Mobility and Inclusionin Multilingual Europe

Linguistic (in)justice and communication modelsA pledge for a balanced multilingualism

Federico GobboAmsterdam Milano-Bicocca Torino⟨FGobbouvanlfedericogobbounitoit⟩

12 Dec 2014University of Milano-BicoccaMIME A Challenge for Milan

1 (cc) 2014 F Gobbo

What is linguistic justice

It is easier to define what linguistic in-justice is than justice It isintuitive that some languages are in higher position than the others interms of power However studies on effectiveness and efficiency(cost-benefit analysis) usually do not consider the ldquosymbolic valuerdquonested into languages so it is not straightforward to give aquantitative measure

Gazzola (2014) and Alcalde (forthcoming) offer an overview of thedifferent perspectives into the literature of linguistic justice Mystandpoint is that multilingualism is a value per se individualshave the human right to develop themselves through theirlanguageswithin their own groups ndash shared for example by Maraacutecz amp Rosello(2012)

2 (cc) 2014 F Gobbo

Languages form a galaxy

De Swaan (2001) and Calvet (2006 1999) propose a gravitationalmodel in order to compare the different ldquoweightrdquo of the languagesacross the world Each language has an attractive power like starsand planets

A stronger language will attract weaker languages like a star with itsplanets in a given solar system A constellation of languages is madeby bilingual speakers who are the connectors

3 (cc) 2014 F Gobbo

The four levels of languages

According to the De Swaan Calvet model world languages are1 Hyper-central language (1) English2 Super-central languages (plusmn10) Arabic Russian Swahili

French Hindi Malay Spanish Portuguese Chinese (Calvet 2006)3 Central languages (plusmn100) eg Italian Greek Dutch

Hungarian Czech Finnish (in Europe) eg Bambara Wolof (inAfrica according to Calvet 2006)

4 Peripherical languages (plusmn6000) eg Piedmontese LombardOccitan Frisian Basque Welsh all sign languages (ASL BSLNGT LIS see Hiddinga amp Crasborn 2011) and Esperanto (Gobboamp Miola 2015)

4 (cc) 2014 F Gobbo

But we live in a glocal world

The analyses of De Swaan and then Calvet are on a global level butfor instance Bastardas-Boada (2012) reminds us that the local stillmatters The adjective lsquoglocalrsquo refers to two processes in actnowadays first the rise of English as the dominant language globally afterthe fall of the Berlin Wall (1989) and the USSR (1991)

second a reconceptualization of the local many parts of theworldrsquos being digitally connected thanks to the spread of the WorldWide Web (1991) happened especially after the year 2000

We all aspire to live globally but everybody comes from a localheritage The world is not flat global phenomena are immersedinto local contexts that reshape the phenomena themselves

5 (cc) 2014 F Gobbo

A KFC fast food in Amsterdam the Netherlands

6 (cc) 2014 F Gobbo

A KFC fast food in Haikou Hai Nan Dao China

7 (cc) 2014 F Gobbo

The galaxy of languages come down to Earth

We should take as the reference point the territory which is theendogenous linguistic panorama Which exogenous languages comein How English fits in glocally

I reframe the De Swaan Calvet model on a lsquoglocalrsquo perspective

De Swaan Calvet Gobbo Toolkit 20 by MaraacuteczHyper-central l Glocal English ELFSuper-central l Super-national l ReLFCentral l national lPeripherical l minority l ()

() This umbrella term includes all sub-national levels regional local lesser-used contested and endangered

languages ndash and sign languages too following Hiddinga amp Cosborn 2011

8 (cc) 2014 F Gobbo

Towards a balanced multilingualism

In multilingual territories especially on national-state borders we findmultilingual communities where locally one language is morepowerful than the others A ndash (at least) one acrolect for the most prestigious variety B ndash (at least) one basilect for the less prestigious varietyEnglish acts as a lsquosuperlectrsquo (S) ie it takes some prestigiousfunctions and domains especially from the A

We look at difficult case studies where we have at least one acrolectA one basilect B with English (E) acting as a lsquosuperlectrsquo ie takingsome prestigious functions and domains from A

9 (cc) 2014 F Gobbo

A general schema of a complex linguistic diversityThis is the minimal framework to analyse multilingual territories whereGlocal English (E) an acrolect (A) and a basilect (B) are on charge

B

E

A

Figure A complex situation of multilingualism

10 (cc) 2014 F Gobbo

Two dimensions of multilingualism

There are two possible directions of multilingualism especially for theconcerns of the educational language policy horizontal multilingualism L1-speaker who learns an equipollentL2 (eg national rarr national supernational rarr supernational)

vertical multilingualism L1-speaker who learns a more powerfullanguage (eg everybody learning English minority rarr nationalnational rarr supernational)

On a glocal perspective we should look to the speech communities ina given territory There can be glocal paradoxes when supernationallanguages (taken globally) are minority languages (locally) In Italyparadigmatic examples are Standard German in South Tyrol andStandard French in the Aosta Valley

11 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions

endogenous how much the L2 is structurally distant (but how todefine it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

12 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

13 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

14 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

What is linguistic justice

It is easier to define what linguistic in-justice is than justice It isintuitive that some languages are in higher position than the others interms of power However studies on effectiveness and efficiency(cost-benefit analysis) usually do not consider the ldquosymbolic valuerdquonested into languages so it is not straightforward to give aquantitative measure

Gazzola (2014) and Alcalde (forthcoming) offer an overview of thedifferent perspectives into the literature of linguistic justice Mystandpoint is that multilingualism is a value per se individualshave the human right to develop themselves through theirlanguageswithin their own groups ndash shared for example by Maraacutecz amp Rosello(2012)

2 (cc) 2014 F Gobbo

Languages form a galaxy

De Swaan (2001) and Calvet (2006 1999) propose a gravitationalmodel in order to compare the different ldquoweightrdquo of the languagesacross the world Each language has an attractive power like starsand planets

A stronger language will attract weaker languages like a star with itsplanets in a given solar system A constellation of languages is madeby bilingual speakers who are the connectors

3 (cc) 2014 F Gobbo

The four levels of languages

According to the De Swaan Calvet model world languages are1 Hyper-central language (1) English2 Super-central languages (plusmn10) Arabic Russian Swahili

French Hindi Malay Spanish Portuguese Chinese (Calvet 2006)3 Central languages (plusmn100) eg Italian Greek Dutch

Hungarian Czech Finnish (in Europe) eg Bambara Wolof (inAfrica according to Calvet 2006)

4 Peripherical languages (plusmn6000) eg Piedmontese LombardOccitan Frisian Basque Welsh all sign languages (ASL BSLNGT LIS see Hiddinga amp Crasborn 2011) and Esperanto (Gobboamp Miola 2015)

4 (cc) 2014 F Gobbo

But we live in a glocal world

The analyses of De Swaan and then Calvet are on a global level butfor instance Bastardas-Boada (2012) reminds us that the local stillmatters The adjective lsquoglocalrsquo refers to two processes in actnowadays first the rise of English as the dominant language globally afterthe fall of the Berlin Wall (1989) and the USSR (1991)

second a reconceptualization of the local many parts of theworldrsquos being digitally connected thanks to the spread of the WorldWide Web (1991) happened especially after the year 2000

We all aspire to live globally but everybody comes from a localheritage The world is not flat global phenomena are immersedinto local contexts that reshape the phenomena themselves

5 (cc) 2014 F Gobbo

A KFC fast food in Amsterdam the Netherlands

6 (cc) 2014 F Gobbo

A KFC fast food in Haikou Hai Nan Dao China

7 (cc) 2014 F Gobbo

The galaxy of languages come down to Earth

We should take as the reference point the territory which is theendogenous linguistic panorama Which exogenous languages comein How English fits in glocally

I reframe the De Swaan Calvet model on a lsquoglocalrsquo perspective

De Swaan Calvet Gobbo Toolkit 20 by MaraacuteczHyper-central l Glocal English ELFSuper-central l Super-national l ReLFCentral l national lPeripherical l minority l ()

() This umbrella term includes all sub-national levels regional local lesser-used contested and endangered

languages ndash and sign languages too following Hiddinga amp Cosborn 2011

8 (cc) 2014 F Gobbo

Towards a balanced multilingualism

In multilingual territories especially on national-state borders we findmultilingual communities where locally one language is morepowerful than the others A ndash (at least) one acrolect for the most prestigious variety B ndash (at least) one basilect for the less prestigious varietyEnglish acts as a lsquosuperlectrsquo (S) ie it takes some prestigiousfunctions and domains especially from the A

We look at difficult case studies where we have at least one acrolectA one basilect B with English (E) acting as a lsquosuperlectrsquo ie takingsome prestigious functions and domains from A

9 (cc) 2014 F Gobbo

A general schema of a complex linguistic diversityThis is the minimal framework to analyse multilingual territories whereGlocal English (E) an acrolect (A) and a basilect (B) are on charge

B

E

A

Figure A complex situation of multilingualism

10 (cc) 2014 F Gobbo

Two dimensions of multilingualism

There are two possible directions of multilingualism especially for theconcerns of the educational language policy horizontal multilingualism L1-speaker who learns an equipollentL2 (eg national rarr national supernational rarr supernational)

vertical multilingualism L1-speaker who learns a more powerfullanguage (eg everybody learning English minority rarr nationalnational rarr supernational)

On a glocal perspective we should look to the speech communities ina given territory There can be glocal paradoxes when supernationallanguages (taken globally) are minority languages (locally) In Italyparadigmatic examples are Standard German in South Tyrol andStandard French in the Aosta Valley

11 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions

endogenous how much the L2 is structurally distant (but how todefine it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

12 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

13 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

14 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Languages form a galaxy

De Swaan (2001) and Calvet (2006 1999) propose a gravitationalmodel in order to compare the different ldquoweightrdquo of the languagesacross the world Each language has an attractive power like starsand planets

A stronger language will attract weaker languages like a star with itsplanets in a given solar system A constellation of languages is madeby bilingual speakers who are the connectors

3 (cc) 2014 F Gobbo

The four levels of languages

According to the De Swaan Calvet model world languages are1 Hyper-central language (1) English2 Super-central languages (plusmn10) Arabic Russian Swahili

French Hindi Malay Spanish Portuguese Chinese (Calvet 2006)3 Central languages (plusmn100) eg Italian Greek Dutch

Hungarian Czech Finnish (in Europe) eg Bambara Wolof (inAfrica according to Calvet 2006)

4 Peripherical languages (plusmn6000) eg Piedmontese LombardOccitan Frisian Basque Welsh all sign languages (ASL BSLNGT LIS see Hiddinga amp Crasborn 2011) and Esperanto (Gobboamp Miola 2015)

4 (cc) 2014 F Gobbo

But we live in a glocal world

The analyses of De Swaan and then Calvet are on a global level butfor instance Bastardas-Boada (2012) reminds us that the local stillmatters The adjective lsquoglocalrsquo refers to two processes in actnowadays first the rise of English as the dominant language globally afterthe fall of the Berlin Wall (1989) and the USSR (1991)

second a reconceptualization of the local many parts of theworldrsquos being digitally connected thanks to the spread of the WorldWide Web (1991) happened especially after the year 2000

We all aspire to live globally but everybody comes from a localheritage The world is not flat global phenomena are immersedinto local contexts that reshape the phenomena themselves

5 (cc) 2014 F Gobbo

A KFC fast food in Amsterdam the Netherlands

6 (cc) 2014 F Gobbo

A KFC fast food in Haikou Hai Nan Dao China

7 (cc) 2014 F Gobbo

The galaxy of languages come down to Earth

We should take as the reference point the territory which is theendogenous linguistic panorama Which exogenous languages comein How English fits in glocally

I reframe the De Swaan Calvet model on a lsquoglocalrsquo perspective

De Swaan Calvet Gobbo Toolkit 20 by MaraacuteczHyper-central l Glocal English ELFSuper-central l Super-national l ReLFCentral l national lPeripherical l minority l ()

() This umbrella term includes all sub-national levels regional local lesser-used contested and endangered

languages ndash and sign languages too following Hiddinga amp Cosborn 2011

8 (cc) 2014 F Gobbo

Towards a balanced multilingualism

In multilingual territories especially on national-state borders we findmultilingual communities where locally one language is morepowerful than the others A ndash (at least) one acrolect for the most prestigious variety B ndash (at least) one basilect for the less prestigious varietyEnglish acts as a lsquosuperlectrsquo (S) ie it takes some prestigiousfunctions and domains especially from the A

We look at difficult case studies where we have at least one acrolectA one basilect B with English (E) acting as a lsquosuperlectrsquo ie takingsome prestigious functions and domains from A

9 (cc) 2014 F Gobbo

A general schema of a complex linguistic diversityThis is the minimal framework to analyse multilingual territories whereGlocal English (E) an acrolect (A) and a basilect (B) are on charge

B

E

A

Figure A complex situation of multilingualism

10 (cc) 2014 F Gobbo

Two dimensions of multilingualism

There are two possible directions of multilingualism especially for theconcerns of the educational language policy horizontal multilingualism L1-speaker who learns an equipollentL2 (eg national rarr national supernational rarr supernational)

vertical multilingualism L1-speaker who learns a more powerfullanguage (eg everybody learning English minority rarr nationalnational rarr supernational)

On a glocal perspective we should look to the speech communities ina given territory There can be glocal paradoxes when supernationallanguages (taken globally) are minority languages (locally) In Italyparadigmatic examples are Standard German in South Tyrol andStandard French in the Aosta Valley

11 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions

endogenous how much the L2 is structurally distant (but how todefine it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

12 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

13 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

14 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

The four levels of languages

According to the De Swaan Calvet model world languages are1 Hyper-central language (1) English2 Super-central languages (plusmn10) Arabic Russian Swahili

French Hindi Malay Spanish Portuguese Chinese (Calvet 2006)3 Central languages (plusmn100) eg Italian Greek Dutch

Hungarian Czech Finnish (in Europe) eg Bambara Wolof (inAfrica according to Calvet 2006)

4 Peripherical languages (plusmn6000) eg Piedmontese LombardOccitan Frisian Basque Welsh all sign languages (ASL BSLNGT LIS see Hiddinga amp Crasborn 2011) and Esperanto (Gobboamp Miola 2015)

4 (cc) 2014 F Gobbo

But we live in a glocal world

The analyses of De Swaan and then Calvet are on a global level butfor instance Bastardas-Boada (2012) reminds us that the local stillmatters The adjective lsquoglocalrsquo refers to two processes in actnowadays first the rise of English as the dominant language globally afterthe fall of the Berlin Wall (1989) and the USSR (1991)

second a reconceptualization of the local many parts of theworldrsquos being digitally connected thanks to the spread of the WorldWide Web (1991) happened especially after the year 2000

We all aspire to live globally but everybody comes from a localheritage The world is not flat global phenomena are immersedinto local contexts that reshape the phenomena themselves

5 (cc) 2014 F Gobbo

A KFC fast food in Amsterdam the Netherlands

6 (cc) 2014 F Gobbo

A KFC fast food in Haikou Hai Nan Dao China

7 (cc) 2014 F Gobbo

The galaxy of languages come down to Earth

We should take as the reference point the territory which is theendogenous linguistic panorama Which exogenous languages comein How English fits in glocally

I reframe the De Swaan Calvet model on a lsquoglocalrsquo perspective

De Swaan Calvet Gobbo Toolkit 20 by MaraacuteczHyper-central l Glocal English ELFSuper-central l Super-national l ReLFCentral l national lPeripherical l minority l ()

() This umbrella term includes all sub-national levels regional local lesser-used contested and endangered

languages ndash and sign languages too following Hiddinga amp Cosborn 2011

8 (cc) 2014 F Gobbo

Towards a balanced multilingualism

In multilingual territories especially on national-state borders we findmultilingual communities where locally one language is morepowerful than the others A ndash (at least) one acrolect for the most prestigious variety B ndash (at least) one basilect for the less prestigious varietyEnglish acts as a lsquosuperlectrsquo (S) ie it takes some prestigiousfunctions and domains especially from the A

We look at difficult case studies where we have at least one acrolectA one basilect B with English (E) acting as a lsquosuperlectrsquo ie takingsome prestigious functions and domains from A

9 (cc) 2014 F Gobbo

A general schema of a complex linguistic diversityThis is the minimal framework to analyse multilingual territories whereGlocal English (E) an acrolect (A) and a basilect (B) are on charge

B

E

A

Figure A complex situation of multilingualism

10 (cc) 2014 F Gobbo

Two dimensions of multilingualism

There are two possible directions of multilingualism especially for theconcerns of the educational language policy horizontal multilingualism L1-speaker who learns an equipollentL2 (eg national rarr national supernational rarr supernational)

vertical multilingualism L1-speaker who learns a more powerfullanguage (eg everybody learning English minority rarr nationalnational rarr supernational)

On a glocal perspective we should look to the speech communities ina given territory There can be glocal paradoxes when supernationallanguages (taken globally) are minority languages (locally) In Italyparadigmatic examples are Standard German in South Tyrol andStandard French in the Aosta Valley

11 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions

endogenous how much the L2 is structurally distant (but how todefine it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

12 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

13 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

14 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

But we live in a glocal world

The analyses of De Swaan and then Calvet are on a global level butfor instance Bastardas-Boada (2012) reminds us that the local stillmatters The adjective lsquoglocalrsquo refers to two processes in actnowadays first the rise of English as the dominant language globally afterthe fall of the Berlin Wall (1989) and the USSR (1991)

second a reconceptualization of the local many parts of theworldrsquos being digitally connected thanks to the spread of the WorldWide Web (1991) happened especially after the year 2000

We all aspire to live globally but everybody comes from a localheritage The world is not flat global phenomena are immersedinto local contexts that reshape the phenomena themselves

5 (cc) 2014 F Gobbo

A KFC fast food in Amsterdam the Netherlands

6 (cc) 2014 F Gobbo

A KFC fast food in Haikou Hai Nan Dao China

7 (cc) 2014 F Gobbo

The galaxy of languages come down to Earth

We should take as the reference point the territory which is theendogenous linguistic panorama Which exogenous languages comein How English fits in glocally

I reframe the De Swaan Calvet model on a lsquoglocalrsquo perspective

De Swaan Calvet Gobbo Toolkit 20 by MaraacuteczHyper-central l Glocal English ELFSuper-central l Super-national l ReLFCentral l national lPeripherical l minority l ()

() This umbrella term includes all sub-national levels regional local lesser-used contested and endangered

languages ndash and sign languages too following Hiddinga amp Cosborn 2011

8 (cc) 2014 F Gobbo

Towards a balanced multilingualism

In multilingual territories especially on national-state borders we findmultilingual communities where locally one language is morepowerful than the others A ndash (at least) one acrolect for the most prestigious variety B ndash (at least) one basilect for the less prestigious varietyEnglish acts as a lsquosuperlectrsquo (S) ie it takes some prestigiousfunctions and domains especially from the A

We look at difficult case studies where we have at least one acrolectA one basilect B with English (E) acting as a lsquosuperlectrsquo ie takingsome prestigious functions and domains from A

9 (cc) 2014 F Gobbo

A general schema of a complex linguistic diversityThis is the minimal framework to analyse multilingual territories whereGlocal English (E) an acrolect (A) and a basilect (B) are on charge

B

E

A

Figure A complex situation of multilingualism

10 (cc) 2014 F Gobbo

Two dimensions of multilingualism

There are two possible directions of multilingualism especially for theconcerns of the educational language policy horizontal multilingualism L1-speaker who learns an equipollentL2 (eg national rarr national supernational rarr supernational)

vertical multilingualism L1-speaker who learns a more powerfullanguage (eg everybody learning English minority rarr nationalnational rarr supernational)

On a glocal perspective we should look to the speech communities ina given territory There can be glocal paradoxes when supernationallanguages (taken globally) are minority languages (locally) In Italyparadigmatic examples are Standard German in South Tyrol andStandard French in the Aosta Valley

11 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions

endogenous how much the L2 is structurally distant (but how todefine it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

12 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

13 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

14 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

A KFC fast food in Amsterdam the Netherlands

6 (cc) 2014 F Gobbo

A KFC fast food in Haikou Hai Nan Dao China

7 (cc) 2014 F Gobbo

The galaxy of languages come down to Earth

We should take as the reference point the territory which is theendogenous linguistic panorama Which exogenous languages comein How English fits in glocally

I reframe the De Swaan Calvet model on a lsquoglocalrsquo perspective

De Swaan Calvet Gobbo Toolkit 20 by MaraacuteczHyper-central l Glocal English ELFSuper-central l Super-national l ReLFCentral l national lPeripherical l minority l ()

() This umbrella term includes all sub-national levels regional local lesser-used contested and endangered

languages ndash and sign languages too following Hiddinga amp Cosborn 2011

8 (cc) 2014 F Gobbo

Towards a balanced multilingualism

In multilingual territories especially on national-state borders we findmultilingual communities where locally one language is morepowerful than the others A ndash (at least) one acrolect for the most prestigious variety B ndash (at least) one basilect for the less prestigious varietyEnglish acts as a lsquosuperlectrsquo (S) ie it takes some prestigiousfunctions and domains especially from the A

We look at difficult case studies where we have at least one acrolectA one basilect B with English (E) acting as a lsquosuperlectrsquo ie takingsome prestigious functions and domains from A

9 (cc) 2014 F Gobbo

A general schema of a complex linguistic diversityThis is the minimal framework to analyse multilingual territories whereGlocal English (E) an acrolect (A) and a basilect (B) are on charge

B

E

A

Figure A complex situation of multilingualism

10 (cc) 2014 F Gobbo

Two dimensions of multilingualism

There are two possible directions of multilingualism especially for theconcerns of the educational language policy horizontal multilingualism L1-speaker who learns an equipollentL2 (eg national rarr national supernational rarr supernational)

vertical multilingualism L1-speaker who learns a more powerfullanguage (eg everybody learning English minority rarr nationalnational rarr supernational)

On a glocal perspective we should look to the speech communities ina given territory There can be glocal paradoxes when supernationallanguages (taken globally) are minority languages (locally) In Italyparadigmatic examples are Standard German in South Tyrol andStandard French in the Aosta Valley

11 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions

endogenous how much the L2 is structurally distant (but how todefine it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

12 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

13 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

14 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

A KFC fast food in Haikou Hai Nan Dao China

7 (cc) 2014 F Gobbo

The galaxy of languages come down to Earth

We should take as the reference point the territory which is theendogenous linguistic panorama Which exogenous languages comein How English fits in glocally

I reframe the De Swaan Calvet model on a lsquoglocalrsquo perspective

De Swaan Calvet Gobbo Toolkit 20 by MaraacuteczHyper-central l Glocal English ELFSuper-central l Super-national l ReLFCentral l national lPeripherical l minority l ()

() This umbrella term includes all sub-national levels regional local lesser-used contested and endangered

languages ndash and sign languages too following Hiddinga amp Cosborn 2011

8 (cc) 2014 F Gobbo

Towards a balanced multilingualism

In multilingual territories especially on national-state borders we findmultilingual communities where locally one language is morepowerful than the others A ndash (at least) one acrolect for the most prestigious variety B ndash (at least) one basilect for the less prestigious varietyEnglish acts as a lsquosuperlectrsquo (S) ie it takes some prestigiousfunctions and domains especially from the A

We look at difficult case studies where we have at least one acrolectA one basilect B with English (E) acting as a lsquosuperlectrsquo ie takingsome prestigious functions and domains from A

9 (cc) 2014 F Gobbo

A general schema of a complex linguistic diversityThis is the minimal framework to analyse multilingual territories whereGlocal English (E) an acrolect (A) and a basilect (B) are on charge

B

E

A

Figure A complex situation of multilingualism

10 (cc) 2014 F Gobbo

Two dimensions of multilingualism

There are two possible directions of multilingualism especially for theconcerns of the educational language policy horizontal multilingualism L1-speaker who learns an equipollentL2 (eg national rarr national supernational rarr supernational)

vertical multilingualism L1-speaker who learns a more powerfullanguage (eg everybody learning English minority rarr nationalnational rarr supernational)

On a glocal perspective we should look to the speech communities ina given territory There can be glocal paradoxes when supernationallanguages (taken globally) are minority languages (locally) In Italyparadigmatic examples are Standard German in South Tyrol andStandard French in the Aosta Valley

11 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions

endogenous how much the L2 is structurally distant (but how todefine it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

12 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

13 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

14 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

The galaxy of languages come down to Earth

We should take as the reference point the territory which is theendogenous linguistic panorama Which exogenous languages comein How English fits in glocally

I reframe the De Swaan Calvet model on a lsquoglocalrsquo perspective

De Swaan Calvet Gobbo Toolkit 20 by MaraacuteczHyper-central l Glocal English ELFSuper-central l Super-national l ReLFCentral l national lPeripherical l minority l ()

() This umbrella term includes all sub-national levels regional local lesser-used contested and endangered

languages ndash and sign languages too following Hiddinga amp Cosborn 2011

8 (cc) 2014 F Gobbo

Towards a balanced multilingualism

In multilingual territories especially on national-state borders we findmultilingual communities where locally one language is morepowerful than the others A ndash (at least) one acrolect for the most prestigious variety B ndash (at least) one basilect for the less prestigious varietyEnglish acts as a lsquosuperlectrsquo (S) ie it takes some prestigiousfunctions and domains especially from the A

We look at difficult case studies where we have at least one acrolectA one basilect B with English (E) acting as a lsquosuperlectrsquo ie takingsome prestigious functions and domains from A

9 (cc) 2014 F Gobbo

A general schema of a complex linguistic diversityThis is the minimal framework to analyse multilingual territories whereGlocal English (E) an acrolect (A) and a basilect (B) are on charge

B

E

A

Figure A complex situation of multilingualism

10 (cc) 2014 F Gobbo

Two dimensions of multilingualism

There are two possible directions of multilingualism especially for theconcerns of the educational language policy horizontal multilingualism L1-speaker who learns an equipollentL2 (eg national rarr national supernational rarr supernational)

vertical multilingualism L1-speaker who learns a more powerfullanguage (eg everybody learning English minority rarr nationalnational rarr supernational)

On a glocal perspective we should look to the speech communities ina given territory There can be glocal paradoxes when supernationallanguages (taken globally) are minority languages (locally) In Italyparadigmatic examples are Standard German in South Tyrol andStandard French in the Aosta Valley

11 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions

endogenous how much the L2 is structurally distant (but how todefine it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

12 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

13 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

14 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Towards a balanced multilingualism

In multilingual territories especially on national-state borders we findmultilingual communities where locally one language is morepowerful than the others A ndash (at least) one acrolect for the most prestigious variety B ndash (at least) one basilect for the less prestigious varietyEnglish acts as a lsquosuperlectrsquo (S) ie it takes some prestigiousfunctions and domains especially from the A

We look at difficult case studies where we have at least one acrolectA one basilect B with English (E) acting as a lsquosuperlectrsquo ie takingsome prestigious functions and domains from A

9 (cc) 2014 F Gobbo

A general schema of a complex linguistic diversityThis is the minimal framework to analyse multilingual territories whereGlocal English (E) an acrolect (A) and a basilect (B) are on charge

B

E

A

Figure A complex situation of multilingualism

10 (cc) 2014 F Gobbo

Two dimensions of multilingualism

There are two possible directions of multilingualism especially for theconcerns of the educational language policy horizontal multilingualism L1-speaker who learns an equipollentL2 (eg national rarr national supernational rarr supernational)

vertical multilingualism L1-speaker who learns a more powerfullanguage (eg everybody learning English minority rarr nationalnational rarr supernational)

On a glocal perspective we should look to the speech communities ina given territory There can be glocal paradoxes when supernationallanguages (taken globally) are minority languages (locally) In Italyparadigmatic examples are Standard German in South Tyrol andStandard French in the Aosta Valley

11 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions

endogenous how much the L2 is structurally distant (but how todefine it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

12 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

13 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

14 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

A general schema of a complex linguistic diversityThis is the minimal framework to analyse multilingual territories whereGlocal English (E) an acrolect (A) and a basilect (B) are on charge

B

E

A

Figure A complex situation of multilingualism

10 (cc) 2014 F Gobbo

Two dimensions of multilingualism

There are two possible directions of multilingualism especially for theconcerns of the educational language policy horizontal multilingualism L1-speaker who learns an equipollentL2 (eg national rarr national supernational rarr supernational)

vertical multilingualism L1-speaker who learns a more powerfullanguage (eg everybody learning English minority rarr nationalnational rarr supernational)

On a glocal perspective we should look to the speech communities ina given territory There can be glocal paradoxes when supernationallanguages (taken globally) are minority languages (locally) In Italyparadigmatic examples are Standard German in South Tyrol andStandard French in the Aosta Valley

11 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions

endogenous how much the L2 is structurally distant (but how todefine it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

12 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

13 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

14 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Two dimensions of multilingualism

There are two possible directions of multilingualism especially for theconcerns of the educational language policy horizontal multilingualism L1-speaker who learns an equipollentL2 (eg national rarr national supernational rarr supernational)

vertical multilingualism L1-speaker who learns a more powerfullanguage (eg everybody learning English minority rarr nationalnational rarr supernational)

On a glocal perspective we should look to the speech communities ina given territory There can be glocal paradoxes when supernationallanguages (taken globally) are minority languages (locally) In Italyparadigmatic examples are Standard German in South Tyrol andStandard French in the Aosta Valley

11 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions

endogenous how much the L2 is structurally distant (but how todefine it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

12 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

13 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

14 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions

endogenous how much the L2 is structurally distant (but how todefine it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

12 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

13 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

14 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature)

exogenous attitudes toward the L2 time at disposition encyclopaeligdicknowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

13 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

14 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

14 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Toward a balanced multilingualism

For the concerns of the educational language policy (ienon-spontaneous explicit language learning in ad-hoc settings likeschools) we can individuate two different variables in multilingualism

1 effort how much does the L2 learning cost Two dimensions endogenous how much the L2 is structurally distant (but how to

define it highly discussed in the literature) exogenous attitudes toward the L2 time at disposition encyclopaeligdic

knowledge fo the learner etc

2 gain how much do learners get from the L2 Roughly this is givenby the level of power of the L2 ndash eg learning a national languagegives lesser benefit than learning English or a supernational one

15 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Toward a balanced multilingualism

We can formulate two possible rules for a balanced multilingualismsituation inside a bilingual society where two speech communitiescoexist The balanced effort rule in ceteris-paribus if an A-nativespeaker learns B and a B-native speaker learns A their effort isequal

The horizontal multilingualism rule in ceteris-paribus if an Xnative of a supernational language learns as a L2 Y where Y is asupernational language too and an Y native learns X theirrespective gain is balanced

16 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Unfortunatelyhellip

What happens normally is not balanced at all In particular learning English as a L2 means by definition being verticallymultilingual henceforth it is inequal

ldquoantiverticalrdquo multilingualism (upside down where learners learnless powerful languages) is rare especially from the top (Englishnative speakers the ldquomost firmly monolingual of allrdquo as saidBastardas-Boada) because gain is low

in bilingual societies it is quite common that a B-native speakerlearns A but the reverse is uncommon so the effort is unbalanced

What we should try to do is to design educational language policiesthat bring in equilibrium glocal contexts in order to reduce ndash if not toeliminate ndash linguistic injustice

17 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

18 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

19 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

20 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Objections and counterobjections

Before to let you ask questions I have thought to a couple of obviousobjections (and their counterobjections)

ldquoThere is still no migration hererdquoNo thatrsquos true However the gain lets you know whereyou can go in which territories (mobility)

ldquoWhere is inclusion in your modelrdquoIf you want to be part of a society you have to learn thenational language of it For instance in theNetherlands English lets you migrate there but onlyDutch permits inclusion

However being included is the highest form of gain you can have

21 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Acknowledgement of funding

MIME ndash Mobility and Inclusion in Multilingual Europe

The research leading to these results has received fund-ing from the European Communityrsquos Seventh Frame-work Programme under grant agreement No 613344(Project MIME)

UEA ndash Universala Esperanto-Asocio (Rotterdam NL)

The author is appointed as holder of the Special Chairin Interlinguistics and Esperanto at the University ofAmsterdam on behalf of UEA The content and opin-ions expressed here are the authorrsquos ones and they donot necessarily reflect the opinions of UEA

22 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo

Thank you Grazie Dankon Dank je wel

Any questions or commentsIf not now you are kindly invited to contact me digitally

⟨FGobbouvanlfedericogobbounitoit⟩

goberiko federicogobbo +FedericoGobbo

httpfedericogobbonameen2014php

23 (cc) 2014 F Gobbo