Alterity and Cosmopolitanism: Contemporary Minorities and Indigenous Languages issues

1. Alterity and Cosmopolitanism: Contemporary Minorities and Indigenous Languages issues • multiculturalism and indigenous populations issue • International English • Alterity • Social networks potentials Dr Daphné L. Romy-Masliah ORANIM COLLEGE MAY 2013

2. Whysuch a topic • Probably because of Mel Brooks in Blazing Saddles ORANIM 2013

3. The English foundingsocietiesexperienceExperience ORANIM 2013

4. MY RESEARCH PARAMETERS ORANIM 2013

5. Linguistic alterity • 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 experience and to learn a lot from you! ORANIM 2013

6. 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. ORANIM 2012

7. 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; ORANIM 2013

8. 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;(…) ORANIM 2013

9. 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: ORANIM 2013

10. 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. . ORANIM 2013

11. 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

12. 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

13. 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 ORANIM 2013

14. Cosmopolitanism WIPCE 2011

15. Alterity Alterity/alter ego Otherness and identity research ORANIM 2013

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… ORANIM 2013

17. 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! IALL 2010

18. Back to language and identity 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… We just have to…agree upon language ;-) IALL 2010

19. Bibliography 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. http://frankejbypoulsen.wordpress.com/2008/10/17/cosmopolite-cosmopolitain-cosmopolitisme-definitions-et-problemes/ ORANIM 2013

20. Final note • Sociolinguists on FB and Académie Sans Frontières on FB; • Cosmopolitanism.wordpress.com (bibliography) • Droit et Culture on English and Cultures and recent 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