Is French on the decline

Fidel Guevarra   Fri Jan 23, 2009 12:00 pm GMT
Indian Languages and effects on radio broadcasting

LANGUAGE AND RADIO IN PERU AND BOLIVIA

To put the Guatemalan sociolinguistic situation and its manifestation in radio broadcasting in perspective, I feel it is useful to briefly examine Peru and Bolivia, two other Latin American countries with large Indian populations. Peru has about three-and-a-half million Quechua speakers out of a total population of seventeen million. In addition there are about half-a-million Aymara speakers. Although their numbers are small, compared to the total population, the Indians are concentrated in five southern mountain departments, where they make up as much as ninety percent of the population. Over half of Bolivia's 5.2 million population are Indians, about equally divided between Quechuas and Aymaras. As in Guatemala, the Indians of Peru and Bolivia were subdued by the Spanish and then relegated to the roles of peasants at the bottom end of society.

However, there is a major difference between Guatemala, on the one hand, and Peru and Bolivia on the other hand. Both of the latter countries have had governments which have taken a positive approach to bilingual education and language planning. The Indians and peasants of Bolivia began receiving a more active role in the government since that country's 1952 revolution. In Peru, serious attention was given to the peasants after a leftwing military coup in 1969. Although other governments have come and gone in the interim in both cases, what was started could not be stopped.

Bilingual education has been at the forefront of both countries' policies. In recent years "there has been a tradition of positive government policy towards bilingual education programmes in Andean Latin America" (Minaya-Rowe,1986, 468), and moreover, the aim of these programs "as officially stated, is not to produce a nation of monolingual Spanish speakers, but rather one of bilingual Spanish-Quechua speakers" (Minaya- Rowe, 1986, 475). Bolivia's education system uses "a bilingual approach which will educate its adult population, allowing them to retain their own
languages and cultures, while at the same time providing the opportunity to learn Spanish (Stark, 1985, p541). Peru designed its bilingual education program "to draw the indigenous groups into the Peruvian mainstream efficiently and with respect shown to their language and culture" (Hornberger, 1987, 206).

Both countries have even gone a step further. IN 1975, QUECHUA WAS MADE AN OFFICIAL LANGUAGE OF PERU (ESCOBAR 1981, HORNBERGER 1987), WHICH EVEN INCLUDED THE TEACHING OF QUECHUA TO SPANISH SPEAKERS. SIMILARLY, BOTH QUECHUA AND AYMARA WERE MADE OFFICIAL LANGUAGES, COEQUAL TO SPANISH, IN BOLIVIA (MINAYA-ROWE, 1986). ONE OF THE MANIFESTATIONS OF GIVING OFFICIAL STATUS WAS "THE USE OF BOTH QUECHUA OR AYMARA AND SPANISH ON (THE) RADIO" (MINAYA-ROWE, 1986).There are, in fact, some great differances between these countries and Guatemala in regards to the use of Indian languages in radio broadcasting.

Both countries, like Guatemala, have Catholic and Protestant stations that use Indian languages (Ballon, 1987; Fontenelle, 1985; Gavilan, 1983; Moore, 1985; Oros, 1987; Perry, 1982; Povrzenic, 1987b, 1987c). But what about privately owned commercial stations? In the Andean highlands of southern and central Peru, there are at least several commercial stations known to broadcast in Quechua and/or Aymara, in addition to Spanish (Hirahara & Inoue, 1984a, 1984b; Llorens and Tamayo, 1987; Povrzenic, 1987a, 1987b). These include at least one member of the Cadena de Emisoras Cruz, one of Peru's largest radio networks (Hirahara & Inoue, 1984a). In addition, Peru's most powerful commercial radio broadcaster, Radio Union in Lima, has an hour long program in Quechua every morning (Hirahara, 1981; Montoya, 1987). Likewise, in Bolivia commercial broadcasters are known to broadcast in indigenous languages (Gwyn, 1983; La Defensa, 1986; Povrzenic, 1983).

What is most significant, though, is that in both cases the official government stations have added Indian language broadcasts. Peru's Radio Nacional broadcasts in both Quechua and Aymara (Povrzenic, 1987a), as does Bolivia's Radio Illimani (Moore, 1985). IN FACT, THE PERUVIAN GOVERNMENT WENT A STEP FURTHER IN 1988 WHEN THEY RENAMED RADIO NACIONAL WITH THE QUECHUA NAME RADIO PACHICUTEC (KLEMETZ, 1989).

In summary, the sociolinguistic situation in Peru and Bolivia is markedly different from that in Guatemala, although all three share Spanish as a dominant language over various native languages. The difference, though is that in Peru and Bolivia, efforts have been made not only to preserve, but to give status to the native languages. Furthermore, the status of native languages in the two countries is reflected in their use by all levels of radio broadcasting in each country; private, religious, and governmental.

http://aymara.org/listarchives/archivo2001/msg00322.html

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Ley de Idiomas Nacionales que oficializa el uso de idiomas indígenas en Guatemala/

Bill recognizing the official use of indigenous languages in Guatemala

Comentario: El Decreto Número 19-2003 fue publicado en Guatemala el 26 de mayo de 2003. Constituye un avance muy importante en el reconocimiento del uso de los idiomas indígenas en Guatemala tanto en esferas públicas como privadas, obligando a la comunicación pública en dichos idiomas (traducción de leyes, educación, servicios públicos, etc.). Esta norma permitirá/obligará a desarrollar un modelo de gestión de la justicia directa en idiomas indígenas, antes limitado a la traducción judicial mediante intérpretes.

A la semana de este decreto se expidió otra norma reconociendo al Chalchiteko entre los idiomas mayas, con lo cual ahora suman 22 (antes sólo reconocía 21).

Nota: Se trata de un documento público (facilitado por la Academia de las Lenguas Mayas de Guatemala a través de Víctor Ferrigno) .

Puesto en línea por Alertanet: junio 2003.

http://alertanet.org/guate-idiomas.htm

TRANSLATION:

National Language Act formalizes the use of indigenous languages in Guatemala /

Bill recognizing the official use of indigenous languages in Guatemala

Comment: The Decree No. 19-2003 was published in Guatemala on May 26, 2003. Constitutes a very important step forward in recognizing the use of indigenous languages in Guatemala both in public and private spheres, forcing the public communication in these languages (translation of laws, education, utilities, etc.).. This standard will allow / require to develop a management model of justice in indigenous languages directly, so far limited to the translation by court interpreters.

A week of this decree was issued another rule recognizing Chalchiteko among Mayan languages, which now total 22 (previously only acknowledged 21).

Note: This is a public document (provided by the Academy of Mayan Languages of Guatemala through Victor Ferrigno).
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Che Castro   Fri Jan 23, 2009 12:07 pm GMT
Che Castro   Fri Jan 23, 2009 12:09 pm GMT
Ataecina   Fri Jan 23, 2009 4:43 pm GMT
El rey:
I totally agree with you, sin embargo siempre pienso que los españoles podíamos hacer más por defender lo nuestro y limpiar muchos aspectos de nuestra imagen, ya sabes, a veces nos aplicamos más veces de las necesarias el "ande yo caliente, riase la gente"
Nikolas Sarkoma   Fri Jan 23, 2009 5:21 pm GMT
The French president: "Arabic is the language of future"

The French government is strongly advocating the teaching of Arabic language and civilization in French schools. Not surprising, considering the number of Arabs and Muslims in France, and the unctuous deference with which they are treated by officials, beginning notably with Nicolas Sarkozy, who cannot praise enough the splendor of Arabic contributions to the world.

The French National Assembly was the scene of a meeting earlier this month of the first Conference on the Teaching of Arabic Language and Culture, attended by a variety of interested parties. There was much wearisome blather about the need for "dialogue."

In his message to the participants, French President Nicolas Sarkozy called Arabic the "language of the future, of science and of modernity," and expressed the hope that "more French people share in the language that expresses great civilizational and spiritual values."

"We must invest in the Arabic language (because) to teach it symbolizes a moment of exchange, of openness and of tolerance, (and it) brings with it one of the oldest and most prestigious civilizations of the world. It is in France that we have the greatest number of persons of Arabic and Muslim origin. Islam is the second religion of France," Sarkozy reminded his listeners.

He proceeded to enumerate the various "advances in terms of diversity," the increase in Muslim sections of cemeteries, the training of imams and chaplains and the appointments of ministers of diverse backgrounds.

"France is a friend of Arabic countries. We are not seeking a clash between the East and West," he affirmed, emphasizing the strong presence of Arab leaders at the founding summit of the Union for the Mediterranean, last July 13. "The Mediterranean is where our common hopes were founded. Our common sea is where the principal challenges come together: durable development, security, education and peace," added the French president.
Informer   Sat Jan 24, 2009 8:29 am GMT
THE SITUATION OF THE FRENCH LANGUAGE IN EASTERN EUROPE (Edited)

ALBANIA
Education 1st or 2nd foreign language, according to the curriculum of the student.

Number and percentage of students learning French:
* At the primary level: 11,340 (early French)
* At the secondary level: 115,600 (25%)
* At the university level: 12,000 (in 5 universities)

Many teachers of French as a foreign language: about 600

French presence in the country: about 30% of the population has learned French and speak more or less.

Accession of Albania to the status of associate member of the OIF
National de la Francophonie
Universities (Polytechnic and Tirana) members of the AUPELF-UREF
Municipality of Tirana, a member of the AIMF
Membership of a group of parliamentarians at the APF
Forum Francophone des Affaires

French presence in the media:
* TV5 taken by radio in a dozen cities
* IFC Films subtitled in Albanian national television
* RFI on the FM band in Tirana
* Daily Bulletin in French of the Albanian Telegraphic Agency
* All channels and French satellite

Cultural Institutions:
* 2 Alliances Françaises: Tirana and Korca
* 2 antennas: Shkoder and Elbasan


BULGARIA
1. The teaching of French in Bulgarian schools is organized as follows:

1.1 First degree general education / 8 years of primary school education college + /

1.1.1 primary-school education:
1st - 4-Year French as their first foreign language - early teaching of foreign languages - according to the school from 1993 until the 1999-2000 school year:

3 hours / week in 1st year, 2 hours / week in 2-Year and 3 hours / week in 3rd and 4th years. The teaching of French as a second foreign language beginning in the second school year.

- French as a first foreign language - teaching foreign language early - according to the school from 1994 until the 2001-2002 school year:

3 hours / week in 1st year, 4 hours / week in 2nd year and 5 hours per week in 3rd and 4th years. The teaching of a second foreign language begins at 5th grade.

For all students who are first-year school year 2002/2003 is valid on the school according to which the teaching of a first foreign language must start from the second school year and a second foreign language -- since the fifth grade.

1.1.2 college-education:
5th - 8th year - French as a first foreign language for students who continue their education in terms of early foreign language with 5 hrs / week

in 5th and 6th years and 4 hours / week in 7th and 8th grades.

5th - 8th year - French as a first foreign language for students who begin their studies in foreign language in school in 1992 with 4 hours / week, the French as a second foreign language beginning in the 9th years;

5th - 8th year - French as a second foreign language for students who study a foreign language in terms of early foreign language with 4 hours / week.

1.2 Second level of general education

1.2.1 Secondary schools - education:

1.2.1.1 schools
9th - 12th year - the first French as a foreign language - 2 hours per week until the 10 th and an option for additional hours required in 11th and 12th years.

- French as a second foreign language - 2 hours per week until the 10 th and an option for additional hours required in 11th and 12th years;

High Schools / Secondary Schools and Sections profile in schools with an entrance examination after the 7th school year with intensive courses in French: compulsory education

French as their first foreign language: 8 th - 12 th years

8th year with intensive courses in French - 18 hours / week + 1 hour new technologies in French; 9 th to 12 th year - 4 hours per week.

French as a second foreign language:
Schedule Required: 9 th - 12 th year - 2 hours per week;

Learning profile: 9th - 11th year - at least 3 hours / week; 12th year - at least 4 hours / week.

1.2.1.2 Lycées professionals with an entrance examination after the 7th year with intensive courses in French:

French as their first foreign language - mandatory schedule: 8th year - 13 hours per week; 9-Year - 4 hours per week; 10 th to 12 th - 3 hours / week.

French as a second foreign language - mandatory schedule: 10th and 11th - 2 hours / week.

1.2.1.3 Professional Schools and colleges with a review after 8 - grade school:
French as a first / second language - mandatory schedule: 9th and 10th grades - 2 hours / week.

The number of students who studied French in Bulgaria during the school year 2001/2002 is approximately 104 000.

1st - 4th year - 4887 students
5th - 8th school year - 45 939 students
9 th - 12 th year - 28 000 students

11 149 students studying in 54 special schools and schools with bilingual classes Franco-Bulgarian.

25 000 students studying French in professional schools, 32 have an entrance examination after the 7th grade and intensive courses in French.

The total number of French teachers in Bulgaria is 1365.

2. In Bulgaria there are 6 channels in French schools:

including one at the University of Chemical Technology and steel, one with the Technical University, another at the Academy of Medicine, a fourth at the University of Sofia. Since 1997 there is a French chain with the Higher Institute of the food industry to the city of Plovdiv and since 1999 - French branch of political science at New Bulgarian University in Sofia.

Since 1996 in Sofia was established Francophone Institute of Directors and management - a high school for French regional importance with students from Bulgaria, Romania, Moldova and Macedonia.


REPUBLIC OF GEORGIA
According to the regulations of the Ministry of Education of Georgia, foreign language teaching in secondary schools takes place in classes V-XI at a rate of 19 hours per week.

Special schools (with teaching of French, English and other languages) start learning foreign languages from the second class and, at a rate of 42 hours per week.

The Ministry of Education has developed educational programs and has published manuals for French schoolchildren and books for teachers.

In Georgia, the French are taught in 354 schools and of these 30 schools are specialized. 55,076 students study French.

Along with state schools, private schools (Collège Saint-Exupéry, Ecole Franco-Georgian Noe Jordania, College Marie Brosset) work since the 90s.
Republic of Hungary

HUNGARY
In general, French is the third foreign language (fourth) taught in Hungary, preceded by German and English.

However, the French under an approval, may be taught as a second language as young as 6 years. In this case, French retains its status as a second language in secondary education where it is normally optional fourth language.

There are a number of primary and secondary schools specialized in teaching French as a second language and some courses are taught in French.

There are also 4 lycées completely bilingual French-Hungarian.

LITHUANIA
In general, French is the second or third (with German) foreign language taught in Lithuania, preceded by English.

In some parts of Lithuania, French is taught in secondary schools and universities as a foreign language major.

MACEDONIA
For historical and cultural reasons, the Francophonie in Macedonia is quite alive and well represented.

This goes back to the 19th century when France, for Macedonia under occupation, was the land of the free and safe for the children of rich families Macedonian who went to schools to study in Paris, Strasbourg and elsewhere.

On the other hand, until the Second World War in Macedonia there were French schools and colleges which were run by nuns.

As to the immediate past, it should be noted that France played a leading role regarding the recognition of the new Macedonian state by international institutions.

According to the statistics of 1994 in primary schools, French is represented with 35% (compared with 57% going to the English, 5% - in Russian and 2% - in German).

In secondary education, as the first language, French returning 30% (English: 55% Russian: 9%; German: 6%). As a second language in secondary schools, French is represented with 42% (English: 42%; German: 8% and 8% Russian).

The number of teachers of French 314 (English: 344; Russian: 70; German: 15).

French is taught in schools mainly primary campaign.

The introduction of a compulsory second language for foreign students last year (the fourth) of the primary level, under the new curriculum should be for the benefit of the French language.

In 1997, bilingual sections have been introduced in secondary schools.

At the moment such sections exist in secondary schools in Kumanovo, Tetovo, Skopje, Prilep, Bitola and Negotino, with a total of 13 classes and 360 students.

These are sections where certain subjects are taught in English in four years. Each section has a firm linguistic features a library, a VCR, a television with satellite dish and a computer.

As for higher education, language and French literature is very present.

In French philology near the University "Saints Cyril and Methodius" in Skopje, in first grade are about 50 students.

The Council of the Faculty of literature has adopted the principles of teaching French for beginners, which should increase the number of pupils learning French.

The Ministry of Education and Science of the Republic of Macedonia, following the recommendations of the Council of Europe is determined to continue the policy - learn two foreign languages. This determination will be in favor of teaching the French language and prevent the trend of decline of French in the schools where he held the position of first language, in direct competition with English.

It should be noted that the French Cultural Center in Skopje (established in 1974) contributes to the promotion of ties between the Republic of Macedonia and France, and thus those with the Francophonie.

MOLDOVA
The Republic of Moldova is a country of Latin civilization, the only republics of the former USSR in which the official language is a language of Latin origin.

Most Moldovans are francophone.

The Moldovan government remains very committed to the French tradition and support all efforts to keep the French at the forefront of foreign languages taught in Moldova

Currently, the Republic of Moldova, French is taught by about 2,000 teachers, approximately 700,000 students - or 67% of the total number of students - in 1124 secondary schools. In these institutions known as "general culture", the French language is studied as a foreign language at the rate of 2 to 3 hours per week (from second to twelfth).

There are also specialized schools, further education in one or several subjects, including English. The schools are specialized in French to the number of 115.

In these institutions, the French language is taught from second to twelfth at 4 to 5 hours per week. In addition to elements of general linguistics, are studied in French, a number of subjects, including literature, geography, or more specific disciplines and techniques.

In higher education, State University of Moldova, Chisinau Pedagogical University, Pedagogical University in Baltimore and the Free University of Moldova international offer their courses in English and are in total in the English language, almost 750 students per year. The Technical University has been 4 years with a channel for lessons in French. It forms each year, more than 80 construction engineers, radio, clothing, electrical engineering.

Since 1998 educational institutions and libraries of Moldova have received a donation of 80,000 pounds of the Alliance Française.

Emissions of a French language schools are broadcast on national radio, 'Dis-moi tout' and television, 'The French space.


POLAND

Based on the 2005-2006 school year, to 3.3% of pupils in primary and secondary schools, French is a compulsory language, but 65.0% of students studying English, 33.6% -- German, 6.1% - Russian.

Furthermore, as additional language, 1% of pupils in primary and secondary schools study French, 14.1% - English and 10.7% - German. English, German, Russian and French are the languages most commonly taught in school, but there are schools where we study other languages such as Spanish or Italian.

In elementary school (grades 1 - 6), for 0.5% of students, French is a compulsory language, to 48.4% - English to 15.0% - German and 2, 1% - Russian. Furthermore, as additional language, 0.7% of students studying French, 24.6% - English and 7.8% - German.

In college (grades 7 - 8), for 1.5% of students, English is a compulsory language, to 73.8% - English to 27.9% - German and 2.6% -- Russian. Furthermore, as additional language, 2.5% of students studying French, 12.0% - English and 26.7% - German.

In grammar school (grades 10 - 12) where two languages are required, French as a compulsory language is studied by 13.2% of students, English - 97.4%, German - 71, 0% and Russian - 11.4%. Furthermore, as additional language, 0.3% of students studying French, English - 0.3% and German - 0.4%.



ROMANIA
In Romania, the general education extends over 8 years, it includes primary and secondary education (classes I to IV and, respectively, V-VIII).

Starting from the third grade, students can choose between several languages, namely English, French, German, Russian, Spanish, Italian and even Japanese.

The study of a second modern language begins in secondary school, in fifth. The study of the figures shows that the number of students learning foreign languages is increasing year by year, and among these, the French occupies a privileged place.

For example:

* for the academic year 1994/1995, in the 562,212 primary school pupils studying French and 250,693 pupils in English and in secondary education, 706,097 have studied French as their first language and modern 210,755 as a second language, while 296,820 students learned English as their first language and 328,923 as a second language;

*For the academic year 1995/1996, in the 593,979 primary school pupils studying French and 271,868 pupils in English and in secondary education, 698,258 have studied French as their first language and modern 214,965 as a second language, while 318,165 students learned English as their first language and 322,513 as a second language;

* For the academic year 1996/1997, in the 609,877 primary school pupils studying French and 293,589 pupils in English and in secondary education, 692,325 have studied French as their first language and modern 217,882 as a second language, while 907,780 students learned English as their first language and 991,896 as a second language.

According to Article 32 of the Constitution and the provisions of the Education Act No. 84/1995, education in Romania can also be provided in a language of international communication.

Law No. 84/1995 stipulates that the Ministry of Education to approve the organization of units and institutions for this purpose.

In these schools, language and Romanian literature, history of Romanians and Geography of Romania are taught only in Romanian.

Under these provisions, the Ministry of Education adopted a regulation on the organization and functioning of bilingual classes and intensive.

The intensive study of a language of international communication is the form of education in which the first modern language is taught in an increased number of hours of study.

This program is introduced in primary schools from the 3rd class and in the secondary from the 5th grade. The bilingual program is the form of organized education at high schools (grades IX and XII), in which education is taught in Romanian language and language of international communication for some discipline of study.

This program applies only to the teaching of the first foreign language. Now (1998-1999), in Romania there are 60 sections in schools with bilingual French students in 5199.

CZECH REPUBLIC

Language teaching is not usually in the program mandatory Czech schools. In such cases, the figure among the French languages.

There is, however, the Czech Republic in 1500 qualified teachers in learning the language.

French is the third foreign language taught in the Czech Republic, after English and German. It is taught to 6% of pupils in primary schools. In secondary schools follows the course of 14% of French students.

Czech Republic 4 schools are bilingual Franco-Czech.

In Prague there is a school system or the enseingement is provided in French, started kindergarten to secondary schools.

In some other Czech cities are also institutions that provide instruction in French, but it remains relatively rare.

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Nicolas Sarkoma   Sat Jan 24, 2009 1:58 pm GMT
"Arabic is the language of future", the French President dixit.

The French government is strongly advocating the teaching of Arabic language and civilization in French schools. Not surprising, considering the number of Arabs and Muslims in France, and the unctuous deference with which they are treated by officials, beginning notably with Nicolas Sarkozy, who cannot praise enough the splendor of Arabic contributions to the world.

The French National Assembly was the scene of a meeting earlier this month of the first Conference on the Teaching of Arabic Language and Culture, attended by a variety of interested parties. There was much wearisome blather about the need for "dialogue."

In his message to the participants, French President Nicolas Sarkozy called Arabic the "language of the future, of science and of modernity," and expressed the hope that "more French people share in the language that expresses great civilizational and spiritual values."

"We must invest in the Arabic language (because) to teach it symbolizes a moment of exchange, of openness and of tolerance, (and it) brings with it one of the oldest and most prestigious civilizations of the world. It is in France that we have the greatest number of persons of Arabic and Muslim origin. Islam is the second religion of France," Sarkozy reminded his listeners.

He proceeded to enumerate the various "advances in terms of diversity," the increase in Muslim sections of cemeteries, the training of imams and chaplains and the appointments of ministers of diverse backgrounds.

"France is a friend of Arabic countries. We are not seeking a clash between the East and West," he affirmed, emphasizing the strong presence of Arab leaders at the founding summit of the Union for the Mediterranean, last July 13. "The Mediterranean is where our common hopes were founded. Our common sea is where the principal challenges come together: durable development, security, education and peace," added the French president.
Nicolas Sarkoma   Sat Jan 24, 2009 9:53 pm GMT
"Arabic is the language of future", the French President dixit.

The French government is strongly advocating the teaching of Arabic language and civilization in French schools. Not surprising, considering the number of Arabs and Muslims in France, and the unctuous deference with which they are treated by officials, beginning notably with Nicolas Sarkozy, who cannot praise enough the splendor of Arabic contributions to the world.

The French National Assembly was the scene of a meeting earlier this month of the first Conference on the Teaching of Arabic Language and Culture, attended by a variety of interested parties. There was much wearisome blather about the need for "dialogue."

In his message to the participants, French President Nicolas Sarkozy called Arabic the "language of the future, of science and of modernity," and expressed the hope that "more French people share in the language that expresses great civilizational and spiritual values."

"We must invest in the Arabic language (because) to teach it symbolizes a moment of exchange, of openness and of tolerance, (and it) brings with it one of the oldest and most prestigious civilizations of the world. It is in France that we have the greatest number of persons of Arabic and Muslim origin. Islam is the second religion of France," Sarkozy reminded his listeners.

He proceeded to enumerate the various "advances in terms of diversity," the increase in Muslim sections of cemeteries, the training of imams and chaplains and the appointments of ministers of diverse backgrounds.

"France is a friend of Arabic countries. We are not seeking a clash between the East and West," he affirmed, emphasizing the strong presence of Arab leaders at the founding summit of the Union for the Mediterranean, last July 13. "The Mediterranean is where our common hopes were founded. Our common sea is where the principal challenges come together: durable development, security, education and peace," added the French president.
Che Castro   Sun Jan 25, 2009 2:25 am GMT
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Está el español en peligro? SI

Parece que no todos lo entienden así en la propia España, fuente de incomprensión para su lengua común. Recibo con estupor la carta escaneada que un colegio de Creixell (Tarragona) envía a los padres para que autoricen a sus hijos a acudir dos horas a la semana a clases de lengua árabe. Abundando en la cuestión, la misiva aparece escrita en catalán y árabe, obviando que el español es lengua cooficial en Cataluña, y por tanto de uso obligado por la administración. En definitiva, se pone al árabe en una posición superior al español, en un afán de borrar a éste de la vida social, cuando es mayoritario también en Cataluña. CON ESTA Y OTRAS ACCIONES, SE PRETENDE DAR “MUERTE CIVIL” A UNA LENGUA VITAL PARA LA CULTURA Y LOS NEGOCIOS EN TODO EL MUNDO, PRIVANDO A LOS ALUMNOS DEL CONOCIMIENTO DEL ESPAÑOL POR LA VÍA DE MARGINARLO NO YA POR DETRÁS DEL CATALÁN (QUE A SU VEZ MARGINA OFICIALMENTE AL VALENCIANO Y AL MALLORQUÍN), Y EN SU CASO, DEL VASCUENCE Y EL GALLEGO, SINO DETRÁS DEL INGLÉS, EL FRANCÉS Y AHORA EL ÁRABE.

JUSTIFICAR EL HECHO DE QUE EN MERCADOS DE ABASTOS BARCELONESES SE HAYAN LLEGADO A COLOCAR LETREROS BILINGÜES EN CATALÁN Y URDU (LENGUA OFICIAL DE PAKISTÁN), PERO NI UN SOLO ANUNCIO OFICIAL EN ESPAÑOL, ES JUSTIFICAR UN ODIO PATOLÓGICO, ENFERMIZO Y RIDÍCULO DE VARIOS CRETINOS CON COCHE OFICIAL Y DE PANIAGUADOS VARIOS CON COLUMNA EN MEDIOS SUBVENCIONADOS. CON COCHE OFICIAL Y DE PANIAGUADOS VARIOS CON COLUMNA EN MEDIOS SUBVENCIONADOS.No debemos olvidar que las subvenciones para “experimentos” en árabe, urdu y dentro de nada en swahilli, se pagan con dinero de todos, para producir analfabetos que ni se manejan bien en español, ni en catalán o la lengua local que corresponda.

Por Diario de América
21/10/2008

http://www.diariodeamerica.com/front_nota_detalle.php?id_noticia=4673

TRANSLATION:

Is Spanish in danger? YES

It seems that not everyone understands very well in Spain, a source of misunderstanding for their common language. Receipt stupor scanned the letter that a college Creixell (Tarragona) submitted by parents to allow their children to attend two hours a week for Arabic language classes. Further to the issue, the letter written in Catalan, Arabic, Spanish is obvious that the co-official languages in Catalonia, and thus forced to use by the administration. In short, it puts a higher position in Arabic into Spanish, in an effort to remove him from social life, where a majority in Catalonia. WITH THIS AND OTHER ACTIONS, WE ATTEMPT TO "CIVIL DEATH" IN A LANGUAGE AND CULTURE VITAL TO BUSINESSES AROUND THE WORLD, DEPRIVING STUDENTS OF KNOWLEDGE OF SPANISH THROUGH MARGINALIZE NOT BEHIND THE CATALAN (WHICH TURN MARGINALIZES OFFICIALLY ANDALUSIA ANDALUSIA MAJORCAN AND VALENCIAN), AND WHERE APPROPRIATE, GALICIAN AND BASQUE, BUT BEHIND ENGLISH, FRENCH AND NOW ARABIC.

JUSTIFY THE FACT THAT SUPPLY MARKETS IN BARCELONA HAVE COME TO PLACE BILINGUAL SIGNS IN CATALAN AND URDU (OFFICIAL LANGUAGE OF PAKISTAN), BUT NOT A SINGLE OFFICIAL ANNOUNCEMENT IN SPANISH, IS TO JUSTIFY A PATHOLOGICAL HATRED, RIDICULE AND SICKLY WITH SEVERAL CRETINS OFFICIAL CAR AND SEVERAL "PANIAGUADOS" COLUMN SUBSIDIZED MEDIA. We must not forget that subsidies for "experiments" in Arabic, Urdu and anything within swahilli, are paid with money of all, to produce illiterate or managed well in Spanish or Catalan or appropriate local language.
Spanish

By American Journal
21/10/2008
French declines   Sun Jan 25, 2009 2:59 am GMT
New lingua franca upsets French

That the French resent the global supremacy of the English language is nothing new, but as Hugh Schofield finds out, a newly evolved business-speak version is taking over.

They were giving out the annual Prix de la Carpette Anglaise the other day. Literally it means the English Rug Prize, but doormat would be the better translation.

Lord Nelson
Quel horreur! Lord Nelson is the inspiration for a French rock band

As the citation explains, the award goes to the French person or institution who has given the best display of "fawning servility" to further the insinuation into France of the accursed English language.

Among the runners-up this year: the supermarket company Carrefour ­which changed the name of its Champion chain of stores to Carrefour Market, as in not the French word "marche".

Also the provocatively-named Paris band Nelson (the Admiral, not Mr Mandela is who they have in mind) whose frontman J.B. sings in English because, he says, French does not have the right cadences for true rock.

Worst offender

But topping the poll for grave disservices to the mother tongue: France's higher education minister, Valerie Pecresse.

Valerie Pecresse
Valerie Pecresse has decided if you cannot beat then, join them

Her crime: proclaiming to the press that she had no intention of speaking French when attending European meetings in Brussels, because, she said, it was quite obvious that English was now the easiest mode of communication.

The rise and rise of the English language is a sensitive subject for many here in France, who believe: one, that French has every bit as much right to be considered a global tongue.

And two, even conceding to English victory in the war for linguistic supremacy, the least the French themselves can do is defend their own territory and keep the ghastly invader at a decent remove.


The same group that sponsors the Prix de la Carpette also brings legal actions against companies that, it says, breach the law.

For example, by not issuing French language versions of instructions to staff.

(...)

Recently I have spent a lot of time in French multinational companies, and what is inescapable is the stranglehold that English already has on the world of business here.

French executives draft reports, send e-mails, converse with their international colleagues - and increasingly even amongst themselves - in English.

It is of course a kind of bastardised, runty form of business-speak full of words like "drivers" and "deliverables" and "outcomes" to be "valorised", but nonetheless quite definitely not French.
Vasnanunamtra   Sun Jan 25, 2009 3:06 am GMT
English joins French and Malagasy as the official languages of Madagascar after approval by voters in referendum.....

Madagascar adopts English as national language
Madagascar adopts English as national language

The recent referendum in Madagascar to approve several constitutional changes has been approved with a 75% majority. The referendum was called to approve a number of changes to constitution put forward by President Marc Ravalomanana including making English an official language, abolishing Madagascar's six provinces and allowing the President to amend laws in a state of emergency without parliamentary approval.

The opposition parties had campaigned vociferously against the changes that increased the Presidents powers claiming it was leading Madagascar down the path of dictatorship. The Presidents supporters however claimed the changes were necessary to speed up progress in the country through decentralisation of the administration as well as transferring responsibilities to local offices and bringing governance closer to the people.

In defending the adoption of English, officials cite Madagascar's changing external economic relationships as the justification for this, in particular having joined the South African Development Community (SADC) which is overwhelmingly English speaking. Officials also believe the promotion of English will aid direct foreign investment from countries such as the United States, UK, Canada, South Africa and India.
Che Castro   Sun Jan 25, 2009 10:43 am GMT
Paraguaigua noñe'êkuaáiva guarani pytaguarôguáicha hetâme

May 1, 2001

"A Paraguayan who can't speak Guaraní," opines this proverb, "is like a foreigner in his own land." In fact, between 90% and 95% of Paraguay's 5 million inhabitants speak Guaraní (pronounced "wa-ra-NEE," with a guttural rasp on the "wa"). That makes this indigenous language not just Paraguay's dominant language (by comparison, only 75% of Paraguayans speak Spanish), but also the only First Nations language on the planet to enjoy majority-language status, as well as the only one spoken on a large scale by non-aboriginals. (About half of Guaraní speakers are of European descent.) Finally, Guaraní earns Paraguay membership in that most restricted of clubs, the Officially Bilingual Nations of the Americas, a distinction it shares only with Canada and Haïti.

Victory in conquest
At contact, Guaraní cultures dominated northern Argentina, eastern Bolivia, and southern Brazil and Paraguay. In fact, after Arawakan, Guaraní may have been the most geographically widespread language in Latin America. But unlike every other native people in the Americas, the Guaraní managed to remain influential in Paraguay even after Spanish conquest. So influential were they in fact that the newcomers found they had to learn the local language to get by. Modern Paraguayans call Guaraní ñe'engatú ("dear speech"), or abá ñe'é ("common man's speech"). Traditionally relegated to a vernacular role in Paraguayan society, until recently Guaraní was not taught in schools or used in formal contexts in spite of its superior demographics. Today, thanks to a growing Paraguayan identity movement, it is poised to assume more substantial responsibilities in Paraguay and in the world.

The term "Guaraní" actually refers to a group of dialects of the Andean-Equatorial language family. (In addition to Guaraní, Andean-Equatorial languages include Quechua, Aymara, and Tupi, indigenous tongues that remain influential across most of modern South America.) Paraguay encloses several Guaraní dialects, among which two dominate. Mby'a is the dialect of rural aboriginals; most European and mixed-race Paraguayans speak Yopará. Although Yopará has absorbed many Spanish influences, it remains squarely Guaraní and is mostly intelligible to Mby'a speakers. And although Yopará accounts for most Guaraní communication on the national level, Mby'a is considered the "pure" tradition, insofar as it remains largely unadulterated by hispanicisms.

Though more Paraguayans speak Guaraní than Spanish, and songs and popular literature have been composed in it since colonial times, Guaraní had no official status in Paraguay until the 1992 Constitution recognised it as an official language. Though some Paraguayans still consider Guaraní a vulgar medium, many have embraced it as a patriotic touchstone. (The Paraguayan monetary unit is also called the guaraní.) Increasingly, Guaraní scholars are refuting old canards about its supposed inadequacy for 21st century communication, and are calling for academic supervision to halt the entry of Spanish words and bad neologisms into the language. Others propose that Mby'a be accepted as the scholarly standard (Guaraní has heretofore had none), that Yopará become the language of national life, and that Castellano (Spanish) be taught chiefly as a means of enabling Paraguayans to communicate with foreigners, rather than as a national medium. A Congreso Nacional de Lengua y Cultura Guaraní has been founded to oversee these and other issues, such as developing media and academic models.

http://www.suite101.com/article.cfm/world_languages/67586
Che Castro   Sun Jan 25, 2009 10:45 am GMT
Está el español en peligro? SI

Parece que no todos lo entienden así en la propia España, fuente de incomprensión para su lengua común. Recibo con estupor la carta escaneada que un colegio de Creixell (Tarragona) envía a los padres para que autoricen a sus hijos a acudir dos horas a la semana a clases de lengua árabe. Abundando en la cuestión, la misiva aparece escrita en catalán y árabe, obviando que el español es lengua cooficial en Cataluña, y por tanto de uso obligado por la administración. En definitiva, se pone al árabe en una posición superior al español, en un afán de borrar a éste de la vida social, cuando es mayoritario también en Cataluña. CON ESTA Y OTRAS ACCIONES, SE PRETENDE DAR “MUERTE CIVIL” A UNA LENGUA VITAL PARA LA CULTURA Y LOS NEGOCIOS EN TODO EL MUNDO, PRIVANDO A LOS ALUMNOS DEL CONOCIMIENTO DEL ESPAÑOL POR LA VÍA DE MARGINARLO NO YA POR DETRÁS DEL CATALÁN (QUE A SU VEZ MARGINA OFICIALMENTE AL VALENCIANO Y AL MALLORQUÍN), Y EN SU CASO, DEL VASCUENCE Y EL GALLEGO, SINO DETRÁS DEL INGLÉS, EL FRANCÉS Y AHORA EL ÁRABE.

JUSTIFICAR EL HECHO DE QUE EN MERCADOS DE ABASTOS BARCELONESES SE HAYAN LLEGADO A COLOCAR LETREROS BILINGÜES EN CATALÁN Y URDU (LENGUA OFICIAL DE PAKISTÁN), PERO NI UN SOLO ANUNCIO OFICIAL EN ESPAÑOL, ES JUSTIFICAR UN ODIO PATOLÓGICO, ENFERMIZO Y RIDÍCULO DE VARIOS CRETINOS CON COCHE OFICIAL Y DE PANIAGUADOS VARIOS CON COLUMNA EN MEDIOS SUBVENCIONADOS. CON COCHE OFICIAL Y DE PANIAGUADOS VARIOS CON COLUMNA EN MEDIOS SUBVENCIONADOS.No debemos olvidar que las subvenciones para “experimentos” en árabe, urdu y dentro de nada en swahilli, se pagan con dinero de todos, para producir analfabetos que ni se manejan bien en español, ni en catalán o la lengua local que corresponda.

Por Diario de América
21/10/2008

http://www.diariodeamerica.com/front_nota_detalle.php?id_noticia=4673

TRANSLATION:

Is Spanish in danger? YES

It seems that not everyone understands very well in Spain, a source of misunderstanding for their common language. Receipt stupor scanned the letter that a college Creixell (Tarragona) submitted by parents to allow their children to attend two hours a week for Arabic language classes. Further to the issue, the letter written in Catalan, Arabic, Spanish is obvious that the co-official languages in Catalonia, and thus forced to use by the administration. In short, it puts a higher position in Arabic into Spanish, in an effort to remove him from social life, where a majority in Catalonia. WITH THIS AND OTHER ACTIONS, WE ATTEMPT TO "CIVIL DEATH" IN A LANGUAGE AND CULTURE VITAL TO BUSINESSES AROUND THE WORLD, DEPRIVING STUDENTS OF KNOWLEDGE OF SPANISH THROUGH MARGINALIZE NOT BEHIND THE CATALAN (WHICH TURN MARGINALIZES OFFICIALLY ANDALUSIA ANDALUSIA MAJORCAN AND VALENCIAN), AND WHERE APPROPRIATE, GALICIAN AND BASQUE, BUT BEHIND ENGLISH, FRENCH AND NOW ARABIC.

JUSTIFY THE FACT THAT SUPPLY MARKETS IN BARCELONA HAVE COME TO PLACE BILINGUAL SIGNS IN CATALAN AND URDU (OFFICIAL LANGUAGE OF PAKISTAN), BUT NOT A SINGLE OFFICIAL ANNOUNCEMENT IN SPANISH, IS TO JUSTIFY A PATHOLOGICAL HATRED, RIDICULE AND SICKLY WITH SEVERAL CRETINS OFFICIAL CAR AND SEVERAL "PANIAGUADOS" COLUMN SUBSIDIZED MEDIA. We must not forget that subsidies for "experiments" in Arabic, Urdu and anything within swahilli, are paid with money of all, to produce illiterate or managed well in Spanish or Catalan or appropriate local language.
Spanish

By American Journal
21/10/2008
baum   Sun Jan 25, 2009 10:59 am GMT
IMPICCATEVI STRONZI
Visitor   Sun Jan 25, 2009 2:24 pm GMT
Mourning the decline of French.

In today's Guardian, Marcel Berlins approves of Jacques Chirac's walk-out from the opening session of the EU spring summit last week, prompted by a speech in English by the French leader of the EU employers' organisation. Ernest-Antoine Sellière did so because English is "the language of business". Berlins notes that he could have added "of international trade, the internet, pop music, the tourist industry and Hollywood":

French cannot compete. All it has in its favour is that it is the most beautiful language in the world, the most elegant, expressive and mellifluous. It's also the pre-eminent language of culture. But that's irrelevant if all you want is to do a deal.
What Chirac was concerned about, apparently, was that as French becomes less important on the international stage, it infiltrates and degrades French as well, which has been changing very rapidly of late, changes increasingly spearheaded by the younger generation, an example being "the language of the banlieue (slum/suburb), much in evidence last November during the riots of the disadvantaged". Of course, the language of the French slums is likely to be different from middle-class French, because they are populated by large numbers of Arabs and Africans. And as for the preponderance of English popular culture, dreck is dreck in anyone's language, but if the French have not produced a culture they consider worth keeping in the last forty years or so, you can hardly blame their youth for looking elsewhere.

Actually the real reasons French is on the decline is simply that it failed to colonise enough of the right places in the 18th and 19th centuries, and because Europe is enlarging. The British got underpopulated areas like Australia, New Zealand, Canada, and (for a while) America. It also colonised most of India and large parts of Africa. Today, English is the lingua franca in many of these places - still used officially in India and Pakistan (its replacement with Hindi being resisted by, among others, the Tamils). France first tried to grab its neighbours' countries, and got trounced. It later got north Africa (which it misruled dreadfully), the desert and semi-desert of the west African interior, Haiti, Syria, Lebanon, Québec, and a few pockets of India - mostly places where a major international language was already spoken or widely understood: Arabic.

French is still an official language in many of these places, the internationally known names of several cities in Algeria, for example, being French rather than Arabic or any other local language. Read any English guidebook of Morocco, and you will find streets being named in French, rather than Arabic or in English translations.

As for the decline of French in Europe, this was bound to happen as French ceased to be the biggest single language spoken in the EU. In the Cold War days France was the biggest country in the EU by far, and French is also spoken in Belgium, Luxembourg and parts of Italy. Italian has similar Latin roots to French, while English and German have substantial amounts of French or otherwise Latin-based vocabulary, and French is generally the first foreign language British children learn. This is not the case any longer, with the arrival of large populations of Slavs whose language has nowhere near this level of French influence, and with French being only one of four major Latin languages. Probably the EU's biggest single language is German, with eastern Germany and Austria now in the union (with speakers in France, Poland, Belgium and Italy), but because of the problems you might have in getting the Poles and Czechs to accept German as the language of European business, it's not really a viable proposition.

I find it rather amusing that Berlins thinks French culture is particularly threatened, with fewer than 100 million speaking the language worldwide - compare this with fewer than half that number speaking Polish and with other European languages with fewer than 10 million - worldwide, not just at home. What do the Lithuanians do when speaking at these summits - do they never speak any language except Lithuanian? The only reason Chirac walked out in a huff is because in bygone days, he would have been able to go to other EU countries and expect to hear French. And I'm not sure the Italians would agree that French is "the most beautiful language in the world, the most elegant, expressive and mellifluous".