Cultural Activities/Facilities and the Media

This article reviews the 2019 international developments related to cultural activities and facilities as well as issues concerning media in the context of European minorities. Among the highlights are the preliminary views delivered by the UN Human Rights Committee concerning the cultural autonomy of the Sami indigenous peoples in Finland in Sanila-Aikio v. Finland and Käkkäläjärvi et al. v. Finland, the 2019 International Year of Indigenous Languages, and the EU Council Recommendation on a comprehensive approach to the teaching and learning of languages. The theme of biand multilingual education is enhanced within UNESCO, the Framework Convention for the Protection of National Minorities, the European Charter for Regional or Minority Languages, and the EU.

Language Rights of European Minorities in the Administration of Justice, Public Administration and Public Services

This article provides an overview of European minorities’ language rights in the administration of justice, public administration, and public services in 2019. Relevant legal developments are presented in the activities of the major international organizations, i.e. the United Nations, the Organization for Security and Cooperation in Europe, the European Union, and the Council of Europe. Since the most relevant treaties on the language rights of minorities in Europe are the European Charter for Regional or Minority Languages and the Framework Convention for the Protection of National Minorities, special attention is paid to the implementation thereof. Whereas international monitoring mechanisms devoted to the effective protection of minorities are abundant, language rights of national minorities receive less attention, especially in the fields of official language use, that is, in public administration and justice. The regulation of these areas has been traditionally considered as almost exclusively belonging to the states’ competence, and international organizations are consequently reluctant to interfere. As a result, the official use of minority languages differs in the various countries of Europe, with both good practices (e.g. the Netherlands, Spain, Finland) and unbalanced situations (e.g. Estonia, Ukraine, Azerbaijan).

Ethnic / Linguistic Minorities in Georgia and the Protection of their Linguistic Rights

While discussing the legal framework for the „linguistic rights” of ethnic/linguistic minorities, the Georgian authorities should first consider the position of the ‘fathers’ of the „European Charter for Regional or Minority Languages“ concerning the difference between the autochthonous (historical) and new minorities; However, full realization of the linguistic rights of the Georgian state language, autochthonous minorities or migrant minorities on the territory of Georgia is impossible until the complete de-occupation of Georgia. Academic, depoliticized descriptions and qualifications of the linguistic and ethnic situation of Georgia should be given essential importance in the process of Georgia’s integration with the civilized world. It is desirable to be timely balanced Russian imperial ideologies and qualifications in the field of Kartvelology at the international scientific or information field.

The European Charter for Regional or Minority Languages: Ceart domhsa ceart duitse?

This article will attempt to give an overview of the European Charter for Regional or Minority Languages: its general politico-linguistic context together with some mention of its historico-legal antecedents; its genesis, process, contents. Reference will also be made to some pertinent issues it raises, as well as to its application to the Irish language in the Republic of Ireland and in Northern Ireland.

The problem of developing multilingualism skills in the European educational context

The scientific article explores the problem of developing multilingualism skills in the European educational context. For this purpose, the task was to analyze the conditions and ways of realizing the problem of multilingualism in the modern educational field and to study the features of European multilingualism in the context of cultural diversity. The methodology of the study is based on the coverage and analysis of cognitive and practical multilingualism skills. European education policy is analyzed. Addressing the issue of multilingualism is one of the most important activities of the Council of Europe, the European Commission and is covered by the European Charter for Regional or Minority Languages and in numerous resolutions of international conferences and symposia. It is established that one of the main goals of education in a democratic society is not only respect for human rights, but also the development of knowledge, skills and abilities of students, their preparation for life in civil society. Research has shown that multilingual people in Europe have advantages over monolinguals. More than half of all Europeans say they speak at least one language other than their mother tongue. The study showed that multilingualism is beneficial for people who are supporters of intercultural and linguistic interaction based on tolerance and humanism. Modern European educational policy is aimed at developing multilingual skills. This demonstrates the importance and timeliness of solving the problem in the educational environment with the active support of students and teachers, the financial capacity of European educational programs and projects of governments of leading European countries. As part of this task, it is important to actively support the mobility of students and teachers, to develop scientific cooperation, cultural interaction. Thanks to the intensive development of multilingual skills, it is possible to achieve the required level of language competence of students as a basis for their further learning and self-improvement. Since the modern educational community is focused on the highest human values, the personal development of schoolchildren and students is considered a priority for the functioning of European educational institutions.

The orthography of revived Cornish as an attempt at pluricentricity

After over twenty years of debate over Cornish orthographies, recognition by the UK government according to the European Charter for Regional or Minority Languages in 2003 led to the creation of what was initially intended as a “single written form” for use in official contexts. However, the inevitable impossibility of finding a compromise that pleased opposing groups of speakers with differing ideologies meant that the eventual Standard Written Form (SWF) was pluricentric, comprising two “main forms”. While these were initially stated to be of equal status, this has been hard to maintain since the SWF’s implementation: with more speakers using Middle Cornish forms, the Late Cornish forms are less visible and commonly believed to be subsidiary. Drawing on such perceptions, along with learning materials and other resources, this paper examines the status of the SWF today and offers some reflections on this unsuccessful attempt at pluricentricity in a minoritised language.

When political institutions use sociolinguistic concepts

In this essay, David Karlander examines what happens when concepts developed by scholars of language circulate and become embedded in policies and law. In exploring how the distinction between a “language” and a “dialect” became encoded in the European Charter for Regional or Minority Languages (ECRML), Karlander examines the consequences when applied to the status and state support of minority languages in Sweden. What counts as a language, he demonstrates, is not simply an “academic” matter. When sociolinguistics enters the public arena, it has the potential to affect the political and social standing of real communities.