionario/ 1 Lingua Franca Nova (LFN) is an auxiliary constructed language created by Dr C George Boeree of Shippensburg University, Pennsylvania. This is a printable copy of the master dictionary held online at http://purl.org/net/lfn/disionario/. A printable English–LFN dictionary can be downloaded from the same location. Abbreviations ABBR = abbreviation ADJ = adjective ADV = adverb BR = British English COMP = compound word (verb + noun) CONJ = conjunction DET = determiner INTERJ = interjection N = noun NUM = numeral PL = plural PREF = prefix PRENOM = prenominal (used before a noun) PREP = preposition PREVERB = preverbal (used before a verb) PRON = pronoun SUF = suffix US = American English V = verb VI = intransitive verb VT = transitive verb Indicators such as (o-i) and (e-u) mark words in which two vowels do not form a diphthong in normal pronunciation. 2 termination; aborta natural V miscarry; N miscarriage; A abortada ADJ abortive; ADV abortively; abortiste N abortionist; antiabortiste ADJ N antiabortionist A N A (letter, musical note) abracadabra! INTERJ abracadabra! hocus-pocus! a PREP at, in, on (point in space or time); to (movement); abrasa VT embrace, hug; clamp; N embrace, hug; abrasa toward, towards, in the direction of (direction); to ursin N bear hug; abrasable ADJ embraceable, (recipient) huggable; abrasador N clamp; abrasador fisada N vise a INTERJ ah, aha (surprise, sudden realization,
    [Show full text]
  • The Trilingual ALLEGRA Corpus: Presentation and Possible Use for Lexicon Induction
    The Trilingual ALLEGRA Corpus: Presentation and Possible Use for Lexicon Induction Yves Scherrer, Bruno Cartoni Department of Linguistics, University of Geneva, Switzerland fyves.scherrer, [email protected] Abstract In this paper, we present a trilingual parallel corpus for German, Italian and Romansh, a Swiss minority language spoken in the canton of Grisons. The corpus called ALLEGRA contains press releases automatically gathered from the website of the cantonal administration of Grisons. Texts have been preprocessed and aligned with a current state-of-the-art sentence aligner. The corpus is one of the first of its kind, and can be of great interest, particularly for the creation of natural language processing resources and tools for Romansh. We illustrate the use of such a trilingual resource for automatic induction of bilingual lexicons, which is a real challenge for under-represented languages. We induce a bilingual lexicon for German-Romansh by phrase alignment and evaluate the resulting entries with the help of a reference lexicon. We then show that the use of the third language of the cor- pus – Italian – as a pivot language can improve the precision of the induced lexicon, without loss in terms of quality of the extracted pairs. Keywords: trilingual parallel corpora, lexicon induction, under-represented languages, Romansh. 1. Introduction duction approach and the corresponding results, while Sec- tion 6 discusses the extensions made by using Italian as a Under-represented languages are a real challenge for Nat- pivot language. We conclude in Section 7. ural Language Processing. The lack of textual and lexical resources make constructing linguistic tools even harder.
    [Show full text]
  • 1 the Romansh Language
    1 The Romansh language The file romansh.dtx1 defines all the language definition macros for the Romansh language. Here the language name Romansh refers itself to the official language Rumantsch Grischun used in Switzerland as the formal language used by the Federal offices for its communications with the Romansh speakers, mostly living in Chantun Grischun. Actually the Romansh speakers us one of seven Romansh dialects, but they can understand each other in spate of certain differences in wording and spelling. The Official Rumantsch Grischun has been developed as a unifying language, with no doubts in the written form, hopefully also in the spoken one. The macro \LdfInit takes care of preventing that this file is loaded more than once, checking the category code of the @ sign, etc. <*code> 1 \LdfInit{romansh}{captionsromansh}% When this file is read as an option, i.e. by the \usepackage command, romansh could be an `unknown' language in which case we have to make it known. So we check for the existence of \l@romansh to see whether we have to do something here. 2 \ifx\l@romansh\@undefined 3 \@nopatterns{romansh}% 4 \ifx\l@italian\@undefined 5 \adddialect\l@romansh0\else 6 \adddialect\l@romansh\l@italian\fi\fi \romanshhyphenmins This macro is used to store the correct values of the hyphenation parameters \lefthyphenmin and \righthyphenmin. 7 \providehyphenmins{romansh}{\tw@\tw@} \captionsromansh The macro \captionsromansh defines all strings used in the four standard docu- mentclasses provided with LATEX. 8 \addto\captionsromansh{% 9 \def\prefacename{Prefaziun}%
    [Show full text]
  • Language Shift in the Raeto-Romansh Community
    Language shift in the Raeto-Romansh community Agnieszka St ępkowska (Pozna ń College of Modern Languages) The paper aims to explore the language situation of the Raeto-Romansh community against the multilingual context of Switzerland. In the light of rather scarce existing literature I would like to gain an insight into the communicational interactions of the speakers of Romansh and their Swiss compatriots from other linguistically different parts of the country, and specifically from the German- speaking one. It must be stressed that virtually all speakers of Romansh can speak either two or more languages, which makes them - beside their Italian-speaking compatriots - truly multilingual individuals. Thus, their attitude to bilingualism needs to combine “an emotional attachment to Romansh and a rational commitment to German” (Stevenson 1990:252). As a rule, every Romansh speaker needs to be capable of expressing himself either in Romansh or in German, be it his private, professional or political interest. However, the juxtaposition of various quantitative surveys clearly indicates a downward tendency in the number of the Swiss who speak Romansh as their L1. Although the referendum in 1938 elevated Romansh to the rank of a national language, this did not remove the unpropitious aura over its pending demise. Already today some authors classify Romansh as a unique minority language (Edwards 2004), whereas others overtly call it a relic, spoken in the mountainous regions between the Gotthard massif and the eastern Alps, primarily in the Rhine Valley in the Swiss canton of Grisons. The vital part of the paper is the attempt to assess the viability of the Romansh language in Switzerland in the context of the cantonal language policy.
    [Show full text]
  • The Catalan Language in Education in France
    The Catalan language in education in France European Research Centre on Multilingualism and Language Learning hosted by CATALAN The Catalan language in education in France | 2nd Edition | c/o Fryske Akademy Doelestrjitte 8 P.O. Box 54 NL-8900 AB Ljouwert/Leeuwarden The Netherlands T 0031 (0) 58 - 234 3027 W www.mercator-research.eu E [email protected] | Regional dossiers series | tca r cum n n i- ual e : Available in this series: This document was published by the Mercator European Research Centre on Multilingualism Albanian; the Albanian language in education in Italy and Language Learning with financial support from the Fryske Akademy and the Province Aragonese; the Aragonese language in education in Spain Asturian; the Asturian language in education in Spain (2nd ed.) of Fryslân. Basque; the Basque language in education in France (2nd ed.) Basque; the Basque language in education in Spain (2nd ed.) Breton; the Breton language in education in France (2nd ed.) Catalan; the Catalan language in education in France (2nd ed.) Catalan; the Catalan language in education in Spain (2nd ed.) © Mercator European Research Centre on Multilingualism Cornish; the Cornish language in education in the UK and Language Learning, 2019 Corsican; the Corsican language in education in France (2nd ed.) Croatian; the Croatian language in education in Austria ISSN: 1570 – 1239 Frisian; the Frisian language in education in the Netherlands (4th ed.) Friulian; the Friulian language in education in Italy 2nd edition Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain (2nd ed.) The contents of this dossier may be reproduced in print, except for commercial purposes, German; the German language in education in Alsace, France (2nd ed.) provided that the extract is proceeded by a complete reference to the Mercator European German; the German language in education in Belgium German; the German language in education in Denmark Research Centre on Multilingualism and Language Learning.
    [Show full text]
  • Episode 48: Swiss Languages
    Episode 48: Swiss Languages Summary Nick’s friend Yassin is an English teacher in his native Switzerland. In this conversation, he talks about the four Swiss national languages: (Swiss) German, French, Italian and Romansh. Transcript Nick: Today I’m talking to my friend Yassin about his country, which is Switzerland, and in particular we’re talking about Swiss languages, umm, because it’s a very interesting country with several different languages spoken. So firstly can you just give us a breakdown1 of how the languages work in Switzerland? Yassin: Yep, uhh, so we have four national languages - uhh, French, German, Italian and Romansh. So French and Italian and Romansh, three of those, are Latin languages, the Romance family of languages. And as for2 German, it’s actually a different group of dialects, Swiss German dialects, umm, so people who speak Swiss German, uhh, can of course read or write in what we call High German or standard German, that’s what you would learn in school. However, when they’re speaking to their parents or friends, they will use their local dialect. Nick: Right, that’s quite interesting because more or less, I think, the French and Italian that’s spoken in Switzerland is pretty similar to French from France and Italian from Italy. Yassin: Yeah. Nick: But the German’s really different. Yassin: Yes, exactly. Yeah, there’s a huge difference. Germans don’t actually understand Swiss Germans when they speak, for the most part3. Umm, however, Swiss Germans of course understand Germans. Umm, that being said4, there are, of course, differences between Swiss French and French French, right? For 1 breakdown: summary, analysis 2 as for: regarding, concerning 3 for the most part: mostly, in general 4 that being said: having said that (used when you are going to say something that counters or appears to counter something you said before) www.englishin10minutes.com Episode 48: Swiss Languages !1 example, the way we count.
    [Show full text]
  • 1. the Languages of the World
    1. The Languages of the World 1) How Many Languages Are There in the World? There is no precise answer, because there are nearly 6000. This number can rise if you also consider other various dialects of a given language. The languages of the world are very different for number of speakers: for example, some have more than a billion speakers (English, Mandarin Chinese), while others have a few speakers (a few thousands, if not hundreds, for example some languages spoken by Australian Aborigines). Nevertheless, can we classify the various languages of the world in some way? A first criterion for the classification could be the speakers number. Linguasphere, an organization dedicated to the study of world languages, has proposed a classification system from 0 to 10, that goes from: • 9 (languages that have more than 1 billion speakers) • 0 (extinct languages) According to Linguasphere, the languages more spoken in the world are the following (for speakers number): • 9 more than 1 billion speakers (e.g., English, Mandarin Chinese) • 8 more than 100 million speakers (e.g., Hindu, Spanish, Urdu) • 7 more than 10 million speakers (e.g., French, Italian) • 6 more than 1 million speakers (e.g., Latvian, Ewe language, etc.) • 5 more than 100,000 speakers (e.g., Basque, Maru, etc.) • 4 more than 10,000 speakers (e.g., Tagdal, Paiwan, etc.) • 3 more than 1,000 speakers (e.g., Oruma, Lhomi, etc.) • 2 more than 100 speakers (e.g., Utu, Torau, etc.) • 1 less than 100 speakers (e.g., Dulbu, Miwa, etc.) • 0 extinct languages (e.g., Emok, Pali, etc.) According to Linguasphere, Italian has 7 as a classification number, with more than 10 million speakers but less than 100 million.
    [Show full text]