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TESIS DOCTORAL AÑO 2019 Building Walls Or Bridges? TESIS DOCTORAL AÑO 2019 Building Walls or Bridges? An Assessment of the Duality of English as a Tool for the World’s Language Ecology Salvatore Le Donne PROGRAMA DE DOCTORADO EN FILOLOGÍA. ESTUDIOS LINGÜÍSTICOS Y LITERARIOS: TEORÍA Y APLICACIONES DIRECTORA: Dra. María Beatriz Pérez Cabello de Alba CO-DIRECTOR: Dr. Rubén Chacón Beltrán Shackle a people, strip them bare, cover their mouths: they are still free. Deprive them of work, their passports, food and sleep: they are still rich. A people are poor and enslaved when they are robbed of the language inherited from their parents: it is lost forever. Source: Io faccio il poeta. Ignazio Buttitta (1972) A todos los que aman investigar para comprender libre y conscientemente a través de barreras y prejuicios. (Salvatore Le Donne) ACKNOWLEDGMENTS First and foremost, I would like to express my especial gratitude to my supervisors Mª Beatriz Pérez Cabello de Alba and Dr. Rubén Chacón Beltrán for their relentless friendly, patient and stimulating help, encouragement and support. Their painstaking supervision and insightful comments were crucial to the refinement of my original ideas and the overall making of this thesis from the very beginning. I consider this work as the product of our daily joint commitment. I would also like to thank the Universidad Nacional de Educación a Distancia (UNED), the Dean, professors and whole staff, for trusting me and enabling me to take up and carry out my postgraduate study with great satisfaction. TABLE OF CONTENTS ACKNOWLEDGMENTS…………………………………………………….…………......i TABLE OF CONTENTS…………………………………………………………………..iii LIST OF FIGURES…….………….……………………………………………………..xvii GLOSSARY OF TRANSCRIPT SYMBOLS………………………………………........xix PREFACE…………………………………………………………………...........................1 0. INTRODUCTION……………………………………………………………………….7 a. A postmodernist perspective. Language as a semantic process………………………….7 b. Building walls or bridges? The hybrid duality of glocal English……………………….10 PART 1: A THEORETICAL BASIS FOR LANGUAGE ECOLOGY……………...15 CHAPTER 1: A THEORETICAL OUTLINE OF LANGUAGE ECOLOGY………..…15 1.1 Introduction……………………………………………………………........................15 1.2 The open-ended metaphor of language and ecology. Beyond the Western mindset of homogenizing conflict……………………………………………………………………..23 iv Building Walls or Bridges 1.3 The crucial import of language naming in language ecology…………………………28 1.4 Language ecology. A geocentric and holistic conception of language……………......31 1.5 What is then language ecology?.....................................................................................32 1.6 Language ecology in the language classroom…………………………………………37 1.7 A proactive outlook on language ecology. A focus for action in diversity………........43 1.8 Conclusions. Language ecology. An open-ended field of applied linguistics………...45 CHAPTER 2: THE IDEOLOGICAL DEBATE ON LANGUAGE POLICY AND PLANNING………………………………………………………………………………..49 2.1 Some preliminary distinctions and general object of study …………………………..49 2.2 Four theoretical approaches……………………………………………………………50 2.3 Fishman's framework………………………………………………………………….53 2.4 A macrocultural continuum for language planning. Four ideological perspectives…...55 2.5 A historical overview. Language and nationalism…………………………………….57 2.6 A 20th-century evolution……………………………………………………………...62 2.7 Current and future directions in language policy and planning research……………...70 2.8 Conclusions. Language policy and planning. A crucial workshop for a holistic language ecology…………………………………………………………………………..72 v Table of Contents CHAPTER 3: LANGUAGE RIGHTS AND BILINGUALISM………………………….83 3.1 A focus on language right terminology………………………………………..………83 3.2 An overview of language right development………………………………………….88 3.3 Assimilation versus pluralism. An ongoing debate on bi/multilingual education…….92 3.4 A human rights perspective on language ecology………………….………………...100 3.5 Language rights, linguacultural identity and biodiversity. A working arena for a balanced language ecology……………………………………………………………….102 3.6 Conclusions. The challenge of linguistic human rights: accomodating holistic conceptualization and practices to sociocultural diversity ………………………………103 PART 2: AN ECOLINGUISTIC APPROACH TO LANGUAGE MINORITIES AND HYPERCENTRIC GLOBAL ENGLISH………………………………………107 CHAPTER 4: LANGUAGE MINORITIES, IDENTITY, LANGUAGE SPREAD AND HYPERCENTRIC ENGLISH…………………………………………………................107 4.1 A preliminary overview. The accrued gulf of glocal world society………………….107 4.2 Minorities’ identity. A sociocultural and political conundrum………........................108 4.3 Classifying minorities………………………………………………………………...111 4.4 Autochthonous language communities………………………………………….…...113 4.5 Allochthonous language communities……………………………………………….115 4.6 Dialect-speaking communities……………………………………………………….117 vi Building Walls or Bridges 4.7 Sign language communities…………………………………………………………..119 4.8 The far-reaching implications of language spread and minorities…………………...121 4.9 Language change, conflict, shift, maintenance………………………………………130 4.10 What causes language shift and maintenance?...........................................................137 4.11 Language decline and death………………………………………………………...139 4.12 Reversing language shift and language resurrection………………………………..141 4.13 Language revitalization……………………………………………………………..143 4.14 Conclusions. The spread of English as a glocal language. Submersion or transcendence? A pervasive role in the world language panorama....................................145 CHAPTER 5: THE POSITION OF AUTOCHTHONOUS AND LESSER-USED LANGUAGES. LINGUISTIC DIVERSITY AND THE HOMOGENYZING DANGER OF GLOCAL ENGLISH…………………………………………………………………151 5.1 Endangered languages. An overview………………………………………………...151 5.2 Linguistic diversity, biodiversity and the glocal menace of linguacultural submersion………………………………………………………………………………..160 5.3 Terminology and power……………………………………………………………...161 5.4 Linguistic diversity and biocultural diversity. A critical domain for ecolinguistics……………………………………………………………………………..164 vii Table of Contents 5.5 Encoding traditional ecological knowledge (TEK) in indigenous and local languages and the threat of disappearance…………………………………………………………..167 5.6 Counteracting eco-threats and promoting the survival of biodiversity ……………...172 5.7 Some critical estimates and conclusions……………………………...……………...174 PART 3: EMPOWERING THE DISEMPOWERED……………………………….181 CHAPTER 6: MIGRANT COMMUNITIES IN THE GLOCAL AGE. FROM A MULTI- ETHNIC SCENARIO TO A CROSS-CULTURAL AND INTERCULTURAL SOCIETY. THE ECOLINGUISTIC CHALLENGE OF MULTILINGUALISM AND ENGLISH AS A LINGUA FRANCA……………………………………………………………..………181 6.1 Grounds for migrating. A commonplace historical reality …………………………..181 6.2 A neo-colonial scenario for migration……………………………………..................182 6.3 Migration: 21st-century development on the move……………………...…………..184 6.4 A fast-growing multicultural scenario in the European Union. The discourse on immigrant minorities and integration…………………………………………………….186 6.5 The key dimension of intercultural dialogue to Europe’s future……………………..188 6.6 The role of religious tolerance in cross-cultural dialogue. Thinking out policies of interreligious and intrareligious interculturalism…………………………………….......195 viii Building Walls or Bridges 6.7 How to promote intercultural dialogue?.......................................................................197 6.7.1 Granting intercultural citizenship in a generative society………………………….199 6.7.2 Learning and teaching intercultural competences………………………………….200 6.8 Linguistic integration of adult migrants……………………………………………...203 6.9 Bridging cultural divides. Teaching English as a lingua franca to migrants and refugees……………..........................................................................................................204 6.10 English as a lingua franca in a migrant European Union context after Brexit. Building an intercultural bridge……………………………………………………………………209 6.11 The European Union’s language support framework for the education and integration of children and adolescents from a migrant background ………………………………..212 6.12 Migrant children and adolescents’ plurilingual and intercultural education. A cultural asset to the European Union ……………………………………………………………..222 6.13 Providing education as a basic human right to forcibly displaced people………….224 6.14 Working out inclusive bi/multilingualism in the European Union for the linguistic and educational integration of migrant children and adolescents ……………………………231 6.15 Immigrant minority languages and identity. Monolingual submersion and bi/multilingualism in immigrant children’s education…………………………………...239 6.16 The chief role of context. Four crucial instruments for empowerment……………..243 ix Table of Contents 6.16.1 Incorporating minority students' home language and culture into the school curriculum………………………………………………………………………………..244 6.16.2 Encouraging parents and minority communities to participate in their children's education…………………………………………………………………………………245 6.16.3 The ultimate objective of education. Promoting the inner desire for children to become active seekers of knowledge and not just passive receptacles…………………..246 6.16.4 From locating problems in the individual pupil to holistic assessment of minority language students………………………………………………………………………...248 6.17 Developing and implementing holistic curricula for plurilingual intercultural education…………………………………………………………………………………249 6.18 PhDs and researchers’ migration. Italy’s “brain
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