Linguistic diversity

The current political climate provides fertile ground for toxic narratives that turn immigrants into convenient scapegoats. But such communities also present an enormous opportunity, and more can be done to capitalise fully on their potential. By highlighting both promising practices and shortcomings in Member State efforts to foster participation by migrants and their descendants, this report aims to encourage determined and effective action towards building a Europe that is truly inclusive, rights-based and fair.
This report examines Member States’ integration policies and action plans for promoting their participation in society, focusing on non-discrimination, education, employment, language learning and political engagement.

Information that is shared between organizations contain confidential information about an individual. The idea of Privacy Preservation is to protect the sensitive information from various attacks that breach the privacy of an individual. Examining this personal information could disclose data that can be used for malicious purposes by the attackers. Anonymization is a privacy preservation approach suitable for mixed data that contains both numerical and categorical attributes. In this paper a novel method called Micro-aggregation Generalization (MAGE) is used for anonymization of microdata that can retain more semantics of the original data. Here the Micro-aggregation is applied over the numerical data and Generalization is applied over the categorical data. Although the MAGE approach preserves privacy it fails to address the homogeneity and background knowledge attacks. Presently the l-diversity approach is applied to deal with homogeneity attack. In l-diversity, the anonymized records are reordered to satisfy a new privacy principle that removes homogeneity of sensitive information. The result shows that the MAGE approach suffers from homogeneity attack and applying l-diversity over MAGE prevents homogeneity attack and as well provides better privacy and data utility.

A survey of the multiple participants involved in linguistic planning of the Berber language, both in North Africa and in the diaspora: speakers, cultural associations, notable individuals, States, universities, institutions (HCA in Algeria, IRCAM in Morocco), schools, parties and movements, opposants, migrants abroad and second generations, foreign institutions (e.g. Inalco, France), foreign States, Berber associations in the world (e.g. CMA), standard-setting organizations (e.g. Unicode).

Introducció: Llengües, paraules, cultures Sovint s' afirma que les llengües reflecteixen la cultura de la comunitat que les parla. L'estudi del vocabulari de qualsevolllengua ens pot ajudar a precisar aquesta idea, a defmir amb més precisió que entenem per llengua i per cultura.

Il berbero e una lingua che difficilmente si puo definire “minore”, tanto in termini assoluti (15-20 milioni di parlanti) quanto in termini relativi (probabilmente in Marocco i berberofoni sono superiori al numero degli arabofoni). E’ tuttavia indubbio che nei paesi in cui viene parlata la lingua berbera si trova in un evidente stato di inferiorita, che risale a due tipi di cause: 1Una pesante censura di tipo ideologico da parte delle autorita statali (solo da poco si cominciano ad osservare parziali aperture e timidi “riconoscimenti”) 2Il ruolo oggettivamente “secondario” che essa ha come lingua scritta fin dai tempi di Massinissa, il che in qualche caso non appare imputabile a imposizione esterna ma sembra discendere da scelte volontarie dei locutori (quest’ultimo tipo di atteggiamento, pero, appare in netto regresso, soprattutto negli ultimi decenni). La enorme dispersione geografica (si pensi che il berbero e la lingua di un intero subcontinente, l’Africa mediterranea e saharian...

The Latino population is the fastest growing group in the United States; thus, it is imperative that social workers and other mental health practitioners be knowledgeable about the current literature on how to effectively serve this population. This article elucidates key issues and knowledge, such as immigration and migration concerns; discusses how to assess for levels of acculturation; examines cultural values; and highlights salient work issues and health disparities that Latinos experience. Recommendations on how agencies and universities can recruit and promote bilingual practitioners are introduced. Finally, culturally responsive strategies for professional use of self and fostering the therapeutic alliance are discussed.

The optimal language for literature and educational materials is not the same for all Zay areas. The data gathered during the current study points to Zay as optimal for the islands on Lake Ziway and Oromo as optimal for the lakeshores. However, the Zay people living on the islands would probably be well served by Amharic literature and educational materials until most of them immigrate to the shore or the Oromo educational system causes a shift in preference to Oromo. Zay’s case is one of an endangered language that could prove to be a development success story, but only if the level of motivation for a language development project is high enough to initiate and sustain the effort.

English: A socio-ecological system offers a framework in which to situate research on language learning in a community.
This article discusses the ecological turn of linguistics and psychology of the 1970s and argues for these as a basis for
environmentally appropriate research on Russian/English biliteracy in the 21st century. This ecological foundation is
enhanced through applied linguistics methods including ethnography, positive discourse analysis, and systemic function
linguistics. This framework is robust enough to explore bilingual and biliterate development in learners in various contexts.
The paper concludes with possible questions for investigation of bilingual and academic development.
Russian:
Социально-экологическая система предлагает основу для проведения исследований процессов овладения языками в обществе. Данная статья рассматривает экологические стили в лингвистике и психологии 70-х годов XX века и предлагает их применение в качестве основы для соответствующего исследования двуязычного об-разования (на русском и английском языках) в XXI веке. Данная экологическая система далее обогащена по-средством прикладных лингвистических методов, таких как этнография, анализ развития речи и функциональ-ная лингвистика. Эта система вполне основательна для того, чтобы провести изучение развития билингвизма и грамотности речи среди различных групп населения. В заключение данной работы выявлены вопросы, возни-кающие при проведении исследований академического развития и билингвизма. Овладение языками в обществе, прикладная лингвистика, системная функциональная лингвистика, этно-графия, экологические системы, социально-экологическая система, развитие билингвизма.

The purpose of the research: Language revitalization means that an extinct language is taken in active use. Language revitalization can also save an endangered language from extinction. The Sámi form an indigenous people whose language is endangered. A marginal group of people with Sámi ancestry has revitalized the Sámi language. The materials and methods: This study focused on these adult Sámi-speaking people (N=10) who had revitalized the language. They were interviewed of their language revitalization process, especially how they became language revitalizers. This was a narrative study. The results: The results show that language revitalization is a process that demands strong motivation and courage at the individual level. The process includes difficult experiences and the support from the community is not any obviousness. The study contributes information about a less studied and topical viewpoint to the revitalization of indigenous languages.

Le dialecte de Saint-Priest-la-Feuille, petit village limousin du Nord de la Creuse, est encore aujourd'hui un idiome vivant. Une partie importante de la population, surtout parmi les gens âgés de plus de quarante ans, maîtrise le vocabulaire et les conjugaisons de base tout au moins.
Tout le monde n'est pas d'accord sur le nom qu'il faut donner à ce parler. "Marchois", le nom employé ici, dérive de l'ancienne province de la Marche, qui englobait grosso-modo la Creuse actuelle. Ce nom est employé assez couramment par les gens qui s'intéressent à l'occitan.
Cependant, il présente un grave inconvénient: les frontières de la Marche historique ne correspondent pas au marchois tel qu'on l'envisage ici. Le Sud de la Creuse emploie des parlers appartenant aux dialectes occitans limousin (à l'ouest) ou auvergnat (à l'est). Il vaudrait donc mieux parler de "bas-marchois" à propos du dialecte étudié ici, celui de Saint-Priest.

In multilingual environments, respecting diverse linguistic identities is a requirement for recognizing the equal dignity of citizens. In the official discourse of the European Union, the approach to linguistic diversity has typically oscillated between two normative poles. On the one hand, linguistic diversity is seen as a central element of Europe's cultural inheritance, as an asset that is a pillar for achieving the intercultural understanding on which a trans-European civil society has to rely. On the other hand, multilingualism is seen as a challenge for creating an integrated market-cum-polity. The way to confront this challenge consists in turning it into a potential economic asset: multilingualism thereby becomes primarily a competitive advantage in a global context characterized by cognitive mobility in knowledge-based societies. In its attempt at delineating a strategy between these two poles, European language policy entails multiple contradictions. Ultimately, it may be associated with an embrace of multilingualism in which the value of linguistic diversity is reduced to economic criteria. Due to the lack of proper political foundations for coping with linguistic diversity at the European level, we are facing an impasse in which the recognition of equal dignity is put at risk by a normatively inconsistent marketing of diversity.

This study examined the elements of [critical] multicultural awareness ([C]MA) and [critical] multilingual  awareness  ([C]MLA)  identified  in  the  pedagogical  responsiveness  of  five  literacy teacher educators (LTEs), the factors that influenced such awareness, and the ways in which these forms of awareness shaped educators’ pedagogical responsiveness in literacy. Findings based on data  from  LTEs’  Scholarly  Personal  Narratives  (SPNs)  and  comprehensive  bi-weekly  reports showed  that  educators  reflected  certain  elements  of  [C]MA  and  [C]MLA  as  they  worked  with teachers  to  support  writing  instruction  for  culturally  and  linguistically  diverse  students  (CLDs). Factors  influencing  awareness  were  assumptions  based  on  otherness  and  teaching  experience, positioning, observations related to literacy expertise, and discipline. Awareness, in turn, influenced educators’  pedagogical  responsiveness  as  they  developed  the  ability  to  capitalize  on linguistic and cultural difference. Implications  for  teacher  educators’  awareness  and responsiveness are highlighted.

La notion de norme et de référence à la norme est absolument fondamentale pour qui s’intéresse aux langues humaines. Langues, dialectes, parlers et accents suivent tous des règles rigoureuses, que l’observation permet de déterminer. Il n’y a pas de langue sans grammaire : la langue est une norme.
Cependant, les langues du monde ne jouissent pas toutes de statuts égaux. Dans certains États, le ou les idiomes parlés par la majorité de la population sont normés (pourvus d’une norme de référence) et normalisés, c’est à dire soutenus par un appareil administratif et éducatif conséquent.
À l’inverse, de nombreuses communautés linguistiques, minoritaires ou trop pauvres, sont obligées d’utiliser d’autres langues que leur langue maternelle pour avoir accès à l’enseignement ou aux services publics. La normalisation des langues vernaculaires de ces groupes laissés pour compte est souhaitable pour deux raisons : 1. la préservation de la diversité culturelle de la planète ; 2. l’établissement de systèmes éducatifs et d’information plus performants, parce qu’utilisant la langue maternelle des communautés considérées.
Fixer la norme d’une langue peu décrite est loin d’être une sinécure, comme le montre l’exemple capverdien. Et en fin de compte, cette nouvelle norme n’aura d’utilité que si les pouvoirs publics favorisent sa normalisation, à savoir sa diffusion systématique auprès des populations concernées. L’aventure de la normalisation des langues vaut cependant la peine d’être vécue, en particulier dans nombre de pays du Tiers-Monde. En normant et en normalisant, le linguiste a un rôle essentiel à jouer dans les processus de développement économique.

This book brings together fifty of today’s finest thinkers. They were asked to let their imaginations run free to advance new ideas on a wide range of social and political issues. They did so as friends, on the occasion of Philippe Van Parijs’s sixtieth birthday. Rather than restricting themselves to comments on his numerous writings, the authors engage with the topics on which he has focused his attention over the years, especially with the various dimensions of justice, its scope, and its demands. They discuss issues ranging from the fair distribution of marriage opportunities to the limits of argumentation in a democracy, the deep roots of inequality, the challenges to basic income and the requirements of linguistic justice. They provide ample food for thought for both academic and general readers.

This pilot study investigates the current state of Latino/a students in higher education and first-year writing (FYW) programs in the United States. This project explores if and how FYW programs address the literacy skills of second generation Latino/as who speak either Spanish or variations of Spanish and English, or who speak only English. I hypothesized in the beginning of this project that the contributing factors to Latino/as' poor academic performance may stem from some educators, policy makers, and political leaders overlooking students' cultural differences.

Parece indudable que existe una creciente preocupación (o, como se dice ahora, una mayor sensibilidad) acerca de la suerte de la diversidad cultural en el interior de las sociedades contemporáneas y también, lo que es más novedoso, a escala global. Esa inquietud por la diversidad cultural en todo el mundo forma parte de los temores que alienta el conjunto de cambios y tendencias que damos en llamar "proceso de globalización", cuyo impacto cultural está presente en las protestas y quejas de los movimientos antiglobalización. Recordemos la notoriedad adquirida por José Bové, uno de sus líderes más conspicuos, como una especie de moderno Astérix tras su ataque contra la cadena McDonald's y las simpatías que despertó en la opinión pública francesa. Y, más allá de los círculos de activistas contrarios a la globalización, encontramos otros ejemplos sin apartar la vista del país vecino: como las campañas en favor de la "excepción cultural" y la defensa de la francofonía, que inspiran acciones políticas diversas como la regulación de cuotas de exhibición en las pantallas cinematográfi cas o la penalización del uso del inglés en contratos comerciales o en la restauración (la famosa ley Toubon), todo ello amparándose bajo la bandera de la diversidad cultural.

Bilingualism and multilingualism are the speaker’s ability to speak two or more languages. This capability is achieved by the individual speakers, where besides the mother tongue (L1) learners different languages on a parallel basis or gradually, indifferent times and places, creating different language competence, which memorializes in his cognitive and uses the self-actualization in the process of instruction in the language required in compliance with contextual communication situation.
Linguistic diversity reflected in multicultural social community enables all individuals to develop bilingualism and multilingualism skills ranging from family environment with mixed marriages and social environment with formal education systems, formal and informal education for the achievement of personal and collective in ward-processing versatile in every aspect of life.
Achievements of the Individual in ward-processing to multilingual speakers reflected on the enrichment cognitive with different competitive languages, in developing affective achieving empathic on respecting the principle of multicultural democratic society toward psychomotor skills development of oral and written expression in every language, communication towards the provision and acceptance of different messaging and social terms with the facilitation of providing vital existential unemployment challenge in the XXI century.
This project aims to clarify scientific theoretical concepts about bilingualism and multilingualism and with empirical research to illuminate the current state of bilingualism and multilingualism which is used by the speakers to provide vital existentiality in everyday life in the city of Gostivar, Republic of Macedonia. In this research shall use combined questionnaires prepared in advance according to Likert scale and with alternative questions for three groups of bilingual speakers. The survey will held with employed citizens of three ethnic groups in Gostivar with Albanians, Macedonians and Turks.

Out of 3372 mother tongues in India only 22 have official status. There are 613 Tribal communities and they speak around 304 mother tongues. As the UNESCO records go, India has 196 endangered languages, most of them having tribal origin. During this presentation, we propose to concentrate on the decay and loss of tribal languages in India. This will be examined with reference to the existing models of multilingual education policies: three-language-formula (L1, L2 and English) and Mother-Tongue-Based Multilingual Education (MTBME). The official language policy of Indian Government – the three language formula-- is no less than a muddle because in any Indian society more than three languages coexist. Paradoxically, through the influence of so-called mother-tongue-medium teaching, a tribal child receives instructions only in the national or the dominant regional language instead of his/her mother tongue. MTBME, introduced in Orissa and Andhra Pradesh of India lately has shown considerable decrease in school dropouts among tribal children. It has also made schooling more comprehensible and relevant for them. Thus, it is my considered opinion that MTBME can provide a solution for India’s fractured language policy and can lead to the revitalization/maintenance of the tribal languages of India.

This paper provides an overview of the research done on language complexity, focusing on aspects of complexity that bear relevance to the topic of linguistic diversity. Different approaches to and possible definitions of complexity are first discussed. The diversity and variation that languages show in structural complexity is then addressed, and the equicomplexity hypothesis predicting that all languages are equally complex is critically evaluated with respect to attempts to measure global complexity empirically. The effects of diverse sociolinguistic factors on complexity is an active field of enquiry and a review of this discussion is provided. The relationship between culture and complexity is touched upon and, finally, complexity is discussed from the point of view of areal and genealogical diversity.

Paper in French concerning some traditional meta-linguistic terms (names of letters and other linguistic and literary lexicon found in ancient written texts as well as in modern oral poetry).

The paper was also published in: Noura Tigziri (ed.), "Actes du Colloque International sur l'Enseignement des Langues Maternelles - Tizi-Ouzou Les 23, 24 et 25 mai 2003", Tizi-Ouzou, Université Mouloud Mammmeri, 2006, p. 99-111.

In both cases the printed version was badly messed up by the typographer. This on-line version mirrors the first edition (Paris 2005), and adheres to its page numbering as far as the distribution of content is concerned, but restores the right spellings and the parts which have been damaged.

O presente trabalho analisa o papel de uma abordagem plural de sensibilização à diversidade linguística na promoção da consciência fonológica de crianças em idade pré-escolar. Para o efeito, acompanha o percurso de desenvolvimento da consciência fonológica de um grupo de vinte e uma crianças, com idades compreendidas entre os 3 e os 6 anos, que participaram num projeto de sensibilização à diversidade linguística, intitulado «Uma viagem pelo mundo das línguas e dos sons».
Abraçando um paradigma misto de investigação, o estudo recorreu a procedimentos quantitativos e qualitativos de recolha e análise de dados: com o objetivo de avaliar o desenvolvimento fonológico das crianças, recolheram-se e analisaram-se estatisticamente dados provenientes de testes de consciência fonológica, que foram aplicados a um grupo experimental e a um grupo de controlo, antes e após a realização do projeto de intervenção; de forma a compreender como se processou o desenvolvimento da consciência fonológica das crianças, foram feitos registos áudio e vídeo das sete sessões do projeto que foram, posteriormente, transcritos e submetidos a uma análise de conteúdo.
Os resultados da análise revelam que, ao contrário das crianças do grupo de controlo, as crianças que participaram no projeto de intervenção desenvolveram a sua consciência fonológica de forma significativa, sobretudo no que se refere às capacidades de manipulação e segmentação fonémicas. Esse desenvolvimento foi mais visível em crianças mais velhas (5-6 anos) do que em crianças mais novas (3-4 anos) e parece ter sido promovido pelas atividades de sensibilização à diversidade linguística em que as crianças participaram. Em particular, as atividades de análise e de comparação inter e intralinguística despertaram a curiosidade das crianças em relação ao objeto-língua e estimularam uma vontade para brincar com os sons e com as letras, o que possibilitou o desenvolvimento de uma consciência mais explícita das unidades do oral e a descoberta do princípio alfabético.
Estes resultados atestam a importância da integração curricular de abordagens plurais na educação da infância, no âmbito de uma educação global e integrada, capaz de atender às diversidades das crianças, promover atitudes positivas face à alteridade e assegurar o desenvolvimento de competências metalinguísticas, indispensáveis para uma aprendizagem ao longo da vida e para uma participação ativa em sociedades multilingues e multiculturais.

This article presents translation as a user-localized activity. Using Sun’s (2012) distinction between user and practitioner localization, the researchers present a preliminary illustration of how translation is enacted by multilingual participants aiming to translate words from their heritage languages into English.

Method: As part of this pilot study, ten, ten-minute interviews were conducted, video-recorded, and coded to better understand how multilingual users adapt information from their heritage languages into English.

Results: Results suggest that users employ several strategies when translating in context: acting, comparing/contrasting, deconstructing, gesturing, intonation, negotiating, sketching, and storytelling. These strategies involve the use of both words and other semiotic resources (for example, gestures, intonation) to convey meaning across languages.

Conclusion: Technical communication researchers and practitioners could develop more effective translation and localization frameworks by learning from the user- localized translation practices of multilinguals. Analyzing the translation practices of multilinguals who are not professional translators or interpreters could provide a framework for technical communicators to better recognize the complexities of writing in English for international audiences.

Key words: translation, localization, user-experience

The Torres and Banks Islands, two small archipelagos of northern Vanuatu, are home to 9400 inhabitants and to 17 distinct languages. With an average of 550 speakers per language, this region constitutes an extreme case of the linguistic fragmentation which is typically observed throughout Melanesia. This study presents the linguistic diversity of that area, examines its social underpinnings and outlines its historical dynamics.

These islands form an integrated network where a variety of social forces interact, sometimes in conflicting ways. A long lasting bias toward cultural differentiation of local communities has led historically to the linguistic mosaic observable today. This traditional fostering of diversity was correlated with a principle of egalitarian multilingualism. But while these ancient social attitudes have survived to this day, the linguistic diversity of northern Vanuatu has already begun to erode, due to various recent social changes. These changes have reshaped the language ecology of the region and already resulted in the partial loss of earlier linguistic diversity. While northern Vanuatu is still linguistically diverse today, the increased imbalance of power among languages potentially makes the weaker varieties vulnerable in the decades to come.
=> François, Alexandre. 2012. The dynamics of linguistic diversity: Egalitarian multilingualism and power imbalance among northern Vanuatu languages. International Journal of the Sociology of Language. 214, 85–110. [ http://bit.ly/AF-multilingualism ]

The recent debates on linguistic diversity inevitably raise questions about the value of languages. This paper deals with two descriptions of the value of languages that have played an outstanding role in such debates: on the one hand, language as communication means, and on the other, language as cultural heritage. The main purpose is explanatory, providing an account of how language is understood and assessed in each of these descriptions. Moreover, it is also important to note the rhetorical uses of these value descriptions in the discourses on linguistic diversity, especially considering the intrinsic value given to the language as a cultural heritage.

"Abstract:

This is an investigation about linguistic diversity, examining its decline in different societal conditions over the last century, and interrogating claims in language policy and planning to be ‘protecting linguistic diversity’, using the UK as its main example.

Chapter 1 comprises a review of variationist sociolinguistics, showing how it has never fully defined linguistic diversity. Adjustments are suggested, and a working definition of linguistic diversity offered.

Chapter 2 presents data from two major nationwide dialect surveys, in 1889 and 1962, showing how local dialects were weakening in this period. The main focus is declining diversity, but information is presented about possible conditioning factors, primarily increases in literacy.

In the absence of such nationwide reports after 1962, Chapter 3 collates individual dialect studies from two regions of England, the northeast and southeast, describing dialect convergence across these large geographical areas. These changes are contrasted to those reported in Chapter 2. Again the main theme is declining diversity, but information is reviewed to help explain these contrasts, primarily increases in geographical mobility in the latter half of the 20th century, concentrated around these regions.

Chapter 4 examines dialect weakening that some researchers have attributed, at least in part, to the media. This also represents a change in societal conditions undergirding declining diversity. Some theoretical work is done to distinguish such changes from those observed in Chapter 3.

Chapter 5 reviews the rhetoric of minority language policy and planning, and its frequent and explicit claims to be ‘protecting linguistic diversity’. The insights developed in Chapters 1-4 are applied to two modern UK language revivals, Cornish and Welsh, to see how diversity overall is faring here.

The conclusion sums up the gaps in our thinking about linguistic diversity, and clarifies the limitations of planned interventions upon language."

Scarvaglieri, Claudio; Redder, Angelika; Pappenhagen, Ruth & Brehmer, Bernhard (2013) Capturing diversity. Linguistic land- and soundscaping in urban areas. In: Duarte, Joana & Gogolin, Ingrid (eds) Linguistic superdiversity in urban areas. Research approaches. Amsterdam: Benjamins (Hamburg studies on linguistic diversity, 2), 45–73.

In this essay, we reconsider the topic of "Linguistic Diversity in South Asia"-the title of the landmark 1960 volume edited by Charles Ferguson and John Gumperz-from the perspective of contemporary sociolinguistics and linguistic anthropology. Reviewing a number of case studies, we argue that empirical and theoretical accounts of language, diversity, and South Asia cannot be disassociated from the ideologies and political projects that construe, objectify, and performatively realize such terms and their referents. At the same time, however, contemporary linguistic anthropology and sociolinguistics have not disposed of the questions that animated earlier generations' investigations into linguistic diversity in the subcontinent but have reinvigorated and transformed them in sophisticated ways that are empirically sensitive to the realities of social and linguistic life in all its complex reflexivity.

Contrary to widespread belief, there is no reason to think that language diversification typically follows a tree-like pattern, consisting of a nested series of neat splits. Except for the odd case of language isolation or swift migration and dispersal, the normal situation is for language change to involve multiple events of diffusion across mutually intelligible idiolects in a network, typically distributed into conflicting isoglosses. Insofar as these events of language-internal diffusion are later reflected in descendant languages, the sort of language family they define – a “linkage” (Ross 1988) – is one in which genealogical relations cannot be represented by a tree, but only by a diagram in which subgroups intersect.
Non-cladistic models are needed to represent language genealogy, in ways that take into account the common case of linkages and intersecting subgroups. This paper will focus on an approach that combines the precision of the Comparative Method with the realism of the Wave Model. This method, labeled Historical Glottometry, identifies genealogical subgroups in a linkage situation, and assesses their relative strengths based on the distribution of innovations among modern languages. Provided it is applied with the rigour inherent to the Comparative Method, Historical Glottometry should help unravel the genealogical structures of the world’s language families, by acknowledging the role played by linguistic convergence and diffusion in the historical processes of language diversification.

"Language Diversity. A Challenge for Europe" is the transcription of the conference hosted 4th March 2010 by the European Parliament and organized by EFA.

The book is a transcript of the most relevant contributions of the seminar and it intends to give an overview of the different kinds of unresolved problems concerning the situation of languages in Europe. It follows the same structure as the one from the speeches of the conference and it is divided in three parts. The first one (Languages without a State) refers to the languages that suffer unfair discrimination within the Union. The prime example is Catalan, which is spoken by more than 10 million Europeans and can not be called a ‘minority language’ despite the fact that it bears no official status at a European level. Galician and Basque are in a similar situation, they are not under direct threat but actions should be taken to ensure its
survival. The second (Minority languages within Member States) describes the situation of European lesser used languages and pays special attention among other endangered European languages to the Occitan, Breton, Franco-Provençal Frisian, Welsh and Corsican cases. Finally, the last part describes the situation of those languages bearing no legal protection outside the borders of the state that considers them official yet they do not risk to disappear. A classic example is Hungarian: Official in Hungary, but with no recognition in Slovakia, Romania and Serbia where Hungarian speaking communities are not entitled to its official use.

Selon de nombreux chercheurs et professionnels de l'éducation en Europe, nos populations scolaires se caractérisent par un plurilinguisme et une multi-culturalité pour lesquels les acteurs de l'éducation ne sont que peu ou pas du tout préparé. Il y a dix ans, une équipe binationale a tenté d'apporter une réponse à cette problématique à travers le projet européen TESSLA. L'objectif de ce projet était de concevoir, d'expérimenter et d'évaluer un module de formation destiné aux professeurs stagiaires du premier degré afin de les sensibiliser aux questions liées au bilinguisme et aux besoins de leurs élèves bilingues émergeants. Depuis 2005, nous avons proposé des variantes de ce dispositif dans des contextes différents, avec des publics variés et selon des modalités diverses. Cet article vise à décrire et à analyser les données recueillies en 2013-2014 et à dresser un bilan critique et constructif des enseignements tirés des différentes modalités de mise en oeuvre.

Abstract According to many researchers and education professionals in Europe, our school populations are now characterized by multilingualism and multiculturalism for which educators are only slightly or not at all prepared. Ten years ago, a bi-national French-Scottish team endeavoured to respond to this question through the European project TESSLA (Teacher Education for the Support of Second Language Acquisition). The remit of this project was to design, experiment and evaluate a training module for trainee primary school teachers in order to raise their awareness of issues related to bilingualism and to the needs of their emergent bilingual pupils. Since 2005, the TESSLA course has been implemented among different contexts and audiences in various ways. This article aims to describe and analyze the different ways the course was implemented and through an analysis of data collected in 2013-2014 to develop a critical and constructive assessment of the results of the course implementation over the past 10 years.

Giovanni AGRESTI (2008), Les droits linguistiques en Europe et ailleurs / Linguistic Rights : Europe and Beyond (cura del volume, in coll. con Francesca Rosati). Actes des Premières Journées des Droits Linguistiques (Université de Teramo, 11-12 juin 2007), Roma, Aracne (« l(ea)ng(u)a(tgj)es. Quaderni di linguistica e linguaggi specialistici dell’Università di Teramo», 7).
ISBN: 9788854821088

Avec l'élargissement progressif des dernières années, qui continue encore aujourd'hui, l'Union Européenne de 2011 se compose de 27 États membres 1 (plus trois dont le processus d'adhésion est en cours), habités par presque 500 millions de citoyens, qui parlent 25 langues officielles 2 , enrichies d'autres 60 langues régionales et 175 autres langues parlées par les migrants, écrites en trois différents alphabets officiels 3 . Aujourd'hui plus que jamais, donc, se pose le problème de la coexistence et de la cohabitation pacifique, harmonieuse et équilibrée de toutes ces langues, qui, pour une question fondamentale d'égalité socioculturelle établie par les principes moteurs de l'Union, doivent être toutes également protégées et jouir des mêmes droits, de la même façon que les citoyens communautaires. À travers l'analyse d'un document officiel ratifié par la Commission des Communautés Européennes et de certains articles qui nous montrent quelle est la situation actuelle concernant les langues et la politique linguistique en Europe, ce texte se propose de chercher une réponse à la question posée dans le titre, c'est-à-dire : dans quelle mesure la préservation de la diversité linguistique pourrait-elle être sensée et, d'une autre part, dans quelle mesure une simplification bureaucratique serait-elle nécessaire ? D'après les nombreux documents, traités, chartes et conventions qui ont été ratifiés en la matière à partir de 1957, l'Union Européenne reste toujours dans un rapport de

This paper is a preliminary report on a sociolinguistic field survey. It records the beliefs which 834 permanent residents of Suva, Fiji had about their own language and literacy skills in 1988-89. The interview subjects were selected from five census enumeration districts with populations ranging from 430 to 1200, and chosen for having a roughly equal ethnic composition of Fijians and Indo-Fijians. Bilingual interviewers (linguistics students) invited and assisted subjects to complete an extensive questionnaire, and offer unstructured comments. The collated and analysed outcome gives a complex and sometimes surprising picture of urban language change.