Linguistic Minorities

The book focuses on the significance of the concept of minority in international law together with the legal norms and principles emerged in the periods following the two world wars. The first chapter focuses on the discussions in the legal literature concerning the definability of the concept of minority. The second chapter presents the main bodies and procedures of minority rights protection under the rubric of the international organisations. The main objective of this chapter is to provide new interpretations of international minority in relationship with the legal instruments and the decisions of the relevant monitoring organs working under the UN and COE. The last chapter discusses whether there exists a direct link between the protection of minority rights and internal as well as external forms of self-determination.

The study argues that a relatively non-assertive language adopted in international minority rights instruments gives a large margin of appreciation for states and international monitoring organs in promoting and protecting minority rights. In addition, the work places the issues surrounding minority protection in the larger political context of creating a new platform for real equality and non-discrimination discourse.

This article presents the most important Kashubian media founded after the Second World War: press titles, radio broadcasters, television stations and websites. The given dividing line was admitted for this reason, that only after 1945 Kashubian language had a chance to appear in all means of mass media. Also contemporary perspective tendencies of Kashubian media are included in the article.

This article engages with Archer's call to further research on reflexivity and social change under conditions of late modernity (2007, 2010, 2012) from the perspective of existing work on reflexive discourse in the language disciplines (Silverstein 1976, Lucy 1993). Drawing from a linguistic ethnography of the networked trajectories of a group of working-class South Asian youth in Hong Kong (Pérez-Milans & Soto 2014), we analyze the trajectory of Sita, a Hong Kong-born young female with Nepali background. In her trajectory, performative acts of ethnic minority-based activism emerge as key in the enactment of a given set of values, stances, types of persona and situated forms of alignment/disalignment. That is to say, Sita's enactment of activism is seen in this article as tied to a discourse register (Agha 2007: 147). As such, 'talking/doing activism' is inter-textually linked to a speech chain network of a group of secondary school students, teachers, researchers and community-based minority activists engaged with Sita in various interrelated projects for social empowerment. Analysis of interview transcripts, online chats and multimodal artifacts shows the extent to which the coordinated formation of this discourse register proved useful in providing Sita with relevant cultural capital (Bourdieu 1986) with which she shaped her own academic trajectory, from a low-prestige government-subsidized secondary school to an elite international college.

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.

The Chinese provinces are a crazy patchwork quilt of languages and dialects, where the histories of migrations and cultural enclaves, the tides of influence from empire and commerce, the sperm trails that follow rivers and railway lines ... are recorded in a tangle of codes that no one has yet made a serious attempt to untangle. Note that these comments are obviously informal, not a part of systematic research. Chinese scholars themselves are now (2013) taking a much more thorough interest in dialects than was the case even in 2000.

Dit rapport is een eerste analyse van het Papiaments als een historisch in het Europees deel van Nederland gesproken taal, geschreven in het kader van het bezoek van het comité van experts van het Europees Handvest voor regionale talen of talen van minderheden van de Raad van Europa aan Nederland ter beoordeling van de inspanningen van Nederland als lidstaat bij het Handvest in het najaar van 2019. Doel is de vraag te beantwoorden of het Papiaments in het deel van Nederland waarvoor het handvest geratificeerd is een "regional or minority language" is.

Las cuarenta contribuciones del presente volumen se remontan al Tercer Congreso Latinoamericano de Glotopolítica (Hannover, 27-30 de septiembre de 2017) y abordan una multitud de temas en la interfaz entre la dimensión política de las intervenciones en los lenguajes y la dimensión semiótica de los procesos sociales y políticos. El libro se sitúa en el ámbito de la glotopolítica y está estructurado alrededor de los siguientes ejes temáticos: perspectivas teóricas sobre la dimensión social y política del lenguaje, instituciones e ideologías lingüísticas, lenguas minorizadas / multilingüismo y migración, enseñanza de lenguas e instrumentos lingüísticos, políticas lingüísticas, discursos políticos y análisis del discurso, medios de comunicación masiva y medios digitales.

Local and minority means of producing, knowing, and communicating are often undervalued in the face of modern development schemes, universal systems of education, and languages of wider communication. Through this research, I attempt to understand a local situation from local perspectives – specifically the language and education situation in the Kumaun region of North India from the perspectives of rural Kumauni young women and in light of their views on empowerment and their aims for the future. My questions address language and education issues in the Kumaun 1) in relation to national policies and local ideologies, 2) as experienced and negotiated by young women, and 3) as applied in a unique Gandhian educational context. The Kumauni people of the Himalayan foothills, numbering over two million, are one of several linguistic minority groups in the Hindi-speaking state of Uttarakhand. My research was based at Lakshmi Ashram, a Gandhian boarding school serving disadvantaged girls from throughout the Kumaun. I used ethnographic methods during nine months of primary fieldwork, observing interactions around language and education, starting conversations on these themes, and conducting interviews, focusing on a group of Kumauni young women. National-level language planning through the Indian Census, Constitution, and educational policies minimize some diversity. Locally, discourses about language and dialect, or bhasha and boli, and mother tongue allow for flexible categories and identities. Medium of instruction also takes new meaning through informal multilingual classroom practices. Each language – English, Hindi, Kumauni, and Sanskrit – is valued in its place or environment and in relationship with the other languages. Meanwhile educational opportunities vary in quality and reputation, including a push for English education and influenced, sometimes unexpectedly, by government policies. While constrained by social and economic realities, Kumauni young women look for ways to improve their lives. Alternative values advocated at the Ashram, and negotiated by the young women, point to empowerment as involving high thinking, self-confidence, and progress within community. I conclude using the ecology of language and continua of biliteracy to highlight significant themes and exploring the issues of collaboration and empowerment, community and ecology in relation to language and education.

Democracy, by definition, connotes empowerment of people-derived from the Greek phonemes implying "People" and "Power". Originally it referred to the right of the citizens of the Greek city states to participate directly in the act of governance. In modern times it is defined as a political system of governance through elected representatives of the people. One of the basic assumptions of this system is that in democracy the state represents the aspirations of the people. These aspirations are best voiced in the languages people speak. Democracy, therefore, can best flourish when the state follows a language policy which is inclusive and can establish a "Connect" between the institutions of governance and the people at large.

This essay highlights the main characteristics of the architecture of the Welsh house and provides an analysis of the influences on its design over the centuries. The various terms involved in the field are clearly explained before the discussion is expanded, and pertinent examples are used of different forms of architecture in Wales and their locations, demonstrating effectively the factors that influenced design and its development over the years.

The present paper deals with the status of linguistic minorities in India and tries to give an overview of the problems plaguing Indian language policy regarding minority languages. India represents a unique case in the current global linguistic scenario, as it is the only country in the world with 23 official languages (2 official cross-regional languages and 21 official regional languages). Despite this fact, minority languages in India cannot be regarded as well protected, as obvious from the high number of languages listed as ‘endangered’ by UNESCO. The paper looks into the various forms of domination and subordination that dictate the language policy and influence the various language communities in India, including linguistic minorities. Moreover, it undertakes an analysis of the various kinds of language conflicts prevalent in the Indian linguistic situation and examines whether the language conflicts emanate from group-specific dominance and unequal status ascriptions, and secondly, whether language is simply a secondary feature in conflicts that are mainly socially, economically and politically motivated. Lastly, the paper addresses the aspect which it sees as a highly questionable part of Indian language policy, i.e. the principle of ‘rationalization’, a method developed by the Government of India to take account of the number of ‘languages’ in India, but which has been widely criticized as a ‘reductionist’ policy because through the process of ‘rationalization’, smaller and minority languages are categorized as ‘dialects’ or ‘variants’ of the so-called major languages and are thus deprived of their own independent status and identity.

In order to function as a multilingual democracy, India has designed various language policies. But in spite of enlightened policies, many languages, both big and small, are under threat. Languages of linguistic minorities and the indigenous peoples suffer most. This is largely because of an education system that is not only poor in quality, but is often also not in the mother tongue.

Solutions include: more reliable information on the languages in the country; more flexibility in dealing with language disputes; and most importantly, improving the education system.

First, this essay rapidly sketches the colourful linguistic landscape of India. After that, it lists some of the country's constitutional and legal guarantees for linguistic minorities. Third, it reports on some serious threats to this linguistic diversity. The fourth section describes the sorry state of the educational system in India. The fifth section tracks three inspiring interventions in the country. Finally, we will see some ways forward, building on the research evidence for a mother-tongue medium based multilingual education, towards a more just linguistic order that respects linguistic human rights, and contributes to sustainable development of the country.

ENGLISH: Toponymy and signage in Friulian: an overview of the present situation. Friuli is a historical region of Northeast Italy comprising most of the Autonomous Region Friuli Venezia Giulia. It presents a special linguistic situation because Friulian (a Rhaeto-Romance language), Slovene, German and Veneto speaking communities coexist alongside the Italian community. In addition to the national law n. 482/1999 which protects historical linguistic minorities, the Autonomous Region Friuli Venezia Giulia has issued various laws to protect the different linguistic communities of its territory. Some of these laws contain specific rules concerning toponymy and signage in Friulian language (Regional Laws 68/1981, 15/1996, 29/2007, etc.). This paper considers the consequences of and the problems pertaining to the enforcement of these laws by local authorities (Region, Provinces, Mountain communities, Municipalities): i.e. graphization and normalization of Friulian toponymy, typologies and modes of realization of the road signs in Friulian, the relationship between the standard and local variants of place names, bi- and multilingual road signs and the Italian Highway code, the effects on and reactions of the local communities. In particular herein is shown the data collected and the results of the project "Mappatura Toponomastica del Friuli" (Toponymic Mapping of Friuli), which the author carried out in all the municipalities (177) where the legal protection of the Friulian language is in place. The paper is accompanied by photographic documentation gathered throughout the region.  /  – 
ITALIANO: Situata all’estremità nord-orientale dell’Italia, la Regione autonoma Friuli Venezia Giulia presenta una situazione linguistica peculiare, poiché – oltre all’elemento italiano – vi convivono comunità retoromanze (friulane), slave, germaniche e venete. Oltre alle leggi nazionali (soprattutto n. 482/1999 di tutela delle minoranze linguistiche storiche) la Regione autonoma Friuli Venezia Giulia ha emanato varie leggi di tutela per le diverse comunità linguistiche del suo territorio, nelle quali compaiono norme specifiche sulla toponomastica. In questo contributo sono analizzati gli effetti e le problematiche legate all'applicazione di tali misure da parte degli enti locali (regione, province, comunità montane, comuni): processi di standardizzazione e normazione dei toponimi (grafia, morfo-fonologia, ecc.), rapporto tra varianti standard e varianti locali dei nomi, processi di ufficializzazione (o coufficializzazione) della denominazione friulana o slovena, segnaletica (bi- e trilingue) e codice stradale, gli effetti e le reazioni da parte delle comunità locali. In particolare sono illustrati i dati raccolti e i risultati del progetto "Mappatura Toponomastica del Friuli", che l'autore ha svolto in tutti i comuni (177) dove è prevista la tutela della lingua friulana. L'articolo è accompagnato da documentazione fotografica raccolta in tutta la regione.

In this article, I intend to concentrate on one type of process by which Scots has found new legitimation as a language, and how discourses surrounding the issue of Scots might seek to contribute to the creation of a new Scottish society. I whish to show how history is used as a legitimating discursive device by the various components of the Scots language revitalisation movement.

(résumé non intégré dans la publication)
En Thaïlande, où l’on compte plus de cinquante langues et dialectes appartenant à cinq familles linguistiques distinctes, les Thaï des grands centres urbains pensent - et veulent que l’on pense - que le multilinguisme du pays n’est pas leur affaire. Le système scolaire, d’autre part, a fait le choix, aussi ambitieux qu’idéaliste, de l’anglais et de quelques autres grandes langues internationales, langues à la fois géographiquement lointaines et typologiquement très différentes, aux dépens des langues des pays voisins, qui contribueraient pourtant au développement des capacités linguistiques des écoliers !

The present article deals with some syntactical, morphemic and lexical variations of Phu Tai, a Southwestern Tai language which is spoken in Northeastern Thailand and Central Laos. The examples discussed include serialized sentence patterns (“to give” and “to be made of”), pre-verbal morphemes expressing present continuous and future and a few lexical items (“beautiful”, “(maternal) grandmother” and “where”). On the basis of this corpus of linguistic variations, this article proposes three possible kinds of linguistic maps. In addition, the author, who has been interacting with many Phu Tai informants for 3 years, expresses his views about Phu Tai speakers’ language usage, attitudes towards Phu Tai language and Phu Tai language revitalization programs.

Keywords: Phu Tai, Northeastern Thailand, dialectology

Le thaï - et ce constat vaut pour les langues de la même famille linguistique - et le français semblent partager une large base de phonèmes vocaliques et consonantiques. Ce constat permet-il de penser que l’acquisition de la phonétique française pourrait s’en trouver facilitée ? Cette réflexion se fonde sur l’observation de l’apprentissage de primo-apprenants de la région Isan (de langue maternelle phu thaï) et donne le point de vue d’un locuteur français natif.

This article explores India's linguistic diversity from a language policy perspective, emphasizing policies relevant to linguistic minorities. The Kumaun region of Utterakhand provides a local, minority-language perspective on national-level language planning. A look at the complexity of counting India's languages reveals language planning implicit in the Indian census. The more explicit status planning involved in the naming of official languages is explored in the Indian Constitution. An overview of India's language-in-education policies for languages to be taught and languages to be used as media of instruction further illustrates status and acquisitions planning affecting India's linguistic minorities. The Indian example informs and stretches the language planning frameworks used to analyze it, adding status-planning goals of legitimization, minimization, and protection. Finally, the question of what actually happens in education for linguistic minorities opens up a conversation about the pluralistic language practices common in multilingual contexts beyond the implementation of official language and education policies.

Inspired by the intersectional formulation “All the Women are White, All the Men are Black,” this paper suggests that “all feminist intersectional analyses are Anglophone and all Francophone feminists are cisgender” to highlight the exclusion of language issues in Anglophone intersectional analyses and of trans issues in their Francophone conterparts.

Περίληψη. Στο παρόν άρθρο, αφού επιχειρείται αρχικά μια συνοπτική παρουσίαση των προβληματισμών γύρω από το ζήτημα της ετερότητας των γλωσσικών μειονοτικών ομάδων στις σύγχρονες πολυπολιτισμικές κοινωνίες, εξετάζεται το ιδεολογικό πλαίσιο βάσει του οποίου αντιμετωπίστηκε ιστορικά η αλλοφωνία στην Ελλάδα. Παρουσιάζεται, ακολούθως, η εκπαιδευτική πολιτική για τη μουσουλμανική μειονότητα της Θράκης και ερμηνεύονται οι αιτίες της μεγάλης απόκλισης των αντίστοιχων δεικτών συγκριτικά με τον εθνικό μέσο όρο, ενώ τονίζεται η σημασία των σχετικά προσφάτως θεσπισθέντων εκπαιδευτικών ενταξιακών μέτρων. Στη συνέχεια, σκιαγραφείται η αφομοιωτική πολιτική έναντι των Σλαβοφώνων της Μακεδονίας, από όπου προκύπτει ότι η γλωσσική τους ετερότητα, ταυτιζόμενη με την εθνική ανομοιογένεια, έχει διαχρονικά εκληφθεί ως απειλητική κατάσταση που πρέπει να εξαλειφθεί. Διαπιστώνεται, τέλος, η αναγκαιότητα του να συμβαδίσει πλήρως η Ελλάδα με το σύγχρονο διεθνές νομικό πλαίσιο προστασίας της γλωσσικής και εθνοπολιτισμικής ετερότητας, υπερβαίνοντας τις, ιστορικά εξηγήσιμες, αγκυλώσεις επί του ζητήματος και τα εμπόδια των εθνικισμών.

Λέξεις κλειδιά: Γλωσσική ετερότητα, γηγενείς γλωσσικές μειονότητες, Μουσουλμάνοι της Θράκης, Σλαβόφωνοι

Εισαγωγή Κάθε πληθυσμιακή ομάδα εντός μιας κρατικής επικράτειας που διαφέρει σε ορισμένα ή σε όλα τα χαρακτηριστικά της από την κυρίαρχη, όπως για παράδειγμα στη γλώσσα ή τη θρησκεία, μπορεί ενδεχομένως να χαρακτηριστεί ως μειονοτική και με την κατάλληλη μεθοδευμένη πολιτική να αναγνωριστεί ως τέτοια (Μανωλοπούλου-Βαρβιτσιώτη, 2008). Καθοριστικό πάντως στοιχείο για την ύπαρξη μιας μειονοτικής ομάδας είναι κατεξοχήν η βούληση των ανθρώπων να ανήκουν ή όχι σε αυτήν (Διβάνη, 2008). Είναι απαραίτητη, ωστόσο, η διάκριση μεταξύ εθνικής ή εθνοτικής μειονότητας και γλωσσικής μειονότητας, καθώς η παρουσία μίας ή περισσότερων μειονοτικών γλωσσών σε ένα κράτος-γεγονός που αποτελεί πρωτίστως αντικειμενική πραγματικότητα σχετιζόμενη με τις επικοινωνιακές ανάγκες κάποιων ανθρώπων-δε συνεπάγεται απαραίτητα την ύπαρξη αντίστοιχων μειονοτήτων (ΚΕΜΟ, 2001). Το ακριβές σημασιολογικό περιεχόμενο του όρου μειονοτικές ή λιγότερο ομιλούμενες γλώσσες παραμένει, εν τούτοις, ακόμα αρκετά προβληματικό (Edwards, 2010), καθώς διαφέρει αναλόγως του αν χρησιμοποιούνται για τον προσδιορισμό του πολιτικά ή γλωσσολογικά κριτήρια (Σελλά-Μάζη, 2015). Τα θέματα που σχετίζονται με τις γλώσσες των μειονοτικών ομάδων διευθετούνται παραδοσιακά από τα κράτη μέσω πολιτικών και νομικών πρακτικών, που αποβλέπουν στην

Abstract: While multilingualism in countries having many languages of recognized status, such as India which has 2 official languages (Hindi and English) and around 15 national languages, actually boosts the capacities of the learners attempting to acquire new languages, the sociolinguistic difference of status between Thai and local dialects of Thailand may explain the difficulty for Thai students to learn new languages and to switch languages. Thai being the predominant language of education is the written language and the medium through which Thai students learn their first grammar. Needless to say that, far from being only a tool for broader communication, Thai is the very tool of linguistic analysis for the students educated in the Thai system of education. Thai system of writing will thus be the conscious or unconscious tool for noting or memorizing other languages, while its grammatical categories, sometimes borrowed from other linguistic systems, will be the privileged medium in any further linguistic analysis when learning languages. The examples dealt with in this paper will be selected from some experiences of teaching and interacting with Phu Thai students studying French at Mahasarakham University.

Key Words: local languages of Thailand; Phu Thai; diglossia; code-switching; teaching a foreign language at the university level

Principally in response to the public debt crisis, the process of European political integration appears about to make further advances. This, in turn, brings a need to reflect on the emergence of a new legal culture shared by many legal systems that are
gradually moving closer to each other in many ways. The language issue is an important aspect of this: the greater the sovereignty transferred by the Member States to the Brussels institutions, the more essential it becomes that these institutions speak the languages that Europeans know best, generally their national language.
This poses a considerable challenge to the EU, where language diversity is now recognised under Article 22 of the Charter of Fundamental Rights of the European Union, and, after the Lisbon Treaty, under Article 3 (3) of the TEU. If the EU truly intends to
guarantee that language diversity is respected, it must allow every EU citizen to speak any of the 23 official languages and, at the same time, issue its rules in every citizen’s own language.
A useful key to understanding the EU situation is provided by Canada, which, with its two official languages, French and English, has long faced a similar challenge. It has been possible to protect the identities of both the English-speaking and the French-speaking communities by recognising that both communities are entitled to have all written documents drafted in their own language. However, this federal-level decision has
led to a model of regulation that is marked by strong separatism in the Province of Quebec, where the French-speaking population constitutes a significant majority.
The co-existence of the two communities raises several issues for legal scholars. This paper looks primarily at the classic constitutional problem of the rights that the linguistic minority are entitled to, and a review is provided of the main rulings issued by the Supreme Court of Canada. After the introduction (§ 1), and a short survey of relevant constitutional provisions (§ 2), an account is provided of the debate over the Provinces’ powers when constitutional amendments impinge on their sphere of activity (§ 3), and the key regulations relating to the day-to-day administration of Canadian bilingualism are described (§ 4). The article then examines cases and key issues arising from them, in
chronological order (§ 5). The last chapter provides a critical evaluation of the way in which language rights have been shaped in Canadian constitutional jurisprudence (§ 6).

Prevalentemente in risposta alla crisi del debito pubblico, il processo di integrazione politica europea sembra in procinto di raggiungere nuovi traguardi. Ciò pone a propria volta la necessità di riflettere sulla nascita di una cultura giuridica comune a molti
ordinamenti che si stanno progressivamente avvicinando l'un l'altro sotto molteplici aspetti. Un aspetto importante di questa riflessione attiene al "problema linguistico": infatti, più quote di sovranità vengono trasferite dagli Stati Membri alle istituzioni di
Bruxelles, più diviene fondamentale che tali istituzioni parlino nella lingua che i popoli europei comprendono meglio, il che significa normalmente la loro lingua nazionale.
Ciò pone una sfida notevole per l'UE: se vuole realmente assicurare il rispetto della "diversità linguistica" (ora riconosciuta dall'art. 22 della Carta dei Diritti Fondamentali dell'Unione Europea e, dopo il Trattato di Lisbona, dall'art. 3(3) del TEU), deve consentire ad ogni cittadino europeo di parlare in una qualunque delle ventitré lingue ufficiali, e allo stesso tempo deve imporgli i propri comandi nella sua lingua.
Lo studio del caso canadese è particolarmente utile a comprendere questa sfida: con le sue due lingue ufficiali, l'inglese e il francese, il Canada ne ha infatti conosciuta a lungo una
simile. In questo Paese, riconoscere a ciascuna comunità, quella anglofona e quella francofona, il diritto di avere tutti i documenti ufficiali scritti nella propria lingua è stato un modo per proteggere le rispettive identità. In particolare, l'opzione bilingue adottata
dalla federazione canadese ha tradizionalmente consentito alla minoranza francofona di salvaguardare un elemento essenziale del proprio patrimonio culturale. Tuttavia, quest'opzione scelta a livello federale fa spazio a un modello di regolamentazione improntato a un forte separatismo all'interno della Provincia del Quebec, dove la popolazione di lingua francese è largamente predominante.
La coesistenza delle due comunità solleva diverse questioni per i giuristi. In questo lavoro, l'attenzione è rivolta principalmente sul classico problema costituzionale di quali diritti sono riconosciuti alla minoranza linguistica: vengono passate in rassegna le
principali pronunce della Corte Suprema del Canada in tema di diritti linguistici. Dopo un'introduzione (§ 1), e un breve resoconto delle disposizioni costituzionali rilevanti (§ 2), della controversia sui poteri delle province in materia di modifiche costituzionali
incidenti sulla loro competenza (§ 3), e delle regole principali nell'applicazione quotidiana del bilinguismo canadese (§ 4), l'articolo segue un ordine cronologico, esaminando le sentenze e analizzando le questioni principali che esse rispettivamente
hanno sollevati (§ 5); nel paragrafo conclusivo, vengono svolte alcune considerazioni (prevalentemente critiche) sul modo in cui i diritti linguistici sono stati declinati nell'esperienza costituzionale canadese (§ 6).

The paper examines the case of Albanian speaking orthodox of today's southern Greece in regards to their perception from the Greek speaking orthodox during and at the aftermath of the Greek War Indepenance. I argue that although the Albanian speaking inhabitants of the new state were numerous (more than 1 out of five inhabitants), the distinct language was not a political issue. As the Greek nation from its early formation includes and excludes individuals and communities according to their religious and ecclesiastical affiliation and not according to their mother tongue and as the Albanian linguistic nationalism was not present at the early 19th century, Arvanites were evidently perceived as co-Greeks.

Mother tongue based education in early childhood and early primary school year is critical to the promotion of world's languages and cultures. The Right to Education Act 2009 and the National Policy for Children 2013 explicitly prioritize education for disadvantaged groups by creating an enabling environment through necessary legislative and policy measures and provisions. This paper is based on a study undertaken by the author to identify inclusive and exclusionary practices in government schools with special reference to teaching in mother tongue and multilingual education in schools in interstate border areas of Andhra Pradesh. The study identified sample schools from interstate border districts where exclusionary practices are assumed to be posing greater challenges owing to a host of other conditions like diverse linguistic communities, poor infrastructure facilities, and low access to opportunities of college education, amongst others.

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.

(résumé non intégré dans la publication)
En Thaïlande, où l’on compte plus de cinquante langues et dialectes appartenant à cinq familles linguistiques distinctes, les Thaï des grands centres urbains pensent - et veulent que l’on pense - que le multilinguisme du pays n’est pas leur affaire. Le système scolaire, d’autre part, a fait le choix, aussi ambitieux qu’idéaliste, de l’anglais et de quelques autres grandes langues internationales, langues à la fois géographiquement lointaines et typologiquement très différentes, aux dépens des langues des pays voisins, qui contribueraient pourtant au développement des capacités linguistiques des écoliers !

La universidad, particularmente en Latinoamérica, refleja grandes vacíos en su contexto social. A pesar de los avances académicos e investigativos se suele dejar de lado la riqueza cultural y lingüística de comunidades que hacen parte de la misma realidad social. Un caso puntual es el de la comunidad sorda, cuyo acceso a la educación superior es muy reducido; incluso, quienes ingresan a la universidad pueden enfrentarse a condiciones hostiles y alejadas de una educación humanista. En general, son muy incipientes los procesos que se tienen con la inclusión de esta población en la educación superior. Por eso, en este trabajo se plantean algunas estrategias que pueden adaptarse en las instituciones universitarias, con el fin de lograr las transformaciones pertinentes para una educación popular que incluya a estas minorías.

Abstract
The universities, particularly in Latin America, reflect large gaps in its social context. In spite of academic and research advances, the cultural and linguistic richness of communities that are part of the same social reality is often left aside. A specific case is that of the deaf community, whose access to higher education is very limited; even those who enter the university can face hostile conditions and away from a humanistic education. In general, the processes that have the inclusion of this population in higher education are very incipient. For this reason, this article proposes some strategies that can be adapted in the university’s institutions, in order to achieve the relevant transformations for a popular education that will include these minorities.

KERÉK Az MBE 100. évfordulója előtt Penka Pejkovszka. A bolgár közösség az évezred végén (A népszámlálási adatok tükrében) Összekötő híd a két kultúra között Interjú Penka Pejkovszkával OLDALAK Georgi Goszpodinov. A bánat fizikája (Részlet) Mariana Todorova. A bánat fizikája -a kortárs ember enciklopédiája és bibliája Radosztina A. Angelova. Bécsi lakás (Részlet) Patricia Nikolova. Kaddis a meg nem születettekért KÁVÉHÁZ Jonka Najdenova. A magyar nevek átírása bolgárra GRAVITÁCIÓ Dimitar J. Mitev. Készen állt-e a bolgár társadalom a Balkán-háborúk megpróbáltatásaira? GYEREKEKNEK Georgi Markovszki. Falusi naptár Szvetlana Sztojcseva. A gyermek szemével -a hagyaték nyelvén КОЛЕЛО Пред 100-годишнината на ДБУ Пенка Пейковска: Българската общност в края на хилядолетието (По данни от преброяванията) Градивен мост между двете култури. Интервю с Пенка Пейковска СТРАНИЦИ Георги Господинов: Физика на тъгата (Откъс) Мариана Тодорова: Физика на тъгатаенциклопедия и библия на съвременния човек. Радостина Ангелова: Виенски апартамент (Откъс) Патриция Николова: Кадиш за неродените КАФЕНЕ Йонка Найденова: За транскрипцията на унгарските имена на български ГРАВИТАЦИЯ Димитър Й. Митев: Готово ли бе българското общество за изпитанието "балканска война"? ЗА ДЕЦАТА Георги Марковски. Селски календар Светлана Стойчева. През погледа на дете и с езика на завещанието Съдържание Tartalom 3 14 17 25 31 38 43 49 59 65

Contact between culturally distinct human groups in the contemporary ‘glocal’  -global and local- world is much greater than at any point in history. The challenge we face is the identification of the most convenient ways to organise the coexistence of different human language groups in order that we might promote their solidarity as members of the same culturally developed biological species in the globalization era.

Processes of economic and political integration currently in motion are seeing increasing numbers of people seeking to become polyglots. Thus, English is establishing itself as the usual world supra-language, although it coexists with other lingua francas that are widely used in certain parts of the globe.

All this communicative reorganization of the human species may very well pose new problems and aggravate existing tensions as regards language and identity. It would seem that these processes comprise at least four major conceptual dimensions which must be taken into account above all else, as they are both widespread and, left unaddressed, may lead to significant social instability. These dimensions concern linguistic recognition, communicability, sustainability and integration.

While accepting the utility of having an inter-national language, the keystone of the system is clearly that it must ensure the linguistic sustainability of each group. The basic principle is likely to be functional subsidiarity, i.e., whatever can be done by the local language should not be done by another one which is more global. As in the quote from Paracelsus  --“the dose alone makes the poison”-- contact between languages is not ‘poisonous’ per se, but when the correct dose is exceeded it can prove harmful to the language whose position is weaker. A multilingual and communicated humanity is possible.

Contribution au colloque  "Les droits culturels fondamentaux dans l’ordre juridique de l’Union européenne" organisé à l'Université de Nantes le 19 octobre 2018, sous la direction de Jean-Christophe Barbato et Céline Romainville. Publication à venir : Pedone

L'analisi dei tratti essenziali del pensiero di Cafiero rivela la sua capacità di teorico dell'anarchismo italiano, soprattutto perché è capace di coniugare il lascito delle riflessioni di Pisacane con il contributo delle teorie marxiste e delle tesi di Bakunin. Perviene in questo modo alla delineazione di una forma di comunismo anarchico, fondato sulla priorità del principio di libertà, quale presupposto indispensabile per l'affermazione dell'uguaglianza economica.

o credible claims can be made that the role of Malay has been entirely
overlooked by those studying conflict dynamics in South Thailand.
Nevertheless, those concerned with religious factors dwarf the number of studies
interrogating issues related to language. Without suggesting that language
represents some sort of silver bullet solution to this complex conflict, I argue
that anyone pursuing peaceful, political resolutions to Thailand’s southern
impasse must be more informed about language policy, linguistic justice, and how
linguistic repertoires are linked to inequality. My interests in this paper are
theoretical (rather than empirical). The first of this paper’s two substantive
sections describes the nature of Thailand's (diverse) linguistic landscape and
how the language policies pursued by Bangkok resemble those of other states
between South and Southeast Asia. In light of Bangkok’s policies towards
southern Malays resemble those that impacted Lao and Khmer-speaking
Buddhists in the northeast provinces, I suggest that some dynamics in South
Thailand need to be de-exceptionalized. In the section the follows, I interact
with theoretical treatments of language and religion in ethno-nationalism,
and linguistic injustice. My argument is that anyone seeking peaceful political
resolutions in South Thailand – where a nation linguistic minority is connected to
the Malay cosmopolis – must address the politically sensitive issue of Thailand’s
discriminatory language policy that has led to widespread language loss.

An impact of globalisation on higher education has been an increase in diversity in the student population in universities in English dominant settings. The increasing diversification has impacted on the linguistic ecology of higher education, resulting in a wide range of linguistic repertoires among the student body. In some institutions, particularly those situated in urban areas, the multilingual classroom may well be the norm. Bi/multilingual university students form a heterogeneous group, encompassing temporary sojourners and members of linguistic minority communities resident in the host country. These students’ linguistic, cultural, ethnic and social class backgrounds impact on their knowledge and experience of using academic language in higher education. In this article, I examine academic language in relation to a group of working class undergraduate university students from linguistic minority communities in the UK. I focus on the ‘socio-symbolic functions’ (Morek and Heller, this issue) of academic language for the participants in the context of an academic writing programme. I consider their ascribed institutional identity, as remedial users of academic language, and their inhabited identities as bi-dialectal users of English, native speakers of English and as multilingual subjects. I discuss how the participants’ ascribed institutional identity erased their bidialectal and multilingual capital and argue that higher education needs to attend to the inhabited identities of working class linguistic minority students in efforts to foster the development of their relationship to academic language.

In recent decades, francophones in Québec have gone through a process of sociopolitical ascension while anglophones have gone through a process of minoritization. These processes were intertwined with the policies, legislation, and school experiences of young people attending English-language schools. This study enables us to examine the relationship between linguistic groups of young people attending a school board in the eastern part of Québec which includes two regions : Gaspésie-Île-de-la-Madeleine and Côte-Nord. We analyzed the identification of these young people and their relation to linguistic groups using a qualitative interpretive methodology, and a constructivist approach to linguistic boundaries. The results revealed discourses and a feeling of minoritization, fuelled by a sense of geographical and linguistic isolation, which characterized the region. Participants lamented a lack of recognition of their status as a linguistic minority by the francophone majority in Quebec. These young people identify more with Canada, the Maritimes, and the fisheries, than as Quebecers. They mostly identify as anglophones or "almost bilinguals. " They report experiencing a form of linguistic insecurity towards their competence in French, even if a number has French as their first language.

Dans les dernières décennies, au Québec, les francophones ont vécu un processus de majorisation et les anglophones, un processus de minorisation. Ces processus se sont superposés aux politiques d'amé-nagement linguistique adoptées ainsi qu'aux vécus scolaires des jeunes fréquentant des écoles de langue anglaise. Cette recherche permet de creuser les rapports aux groupes linguistiques de jeunes fréquentant une commission scolaire à l' est du Québec couvrant deux régions : la Gaspésie-Île-de-la-Madelaine et la Côte-Nord. C' est à partir d'une méthodologie qualitative interprétative et d'une approche constructiviste des frontières que nous analysons les identifications et les rapports de ces jeunes aux communautés linguis-tiques. Leurs discours expriment un sentiment de minorisation, qui semble nourri par le double sentiment d'isolement linguistique et géographique qui caractérise la région. Les participants et participantes à l' étude déplorent un manque de reconnaissance de leur statut de minorité linguistique par le groupe majoritaire francophone au Québec. Ils s'identifient davantage au Canada, aux provinces maritimes et à la pêche qu'à une identification québécoise. Les jeunes se définissent principalement comme anglophones ou « presque