A Rights-Based Framework for Minority And
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												Language Endangerment: Problems and Solutions
Language Endangerment: Problems and Solutions Author(s): Julia Sallabank Source: eSharp , Special Issue: Communicating Change: Representing Self and Community in a Technological World (2010), pp. 50-87 URL: http://www.gla.ac.uk/esharp ISSN: 1742-4542 Copyright in this work remains with the author. _______________________________________________________ eSharp is an international online journal for postgraduate research in the arts, humanities, social sciences and education. Based at the University of Glasgow and run by graduate students, it aims to provide a critical but supportive entry to academic publishing for emerging academics, including postgraduates and recent postdoctoral students. [email protected] eSharp Special Issue: Communicating Change Language Endangerment: Problems and Solutions Dr. Julia Sallabank (Endangered Languages Academic Programme, School of Oriental and African Studies, London) How do we count languages? Overviews of the study of language endangerment usually start with a list of statistics about the number of languages in the world, the proportion considered endangered, etc. The usual source of statistics concerning the number of languages and their users is Ethnologue , subtitled ‘An encyclopaedic reference work cataloguing all of the world’s 6,909 known living languages’ (Lewis 2009). Many people are surprised to hear that there are so many languages in the world. However, this headline figure masks inherent problems in the counting of languages, as the Introduction to Ethnologue itself recognises. Many linguists use the criterion of mutual comprehensibility to distinguish languages: if users of two language varieties cannot understand each other, the varieties are considered to be different languages. If they can understand each other, the varieties are considered mutually comprehensible dialects of the same language. - 
												
												Vidunda (G38) As an Endangered Language?
Vidunda (G38) as an Endangered Language? Karsten Legère University of Gothenburg 1. The position of Swahili and other Tanzanian languages Tanzania is a multi-ethnic and, as a consequence, multi-lingual country. This fact is reflected in the existence of approximately 120 ethnonyms according to the 1967 population census (Tanzania 1971). The most recent edition of Ethnologue (Gordon 2005) lists 128 languages (of which one is extinct) and glossonyms accordingly. This number recently grew even bigger when the results of a country-wide survey under the auspices of LoT1 were released (LoT 2006). Thus, the survey added approximately 80 more glossonyms to the existing lists published by, for example, Polomé & Hill (1980) and Ethnologue. As known, many glossonyms refer to language varieties which are mutually intelligible with those spoken mainly by neighboring ethnic groups or nationalities. People who claim to speak a language of their own frequently understand that of their neighbors, although the latter’s variety is terminologically distinct from the former.2 Hence, the high number of glossonyms is linguistically not relevant for adequately describing the factual situation, which is often characterized by a dialect continuum. In other words, dialect clusters which are comprised of “languages” (as expressed by particular glossonyms) may definitely reduce the number of Tanzanian languages. However, to which number a necessary linguistic and terminological recategorization may ultimately lead is still an open question. The informal and formal spread of Swahili (henceforth called L2) as a language of wider distribution/lingua franca (the national and co-official3 language; see Legère 2006b for discussion) has increasingly limited the use of all other Tanzanian languages (henceforth referred to as L1s). - 
												
												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. - 
												
												On Endangered Languages and the Safeguarding of Diversity
(QGDQJHUHGODQJXDJHV2QHQGDQJHUHGODQJXDJHVDQGWKHVDIHJXDUGLQJ RIGLYHUVLW\ .HQ+DOH /DQJXDJH9ROXPH1XPEHU0DUFKSS $UWLFOH 3XEOLVKHGE\/LQJXLVWLF6RFLHW\RI$PHULFD '2,ODQ )RUDGGLWLRQDOLQIRUPDWLRQDERXWWKLVDUWLFOH KWWSVPXVHMKXHGXDUWLFOH Access provided by National University of Singapore (14 Aug 2016 08:04 GMT) ENDANGERED LANGUAGESt On endangered languages and the safeguarding of diversity* Ken Hale Massachusetts Institute of Technology Like most people who have done linguistic field work for thirty years or so, I have worked on languages which are now extinct, eight of them in my case, and I have studied, and continue to study, many languages which are seriously imperiled. My experience is far from unusual, and the testimony of field work- ers alone would amply illustrate the extent of language loss in the world of the present era. It is reasonable, I suppose, to ask what difference it makes. On the one hand, one might say, language loss has been a reality throughout history; and on the other, the loss of a language is of no great moment either for science or for human intellectual life. I think, personally, that these ideas are wrong and that language loss is a serious matter. Or, more accurately, it is part of a process which is itself very serious. From what I have been able to learn, based on the model of early-modern and contemporary hunting and gathering and mobile agricultural peoples, the process of language loss throughout most of human history, i.e. the period prior to the development of large states and empires, has been attended by a period of grammatical merger in situations of multilingualism, in geographically con- fined areas, and among quite small communities—as, for example, in parts of Arnhem Land and Cape York Peninsula, Australia, and in the bilingual Sumu and Miskitu communities of Central America. - 
												
												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. - 
												
												Inuktut Uqausiit (Inuit Languages) in Canada – History and Contemporary Developments by Nadine C
Inuktut Uqausiit (Inuit Languages) in Canada – History and Contemporary Developments by Nadine C. Fabbi, Canadian Studies Center, Henry M. Jackson School of International Studies, University of Washington, Seattle. The author would like to thank Heather Campbell, Language and Culture Coordinator, Inuit Tapiriit Kanatami; Toni White and Catharyn Andersen from the Torngâsok Cultural Centre, Nunatsiavut; and Jay Arnakak, Qikiqtani Inuit Association, Nunavut for their expert advice. Written for the Arctic Indigenous Languages Symposium, Sustainable Development Working Group, Arctic Council, coordinated by the Inuit Circumpolar Council (Canada), and hosted by the Saami Council, Norway, October 2008, www.arcticlanguages.com. Language not only communicates, it defines culture, nature, history, humanity and ancestry. Preserving endangered languages is a vital part of securing the culture and heritage of our rich human landscape. Language keeps traditions alive, it inspires knowledge and respect about our past and the planet on which we live, and it links communities across borders and beyond time. Quoted from the United Nations web site “The UN Works for Cultural Diversity: Endangered Languages” The scientific community has warned that such historical assimilation campaigns—combined with declining Indigenous populations, increased mobility, economic pressures, as well as exposure to television and other communications technologies—could lead to the loss of half of the world’s 6,000 to 7,000 languages by 2050. With such a decline, they warn, will come the demise of local knowledge, mentalities, creativity and heritage, as well as specialized information such as unique survival skills and traditional medicines. from Canada World View, Fall 2004 Language is a cultural mosaic of communication. - 
												
												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 ..................................................................................................................................................... - 
												
												Lingua Franca: an Analysis of Globalization and Language Evolution
Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Spring 4-25-2016 Lingua Franca: An Analysis of Globalization and Language Evolution Abigail Watson [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/honorsprojects Part of the Anthropological Linguistics and Sociolinguistics Commons, Comparative and Historical Linguistics Commons, Illustration Commons, Language Description and Documentation Commons, Modern Languages Commons, Other English Language and Literature Commons, Other History Commons, Other Languages, Societies, and Cultures Commons, and the Other Linguistics Commons Repository Citation Watson, Abigail, "Lingua Franca: An Analysis of Globalization and Language Evolution" (2016). Honors Projects. 275. https://scholarworks.bgsu.edu/honorsprojects/275 This work is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU. Watson 1 LINGUA FRANCA: An Analysis of Globalization and Language Evolution Abigail Watson Honors Project Submitted to the University Honors Program at Bowling Green State University in partial fulfillment of the requirements for graduation with University Honors April 25, 2016 Kim Young, Digital Arts Sheri Beth Wells-Jensen, English Watson 2 Language is an integral part of the human experience. The languages humans have developed have taken millennia to evolve and spread throughout every corner of the globe. Language has become more than a means of communication; it has become a cultural and identifying feature of many people. Thousands and thousands of years ago, the spread and distancing of languages gave birth to new dialects, which became new systems of speech entirely. - 
												
												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'.