The Importance of Language Rights in The
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LANGUAGE and TRANSLATION an Introduction to Language and Translation for Global Online Communications, Localized Websites and International Social Media
LANGUAGE AND TRANSLATION An introduction to language and translation for global online communications, localized websites and international social media www.ibt.onl An IBT Online ebook publication© Inside your Ebook IBT Online : Go Global with Website Localization WHO SHOULD BE READING THIS EBOOK? 3 LANGUAGE IN THE WORLD 4 LANGUAGE IN EUROPE AND NORTH AMERICA 5 TRANSLATION INDUSTRY 6 TRANSLATION SUPPLIERS 7 TRANSLATION SERVICES 8 TRANSLATION TECHNOLOGY 10 TRANSLATION ONLINE (WEB PAGES, PRESENCE, HOSTING) 13 TRANSLATION ONLINE (SEARCH ENGINE OPTIMIZATION, 15 SOCIAL MEDIA) TRANSLATION TOP TEN TRENDS 19 NEXT STEPS AND ABOUT IBT ONLINE 21 Produced by IBT Online publications team. More resources available at: www.ibt.onl/resources www.ibt.onl Language and Translation 2 Who should be reading this? This ebook provides an introduction to language and translation for global online communications used for localized websites and international social media You should be reading this ebook, if you want an introduction to: Languages used for online communications, social media, localized websites and search engine optimization The translation service industry Translation suppliers and services Translation technologies Translation online This ebook is designed for business owners, marketing directors, international business development managers who are looking to grow their exports and business globally and would like guidance on how to manage language and translation in their target markets. This ebook is both informative and practical. It will -
UK Here They Come
Tuesday, December 6, 2005 Volume 132, Issue 14 Varsity players juggle rigorous academic and athletic schedules The University of Delaware's Independent Student Newspaper Since 1882 Sports Page 29 UK here they come ... Two students win prestigious award BY MARIAH-RUSSELL "I could go back to Kansas and my job in Staff Reporter retail clothing, or go to Egypt and study Arabic," In their spare time, they run · the Dead Sea he said. Marathon in Jordan and practice Brazilian Jiu- He chose the latter. Jitsu. On campus, they can be found giving tours Isherwood said he enjoyed his time in Egypt and researching in laboratories. so much that he spent 13 months of the past four But next year, they will both begin graduate years abroad, voyaging to Egypt, South Africa studies in England. And the British government and Morocco. In his travels, he researched will be picking up the tab - worth approximate African refugee camps, learned Arabic, worked ly $100,000. at a legal aid organization and taught English to Seniors Tom Isherwood and Jim Parris were refugees. named Marshall Scholars, making the university The following summer Isherwood went to one of only six schools to have more than one Morocco, where he lived with a host family and recipient Others include Georgetown, Stanford improved his Arabic. Then, last January, he and Yale Univeristies. began a seven-month stay in Egypt The Marshall Scholarship was founded by That spring, he worked as a research assis the British Parliament as part of the European tant for Dr. Barbara Harrell-Bond, a founder of Recovery Program in 1953. -
Putting the Democracy Into Edemocracy
Putting the Democracy into eDemocracy: An investigation into the arguments for the democratic potential of the Internet ALLISON VERITY ORR 2120304 1 CONTENTS Contents ................................................................................................................................................ 2 CHAPTER 1 – INTRODUCTION............................................................................................................... 5 Overview ......................................................................................................................................... 10 The Internet ..................................................................................................................................... 13 A Brief History of the Internet ......................................................................................................... 15 Language and the Internet .............................................................................................................. 18 CHAPTER 2 - METHODOLOGY .............................................................................................................. 26 Essentially Contested Concepts ....................................................................................................... 29 Constellations of Concepts .............................................................................................................. 30 Political Disagreement and Rhetorical Arguments ......................................................................... -
The Business of Cities 2013
The Business of Cities 2013 What do 150 city indexes and benchmarking studies tell us about the urban world in 2013? Authors: Tim Moonen, Greg Clark Editor: Rosemary Feenan November 2013 City Index es 2013 Contents 1. City Indexes, Benchmarks and Rankings in 2013 3 2. Global leaders: Consolidation of the ‘Big Six’ 18 3. Continental Systems of Cities and Dynamics in 2013 22 4. Emerging World Cities: A New Paradigm? 31 5. The Race for Investment in Cities 34 6. The Future of Cities: From Smartness to Resilience and Flexibility 37 7. Self-Government and the Fiscal Capacity of Cities. 39 8. Indexes: 10 Cities to Watch 41 9. Full Review 44 1 Comprehensive Studies 44 2 Finance, Investment and Business Environment Indexes 57 3 Macroeconomic Performance Indexes 91 4 Quality of Life Indexes 104 5 Knowledge Economy, Human Capital and Technology Indexes 136 6 Infrastructure and Real Estate Indexes 157 7 Environment and Sustainability Indexes 177 8 Image, Brand and Destination Power Indexes 194 9 Culture and Diversity Indexes 207 10 Cost of Living and Affordability Indexes 215 COPYRIGHT © JONES LANG LASALLE IP, INC. 1 © Greg Clark & The Business of Cities 2013. All Rights Reserved City Index es 2013 Foreword The urban world is in full swing. The number of people living in cities is increasing by more than the population of the UK, Colombia or South Africa each year, and the present and future performance of cities has never been more important. Cities are now the major sites where challenges around the new economy, sustainability and resilience, equality, infrastructure, leisure and culture are all played out. -
Globalisation and Linguistic Rights Towards a Universal Framework of Linguistic Sustainability1
II Isidor Marí Globalisation and linguistic rights Towards a universal framework of linguistic sustainability1 Like many others, Mexican society and Catalan society, both of them engaged in the task of conserving their linguistic diversity in today’s changing world, are united in their concerns about the evolution and future prospects of linguistic diversity in the world. Their agreement on this was already evident throughout the process of preparing the Universal Declaration of Linguistic Rights, which was proclaimed in Barcelona in 19962. Of great importance, too, was the Mexican participation in the World Congress on Language Policies3 organised by Linguapax4 in Barcelona in April 2002, and in the recent Dialogue on Language Diversity, Sustainability and Peace5, which took place as the 10th Linguapax Congress under the auspices of the Universal Forum of Cultures, held in Barcelona in May 2004. 2 It is possible to consult the text (also available in ■ 1 Inaugural lecture at the xiv Seminario de la Enseñanza English) of the Declaration, the process of its preparation de Lenguas Extranjeras, ‘La diversidad lingüística en el and its subsequent international diffusion at the website contexto de la globalización’ (14th Seminar on Foreign http://www.linguistic-declaration.org (accessed in 2004). Language Teaching, “Linguistic Diversity in the Context 3 See http://www.linguapax.org/congres/indexcast.html of Globalisation”), an academic function held in parallel (accessed in 2004). to the xviii Feria Internacional del Libro de Guadalajara 4 See http://www.linguapax.org/ (accessed in 2004). (28th Guadalajara International Book Fair-Jalisco, Mexico) 5 See http://www.linguapax.org/congres04/indexcast.html on 1-2 December 2004. -
Language Rights As Human Rights the History of Language Rights Is Probably Almost As Long As the History of Humans As Language-Using Animals, I.E
283. Skutnabb-Kangas, Tove (2012). Linguistic Human Rights. In Solan, Larry and Tiersma, Peter (eds). Oxford Handbook on Language and Law. Oxford: Oxford University Press, 235-247. http://www.languageandlaw.org/Oxford%20Handbook.html. Paperback version 2016. This is the updated version for a paperback version, updated Jan. 2015 1. Introduction: language rights as human rights The history of language rights is probably almost as long as the history of humans as language-using animals, i.e. tens of thousands of years. As soon as people using different “languages” were in contact with each other, they had to negotiate how to communicate verbally. Many “negotiations” may initially have been physically violent, without much verbal language, oral or signed (just as they are now; bombing in Iraq or Afghanistan; Western soldiers not being able to communicate in Arabic, Kurdish, Pashtu; people being shot when not understanding English- language commands). The linguistic outcome of negotiations where people wanted to exchange goods and services, rather than, or in addition to conquest, were probably also determined by the amount of physical force and visible material resources that each group could muster. In most encounters it was probably only the stronger party that had any “language rights”: they needed to do much less accommodation than the weaker party, if any. The groups with “language rights” may have seen this practice (their “right” to use their own language(s) or the language(s) of their choice) as something self-evident, just as most speakers of dominant languages do now. Genuine peaceful contact presupposes a mutual will to try to understand the other party’s signed or spoken signals and symbols, to accommodate, and to learn at least some of them (often using a pidgin, an auxiliary simplified language), or to learn a common lingua franca, foreign to both. -
Ruth RUBIO-MARIN, Professor
CURRICULUM VITAE Ruth RUBIO-MARIN, Professor Current Affiliation Spain, Universidad de Sevilla Full Professor of Constitutional Law (2019-) European University Institute (part time) (2018-) School of Transnational Governance (director of gender and governance cluster) Spain, Universidad Internacional de Andalucía Director of Unesco Chair in Human Rights and Interculturalism (2018-) Former affiliations European University Institute, Florence, Italy Professor in Constitutional and Public Comparative Law (2008-2016) US, New York Global Law School Faculty, New York University (2002- next visit Fall 2020) Courses and Seminars Taught Academic Institutions: University of Sevilla, Spain; Universidad Mayor de San Simon, Bolivia; Queen’s University, Canada; Princeton University; Columbia University; New York University; Vermont Law School; University of Alabama Law School, Cardozo Law School, USA; European University Institute, Florence, Italy. Courses and Seminars Taught: University of Seville, Spain; Universidad Mayor de San Simon, Bolivia; Princeton University; Columbia University; New York University; Vermont Law School; University of Alabama Law School, USA; European University Institute, Florence, Italy. * Spanish Constitutional Law * Comparative Constitutional Law * Human Rights Law * Transitional Justice * Gender and Human Rights * Global Justice * Immigration and Constitutionalism: a Comparative Perspective * Multiculturalism and Constitutional Justice: Ethnocultural Conflicts in Constitutional 1 Democracies * Citizenship and the Challenge -
Habits of Household Lingualism
The Electronic Journal for English as a Second Language Home About TESL-EJ All Issues Books How to Submit Editorial Board Access Sitemap Habits of Household Lingualism June 2004 — Volume 8, Number 1 Habits of Household Lingualism Philip M. Adamek Department of Comparative Literature State University of New York at Buffalo [email protected] This essay contrasts two approaches to household bilingual education with respect to the notion of identity. The notion of lingualism is presented. Lingualism emphasizes the continuum between monolinguals and bilinguals through a non- quantifying understanding of language (including speech, writing, gestures, and language potential). Kouritzin’s (2000) account of raising bilingual children defines identity in terms of one’s first or native language. Mastery of grammatical and cultural standards is assured by the native experience of language, which itself presents a barrier to authentic L2 acquisition. Identity-bound languages are mutually conflictual and minority languages need barriers to survive. Harding’s and Riley’s (1986) study of bilingual families subordinates the notion of identity to that of linguistic identification. It views languages in a relationship of cross-fertilization. From this comparison, and in dialogue with works by Baker, Grosjean, Skutnabb-Kangas and Phillipson, the essay argues for a multilingual approach to multilingualism that does not reproduce monolingual ideology. Introduction 1. One can use a single language multilingually. 2. One can use several languages monolingually. In what follows, I wish to make the above assertions comprehensible. My aim is to define an approach to multilingual education, and to multilingualism generally, that avoids “monolingual assumptions.” To achieve this aim, I propose to analyze the guiding assumptions of two distinct publications within the expanding field of research on household bilingual education. -
Building Integrated Communities Through Language Rights
The Human Rights Policy LAB University of North Carolina School of Law BUILDING INTEGRATED COMMUNITIES THROUGH LANGUAGE RIGHTS AUTHORS Ashleigh Davis Ikee Gardner Patricia Heyen Jacob Oakes Caroline Outten Leslie Puzo Sarah Sawyer Shun Ming Yau Deborah M. Weissman- Faculty Adviser September 2015 http://www.law.unc.edu/documents/academics/humanrights/buildingcommunities.pdf The Human Rights Policy LAB University of North Carolina School of Law BUILDING INTEGRATED COMMUNITIES THROUGH LANGUAGE RIGHTS AUTHORS Ashleigh Davis Ikee Gardner Patricia Heyen Jacob Oakes Caroline Outten Leslie Puzo Sarah Sawyer Shun Ming Yau Deborah M. Weissman- Faculty Adviser September 2015 http://www.law.unc.edu/documents/academics/humanrights/buildingcommunities.pdf ACKNOWLEDGEMENTS We would like to thank Dr. Hannah Gill, the University of North Carolina’s Institute for the Study of the Americas, and the UNC Latino Migration Project for their collaboration on this project. We are especially grateful to Wanda Allen-Abraha, Director, City of Winston-Salem Human Relations Department, and Alvena Heggins, Director, City of High Point Human Relations Department for their assistance in preparing this report, and for their sustained efforts on behalf of Limited English Proficient residents in their communities. Deborah M. Weissman Reef C. Ivey II Distinguished Professor of Law UNC School of Law EXECUTIVE SUMMARY ......................................................................................................................................... 1 INTRODUCTION ..................................................................................................................................................... -
A Linguistic Landscape of Language Commodification Christa Burdick University of Massachusetts - Amherst, [email protected]
University of Massachusetts Amherst ScholarWorks@UMass Amherst Cultural Heritage in European Societies and Spaces CHESS Student Research Reports (CHESS) 2012 Mobility and Language in Place: A Linguistic Landscape of Language Commodification Christa Burdick University of Massachusetts - Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/chess_student_research Part of the Linguistic Anthropology Commons Burdick, Christa, "Mobility and Language in Place: A Linguistic Landscape of Language Commodification" (2012). CHESS Student Research Reports. 7. Retrieved from https://scholarworks.umass.edu/chess_student_research/7 This Article is brought to you for free and open access by the Cultural Heritage in European Societies and Spaces (CHESS) at ScholarWorks@UMass Amherst. It has been accepted for inclusion in CHESS Student Research Reports by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Burdick 1 Mobility and Language in Place: A Linguistic Landscape of Language Commodification Working Paper: Please do not cite without written permission from the author “’To produce space,’ these are surprising words: the production of space, in concept and in reality, has only recently appeared, mainly, in the explosion of the historical city, the general urbanization of society, the problems of spatial organization, and so forth. Today, the analysis of production shows that we have passed from the production of things in space to the production of space itself.” Lefebvre (2009: 186) Language and place have long been said to have primordial ties. While such an atavistic association is no longer as widely held, an urban landscape can still be said to be both palimpsest of past and present influences, trends and constraints, and at the same time a site of transformation, agency and power. -
199. Skutnabb-Kangas, Tove (2001). Linguistic Human Rights in Education for Language Maintenance
199. Skutnabb-Kangas, Tove (2001). Linguistic human rights in education for language maintenance. In Maffi, Luisa (ed.). On Biocultural Diversity. Linking Language, Knowledge and the Environment. Washington, D.C.: The Smithsonian Institute Press, 397-411. Linguistic human rights in education for language maintenance Tove Skutnabb-Kangas In Maffi, Luisa (ed.). Language, Knowledge and the Environment: The Interdependence of Biological and Cultural Diversity. They sound like ... the clucking of hens or the clucking of turkeys. When they speak they fart with their tongues in their mouths. They seem to resound always with the very nature, the poetic character of the lands where they were used. The cadences of the wild, of water and earth, rock and grass, roll onomatopoetically along the tongue. Khoikhoi words ... crack and softly rustle, and click. The sand and dry heat and empty distance of the semi-arid lands where the Khoikhoi originated are embedded in them. But so is softness, greenness. They run together like the very passage of their olden days. 1. Introductioni The three descriptions above of the Khoekhoe languages of South Africa and Namibia (Khoekhoe are click languages), all by outsidersii, reflect a possible change in attitudes, which might, in the best case, have some positive consequences for the maintenance of Khoekhoe languages, already thought to be dead in South Africa. The Khoekhoe have been called Hottentots by outsiders, and 'to this day the Shorter Oxford English Dictionary notes that the word Hottentot is used to describe "a person of inferior intellect and culture" ' (Koch & Maslamoney 1997, 28). It is easier to rob the lands and kill the languages of peoples if they are constructed as 'inferior'. -
Annex II - Compilation of Texts on Linguistic Rights Applicable to Valencian Speakers
The Charter and the Valencian language: the point of view of the discriminated Valencian speakers Annex II - Compilation of texts on linguistic rights applicable to Valencian speakers II.a) Declarations and conventions at the international level II.a.1 Universal Declaration of Human Rights The Universal Declaration of Human Rights70, of 1948, states in its preamble and in its article 2: … their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women […] without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status… And in article 26, the right of every person to education, which: … Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. 3. Parents have a prior right to choose the kind of education that shall be given to their children… II.a.2 International Covenant on Civil and Political Rights The International Covenant on Civil and Political Rights71, of 1966 and in effect since 1976, in its article 27 established: In those States in which ethnic, religious or linguistic minorities exist, persons belonging to such minorities shall not be denied the right, in community with the other members of their group, to enjoy their own culture, to profess and practise their own religion, or to use their own language.