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THE MIME VADEMECUM the Research Leading to These Results Has Received Funding from the European Community’S Seventh Framework Programme Under Grant Agreement No MOBILITY AND INCLUSION IN MULTILINGUAL EUROPE THE MIME VADEMECUM The research leading to these results has received funding from the European Community’s Seventh Framework Programme under grant agreement No. 613344 (MIME Project). © 2018 ISBN 978-2-8399-2402-3 MIME Project Mobility and Inclusion in Multilingual Europe www.mime-project.org Cover picture: Ferdinand Hodler, 1917, “Die Dents-du-Midi von Caux aus”, Wikimedia Commons. Copy editing: Kevin Cook. Typesetting, cover, and book design: Filippo Gander, SCIPROM Sàrl, St-Sulpice, Switzerland. Printed in June 2018 by Artgraphic Cavin SA, Grandson, Switzerland. This book is typeset in Calibre, by Klim Type Foundry and PMN Caecilia, by Linotype. THE MIME VADEMECUM Mobility and Inclusion in Multilingual Europe François Grin General Editor Manuel Célio Conceição Peter A. Kraus László Marácz Žaneta Ozoliņa Nike K. Pokorn Anthony Pym Editors MIME Project —A quantitative portrait à approximately 1,500 pages of scientific and activity reports à more than 260 presentations at scientific conferences and public events à over 40 dedicated conferences and thematic workshops à over 60 scientific publications specifically devoted to project results à participation by some 220 stakeholder organisations from civil society and administration in project activities à 22 partner institutions in 16 countries à some 70 scholars, from PhD students to full professors à 11 participating disciplines à 4 years of research and a pool of experts at your disposal, who can be contacted for specialist analytical and evaluation work at www.mime-project.org/expertise Acknowledgements Throughout the MIME project (2014–2018) the participating research teams have been fortunate to be able to count on a highly experienced Advisory Board, including Joe LoBianco, Amin Maalouf, Tove Malloy, Tom Moring and Tom Ricento. We wish to express our gratitude for their support. Special thanks go to Professor Tom Moring, Chairman of the Advisory Board, whose expertise in both multilingualism and communication has proved invaluable in the production of this Vademecum, and to Professor Wolfgang Mackiewicz, Special Project Advisor, who has generously shared with us his deep experience of European institutions and his long- term view of what multilingual Europe is about. Their comments and advice have greatly contributed to the shaping of this volume. Thematic areas MIME disciplines Language policy Economics analysis Educational Sciences Minorities, majorities, and language rights Finance Linguistic diversity, Law mobility, and integration Political Philosophy Language education, teaching, and learning Political Science Translation, language Psychology technologies, and alternative strategies Sociolinguistics Special topics Sociology Translation Studies Urban Geography The MIME consortium Université de Genève Università di Milano-Bicocca Geneva, Switzerland Milan, Italy Universiteit van Amsterdam Universität Leipzig Amsterdam, Netherlands Leipzig, Germany Univerza v Ljubljani Université de Reims Champagne-Ardenne Ljubljana, Slovenia Reims, France Universität Augsburg Humboldt-Universität zu Berlin Augsburg, Germany Berlin, Germany Universidade do Algarve Katholieke Universiteit Leuven Faro, Portugal Leuven, Belgium Universitat Rovira i Virgili University of Limerick – Ollscoil Luimnigh Barcelona, Spain Limerick, Ireland Latvijas Universitāte The University of Edinburgh Riga, Latvia Edinburgh, Scotland Sveučilište Josipa Jurja Uppsala universitet Strossmayera u Osijeku Uppsala, Sweden Osijek, Croatia Universitatea din Oradea Sciences Po Paris Oradea, Romania Paris, France Observatoire de la Finance MTA Társadalomtudományi Kutatóközpont Geneva, Switzerland Budapest, Hungary SCIPROM Sàrl Vrije Universiteit Brussel St-Sulpice, Switzerland Brussels, Belgium The MIME Vademecum: an Introduction 14 Key Results 26 Language policy analysis 1. Why can’t language questions just be left to themselves? 30 2. Is a common language necessary to have a viable democracy? 32 3. Can the “free market” manage language diversity? 34 4. Why is a good typology helpful for language policy selection and design? 36 5. How should we identify and measure linguistic disadvantage? 38 6. What is a “complex approach” to language policy selection and design? 40 7. Why should demolinguistic projections inform language policy choices? 42 8. How does foreign language teaching influence the costs of migration? 44 9. Which socio-economic inequalities amongst speakers of different 46 languages should be addressed by public policies? 10. In what languages should healthcare be provided? 48 11. Do costs matter in language policy? 50 12. Why are computer-based simulations useful in the selection 52 and design of complex language policies? 13. What are the general legal implications of MIME research? 54 Minorities, majorities, and language rights 14. Should the government slow down the decline of minority communities? 58 15. Should minority languages be taught to majority language speakers? 60 16. Are “unique” and “non-unique” minorities in similar situations 62 when confronting domestic linguistic domination? 17. How important is demolinguistic concentration for the survival 64 of minority languages in a world of increasing mobility? 18. Which principles help pre-empt the conflict potential 66 of ethnic and linguistic differences? 19. Why may it not be enough to learn only one of the official 68 languages in multilingual settings? 20. How can the principles of territoriality and personality be combined? 70 21. How does the hegemony of an “external” language affect domestic politics? 72 22. How should neighbouring states cooperate in the management of diversity? 74 23. Why is the visible recognition (e.g. road signs, etc.) of a minority language important? 76 24. Does subsidiarity make for more comprehensive language policies? 78 25. How can we enable mobile retirees to fulfil their obligations and exercise their rights? 80 Linguistic diversity, mobility, and integration 26. Can states impose language requirements on entry or naturalisation of migrants? 84 27. Do mobile EU citizens see themselves as “Europeans”? 86 28. Which principles should we use to tailor language policies? 88 29. Must states provide mother-tongue education to migrants? 90 30. Is English sufficient to reach out to newcomers before they learn the local language(s)? 92 31. Must states provide services to migrants in their own languages? 94 32. Can language policies improve employment outcomes for female immigrants? 96 33. How can language policy improve migrants’ “motility”? 98 34. How should national language policies be adapted to the context of specific cities? 100 35. Why should we combine different communication strategies? 102 36. How should municipalities collect and share data about 104 the linguistic profiles of their resident communities? 37. Does mobility lead to an increasing use of English at the expense of local languages? 106 38. Can EU policy improve social inclusion in local urban contexts? 108 39. How do language integration policies for foreigners 110 reflect majority preferences and attitudes? 40. Should municipalities regulate language use in public space? 112 Language education, teaching, and learning 41. How can inclusive school systems best manage linguistic diversity? 116 42. How can non-formal and informal learning networks 118 be harnessed in support of multilingualism? 43. How can mobility and inclusion be fostered through 120 multilingualism in higher education (HE)? 44. How can we help exchange students learn the languages of their host countries? 122 45. How can education systems respond to the dynamics of linguistically complex regions? 124 46. What teacher abilities are most needed in order to address 126 language differences in inclusive schools? 47. How can informally acquired language skills best be assessed? 128 48. Why is it advisable to combine “international orientation” with 130 “regional location” in the language strategy of universities? 49. How can the validation of language skills support mobility and inclusion? 132 50. How can the authorities support the maintenance of adults’ foreign language skills? 134 51. How can migrants’ existing language skills be used 136 to help them learn the host country language? 52. Who can benefit from training in receptive language skills? 138 53. What is the role for English in multilingual and multicultural learning spaces? 140 Translation, language technologies, and alternative strategies 54. Will machine translation replace human translators? 144 55. What is intercomprehension and what is it good for? 146 56. Do translation and interpreting services reduce incentives to learn host languages? 148 57. Should a planned language such as Esperanto be 150 promoted as an international lingua franca? 58. Should machine translation be used when providing public services? 152 59. Should English as a lingua franca come in many varieties? 154 60. What linguistic approaches are appropriate to meet 156 the language needs of mobile retirees? 61. How can intercomprehension be used in professional contexts? 158 62. What are the best ways of working with machine translation? 160 63. Who should work as interpreters or translators? 162 64. How and when should translation and interpreting services 164 be provided for newly arrived migrants? Special topics 65. How should the concept of inclusion be applied to mobile retirees? 168 66. Are multilingual individuals more creative? 170 67. How does the protection of multilingualism operate in EU
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