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Lessico Nuovo in Lingue Di Minoranza: Ladino Fassano E Aranese a Confronto

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Lessico Nuovo in Lingue Di Minoranza: Ladino Fassano E Aranese a Confronto Università degli Studi di Trento Dipartimento di Lettere e Filosofia Scuola di Dottorato in Studi Umanistici (Indirizzo Studi letterari e linguistici) XXVII ciclo, A.A. 2013/14 Lessico nuovo in lingue di minoranza: ladino fassano e aranese a confronto. Dottoranda: Michela Giovannini Tutor: professoressa Patrizia Cordin Cotutor: professor Aitor Carrera Sommario INTRODUZIONE ......................................................................................................................... 7 CAPITOLO 1. IL CONTRIBUTO DEL DIRITTO E DELLA LINGUISTICA ALLA DEFINIZIONE DI MINORANZA LINGUISTICA. DUE CASI A CONFRONTO: LADINO FASSANO (ITALIA, TRENTINO-ALTO ADIGE) E ARANESE (SPAGNA, CATALOGNA). ........................................................................................................................... 11 1. Introduzione .......................................................................................................................................................... 11 2. Minoranza linguistica: per una definizione giuridica. ....................................................................................... 13 2.1 Definizioni in ambito internazionale ed europeo. ........................................................................................ 15 2.2 Definizioni in ambito nazionale (Italia), regionale (Trentino-Alto Adige) e provinciale (Trentino). ...... 17 2.3 Definizioni in ambito nazionale (Spagna), regionale (Catalogna) e ‘comarcale’ (Valle d’Aran). ............ 21 3. Minoranza linguistica: per una definizione linguistica. ..................................................................................... 26 4. Riflessioni comparative. ........................................................................................................................................ 29 CAPITOLO 2. LA VITALITÀ DELLE LINGUE DI MINORANZA: STUDI, CONFRONTI, INDICI AGGIORNATI. .................................................................................. 33 2.1 Il punto di vista dell’UNESCO. .......................................................................................................................... 34 2.1.1 Grado di vitalità. .......................................................................................................................................... 36 2.2 Il punto di vista di Berruto. ................................................................................................................................ 39 2.2.1 Grado di vitalità. .......................................................................................................................................... 40 2.3 Il punto di vista di Ethnologue. .......................................................................................................................... 42 2.3.1 Grado di vitalità. .......................................................................................................................................... 43 2.4 Il punto di vista di Endangered Languages. ...................................................................................................... 43 2.4.1 Grado di vitalità. .......................................................................................................................................... 44 2.5 Riflessioni comparative. ...................................................................................................................................... 44 2.6 Ladino fassano e aranese: aspetti sociolinguistici della loro vitalità. .............................................................. 45 2.6.1 Il ladino fassano. .......................................................................................................................................... 45 2.6.2 L’aranese. ..................................................................................................................................................... 47 2.6.3 Ladino fassano e aranese: motivi di una scelta comparativa. .................................................................. 50 CAPITOLO 3. LA NEOLOGIA COME FATTORE DI VITALITÀ DELLE LINGUE MINORITARIE. ......................................................................................................................... 53 3.1 La neologia. .......................................................................................................................................................... 54 3.1.1 Il significato. ................................................................................................................................................. 54 3.1.2 I tipi. .............................................................................................................................................................. 56 3.2 La neologia nelle lingue minoritarie. ................................................................................................................. 57 3 Sommario 3.3 La neologia pianificata in ladino fassano. ......................................................................................................... 60 3.3.1 Strumenti e ricerca. ..................................................................................................................................... 60 3.3.2 Analisi dei neologismi informatici pianificati in ladino fassano. ............................................................. 61 3.3.3 Risultati......................................................................................................................................................... 71 3.4 La neologia pianificata in aranese. .................................................................................................................... 76 3.4.1 Strumenti e ricerca. ..................................................................................................................................... 76 3.4.2 Analisi dei neologismi informatici pianificati in aranese. ......................................................................... 78 3.4.3 Risultati......................................................................................................................................................... 92 3.5 Codificare nuovi termini: criteri e proposte per riflessioni comparative tra ladino fassano e aranese. ...... 95 3.5.1 Criteri e proposte: da Teulat (1976) a Taupiac (2004). ............................................................................ 96 3.5.2 Riflessioni comparative tra ladino fassano e aranese sulla neologia pianificata. ................................... 97 CAPITOLO 4. “L COMPUTER L’È FANTASTICH!”: LE INCHIESTE NELLE SCUOLE. ................................................................................................................................... 101 4.1 I questionari. ...................................................................................................................................................... 102 4.1.1 Il questionario sociolinguistico. ................................................................................................................ 102 4.1.2 Il questionario linguistico. ......................................................................................................................... 103 4.1.3 La correzione e la somministrazione dei questionari. ............................................................................. 105 4.1.4 Il database in versione multimediale. ....................................................................................................... 105 4.2 Considerazioni e dati sociolinguistici sul ladino fassano della generazione 2000-2004. .............................. 106 4.2.1 Il ladino nella scuola. Gli inizi, i decreti e la situazione odierna. ........................................................... 106 4.2.2 Le scuole primarie e secondarie di I grado coinvolte. ............................................................................. 108 4.2.3 Gli studenti coinvolti: per un profilo sociolinguistico del ladino fassano attuale. ................................ 109 4.3 Considerazioni e dati sociolinguistici sull’aranese della generazione 2000-2004. ........................................ 121 4.3.1 L’aranese nella scuola. Gli inizi, i decreti e la situazione odierna. ........................................................ 121 4.3.2 Le scuole primarias ed ESO coinvolte. ..................................................................................................... 122 4.3.3 Gli studenti coinvolti: per un profilo sociolinguistico dell’aranese attuale. .......................................... 123 4.4 Riflessioni comparative. .................................................................................................................................... 137 4.4.1 La generazione 2000-2004: dati di ladino fassano e aranese a confronto. ............................................ 137 4.4.2 Il questionario: aspetti da implementare e prospettive future. .............................................................. 138 CAPITOLO 5. I RISULTATI. ................................................................................................. 141 5.1 I sostantivi dell’informatica in ladino fassano (C2-LF). ................................................................................ 141 5.1.1 Chiavetta USB. ........................................................................................................................................... 141 5.1.2 Computer.
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