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LINGUISTIC DIVERSITY, LINGUISTIC DIV MINORITY LANGUAGES MINORITY LAN AND SUSTAINABLE AND SUSTAINABLE DEVELOPMENT DEVELOPMENT DEVEL DIVERSIDAD LINGÜÍSTICA, DIVERSIDAD LENGUAS MINORIZADAS LENGUAS MIN Y DESARROLLO Y DESARROLLO Y DES SOSTENIBLE SOSTENIBLE SOSTENIBL DIVERSITÉ LINGUISTIQUE, DIVERSITÉ LANGUES MINORITAIRES LANGUES MI ET DÉVELOPPEMENT ET DÉVELOPPEM DURABLE DURABLE DURABLE DURAB ITZIAR IDIAZABAL & MANEL PÉREZ-CAUREL (EDS.) Organización de las Naciones Unidas Munduko Hizkuntza Ondarearen para la Educación, UNESCO Katedra la Ciencia y la Cultura Cátedra UNESCO Hezkuntza, de Patrimonio Lingüístico Mundial Zientzia eta Kulturarako UNESCO Chair Nazio Batuen Erakundea on World Language Heritage LINGUISTIC DIVERSITY, MINORITY LANGUAGES AND SUSTAINABLE DEVELOPMENT DIVERSIDAD LINGÜÍSTICA, LENGUAS MINORIZADAS Y DESARROLLO SOSTENIBLE DIVERSITÉ LINGUISTIQUE, LANGUES MENACÉES ET DÉVELOPPEMENT DURABLE Edted by Editado por Itziar Idiazabal Manel Pérez- Caurel Con la colaboración de Nora Etxaniz With the colaboration of Nora Etxaniz UNESCO Chair on Wordl Language Heritage of the University of the Basque Country (UPV/EHU Cátedra UNESCO de Patrimonio Lingüístico Mundial de la Universidad del País Vasco (UPV/EHU) CIP. Biblioteca Universitaria Linguistic diversity, minority languages and sustainable development = Diversidad lingüística, lenguas minorizadas y desarrollo sostenible = Diversité linguistique, langues menacées et développement durable / Itziar Idiazabal & Manel Pérez-Caurel (eds.) ; [con la colaboración de = with the colaboration of, Nora Etxaniz]. – Datos. – Bilbao : Universidad del País Vasco / Euskal Herriko Unibertsitatea, Argitalpen Zerbitzua = Servicio Editorial, [2019]. – 1 recurso en línea : PDF (262 p.) Textos en inglés, español y francés Modo de acceso: World Wide Web ISBN: 978-84-1319-070-9. 1. Minorías lingüísticas. 2. Multilingüismo. 3. Lenguaje y lenguas - Renovación. 4. Desarrollo sostenible. I. Idiazabal, Itziar, editor. II. Pérez-Caurel, Manel, editor. III. Etxaniz, Nora, colaborador. (0.034)81’282 Esta edición se ha realizado gracias a la financiación del Gobierno Vasco /Eusko Jaurlaritza, Departamento de Cultura y Política Lingüística y de la Fundación AZKUE The edition of this volume has been made possible through financial Support of the Basque Government, Culture and Linguistic Policy Department and the Foundation AZKUE Portada y maquetación: Karina Senatore © Servicio Editorial de la Universidad del País Vasco Euskal Herriko Unibertsitateko Argitalpen Zerbitzua ISBN: 978-84-1319-070-9 SUMMARY ÍNDICE INTRODUCTION INTRODUCCIÓN Itziar Idiazabal.............................................................................. 6 LANGUAGE DIVERSITY AND SUSTAINABLE DEVELOPMENT DIVERSIDAD LINGÜÍSTICA Y DESARROLLO SOSTENIBLE Linguistic diversity, sustainability and multilingualism: global language justice inside the doughnut hole Suzanne Romain............................................................................ 40 The UNESCO World Atlas of Languages and its response to sustainable development Christopher Moseley and Kristen Tcherneshoff.................................... 62 Plurality and diversity of languages in Africa: asset for sustainable development H. Ekkehard Wolf........................................................................... 72 Languages and communication observed from spiritual traditions. Some underestimated elements of linguistic diversity and cultural sustainability Alicia Fuentes-Calle..................................................................... 100 The importance of learners’ own languages in achieving Sustainable Development Goal Four (Ethiopia and Cambodia) Carol Benson............................................................................... 118 ÍNDICE Las lenguas alóctonas como factor de conocimiento y cohesion M. Carme Junyent.......................................................................... 136 STUDIES ON LINGUISTIC PARTICULAR SITUATIONS ESTUDIOS DE SITUACIONES LINGÜÍSTICAS DETERMINADAS Revitalisation of minority African languages, community response and sustainable development Etienne Sadembouo & Gabriel D. Djomeni......................................... 142 Las artes y los medios en los procesos de revitalización lingüística y cultural José Antonio Flores Farfán............................................................... 162 Crianza bilingüe de niños indígenas urbanos: cuando los hablantes asumen su agencia de revitalizadores lingüísticos Inge Sichra................................................................................... 181 Can amazigh be saved? The implications of the revitalization of an indigenous language. Yamina EL Kirat El Allame & Yassine Boussagui.................................. 204 Langues minorées et langues importantes : à la fois riches et pauvres les unes par rapport aux autres (Madagascar) Irene Rabenoro.............................................................................. 217 El modelo vasco de revitalización lingüística y desarrollo sostenible Patxi Baztarrika............................................................................. 238 INTRODUCTION Itziar Idiazabal Adopted by the United Nations in 2015, the 2030 Agenda has become a universal action plan in pursuit of sustainable development. However, there is no mention of languages in this Agenda and the way in which it deals with culture is very limited. These are both key components of sustainable deve- lopment. Languages are not even given a mention in the fourth goal, which champions a quality education. This is in spite of the fact that we know that the very languages we use in our education systems, the way we handle mi- noritised first languages or multilingualism, are one of the factors that have the greatest bearing on its quality. Teaching and experience have shown us time and time again that languages are a driving force behind development, a key factor in achieving peace and social cohesion, and ultimately a human rights issue. As Marinotti (2017) mentions, languages, and particularly mi- noritised ones, are a decisive factor in giving the most vulnerable groups in society (migrants, indigenous and stateless communities) access to sustaina- ble development. We know that the areas of the world hit hardest by poverty and the effects of climate change are very culturally and linguistically diverse regions. In these parts of the world we often witness an application of “development” models that are based on exploitation by multinationals. This in turn has an effect on the levels of violence produced by such models, especially violence against women. Furthermore, knowledge which has been built up over cen- turies by local/indigenous communities and passed on through their langua- ges, which allows them to relate to each other and with their surrounding environment, is being lost forever. If, as the 2030 Agenda asserts, poverty is indeed the most serious problem that we face today, we cannot eradicate it ITZIAR IDIAZABAL 7 effectively if we do not take local languages and cultures into consideration. It is crucial to recognise the importance people attach to their language in order to curb poverty and hunger (see UNESCO Bangkok, 2012). We want to take up the task of defending linguistic diversity in a po- sitive way this year, 2019, which has been declared the year of indigenous languages by the UN. It is crucial to take notice of the loss and disappearance of so many languages, one after another, and at never-before-seen rates. We know that the general trend has not changed. However, our conviction and experience tell us that it is possible to reverse the decline when a linguistic community takes charge of the revitalisation of their language. Likewise, we are ever more conscious that this revitalisation, which involves all kinds of social, cultural, identity and economic factors, drives up living standards and also makes an original contribution (each language offers and constructs a special view of the world) to making the world a more interesting and attrac- tive place. Different experiences of normalising minoritised languages, where they have at least achieved one of the set objectives, bring about an improvement not only in the use, prestige and presence of the language but also in the service relevant to that intervention. For example, the mere establishment of bilingual signage in any area or village improves the information service provided. Where before there was no information, there is now not only some available, but it is even bilingual. Furthermore, the minoritised languages themselves are legitimised, they are given visibility and value, especially in the eyes of the community in question, but also in those of visitors. The UNESCO Chair on World Language Heritage at the University of the Basque Country (UPV/EHU), hereafter referred to as “the Chair”, has carried out different linguistic cooperation activities which have shown that the effort made, particularly by the local community itself, always has a positive effect. For example, the revitalisation process of the Nasa Yuwe language1, which is being led by the Nasa community from the Cauca region in Colombia, shows how various aspects are being improved, including the vitality, the image and the prestige of the native language and the pride people take in being indigenous and bilingual. People are also taking up the responsibility of par- ticipating directly in their own immersive schooling model, using the native language during public events, etc. (Idiazabal, 2018). All of
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