Contemporary Minorities and Indigenous Languages: Issues, Differences, and Relations

1. Contemporary Minorities and Indigenous Languages issues : how do they differ and /or relate? Large and ambitious overview because coming from so far… • The background: multiculturalism linked to English as a global language and indigenous populations issue which in some cases enables to overcome frustrations from the language of the colonizer • Tifinagh … • Sociolinguists on Facebook • Academia Sin Fronteras Dr Daphné L. Romy-Masliah WIPCE 2011

2. Whysuch a topic • Probably because of Mel Brooks in Blazing Saddles (double click on the link= • More probably because as a citizen of the world I don’t recognize borders as such! WIPCE 2011

3. More seriously…but humour is never far…. • Let’s discuss the right for any linguistic Minority to get an official recognition of their language and language education rights. • What exists and what could be shared • I am here to share my little knowledge but I more here to learn a lot from you and already had to change this presentation due to your precious contributions! WIPCE 2011

4. The European Charter of Minority and Regional languages (November 1992) The European Charter of Minority and Regional languages of November 1992 gave European Council Member States a precious instrument regarding language rights and enabled linguistic minorities to get an official recognition of their language and language education rights. …let’s prove it. WIPCE 2011

5. The European Charter of Minority and Regional languages of November 1992 • http://conventions.coe.int/Treaty/EN/Treaties/html/148.htm • gave European Council Member States a precious instrument regarding language rights • ….” Considering that the protection of the historical regional or minority languages of Europe, some of which are in danger of eventual extinction, contributes to the maintenance and development of Europe's cultural wealth and traditions; • Article 1 – Definitions • For the purposes of this Charter: • "regional or minority languages" means languages that are: • traditionally used within a given territory of a State by nationals of that State who form a group numerically smaller than the rest of the State's population; and • different from the official language(s) of that State; • it does not include either dialects of the official language(s) of the State or the languages of migrants; IALL 2010

6. EuropeanCharter’s Objectives • Article 7 – Objectives and principles • In respect of regional or minority languages, within the territories in which such languages are used and according to the situation of each language, the Parties shall base their policies, legislation and practice on the following objectives and principles: • the recognition of the regional or minority languages as an expression of cultural wealth; • the respect of the geographical area of each regional or minority language(…) • the need for resolute action to promote regional or minority languages in order to safeguard them; • the facilitation and/or encouragement of the use of regional or minority languages, in speech and writing, in public and private life;(…) IALL 2010

7. European Charter and Education objectives With regard to education, the Parties undertake pre-school /primary/secondary/technical and vocational/university and other higher  etc.. education in the relevant regional or minority languages or provide facilities for the study of these languages or encourage their study. to make available(…) • within the territory in which such languages are used, according to the situation of each of these languages, and without prejudice to the teaching of the official language(s) of the State: WIPCE 2011

8. The CEFR Facilitates the information exchanges between the teachers and the learnerssothat the former can tell the latter whattheyexpectfromthem in terms of learning and how they are going to try to help them. . WIPCE 2011

9. How? • First we need to ask some questions such as: • – Why learn this language? • – What are the learner’s real linguistic needs? • – What prompted the learner to take the course? • – Who’s the learner (Age, gender, social origin, level of instruction)? • – What are the knowledge, savoir-faire and experience of the teacher? • – To what extent will the learner have access to student books, grammar books, dictionaries, AV and • – How long can the learner, or does(s)he wish or is (s)he able to devote to learning the language? WIPCE 2011

10. Briefoverview of levels Breakthrough A1 Waystage A2. Threshold B1 Vantage B2 Autonomy C1 Mastering C2 AND Functions: listeningcomprehension, visualreception(reading), audio-visualreception, spoken interaction, written interaction, sociolinguisticcompetencies. WIPCE 2011

11. PREVALENT LINGUISTIC SITUATION (indigenous populations) • MSL (Modern Standard language); • Dialectal variety; • National, Official Language(s); • Non standardized varieties; • English/Foreign Languages; • Unilingual exceptions confirming the rule (The Aurès, Cuzco, Bolivia…) NATIONAL/OFFICIAL Indigenous L1/L2 FL WIPCE 2011

12. Today’sconference for me…. WIPCE 2011

13. NorthAfrica and (T)amazight French linguistic hegemony and ensuing arabization; Algerian multilingualism and perpetual diglossia; Tamazight and amazighity Morroccan recognition of Tachelhit (Schleuh) Tunisian on its final days (thanks Rahouda Kamoun!) despite UN demands Diversity and globalization with english as an increasingly educational prerequesite… WIPCE 2011

14. The various groups • Oldest group in North Africa dating back to 10,000 BC (Gravel, 1978:28). • The majority of the descendants of these Berbers are to be found nowadays in Algeria and Morocco. • Very few Kabyles remain in Tunisia, less than one percent of the population mostly located southern part on the island of Djerba. (ghriba synagogue built by my ancestors, the Didi family) • 5 groups in Morocco (estimated 50% of the population speaking 3 language varieties Tamazighe, tarifit and tachelhit), 4 in Algeria (Kabyles, Schawias, the Mozabites and the touaregs) WIPCE 2011

15. The spread….cf. Le Diplo 1994 and 1995 WIPCE 2011

16. Recognition vs Application of a Law • In Algeria, The 1989 Constitution, article 3, stipulates that « l’arabe est la langue nationale et officielle ». However a major step is taken in the preamble where a mention is made of the « amazighity », i.e. the Berber Civilization : • Aboutissement d’une longue résistance aux agressions menées contre sa culture, ses valeurs et les composantes fondamentales de son identité que sont l’islam, l’arabité et l’amazighité, le 1er novembre aura solidement ancré les luttes présentes dans le passé glorieux de la Nation. • Executive Decree nr. 03-470, appendix B on National Educational and Linguistic Centre for the Teaching of Tamazight » • In Peru the 23d of June RECOGNITION…. • And even if a law were enacted and enforced…The Irish Case… WIPCE 2011

17. In Morocco • 2001 creation of the IRCAM (Institut Royal de la Culture Amazigh au Maroc) with an aim to standardize and obtain official recognition of the language; • 2007 introduction in the public education • Introduction of the tifinagh alphabet WIPCE 2011

18. Let’sthusbrieflyreviewsome of the International Instruments • The European Charter of Minority and Regional languages of November 1992 • UN Periodical reviews and their impact on Member-States : • the 74th Session of Feb.16th to March 6th, 2009 inviting Tunisia to amend. It’s people took care of the amendment in January 2011! WIPCE 2011

19. The English foundingsocietiesmulticulturalexperience WIPCE 2011

20. Reasons to doubt • While all these groups try, thanks to the UN working groups on Indigenous population, to unite, such as agreeing to hold an international Amazigh Congress , • « What always stood as an obstacle to the Berbers is their isolation. ‘If we could manage to gather our forces we would have a considerable impact, especially at a time when the Arab Maghreb Union project is rather weak’ declares M. Ouzzin Aherdan. It would be the first time since 2000 years, since Jugurtha, that Berbers are unified. »Joël Donnet, Monde Diplomatique, 1995…. WIPCE 2011

21. Reasons to remain optimistic • Departments of Berber language and cultures have been created since the 90s in Tizi-Ouzou and Béjaia Universities; • Daily news broadcasts in Berber languages (on the Arabic TV…) and a national channel: Tamazight TV4 started on 18 March 2009 transmitting 6 hours a day in Kabyle, Chaouia, Targui, Chenoui and Mozabites. • source of minoration : berber is only’ ‘également langue nationale’ while arabic is the national and official language; • The central question of graphic transcription was finally decided in favour of latin characters instead of the arabic alphabet…not in Morocco, Algerian arch-enemy which adopted the tifinagh! • Thursday 8 october 2009 : According to a survey by El Watan (daily newspaper), 59% of population (higher academic degree) is in favour of the generalisation of the optional teaching in Tamazight. 27% think that Tamazight shouldn’t be taught (lower or no primary education). WIPCE 2011

22. Someconcludingremarks Exerpts from an Interview of Abdelaziz Berkaï, Berber Linguistics Professorat the Bgayet (Bougie)University How did you get to where you are now ?During the Spring 80 Berber upraising the demonstrators made us conme with them and scream « Imazighen ! Imazighen !... Ad nerrez wala ad neknu !... This marked me for life. Then later with three students we created a secret group with a tifinagh symbol (Z) and collected words including the names of plants in kabyle The UNESCO forecasts the disappearance of the berber language after 2050, what’s your opinion? The simple fact that in amazigh speaking regions, thousands of young people less than 20 years old are unilingual (Kabyles, Touaregs, chleuhs...) However, it’s positive in the fact that it shakes the amazigh speaking population. And Internet helped reviving Esperanto and Yiddish… WIPCE 2011

23. CONCLUDING PARAMETERS WIPCE 2011

24. Bibliography Abid-Houcine, S. (2006). Plurilinguisme en Algérie, Sidi Bel Abbès. Ali, M. O. (2003). Enseignement du Tamazight à Sidi Bel Abbès. Le quotidien d'Oran. Oran: 13. http://www.amazighworld.org Keon-Cohen, B. and B. Morse (1984). Indigenous Land Rights in Australia and Canada. Aborigenes and the Law. P. Hanks and K.-C. B. Sydney, George Allen and Unwin: 74. Grin, F. (1994). Combining Immigrant and Autochthonous language rights. Linguistic Human Rights: Overcoming Linguistic Discrimination. T. Skuttnab-Kangas and R. Phillipson. Berlin-New York, Mouton de Gruyter. 1: 39:70. Jenson, J. (1993). "Naming Nations: Making Nationalist Claims in Canadian Public Discourse." Canadian Review of Sociology and Anthropology(29): 385-396. Koubi, G. (2000). Penser les Minorités en Droit. Le Droit et les Minorités: analyses et textes. A. Fenet, G. Koubi and I. Schulte-Tenckhoff. Bruxelles, Bruylant: 385-468. Schulte-Tenckhoff, I. (2000). Le Droit et les Minorités. Le Droit et les Minorités: analyses et textes. A. Fenet, G. Koubi and I. Schulte-Tenckhoff. Bruxelles, Bruylant: 661. UNESCO, Atlas des Langues en Danger, Mars 2009 version électronique. Varennes (de), F. (1999). Les droits de l'homme et la protection des minorités linguistiques. Langues et Droit: Langues du droit, droit des langues. H. Guillorel and G. Kouby. Bruxelles, Bruylant: 129-141. WIPCE 2011

25. Final note • Sociolinguists on FB and Académie Sans Frontières on FB; • Cosmopolitanism.wordpress.com • Droit et Culture on English and Cultures and upcoming issue S’entendre sur la Langue with contributions of J. Fishman, G.Solis and M.Yatako, F.de Varennes and many more from all continents! • daphneromy@gmail.com WIPCE 2011