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AUXLANG  February 2007, Week 3

AUXLANG February 2007, Week 3

Subject:

Re: [NEWS] New language for divided Cameroon

From:

Antonielly Garcia Rodrigues <[log in to unmask]>

Reply-To:

International Auxiliary Languages <[log in to unmask]>

Date:

Wed, 21 Feb 2007 11:43:48 -0300

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (93 lines)

On 2/20/07, [log in to unmask] <[log in to unmask]> wrote:
> li [Antonielly Garcia Rodrigues] mi tulis la
>
> I think "corrupt" is really just a way of saying it's non-standard.

The pejorative sense of "corrupt" does not seem to indicate just
"non-standard". The Portuguese spoken in my region is non-standard,
but it is not "corrupt" by any linguistic measure. The English you
learned in your region almost certainly isn't the standard, but it is
not "corrupt" either. Labelling a language variety as "corrupt" is a
manifestation of linguistic prejudice.

> Things in the world work together because we have standards.  Language
> is no different.  Without a standard, a language will ultimately break
> down making it difficult for people to communicate.
>

Ok. I have no problem with standards. In fact, I encourage their existence.

>  Ultimately the chosen language will thrive while the others
> eventually fades away.
>

Is it desirable? Minority languages should be protected, not
extinguished. What will happen to people that live on the "transition
phase" and have not learned the chosen language? We all know that
mastering a foreign language is not easy, specially for people who are
not committed to a lot of study along many years.

Look at what UNESCO says about it:
"An ever-increasing body of empirical evidence indicates that there is a
critical relationship between individuals' opportunity to use their
mother tongue in a full
range of cultural, scientific and commercial areas, and the
socio-economic well-being of their respective language communities.
People whose mother-tongue is not (or not
sufficiently) developed from the point of view of terminology and
special purpose
languages (SPL) or who are denied the use of their mother-tongue in
education and
training, for accessing information, or interacting in their work
places, tend to be
disadvantaged."
Source: http://unesdoc.unesco.org/images/0014/001407/140765e.pdf

>
> > When will educational authorities learn to appreciate the popular
> > linguistic manifestations as something that reflects the popular
> > culture, not as something that "destroys" the "real" language and
> > should be stigmatized? When will they learn that the standard
> > normative form of the language is not THE language, but just one of
> > the many variations the language possess?
>
> IF they did that then they really wouldn't have much use for English or
> French, and they'd have to teach school in a mix of local dialects.
> That doesn't do much to unite the population.
>

Appreciating the vernacular languages does not mean going against a
standard. It means eliminating the stigmatization of languages which
are home languages for many people. The ideal is not to reduce the
appreciation for the standard, but to increase the appreciation for
the vernacular languages as languages that have associated popular
cultures.

Education authorities can establish the teaching of languages as an
attitude towards the appreciation of the vernacular languages as an
important part of the cultural identity of communities
(conscientization) while clarifying to the students that it is also
important to master the standard language for interacting with the
government, getting jobs and climbing the social pyramid.

>
> These languages and dialects are definitely languages in their own
> right, but again *some* standard needs to be chosen.  English has many
> dialects but only a couple are used as standards which are generally
> what the media use.  Without that standard, we'd turn on our televisions
> and radio and hear a mix of local slang that may or may not be familiar
> to the listeners.
>

No problem with that. A standard has to be chosen, but language
teaching classes should also strive for improving the appreciation of
the students in their regional dialects (which has a great importance,
specially in informal communication). In the case of a monolingual
country, every speaker should be made poliglot in its own language.
This way, the speaker would be able choose the most suitable language
variant to each context. Although important, the standard norm of the
language is not suitable to all contexts, and this should also be made
clear.

Antonielly Garcia Rodrigues

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