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LO STANDARD TEDESCO in ALTO ADIGE. L'orientamento Alla Norma Il segno e le lettere Collana del Dipartimento di Studi Comparati dell’Università degli Studi G. d’Annunzio Saggi - 2 Simone Ciccolone Lo standard tedesco in Alto Adige L’orientamento alla norma dei tedescofoni sudtirolesi Cicolone-fronte-463-4.indd 1 19/11/10 14.18 ISBN 978-88-7916-463-4 Copyright 2010 Via Cervignano 4 – 20137 Milano Catalogo: www.lededizioni.com – E-mail: [email protected] I diritti di traduzione, di memorizzazione elettronica e pubblicazione con qualsiasi mezzo analogico o digitale (comprese le copie fotostatiche e l’inserimento in banche dati) sono riservati per tutti i paesi. _________________________________________________________________________ Le fotocopie per uso personale del lettore possono essere effettuate nei limiti del 15% di ciascun volume o fascicolo di periodico dietro pagamento alla SIAE del compenso previsto dall’art. 68, commi 4 e 5, della legge 22 aprile 1941 n. 633. Le riproduzioni effettuate per finalità di carattere professionale, economico o commerciale o comunque per uso diverso da quello personale possono essere effettuate a seguito di specifica autorizzazione rilasciata da: AIDRO, Corso di Porta Romana n. 108 – 20122 Milano E-mail segreteria@aidro. org – sito web www.aidro.org __________________________________________________________________________________________ Stampa 2010: Digital Print Service INDICE 1. STANDARD E ORIENTAMENTO ALLA NORMA 7 1.1. Modelli e aporie dello standard (p. 7) – 1.2. Lo studio degli at- teggiamenti linguistici (p. 25) – 1.3. L’orientamento alla norma (p. 39) 47 2. IL TEDESCO STANDARD IN ALTO ADIGE 2.1. Il quadro sociolinguistico sudtirolese (p. 47) – 2.2. Gli agenti dello standard del tedesco in Alto Adige (p. 53) – 2.3. Le varianti standard sudtirolesi (p. 59) 67 3. ORIENTAMENTO ALLA NORMA DEI TEDESCOFONI SUDTIROLESI 3.1. Piano dell’indagine (p. 67) – 3.2. Riflessioni metalinguistiche dei tedescofoni sudtirolesi (p. 79) – 3.3. Il repertorio percepito: ana- lisi dei dati del differenziale semantico (p. 95) – 3.4. Comportamen- to correttivo e orientamento alla norma (p. 104) 121 4. STANDARD E PIANIFICAZIONE LINGUISTICA 4.1. Il tedesco standard come Wunschsprache in Alto Adige (p. 121) – 4.2. Per una pianificazione linguistica del plurilinguismo (p. 127) 5. APPENDICI 133 1. Scheda di esempio del questionario (p. 133) – 2. Procedure stati- stiche effettuate sui dati del questionario (p. 134) – 3. Risultati singoli lemmi del questionario (p. 138) Bibliografia di riferimento 141 5 1. STANDARD E ORIENTAMENTO ALLA NORMA: MODELLI TEORICI 1.1. MODELLI E APORIE DELLO STANDARD Definire cos’è la varietà standard in linguistica e quali sono le sue proprietà essenziali con assoluto rigore scientifico non è problema da poco: benché l’idea di standard sia spesso data per scontata ed il suo ruolo nella discussione teorica preso come presupposto di partenza, tanto da esser considerato un «univer- sale sociolinguistico» 1, l’individuazione di parametri univoci e oggettivamente misurabili in ogni situazione non sembra trova- re soluzioni pienamente pacifiche o definitive. Il problema della definizione di uno standard, come at- testano alcune riflessioni presentate da Ammon 2 o, più recen- temente, da Berruto 3, riguarda non solo la difficoltà di una generalizzazione teorica pienamente applicabile a tutti i conte- sti, ma anche l’applicazione empirica di modelli o parti di mo- delli a nuovi contesti sociolinguistici; in altre parole, nonostante i vari approcci e modelli proposti, il concetto di standard non sembra tuttora essere giunto ad una chiarificazione conclusiva. ———————— 1 Berruto 2007b: 19. Lo standard compare anche negli universali del contatto linguistico proposti da Wölck (cfr. Wölck 2006). 2 Cfr. Ammon 1986, 1987b, 1995, 2003. 3 Cfr. Berruto 2007b. 7 Capitolo 1 I problemi maggiori – o per meglio dire, le sfide più inte- ressanti per i tentativi di modellizzazione teorica – sorgono dal- lo studio di diasistemi complessi che non si conformano al mo- dello “piramidale” classico: una lingua ben distinta, strutturata in una scala gerarchica di varietà che assume appunto la forma di una piramide, con i diversi basiletti alla “base” e l’acroletto, unico e incontestato, al vertice del diasistema; tra di essi, uno o più livelli intermedi (varietà regionali, socioletti, registri infor- mali). La metafora della piramide qui esemplificata si sposa bene con l’ideologia occidentale della lingua instrumentum re- gni: simbolo della nazione, elemento identitario e «collante fon- damentale della comunità» (Dell’Aquila-Iannàccaro 2004: 30). È necessario creare metafore alternative, o quantomeno modelli teorici più articolati e “flessibili”, per poter applicare una definizione di standard adeguata a situazioni sociolingui- stiche complesse, come quella di una lingua pluricentrica o di una situazione di contatto linguistico prolungato (e il tedesco in Sudtirolo rientra in entrambi i casi). Partiamo da alcuni concetti di base relativi al problema dello standard e della distinzione tra varietà di una lingua e lingue diverse, in particolare introducendo le riflessioni teoriche di Kloss, secondo una delle ultime riformulazioni. Kloss (1987) individua due criteri principali per l’identificazione di lingue diverse 4: la distanza linguistica e l’elaborazione; le lingue pos- sono differenziarsi per distanziazione (per cui si parla di Ab- standsprachen) o per elaborazione (nel qual caso si tratterà di Ausbausprachen). Come mostrano anche gli esempi di Kloss, non si tratta di dinamiche alternative e contrapposte ma, nella normalità dei casi, co-occorrenti (cfr. Kloss 1987: 302-303). Non sarà necessario soffermarsi sul problema della distan- za linguistica e della sua valutazione: basti riflettere sull’os- servazione di Ammon secondo cui la distanza non riesce ad ———————— 4 Si adotterà qui la terminologia esposta da Ammon: «Languages are sets of varieties and thus varieties are elements of languages; standard varieties and dialects (= dialectal varieties) on the other hand are various types of such elements (varieties). So a language can contain dialects and one or more stan- dard varieties (whereby a variety is never a dialect and a standard variety simultaneously) as well as other types of varieties» (Ammon 1987b: 317). 8 Standard e orientamento alla norma individuare in modo autonomo unità discrete, mostrando piut- tosto una direzionalità in un continuum dialettale. Ogni catego- rizzazione delle varietà sulla base di questo solo parametro, poi, deve essere necessariamente politetica per limitarne l’arbitra- rietà, ovvero non può basarsi su un singolo tratto (sia esso fono- logico, morfologico o lessicale), ma richiede la compresenza di più caratteristiche (cfr. Ammon 1987b: 318-323). Il concetto di elaborazione linguistica è maggiormente at- tinente al nocciolo del problema dello standard; il processo di Ausbau, infatti, può facilmente essere equiparato a quello di standardizzazione: «Unter den Hochsprachen kann es keine ‘Nur-AbS’ [= Abstandsprache] geben, da der Begriff ‘Hoch- sprache’ definitorisch den Zustand des Ausgebautseins impli- ziert» (Kloss 1987: 302). I criteri dell’Ausbau, per Kloss, sono pertanto fondamentalmente collegati all’uso scritto della varietà e alla sua diffusione tramite canali istituzionali quali, in partico- lare, l’istruzione scolastica. Secondo il modello di Kloss, l’elaborazione segue un per- corso di sviluppo in 9 tappe (Entwicklungsstufen) strutturate in una sorta di matrice 3x3 (Fig. 1.1.): il punto di partenza (1) è costituito dall’uso della varietà per prosa popolare su temi rela- tivi alla comunità locale; lo stadio finale (9) rappresenta, invece, l’uso della varietà per la redazione di testi scientifici (in partico- lare, per le scienze naturali): Für die Ausbreitung der Sachprosa auf neue Anwendungsgebie- te und die Schaffung adäquater Ausdrucksformen lassen sich drei horizontale und drei vertikale Bereiche unterscheiden: einerseits V = volkstümliche Prosa (etwa der Volksschulstufe entspre- chend) G = gehobene Prosa (etwa der Oberschulstufe entsprechend) F = Forscherprosa (etwa der Hochschulstufe entsprechend) andererseits E = eigenbezogene Themen, die die eigene Sprache, ihre Litera- tur, ihr Land und seine Geschichte und Kultur (einschl. Religi- on) betreffen K = kulturkundliche (geisteswissenschaftliche) Themen N = Themen der Naturwissenschaft und der Technologie (ibidem: 304). 9 Capitolo 1 Considerando quanto osservato da Joseph (1987), secondo cui «the status contributed by a body of literature is crucial to a sense of national-cultural pride, without which the internatio- nally oriented avant-gardistes will not even attempt to write Sachprosa in their native tongue» (Joseph 1987: 79), possiamo notare come il modello delle Entwicklungsstufen di Kloss as- suma un punto di vista esteriore e “a posteriori”, assegnando un certo grado di sviluppo ad una varietà in via di standardiz- zazione una volta che un determinato ambito d’uso è stato pie- namente raggiunto dalla varietà; al contrario, Joseph sembra focalizzare sui processi in atto in una comunità linguistica che incentivano e permettono di realizzare l’elaborazione. F 5 7 9 G 2 4 8 V 1 3 6 E K N Figura 1.1. Matrice dei livelli di sviluppo (Kloss 1987: 304). Secondo il grafico sopra riprodotto, il percorso attraverso i vari livelli di sviluppo non procede in modo lineare, ma sembra descrivere una serie di espansioni funzionali, partendo da un nucleo più interno (“proprio”) ed estendendosi in modo equili- brato sui due assi fino a raggiungere il grado massimo di svilup- 10 Standard
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