Language Problems and Language Planning - Volume 29, Issue 3, 2005

This article outlines a proposal for evaluating educational policy and planning for multilingual school systems. Often, debates on language policy in education suffer from a restricted perspective that elevates socio-political considerations above all others. Assigning secondary importance to language learning constraints and developmental principles of second language learning renders the discussion incomplete and incoherent. Bilingual instructional models need to be based on current research findings that prioritize both an early introduction of content-based second language instruction (immersion), and the development of higher-order language abilities through a language that children understand.

After an introduction to the Cimbrian language (a Bavarian variety that has maintained many characteristics of early Middle High German) and a brief overview of the sociolinguistic situation (attitudes in particular) in the area regarded as ‘ethnically’ Cimbrian, this article looks at the language planning that has been carried out in the Cimbrian area (particularly in the areas of graphization, mass-media and education) and at the institutions devoted to it. It is evident that not enough planning has been done. There are various reasons for this, such as the low ethnic and linguistic consciousness of the speakers (particularly in the Veneto region) and the lack of both adequate funding and of a policy that takes economic development seriously into account. Considering the size of the speaking community, its socio-economic situation, the invasive presence of Italian and the lack of resources, the chances for the survival of Cimbrian are not high, particularly in the Veneto region. However, language planning is worth attempting anyway, not only to preserve Italy’s (and the world’s) rich diversity, but particularly for the cultural, social and economic benefits that reversing language shift always entails.

We can divide Esperanto literature into four historical periods. The first (1887–1920) was characterised by the important role of translations. The second period (1921–1945) was marked by the development of poetry and also, to some extent, of prose and drama. The third period (1946–1974), while beset with difficulties, continued the development started in the second period and made some new innovations, especially in poetry. The fourth period (since 1975) has so far been a period in which the novel and experimental poetry have flourished. Unlike the earlier periods, the fourth period is no longer dominated by a small group of authors and influential literary magazines: Esperanto literature is now more diverse and fragmented, leaving space for different schools and linguistic styles.

El presente estudio intenta esclarecer las políticas lingüísticas que impulsaron la subordinación del español en el estado de Tejas. Se estudia la política lingüística ejercida durante la formación de las colonias anglo tejanas y su arraigo en las políticas lingüísticas del virreinato de la Nueva España. Tambien se examina las maneras en que los empresarios negociaron esta política en la formación de colonias netamente anglófonas. A la vez se exploran las múltiples reacciones a esta negociación por parte de los tejanos locales por un lado y por los gobernantes mexicanos por otro; sucesos que al final estallarían en la revolución tejana. Por fin, se analiza el papel que desempeñó esta negociación política singular en la posterior subordinación del español después de la revolución tejana.