Supporting language development in ethnic minority

language communities

Seminar on Multilingual EducationKabul, 13-18 March 2010

Dennis Malone(mostly stolen from Susan Malone)

Some facts and figures about languages in the 21st Century…

6000 Approximate number of languages spoken in the world today 50% Percentage of languages that can be reasonably classified

as “dying” (i.e., children are no longer learning the language) 40% Percentage of languages that can be reasonably classified

as “endangered” (i.e., if no action is taken, the language is likely to die)

10% Percentage of languages that can be reasonably classified as “safe” (i.e., have 100,000 or more speakers, including children, and have political support and influence).

90% Estimated percentage of languages that face “death” during the 21st Century, if nothing is done.

10%, 5% Approximate percentage of the world’s endangered mammals and birds, respectively.

Krauss, Michael. (1992). The world’s languages in crisis. Language 68(1), 4-10

Perspectives on multilingualism

Language as a problem Multiple languages make mass education

difficult.

Multiple languages are a threat to national unity and economic development.

Government recognizes and supports only one or two languages.

Language as a resource

Language diversity fosters creativity and the exchange of ideas.

Languages (majority and minority) are a national treasure, part of the nation’s cultural heritage.

Government appreciates and supports multiple languages and cultures.

Language as a right People should not face discrimination because of

their language and culture.

They have the right to maintain their ethnolinguistic identity (including language).

They have the right to use their language in their community activities (including education).

Government protects and supports multiple languages and culture.

Definition of terms

Language spread The number of speakers of a language

increases geographically and numerically.

There is an increase in the number of domains (home, schools, workplace, markets, government) in which the language is used by the speakers of other languages.

Language maintenance

The language community takes action to maintain 1) the numbers of speakers (especially among the children), 2) the domains of use and 3) the proficiency of its speakers.

Language shift

There is a decrease in 1) the number of speakers of a language, 2) the domains in which the language is used and 3) the speakers’ level of proficiency in the language.

The language is being replaced by a more dominant language in the community.

Language death

Children no longer learn the language; it is spoken fluently by only a few elderly people; and it is neither the ethnic community’s primary means of communication nor the symbol of its identity. (This is the end stage of language shift.)

Stages in the process of language loss

Healthy monolingual

ism

Stable bilingualis

m

Unstable bilingualis

m

Language death

Language planning terms

Status Planning

Involves raising the status of the language and promoting its use through supportive policies, by public awareness campaigns, and by recognition of its role in the nation.

Corpus Planning

Involves developing the language by modernizing its vocabulary, standardizing the grammar, orthography and spelling and developing literature.

The following terms are often used in discussions of ‘corpus planning’…

Graphization: developing a written

form for the language

Dari sample text

Standardization: establishing norms or

standards for the written form of the language

Modernization: adapting and/or creating

vocabulary so the language can be used in new or expanded domains

Literature production: establishing and

supporting the development of literature that is relevant to the education and reading interests of the language community.

Acquisition Planning

involves creating the conditions for language spread by increasing the number of users of the language and the number of domains (economic, social, cultural, political) in which it is used.

Reversing language shift…

8 stages in reversing the shift of a language from being weak to being strong.

Fishman, Joshua. 1991. Reversing language shift. Clevedon: Multilingual Matters

Strong SideStage 1The language is used at upper govern-ment level.

Strong SideStage 2 Stage 1The language is used in lower govern-ment levels and local mass media.

The language is used at upper govern-ment level.

Stage 3 Stage 2 Stage 1The language is used in the work-places of the larger society.

The language is used in lower govern-ment levels and local mass media.

The language is used at upper govern-ment level.

Strong Side

Stage 4 Stage 3 Stage 2 Stage 1The language is used in formal educa-tion, along with the official language.

The language is used in the work-places of the larger society.

The language is used in lower govern-ment levels and local mass media.

The language is used at upper govern-ment level.

Strong Side

Stage 5

Stage 4 Stage 3 Stage 2 Stage 1

Language and culture socializa-tion involves extensive literacy; usually including use of the language in private schooling.

The language is used in formal educa-tion, along with the official language.

The language is used in the work-places of the larger society.

The language is used in lower govern-ment levels and local mass media.

The language is used at upper govern-ment level.

Weak Side Strong Side

Stage 6 Stage 5

Stage 4 Stage 3 Stage 2 Stage 1

Children socialized into the language and culture by parents and others in the com-munity

Language and culture learning involves extensive literacy; usually including use of the language in schooling.

The language is used in formal educa-tion, along with the official language.

The language is used in the work-places of the larger society.

The language is used in lower govern-ment levels and local media.

The language is used at upper govern-ment level and in mass media

Weak Side Strong Side

Stage 7 Stage 6 Stage 5

Stage 4 Stage 3 Stage 2 Stage 1

Older people use the language enthusias-tically but children are not learning it.

Children are socialized into the language and culture by parents and others in the com-munity

Language and culture socializa-tion involves extensive literacy; usually including use of the language in schooling.

The language is used in formal educa-tion, along with the official language.

The language is used in the work-places of the larger society.

The language is used in lower govern-ment levels and local mass media.

The language is used at upper govern-ment level.

Weak Side Strong Side

Stage 8

Stage 7 Stage 6 Stage 5

Stage 4 Stage 3 Stage 2 Stage 1

So few fluent speakers that the commu-nity needs to re-establish language norms (may require linguistic experts)

Older people use the language enthusias-tically but children are not learning it.

Language and culture socializa-tion takes place in home and commu-nity

Language and culture socialization involves extensive literacy; usually including use of the language in schooling.

The language is used in formal educa-tion, along with the official language.

The language is used in the work-places of the larger society.

The language is used in lower govern-ment levels and local mass media.

The language is used at upper govern-ment level.

Weak Side Strong Side

Adapted from Fishman, Joshua (1991). Reversing Language Shift. Clevedon: Multilingual Matters.

Questions for Discussion:1. At what stage or stages do you feel your own

ethnic language is at?

2. What kind of actions are required for maintaining and developing the languages of Afghanistan?

3. Who are the people who need to be involved in the decision-making and planning?