DOCSLIB.ORG

Observatory for Lr and Mt in Europe

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Observatory for Lr and Mt in Europe Ref. Ares(2015)4205268 - 09/10/2015 LT_OBSERVATORY – OBSERVATORY FOR LR AND MT IN EUROPE Acronym: LT_OBSERVATORY COORDINATION AND SUPPORT ACTION INFORMATION AND COMMUNICATION TECHNOLOGIES D3.1 List of National and Regional Strategies GRANT AGREEMENT 644583 DELIVERABLE NUMBER D3.1 DELIVERABLE TITLE List of national and regional strategies DUE DATE OF DELIVERABLE 31/08/2015 ACTUAL SUBMISSION DATE 09/10 2015 START DATE OF THE PROJECT 01/01/2015 DURATION 24 M ORGANIZATION NAME RESPONSIBLE EMF FOR THIS DELIVERABLE PROJECT CO-FUNDED BY EUROPEAN COMMISSION WITHIN THE SEVENTH FRAMEWORK PROGRAMME DISSEMINATION LEVEL PU Public ☒ PP Restricted to other programme participants (including the Commission Services) ☐ RE Restricted to a group specified by the consortium (including the Commission Services) ☐ CO Confidential, only for members of the consortium (including the Commission Services) ☐ TYPE R Document, report ☒ DEM Demonstrator, pilot, prototype ☐ DEC Websites, patent fillings, prototype ☐ OTHER ☐ LT_OBSERVATORY – OBSERVATORY FOR LR AND MT IN EUROPE LT_OBSERVATORY TABLE OF CONTENTS DOCUMENT INFO ...................................................................................................................................................................................... 5 1. FOREWORD ........................................................................................................................................................................................... 6 2. EXECUTIVE SUMMARY ........................................................................................................................................................................... 7 3. LANGUAGE STRATEGIES AT EU LEVEL – AN INTRODUCTION ................................................................................................................... 8 3.1 HISTORICAL BACKGROUND AND LANGUAGES .......................................................................................................................................... 8 3.2 FRAGMENTED LANGUAGE POLICIES ......................................................................................................................................................... 8 3.3 CHRONOLOGICAL MILESTONES OF EU LANGUAGES POLICIES.................................................................................................................. 9 4. AUSTRIA .............................................................................................................................................................................................. 13 4.1 BACKGROUND ......................................................................................................................................................................................... 13 4.2 LANGUAGES ............................................................................................................................................................................................ 13 4.3 RELEVANT ORGANISATIONS ................................................................................................................................................................... 13 4.4 NATIONAL AND REGIONAL POLICIES AND STRATEGIES .......................................................................................................................... 14 5. BELGIUM ............................................................................................................................................................................................. 16 5.1 BACKGROUND ......................................................................................................................................................................................... 16 5.2 LANGUAGES ............................................................................................................................................................................................ 16 5.3 RELEVANT ORGANISATIONS ................................................................................................................................................................... 17 5.4 NATIONAL AND REGIONAL POLICIES AND STRATEGIES .......................................................................................................................... 18 6. CZECH REPUBLIC .................................................................................................................................................................................. 19 6.1 BACKGROUND ......................................................................................................................................................................................... 19 6.2 LANGUAGES ............................................................................................................................................................................................ 19 6.3 RELEVANT ORGANISATIONS ................................................................................................................................................................... 20 6.4 NATIONAL AND REGIONAL POLICIES AND STRATEGIES .......................................................................................................................... 21 7. DENMARK ............................................................................................................................................................................................ 22 7.1 BACKGROUND ......................................................................................................................................................................................... 22 7.2 LANGUAGES ............................................................................................................................................................................................ 23 7.3 RELEVANT ORGANISATIONS ................................................................................................................................................................... 23 7.4 NATIONAL AND REGIONAL POLICIES AND STRATEGIES .......................................................................................................................... 24 8. ESTONIA .............................................................................................................................................................................................. 26 8.1 BACKGROUND ......................................................................................................................................................................................... 26 8.2 LANGUAGES ............................................................................................................................................................................................ 27 8.3 RELEVANT ORGANISATIONS ................................................................................................................................................................... 27 8.4 NATIONAL AND REGIONAL POLICIES AND STRATEGIES .......................................................................................................................... 27 9. FRANCE ................................................................................................................................................................................................ 30 9.1 BACKGROUND ......................................................................................................................................................................................... 30 9.2 LANGUAGES ............................................................................................................................................................................................ 30 9.3 RELEVANT ORGANISATIONS ................................................................................................................................................................... 31 9.4 NATIONAL AND REGIONAL POLICIES AND STRATEGIES PAST LANGUAGE STRATEGIES AND POLICIES ................................................... 32 10. GERMANY .......................................................................................................................................................................................... 34 10.1 BACKGROUND ....................................................................................................................................................................................... 34 10.2 LANGUAGES .......................................................................................................................................................................................... 34 10.3 RELEVANT ORGANISATIONS ................................................................................................................................................................. 35 10.4 NATIONAL AND REGIONAL POLICIES AND STRATEGIES ........................................................................................................................ 35 11. LUXEMBOURG ................................................................................................................................................................................... 37 11.1 BACKGROUND ......................................................................................................................................................................................
Load more

Recommended publications
  • Possessive Constructions in Modern Low Saxon
    POSSESSIVE CONSTRUCTIONS IN MODERN LOW SAXON a thesis submitted to the department of linguistics of stanford university in partial fulfillment of the requirements for the degree of master of arts Jan Strunk June 2004 °c Copyright by Jan Strunk 2004 All Rights Reserved ii I certify that I have read this thesis and that, in my opinion, it is fully adequate in scope and quality as a thesis for the degree of Master of Arts. Joan Bresnan (Principal Adviser) I certify that I have read this thesis and that, in my opinion, it is fully adequate in scope and quality as a thesis for the degree of Master of Arts. Tom Wasow I certify that I have read this thesis and that, in my opinion, it is fully adequate in scope and quality as a thesis for the degree of Master of Arts. Dan Jurafsky iii iv Abstract This thesis is a study of nominal possessive constructions in modern Low Saxon, a West Germanic language which is closely related to Dutch, Frisian, and German. After identifying the possessive constructions in current use in modern Low Saxon, I give a formal syntactic analysis of the four most common possessive constructions within the framework of Lexical Functional Grammar in the ¯rst part of this thesis. The four constructions that I will analyze in detail include a pronominal possessive construction with a possessive pronoun used as a determiner of the head noun, another prenominal construction that resembles the English s-possessive, a linker construction in which a possessive pronoun occurs as a possessive marker in between a prenominal possessor phrase and the head noun, and a postnominal construction that involves the preposition van/von/vun and is largely parallel to the English of -possessive.
    [Show full text]
  • Native English-Swedish Bilinguals in Sweden Across the Borders of the Three Circles of English Nicholas O’Neill
    Native English-Swedish Bilinguals in Sweden Across the borders of the three circles of English Nicholas O’Neill BA project in linguistics Term: Spring 2019 Supervisor: Ute Bohnacker Examiner: Michael Dunn Department of linguistics and philology Uppsala University Abstract With nearly two billion speakers across the world, English has come to exist in all shapes and colors. Many functions and contexts in which English is found in the world are accounted for in the massive scientific effort to document the language’s global development. World English, New Englishes, and English as a Lingua Franca are concepts that aim to explain the different forms that the language takes in different countries. This paper explores the global development of English in its Swedish form, but shifts focus from second language English speakers to the native speakers of English who grow up in Sweden with parents from English-speaking countries. With most of the Swedish population being highly proficient in English, native English speakers in Sweden are more exposed to non-native English varieties spoken by second language speakers than the varieties used in their heritage countries. To understand how they are affected by their non-native environment, I interviewed seven students from an English heritage language instruction class at a Swedish upper secondary school. The 16- and 17-year-old students had parents from USA, UK, Australia, Ireland, and New Zealand, and unique stories about their experiences with the English language. Each student was interviewed individually and asked questions about their language abilities, their varieties, and their connections to their heritage countries.
    [Show full text]
  • 1356Th Meeting, 9 October 2019 10 Legal Questions
    MINISTERS’ DEPUTIES CM Documents CM(2019)125 29 August 20191 1356th meeting, 9 October 2019 10 Legal questions 10.4 European Charter for Regional or Minority Languages a. Fifth report of the Committee of Experts in respect of Spain Item to be considered by the GR-J at its meeting on 19 September 2019 In accordance with Article 16 paragraph 3 of the Charter, the Committee of Experts of the European Charter for Regional or Minority Languages submits its fifth report on the application of the Charter in Spain to the Committee of Ministers of the Council of Europe. The report contains proposals for recommendations to be addressed by the Committee of Ministers to Spain. The Spanish Government has been given the opportunity to comment on the content, in accordance with Article 16 paragraph 3 of the Charter. 1 This document has been classified restricted at the date of issue. In accordance with the Deputies’ decision (CM/Del/Dec(2001)765/10.4), it will be declassified after examination by the Committee of Ministers. Website: www.coe.int/cm CM(2019)125 2 The European Charter for Regional or Minority Languages provides for a control mechanism to evaluate how the Charter is applied in a State Party with a view to, where necessary, making recommendations for improving its legislation, policy and practices. The central element of this procedure is the Committee of Experts, set up under Article 17 of the Charter. Its principal purpose is to report to the Committee of Ministers on its evaluation of compliance by a Party with its undertakings, to examine the real situation of regional or minority languages in the State and, where appropriate, to encourage the Party to gradually reach a higher level of commitment.
    [Show full text]
  • UN UPR 2020 ELEN Report on Spain
    ELEN REPORT TO THE U.N. UNIVERSAL PERIODIC REVIEW, 35th SESSION 2020. LANGUAGE DISCRIMINATION AGAINST NON- CASTILIAN LANGUAGE SPEAKERS IN SPAIN ELEN is the European NGO that works for the promotion and protection of European lesser- used languages. It represents 45 languages with 164 member organisations in 23 European states. It has consultative status with the European Parliament, the Council of Europe, the UN and UNESCO. 1 ELEN STATEMENT TO THE U.N. UNIVERSAL PERIODIC REVIEW, 35th SESSION. LANGUAGE DISCRIMINATION AGAINST NON-CASTILIAN LANGUAGE SPEAKERS IN SPAIN Since ELEN’s 2015 Report to the UN UPR on language discrimination in Spain several public institutions in the Kingdom of Spain continue to openly discriminate against non-Castilian languages (Catalan, Galician, Basque which enjoy co-official status, and Aragonese and Asturian which do not). The organisations engaged in defending these languages and the media have regularly highlighted these cases of linguistic discrimination at the national and international level. While the incidents involve different degrees of severity all of them illustrate the low level of respect for speakers of non-Castilian languages as well as being clear violations of the human rights of those citizens. The inability to use co-official languages, and Asturian and Aragonese, is widespread among civil servants and authorities in spite of the official status of these languages (when they have such status) as well as being in violation of several international treaties and conventions signed and ratified by Spain. CATALAN ELEN member organisation Plataforma per la Llengua has reported1 99 cases of serious un- addressed language discrimination in the Catalan-speaking territories in the period between 2015 and 2019.
    [Show full text]
  • Växjö Katedralskola, Sweden World School 001106 IB Diploma Language Policy
    Växjö Katedralskola, Sweden World School 001106 IB Diploma Language Policy http://visuwords.com/language accessed 3 September 2020 ​ Philosophy At Växjö Katedralskola we understand that language is the basis for precision in thinking and communicating our understanding. In teaching and learning, our languages help us to acquire knowledge and skills. Our languages help us form our attitudes to identity and social inclusion in a multicultural environment. We use our languages for creative expression and exploration, as well as our languages such as musical notation and mathematical formulae. The language policy of the IB Diploma at Växjö Katedralskola is to provide as many ​ opportunities as possible for our students and faculty to express themselves in their many languages and codes of thinking, communicating, and reflecting. We understand that language is the basis for learning. The school supports international-mindedness in deepening understanding of this, and encourages all candidates to take a Bilingual Diploma. These goals support the IB Mission Statement: “The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.” 1 ● Växjö Katedralskola’s faculty, library, pastoral care, administrative and other staff, as well as decision-makers at municipal level, recognise their shared responsibility ​ to sustain multilinguism and literacy throughout the school, understanding that language acquisition is a gradual process for each individual.
    [Show full text]
  • Journal of Language Relationship
    Российский государственный гуманитарный университет Russian State University for the Humanities Russian State University for the Humanities Institute of Linguistics of the Russian Academy of Sciences Journal of Language Relationship International Scientific Periodical Nº 3 (16) Moscow 2018 Российский государственный гуманитарный университет Институт языкознания Российской Академии наук Вопросы языкового родства Международный научный журнал № 3 (16) Москва 2018 Advisory Board: H. EICHNER (Vienna) / Chairman W. BAXTER (Ann Arbor, Michigan) V. BLAŽEK (Brno) M. GELL-MANN (Santa Fe, New Mexico) L. HYMAN (Berkeley) F. KORTLANDT (Leiden) A. LUBOTSKY (Leiden) J. P. MALLORY (Belfast) A. YU. MILITAREV (Moscow) V. F. VYDRIN (Paris) Editorial Staff: V. A. DYBO (Editor-in-Chief) G. S. STAROSTIN (Managing Editor) T. A. MIKHAILOVA (Editorial Secretary) A. V. DYBO S. V. KULLANDA M. A. MOLINA M. N. SAENKO I. S. YAKUBOVICH Founded by Kirill BABAEV © Russian State University for the Humanities, 2018 Редакционный совет: Х. АЙХНЕР (Вена) / председатель В. БЛАЖЕК (Брно) У. БЭКСТЕР (Анн Арбор) В. Ф. ВЫДРИН (Париж) М. ГЕЛЛ-МАНН (Санта-Фе) Ф. КОРТЛАНДТ (Лейден) А. ЛУБОЦКИЙ (Лейден) Дж. МЭЛЛОРИ (Белфаст) А. Ю. МИЛИТАРЕВ (Москва) Л. ХАЙМАН (Беркли) Редакционная коллегия: В. А. ДЫБО (главный редактор) Г. С. СТАРОСТИН (заместитель главного редактора) Т. А. МИХАЙЛОВА (ответственный секретарь) А. В. ДЫБО С. В. КУЛЛАНДА М. А. МОЛИНА М. Н. САЕНКО И. С. ЯКУБОВИЧ Журнал основан К. В. БАБАЕВЫМ © Российский государственный гуманитарный университет, 2018 Вопросы языкового родства: Международный научный журнал / Рос. гос. гуманитар. ун-т; Рос. акад. наук. Ин-т языкознания; под ред. В. А. Дыбо. ― М., 2018. ― № 3 (16). ― x + 78 с. Journal of Language Relationship: International Scientific Periodical / Russian State Uni- versity for the Humanities; Russian Academy of Sciences.
    [Show full text]
  • An Introduction, Phonological, Morphological, Syntactic to The
    AN INTRODUCTION, PHONOLOGICAL, MORPHOLOGICAL, SYNTACTIC, TO THE GOTHIC OF ULFILAS. BY T. LE MARCHANT DOUSE. LONDON: TAYLOR AND FRANCIS, RED LION COURT, FLEET STREET. 1886, PRINTED BY TAYLOR AND FRANCIS, BED LION COURT, FLEET STREET. PREFACE. THIS book was originally designed to accompany an edition of Ulfilas for which I was collecting materials some eight or nine years ago, but which various con- siderations led me to lay aside. As, however, it had long seemed to me equally strange and deplorable that not a single work adapted to aid a student in acquiring a knowledge of Gothic was to be found in the English book-market, I pro- ceeded to give most of the time at my disposal to the " building up of this Introduction," on a somewhat larger scale than was at first intended, in the hope of being able to promote the study of a dialect which, apart from its native force and beauty, has special claims on the attention of more than one important class of students. By the student of linguistic science, indeed, these claims are at once admitted ; for the Gothic is one of the pillars on which rests the comparative grammar of the older both Indo-European languages in general, and also, pre-eminently, of the Teutonic cluster of dialects in particular. a But good knowledge of Gothic is scarcely less valuable to the student of the English language, at rate, of the Ancient or any English Anglo-Saxon ; upon the phonology of which, and indeed the whole grammar, the Gothic sheds a flood of light that is not to be got from any other source.
    [Show full text]
  • Text Segmentation by Language Using Minimum Description Length
    Text Segmentation by Language Using Minimum Description Length Hiroshi Yamaguchi Kumiko Tanaka-Ishii Graduate School of Faculty and Graduate School of Information Information Science and Technology, Science and Electrical Engineering, University of Tokyo Kyushu University [email protected] [email protected] Abstract addressed in this paper is rare. The most similar The problem addressed in this paper is to seg- previous work that we know of comes from two ment a given multilingual document into seg- sources and can be summarized as follows. First, ments for each language and then identify the (Teahan, 2000) attempted to segment multilingual language of each segment. The problem was texts by using text segmentation methods used for motivated by an attempt to collect a large non-segmented languages. For this purpose, he used amount of linguistic data for non-major lan- a gold standard of multilingual texts annotated by guages from the web. The problem is formu- lated in terms of obtaining the minimum de- borders and languages. This segmentation approach scription length of a text, and the proposed so- is similar to that of word segmentation for non- lution finds the segments and their languages segmented texts, and he tested it on six different through dynamic programming. Empirical re- European languages. Although the problem set- sults demonstrating the potential of this ap- ting is similar to ours, the formulation and solution proach are presented for experiments using are different, particularly in that our method uses texts taken from the Universal Declaration of only a monolingual gold standard, not a multilin- Human Rights and Wikipedia, covering more than 200 languages.
    [Show full text]
  • Dialectal, Historical and Sociolinguistic Aspects of Galician Intonation1
    Dialectologia. Special issue, VI (2016), 147-169. ISSN: 2013-2247 Received 22 March 2016. Accepted 24 May 2016. DIALECTAL, HISTORICAL AND SOCIOLINGUISTIC ASPECTS OF GALICIAN INTONATION1 Elisa FERNÁNDEZ REI Instituto da Lingua Galega - Universidade de Santiago de Compostela [email protected] Abstract Geoprosodic data are useful for studying language cHange and developing HypotHeses about tHe diachrony of intonation. In the case of Galician, it is particularly interesting to study varieties of Galician and Portuguese wHicH sHare a common origin but are separated by a long-standing political border. Work to date Has concluded tHat some of tHese intonation patterns present a prosodic continuum, but has also identified a large part of the Galician linguistic area where a widespread pattern is found that is unrelated to Portuguese. An approacH to the study of dialectology and linguistic cHange will be proposed which supplements traditional geoprosodic studies with sociolinguistic concepts such as contact between languages and language varieties. THis article will address Questions concerning interaction between geoprosodic variation and contact among languages and language varieties for tHe purpose of detecting ongoing prosodic change and describing prosodic convergence processes that affect coexisting language varieties in Galicia. Keywords Galician intonation, dialectology, linguistic cHange, language contact 1 This study was conducted tHanks to funding from tHe researcH projects Cambio linGüístico en GalleGo (FFI2012-33845) and Contacto y cambio linGüístico en GalleGo (FFI2015-65208-P), financed by the SpanisH Ministerio de Economía y Competitividad, and from the Xunta de Galicia and the European Union (under tHe grant GRC2013/40). 147 E. FERNÁNDEZ REI ASPECTOS DIALECTALES, HISTÓRICOS Y SOCIOLINGÜÍSTICOS DE LA ENTONACIÓN GALLEGA Resumen Los datos geoprosódicos son muy valiosos para el estudio del cambio lingüístico y para la elaboración de Hipótesis sobre la diacronía de la entonación.
    [Show full text]
  • Quaderni Di Filologia Romanza
    q fr QUADERNI DI FILOLOGIA ROMANZA diretti da F rancesco B enozzo e A ndrea F assò v ol . 26 - 27 ( n .s. 5 - 6) 2018 - 2019 P À TRON EDITORE BOLOGNA INDICE Editoriale A NDREA F ASSÒ Cavalleria e guerra totale ............................................................................. pag. 7 F RANCO C ARDINI Ricordo di Jean Flori ............................................................................ ........ 9 Articoli F RANCESCO B ENOZZO La « Vita Sancti Faronis » , le origini delle chansons de geste e le ballate delle Isole Faroe . ... .... ........ ............................................................................ 13 M ARTA C AMELLINI L’ambasceria di Hasting nel « De moribus » di Dudone e la « Chanson de Roland » . ........... .................................................................... ..... 25 N AHID N OROZI Episodi paralleli nel « Tristano » e nel « Vis e Rāmin » di Gorgāni (XI sec.) . .. 3 5 E NRICO C ARNEVALE S CHIANCA Di alcuni poco noti arabismi n el lessico di cucina tardo - medievale ........ ..... 65 E PHRAIM N ISSAN About a Wrong Etymology of Latin mer ŭla ‘blackbird’, with a Plausible Alternative Etymological Hypothesis, and Other Topics in the Naming of Thrushes . .......... ... .... ........ ............................................................................ 8 5 B RUNO B ASILE Emilio Salgari al lavoro. I bucanieri del « Corsaro Nero » . ....................... ..... 115 D AN O CTAVIAN C EPRAGA Scrivere a voce alta: le lettere versificate dei soldati contadini romeni . .. ...... 131 S
    [Show full text]
  • On Passives of Passives Julie Anne Legate, Faruk Akkuş, Milena Šereikaitė, Don Ringe
    On passives of passives Julie Anne Legate, Faruk Akkuş, Milena Šereikaitė, Don Ringe Language, Volume 96, Number 4, December 2020, pp. 771-818 (Article) Published by Linguistic Society of America For additional information about this article https://muse.jhu.edu/article/775365 [ Access provided at 15 Dec 2020 15:14 GMT from University Of Pennsylvania Libraries ] ON PASSIVES OF PASSIVES Julie Anne Legate Faruk Akku s¸ University of Pennsylvania University of Pennsylvania Milena Šereikait e˙ Don Ringe University of Pennsylvania University of Pennsylvania Perlmutter and Postal (1977 and subsequent) argued that passives cannot passivize. Three prima facie counterexamples have come to light, found in Turkish, Lithuanian, and Sanskrit. We reex - amine these three cases and demonstrate that rather than counterexemplifying Perlmutter and Postal’s generalization, these confirm it. The Turkish construction is an impersonal of a passive, the Lithuanian is an evidential of a passive, and the Sanskrit is an unaccusative with an instru - mental case-marked theme. We provide a syntactic analysis of both the Turkish impersonal and the Lithuanian evidential. Finally, we develop an analysis of the passive that captures the general - ization that passives cannot passivize.* Keywords : passive, impersonal, voice, evidential, Turkish, Lithuanian, Sanskrit 1. Introduction . In the 1970s and 1980s, Perlmutter and Postal (Perlmutter & Postal 1977, 1984, Perlmutter 1982, Postal 1986) argued that passive verbs cannot un - dergo passivization. In the intervening decades, three languages have surfaced as prima facie counterexamples—Turkish (Turkic: Turkey), Lithuanian (Baltic: Lithuania), and Classical Sanskrit (Indo-Aryan) (see, inter alia, Ostler 1979, Timberlake 1982, Keenan & Timberlake 1985, Özkaragöz 1986, Baker et al.
    [Show full text]
  • Document Downloaded From: the Final Publication Is Available At
    Document downloaded from: http://hdl.handle.net/10459.1/67539 The final publication is available at: https://doi.org/10.1075/lplp.00045.tor © John Benjamins Publishing, 2019 The Legal Rights of Aragonese-Speaking Schoolchildren: The Current State of Aragonese Language Teaching in Aragon (Spain) Aragon is an autonomous community within Spain where, historically, three languages are spoken: Aragonese, Catalan, and Castilian Spanish. Both Aragonese and Catalan are minority and minoritised languages within the territory, while Castilian Spanish, the majority language, enjoys total legal protection and legitimation. The fact that we live in the era of the nation-state is crucial for understanding endangered languages in their specific socio-political context. This is why policies at macro-level and micro-level are essential for language maintenance and equality. In this article, we carry out an in-depth analysis of 57 documents: international and national legal documents, education reports, and education curricula. The aims of the paper are: 1) to analyse the current state of Aragonese language teaching in primary education in Aragon, and 2) to suggest solutions and desirable policies to address the passive bilingualism of Aragonese- speaking schoolchildren. We conclude that the linguistic diversity of a trilingual autonomous community is not reflected in the real life situation. There is also a need to Comentado [FG1]: Syntax unclear, meaning ambiguous implement language policies (bottom-up and top-down initiatives) to promote compulsory education in a minoritised language. We therefore propose a linguistic model that capitalises all languages. This study may contribute to research into Aragonese- Comentado [FG2]: Letters can be capitalized, but not languages.
    [Show full text]