An ever closer union . . . of linguistic diversity

Daniel Tomozeiu

doi:10.14746/ssllt.2017.7.2.8

Abstract

The analysis carried out between October 2014 and February 2015 by a team of researchers from the University of Westminster with support from colleagues from across the EU identified the linguistic communities across the 28 EU member states as recognized (or not) by the country’s legislation and the linguistic rights of these communities in education, judiciary and public services. The findings present a complex picture of different linguistic traditions, as well as different levels of minority language use. Education and media appear as the two areas where these minority languages are most used. The diversity of national policies across the EU towards minority languages is highlighted. At the same time, a number of factors that influence the use of minority languages in one context and not in another are identified. Finally, a policy approach that would enhance education in minority languages, strengthen community cohesion and diversity in a globalizing world is put forward.

Highlights

Linguistic diversity is an acknowledged reality in the European Union (EU)
The new framework was adopted by the promoters of multilingualism mainly in order to encourage the learning of EU official languages in schools, and little evidence was found of its use to support or promote minority languages
Without discussing the advantages and disadvantages of such an approach for the state or the minority language speaking community, the present study identified this as a distinctive approach that was implemented by a number of EU member states

Summary

Introduction

Linguistic diversity is an acknowledged reality in the European Union (EU). Across the 28 member-states “over 60 indigenous regional or minority languages, spoken by some 40 million people” (EU Multilingualism, 2016) are being used in every day communication. The two treaties make no distinction between national, regional or minority languages; they provide “blanket recognition” of cultural and linguistic diversity This passive EU approach was recalibrated with a more active one, under which linguistic diversity was to be maintained across the EU through education, in order to “increase individual multilingualism until every citizen has practical skills in at least two languages in addition to his or her mother tongue” (European Commission, 2005). As the New Framework Strategy for Multilingualism makes it clear, “responsibility for making further progress (in promoting multilingualism) mainly rests with Member States” (European Commission, 2005) This top down approach has been criticized as being unsuitable: “Current approach of nation states, defining both national and regional/minority languages from the top down, is increasingly at odds with the idea of cross-border migration and communications” The current horizon-scanning research set out to identify what is the situation of minority languages across the 28 EU-member states ten years after the launch of the New Framework Strategy for Multilingualism in the EU

Objectives

Results

Discussion

Conclusion