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DOCUMENT RESUME ED 393 295 FL 023 572 AUTHOR Tonkin, Humphrey; Fettes, Mark TITLE Esperanto Studies: An Overview. Esperanto Document 43A. INSTITUTION Universal Esperanto Association, Rotterdam (Netherlands). REPORT NO ISSN-0165-2575 PUB DATE 96 NOTE 2Ip.; Original version presented by first authorat the Annual Congress of the Modern Language Association of America (Washington, DC., December 27-30, 1989). PUB TYPE Reports Descriptive (141) Information Analyses (070) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Educational History; *Esperanto; Foreign Countries; Language Attitudes; *Language Research;*Language Role; *Linguistic Theory; Literature Reviews;Second Language Instruction; Second Languages; Trend Analysis; Uncommonly Taught Languages ABSTRACT The history and development of research onEsperanto, a language created for universalcommunication, are reviewed. Discussion begins with the early context andintellectual tradition of efforts to create a universal language andprroceeds to the creation of an Esperanto community and the contextin which it operates currently. Expansion of the fieldis chronicled, focusing on two factors: growing academic respectabilityand interest in Esperanto as a means or a model for machinetranslation. Growth in the creation of basic Esperanto toolsis also examined. Distribution of interest throughout the world is noted.It is concluded that ignorance of the scope and possibilities of Esperantohas hindered progress of the Esperanto movement.Contains seven pages of references. (MSE) *********************************************************************** * * Reproductions supplied by EDRS are the best that canbe made * * from the original document. *********************************************************************** r. EVER*)TO Universala Esperanto-Mocio EsperantO Studies: An Oueruiew Humphreq Tonkin and Mark Fettes U.S DEPARTMENT OF EDUCATION (Nice 01 Fducabonal Research andImprovement UCATIONAL RESOURCES INFORMATION "PERMISSION TO REPRODUCE THIS CENTbR (ERIC) MATERIAL HAS BEEN GRANTED BY This document has been reproducedas received born the person ororganization originating It. 0 Minor changes have been madeto Improve reproduction quality Points of vmw or opinions statedin this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position Of policy INFORMATION CENTER (ERICI." BEST COPY AVAIIABLE Esperanto DOCUment 43A 1996 2 Esperanto Documentsdescribe the work, organization, culture and history of the movement for the adoption of the Interna- tional Language Esperanto as a second language for interna- tional use. They are published in Esperanto, English and French. The series replaces those documents of the Center for Research and Documentation on the Language Problem which dealt with Esperanto issues. Reproduction and translation of this document is permitted provided that the source is cited. Subscriptions (covering ten documents in the English series) are available for USD29.00 (postageincluded) for USA addresses from: Esperanto League for North America, P.O. Box 1129, El Cerrito CA 94530, USA, and NLG48.50 (postage included) for rest of the world from Universala Esperanto- Asocio (UEA), Nieuwe Binnenweg 176, NL-3015 BJ Rotter- dam, Netherlands. Single issues cost USD2.90 or NLG4.85 respectively, plus 10% postage (min. USD1.55, NLG5.00). 10% discount available for orders of minimum 3 copies of the same issue sent at the same time to the sameaddress. For bulk orders, please contact UEA at the address above. ISSN 0165-2575 3 BEST COPY AVAILABLE ESPERANTO STUDIES: AN OVERVIEW Humphrey Tonkin and Mark Fettes1 1. The context of Esperanto studies Arguably, the field of Esperanto studies isolder than Esperanto itself. The Italian semiologist Umberto Eco, in La ricercadella lingua perfetta (1993), has situated Esperanto in the context of a longWestern tradition of language creation, originating in the search forthe Adamic tongue (cf. Fraser 1977, Olender 1992). Eco and others (see hisbibliography) have in effect rede- fined and reintermted much of the historyof linguistics in this way. Such an account sheds new light onthe hundreds of projects for a worldwide, or universal, means of linguistic communication,which have been created over the yeass in an effort to overcomelanguage differences. The study of these projects, and theestablishment of principles for the creation of planned languages, is generallyknown as interlinguistics, a term invented by Jules Meysmans in 1911, andgiven its current meaning by Otto Jespersen (Kumecov 1989; Schubert1989c). Early scholars, like Couturat and Leau (1907a; 1907b), were content to compareprojects as linguistic artifacts, a tradition which retains someinfluence today. However, more recent authors have placed greaterstress on the intellectual andsocial context of planned languages aswell as their structures (Large 1985, Strasser 1988, Albani and Buonarotti1994). Particular significance has been attributed to the role ofextralinguistic factors in the formationof a 1 The original version of this paper was presentedby the first author at the Annual Congress of the ModernLanguage Association of America in Washington, D.C., 27-30 December, 1989. A slightly revised version appeared inIan M. Richmond, ed. Aspects of Internationalism: Language and Culture. Lanham,MD: University Press of America and Center for Research andDocumentation on World Lan- guage Problems, 1993, 9-20.The present version was fullyrevised and updated in early 1995. 1 4 speech community (D. Blanke 1985). The Esperanto scholar is thus increasingly requited to be familiar with a broad intellectual tradition which draws insights from pure and applied linguistics, psychology, sociology and many other fields. In the case of L.L. Zamenhof, the originator of Esperanto, such a broader approach is essential. Esperanto was a product of a particular moment in the intellectual history of northeastern Europe, a product also of a particular moment in the develop- ment of liberal Jewish thought in that region (Maimon 1978; Gold 1987). Zamenhof s approach to the idea of an international language was surely filtered in some measure through the Jewish experience. It was also the product of a particular moment in the history of technology, and of economic history, when a new class of teachers, bureaucrats and minor business people was emerging, with the resources and the time to travel, and, of course, the technological means at their disposal. It is equally important to recognize that by 1887, when Zamenhof brought out his first textbook, he had spent ten years or more in sustained creative experimentation (for an attempted reconstruction of this process, see Mattos 1987a). Yet this booklet offered not a complete language but the basis of a language what Zamenhof called the Fundamento. Subsequent years were to see its gradual evolution into a complete linguistic system. This Fundament° and Zamenhof s comments on it give as complete a picture of Zamenhof s views on language as we have (Zamenhof [1905] 1991a; Zamenhof [1927] 1990a). These views were in many respects revolutionary: they were not based solely on Zamenhof's observations of European languages, but anticipated the structuralism of Ferdinand de Saussure, whose brother Rent played an important part in the development of the theoretical principles of Esperanto and began, with his 1910 study, the exploration of word formation in Esperanto (Schubert 1989b). As interesting as what Zamenhof put into his language project was what he chose to leave out: he understood very clearly that a language must be allowed to grow and develop, not only because too much rigidity may limit the adaptability of the language to changing needs, but also because participation in the processes of language change gives the speaker an intellectual and emotional investment in the language. All language projects, if they move beyond the author's desk, must confront the problem of ownership: if they are owned by the author they cannot survive; if they are the common property of a collective, there is some hope of survival and growth (Lo Jacomo 1981). Most authors are loath to part with their 25 creations: they are constantly adding to their projects, orseeking to produce ever larger dictionaries. Zamenhof saw veryclearly that he must renounce ownership, must strive to create patterns oflanguage loyalty, of shared ownership, leading to the creat:on of a languagecommunity. 2. Endogeny and exogeny of a second-languagecollective We cannot separate the language itself fromthe speakers and users of the language: in a sense the two are one andthe same. Rightly understood, Zamenhof s was not a language project pure andsimple, but rather a blueprint for a new movement for internationalcommunication (or, to put it another way, for universal bilingualism).Hence the province of Esperanto studies must be expanded to include whatmight be described as the endogeny of the Esperanto language community:the characteristics of that community, its extent, its history, its products.Much basic data is brought together in Lapenna, Lins and Carlevaro(1974). Forster's sociological approach to the language and its adherents (1982)has been complemented by a number of shorter studies (Wood 1979;Jordan 1987; Piron 1989); a wider sociological review is in press (Ragié,1995). Other perspectives are available through the study of Esperanto's literarydevelopment, dating back to the earliest works in the language.A strong critical tradition has yet to emerge,
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