Tag Archives: Communication

Bridge of Words

Posted on by

Schor, E. (2016) Bridge of Words: Esperanto and the Dream of a Universal Language

Readers of Hong Kong Review of Books will, no doubt, be familiar with some of the great works of Chinese literature. Think, for example, of Shi Nai’an’s Water Margin,  Luo Guanzhong’s Romance of the Three Kingdoms or Ba Jin’s semi-autobiographical novel The Family. What will be much less well-known is that these three classics of  Chinese and world literature have also been translated into Esperanto — the international language  originally constructed in the late nineteenth-century as an easy-to-learn second language for everyone.

Mention of the word ‘Esperanto’ usually meets with a number of responses which can range from complete indifference to condescending disdain. Esther Schor’s new book Bridge of Words:  Esperanto and the Dream of a Universal Language is therefore a welcome addition to the literature in this field which may help to disperse the thick cloud of ignorance which so often envelops the subject.

In a book which lucidly blends memoir, biography and history, Schor introduces the reader to the life of Dr L. L. Zamenhof — a polyglot Jewish opthalmologist who was born in 1859 in Białystok in what was then part of the Russian Empire. Mention of Zamenhof’s Jewish identity perhaps gives a clue to the circumstances which led him to ‘invent’ a language. He was born in a multilingual milieu speaking Russian and Yiddish at home, using Polish and German for business and chanting Hebrew in the synagogue. But he also lived in a part of the world where the assassination of Tsar Alexander II in 1881 had led to pogroms against Jewish people and where different ethnic groups effectively lived parallel lives. However, because he was born into the cosmopolitan Jewish bourgeoisie (his father Marcus was a censor for the Tsarist regime), Zamenhof certainly had the cultural and linguistic tools needed to design a language which, he felt, could reduce inter ethnic tension.

Consequently, after flirting with Zionism in Moscow and Warsaw, Zamenhof was ready to begin his ambitious project. On the assumption that existing languages were just too difficult for most people to learn, he developed a language with a stock of words drawn from an international lexicon and a regular grammar with almost no exceptions to its basic rules. Particularly useful was the ‘agglutinative’ nature of the language whereby Zamenhof created roots with meanings which could be changed by adding a prefix or a suffix. Indeed, the agglutinative character which Zamenhof gave to the language was a stroke of genius because it meant that one could build up a large vocabulary from a relatively small word hoard.

Schor also shows how Zamenhof effectively set the language free by refusing to become the arbiter of how Esperanto should develop. In contrast to the autocratic control which Johann Martin Schleyer — the creator of Volapük —tried to exercise over his language project, Zamenhof’s approach was different. As Schor says, “unlike most language inventors, Zamenhof renounced the privileges of a creator…He is the only language inventor on record ever to cede his language to its users….” Zamenhof’s language was consequently published in 1887 in a Russian textbook  known by Esperantists as First Book or  Unua Libro using the nom de plume ‘Doktoro Esperanto’.  As readers will no doubt have guessed, this nom de plume — Esperanto — became the name which has been associated with the language ever since. Needless to say, translations of the book followed into other languages.

But Schor’s account of the genesis and subsequent history of the language is not unequivocally glowing. Indeed, she entertainingly describes the conflict between Esperanto speakers over the movement’s purpose, reforms to the language and inevitable personality clashes between people with strong convictions. In parts, so much of the book reads like the story of a vaguely leftist and ineffective groupuscule for progressive polyglots. The flipping back and forth between history and Schor’s account of her Esperanto studies and her worldwide Esperanto congresses attendance also makes the historical chronology difficult to follow at times.

Yet the interweaving of memoir with history does work because Schor manages to combine an account of the facts of the matter with emotive and insightful pen portraits of individual Esperantists. Moreover, Schor tells us that in well over a century of existence, the Esperanto movement — primarily organised around the Universal Esperanto Association (UEA) — has established a translation programme, created original works of literature, built relationships  with the UN and UNESCO and established a small but vibrant transnational speech community.

Though Schor never unequivocably says that the Esperanto movement has failed, one could argue that Esperantists have patently failed to persuade the peoples and governments of the world to use the language as a universal lingua franca. Such a view of Esperanto and its speakers would be premature. Although English remains the international language of the moment, there is no reason to suppose that this will remain so in the future and, in any case, there is little evidence for the view that English — or any other large globally dispersed language — is spoken to an advanced level by anyone outside of its native speaker community or a comparatively small group of transnational elites.

Schor therefore leaves the reader with the impression that the community of Esperanto speakers  is a small but global collection of people in diaspora. What could transform Esperanto into a language spoken by millions is the increased uptake of teaching opportunities which have, in many cases, moved to the internet, combined with acquired prestige for the language among the governing elites. Insofar as the internet is concerned, Schor refers to the websites lernu! and Duolingo which have proved to be very popular. Although Humphrey Tonkin — “an eminent man of letters in the Esperanto world and a professor emeritus of English Renaissance literature” — notes that Zamenhof may have inadvertantly created a language which is even less prestigious than the Yiddish which was spoken in the streets of Białystok, mass uptake of the language may concentrate the minds of the powerful. One only has to recall that Vytenis Andriukaitis, European Union Commissioner for Health and Food Safety, gave a speech in Esperanto at a Conference on international language policy in July 2016 to see that the tide may be making an unusual turn in favour of Esperanto.

Review originally published in Hong Kong Review of Books, December 2016

Being a Scholar in the Digital Era

Posted on by

Daniels, J., Thistlethwaite, P. (2016) Being a Scholar in the Digital Era: Transforming Scholarly Practice for the Public Good

The New York Times columnist, Nicholas Kristof, has described professors as ‘some of the smartest thinkers on problems at home and around the world’ who nonetheless, in the majority of cases, ‘just don’t matter in today’s great debates’. Provocative? Perhaps. Anti-intellectual? I don’t believe so; although one could perhaps more charitably argue that some academics may have inadvertently marginalised themselves, either because they don’t know enough about alternative modes of digital media – podcasts, blogs, twitter, altmetrics and so forth – or because they reject these modes of communication due to the association between digital technology and the marketisation of higher education.

For anyone who falls into either of these categories, a possible solution could be to read Jessie Daniels and Polly Thistlethwaites’s new book, which argues that scholars should move from scholarly practices associated with the pre-internet age to what they characterise as ‘digital scholarship’. What is meant by this is the subject of Being a Scholar in the Digital Era, but in broad terms the authors advocate open models of knowledge production and dissemination between academic and non-academic partners using the most appropriate digital technologies to maximise the impact and dissemination of research.

The book is most definitely not a technical treatise, which is a point in its favour if the intention is to persuade readers who may be intimidated by digital technology to avail of these tools in their own work. What they do instead is describe how digital technologies have been used in their own and others’ research, providing copious references for readers who want to know the technical detail.

But why should scholars become ‘digital scholars’? In short, what’s the problem? For Daniels and Thistlethwaite,  the current social science publishing landscape is populated by a small sub-set of publishers, university presses with highly specialist and therefore very small print runs and similarly specialist journals that are not accessible to anyone without access to a university library. Moreover, such a model of publication, with its infinitesimally small readership, is no longer sensible or rational in an age of ‘comparatively cheap, digital production and distribution of scholarly work’ (4).

In contrast, what the authors envisage is a situation where academics use digital platforms to co-produce research with community activists and communications professionals like journalists, film and documentary makers. One particularly noteworthy example that the authors refer to is Morris Justice: A Public Science Project in the Bronx, New York City, where researchers worked with residents to ‘create an active social media campaign in solidarity with court cases, legislation, and community organizing’ (23). What is particularly noteworthy is the way in which the Morris Justice project and an artists’ collective employed ‘spectacular messaging’ using a light projector to project survey results onto an apartment building (23).

One interesting consequence of Daniels and Thistlethwaites’ approach is that the ubiquity of digital publishing platforms like WordPress means that the traditional litmus test of research quality is no longer publication but the response produced by the readership (4). But will opening academic work to open peer review produce research that is rejected by more conventional academics? Daniels and Thistlethwaite don’t believe so, and they buttress their case with reference to a number of persuasive examples. They refer, for example, to Kathleen Fitzpatrick’s book on Planned Obsolescence, which was published in draft form in open peer review before being conventionally published by an academic press (3).

In a similar vein, the authors contend that it is possible to conduct research which is academically respectable, has impact on policy and a wide readership. One only has to recall that the ‘Reading the Riots’ study of the summer riots in England in 2011  –  which Daniels and Thistlethwaite describe as ‘a hybrid form of social science research and investigative journalism’ (25)  –  had a combined radio and television audience of over 30 million people on ‘first phase launch day’ and that the study led to the publication of conventionally peer-reviewed publications too (Newburn 2015).

Unsurprisingly, the authors are particularly persuasive advocates of digital scholarship when they concentrate on learning gained from their own involvement with the recently concluded JustPublics@365: a project designed to bring academics, journalists and activists together to ‘address social justice issues through the use of social media’ (18). Beginning in January 2013 at the Graduate Center, City University of New York (CUNY), the JustPublics@365 team members aimed to create information that had an impact outside of academia but which was robust from a scholarly perspective. Referring to their work across areas as diverse as ‘stop and frisk’ (31) the ‘public health alternatives to criminalising drug use’ (32) and disability studies (35), Daniels and Thistlethwaite describe how they used podcasts, project blogs and downloadable eBooks to ‘open up knowledge’ beyond the academy. One particularly noteworthy example is the Social Media Toolkit, which will be of use to academics who may, as the project website says, be ‘perplexed about how to share their research’ with people beyond the university.

The authors are not, however, mere utopians who regard digital technology as an unqualified blessing. On the contrary, they argue that tools like massive open online courses (MOOCs) have not delivered on their potential to open up learning to students without a history of prior educational attainment (39-48). Moreover, they are also fully aware of the link between impact measurements and the rise of ‘audit culture’ (115).

This is an excellent book that offers a concise and well-written description of how digital technology has been used to produce robust and genuinely impactful research. The book is short and, in spite of the fact that its focus is on digital scholarship in North American contexts, it will appeal to anyone who has been inspired by scholar-activists like W.E.B. Du Bois or C Wright Mills (24), but who would like to know how to become a scholar-activist in the digital era. The authors are also particularly good when charting the ‘convergence’ between disciplines and practices – academia, activism and journalism – that have been conventionally regarded as discrete. All things considered, this book is a fascinating and accessible read.

Review originally published in LSE Review of Books and LSE Impact of the Social Sciences, December 2016

Creative Research Communication

Posted on by

Wilkinson, C., Weitkamp, E. (2016) Creative Research Communication: Theory and Practice

The philosopher A.C. Grayling has characterised academics as specialists in a small area of intellectual endeavour who publish their research in journals for other specialists in a language that is often inaccessible to the uninitiated (2004, 100). One could be more charitable and concede that academics do try to communicate beyond the circle of their academic peers, but that communication outside of academia can be difficult and perplexing due to the sheer number of options available. So where should the researcher who wants to get their message ‘out there’ begin? Clare Wilkinson and Emma Weitkamp’s book, Creative Research Communication: Theory and Practice, could be one possible starting point.

The authors contend that this book has been written for ‘public engagement practitioners, policymakers, science communication students and those based in research settings who are seeking to communicate to and engage others with their research’ (14). This is an assessment with which I agree, as Wilkinson and Weitkamp have written a text that is extremely easy to read and therefore accessible to both non-academics and academics across the arts, humanities, social and natural sciences. The authors almost always eschew jargon, adding to the appeal of the book, and the sections on theory usefully complement rather than crowd out the practical advice that they offer to the reader. Wilkinson and Weitkamp also make a persuasive case for the view that it is possible to present research to a lay audience which does not distort the complexity and nuance of scholarly endeavour.

The authors’ key message is therefore an optimistic one: academics can maintain high standards whilst at the same time recognising the diverse needs of an often very plural audience. The use of the word ‘creative’ in the book’s title should also reassure those readers who may be under the impression that research communication involves the use of an invariable and universally applicable set of procedures. On the contrary, Wilkinson and Weitkamps’ reservations about metrics, together with their injunction that readers should ‘engage in ways that work for you as an individual researcher’ (10), will no doubt be reassuring to all.

The book is divided into three parts. The first section introduces the reader to ‘the context of research communication’ (15). What then follows is a fascinating if concise description of the role of research communication over a four-hundred-year period, which describes the process of research professionalisation, the creation of learned societies, public lectures and the role of museums and exhibitions. Brief references are made to such august institutions as the Royal Society, the Royal Institution, the Lunar Society and Mechanics’ Institutes. I particularly enjoyed the historical tour and would have appreciated more detail, although I recognise that the authors are trying to chart a middle way between the theoretical and the practical.

The first part of the book ends with advice on how to include people in research as either participants or the audience of research. Again, the inclusion of this information is laudable as the authors stress that ‘the public’ should not be thought of as one homogenous group, but rather that ‘participants in research communication come from a variety of backgrounds, communities, experiences and perspectives’ so that ‘the idea of one exclusive and singular public is therefore problematic’ (34). Praiseworthy too is their recognition that the ‘deficit model’ – ‘whereby […] the perceived deficiencies in people’s knowledge around complex research areas created drivers for the receipt of increased information’ – is no longer adequate (39).

Lest all this seems excessively theoretical, the second part provides solid practical advice on face-to-face communication, artist-researcher collaborations, digital research communication, the use of social media and citizen-science projects as well as research which has been initiated by the community. Indeed, the authors manage to reference projects that illustrate their advice that are not only multi-disciplinary but trans-disciplinary. In short, there is sure to be something here which will wet the reader’s appetite. In particular, I thought that their advice on how to ‘pitch’ and write articles for newspapers and magazines was especially useful, although some detail on how to work with the traditional broadcast media would have been welcome too.

The authors also make information easy to find by availing of boxed-out sections that are interspersed throughout the text, whilst further grounding their advice by referring to real world case studies. Box 7.4, for example, provides ‘Top tips for academic bloggers’ (145), and case study 7.2 describes Science Circle – ‘a space to talk about research and education in the virtual world Second Life’ (156).  Useful references for further reading are also included at the end of each chapter and in a dedicated reference section, together with a plethora of relevant internet links.

Although obviously passionate about their subject, the authors are not dewy-eyed about the communication approaches which they discuss but, on the contrary, deal with a range of problems that may arise. Providing a space in which people can engage with research can have many benefits as the authors attest, including improving research quality, increasing public trust and awareness in research as well as making people more predisposed to being involved in future projects (174). However, engagement can be frustrating for those researchers who may not feel that they are setting agendas – particularly in highly specialised areas of research where it may be difficult for the public to understand the nature of a researcher’s work.  Conversely, the public may feel that engagement could be more accurately characterised as a one-directional information and communication exercise as opposed to an authentic two-directional partnership between different stakeholders, all of whom have some intellectual and emotional investment in the research project (173-75). Engagement therefore presents challenges for the researcher. The authors recognise this, and their pragmatism can only add credibility to the text.

The third and final part examines impact, ethics and dissemination. Wilkinson and Weitkamp introduce the reader to formative, process and summative evaluation, basic research methods, analytical techniques and free analysis programmes. Box 10.3 also includes invaluable information on evaluation frameworks (222). Their discussion then concludes with an examination of research impact, which will be of special interest to academics, although the authors convincingly problematise this concept rather than offer easy solutions. One only has to think of how difficult it would be to measure the existential, ‘transformative’ impact of the arts on the individual to appreciate that they have a point (228). This discussion will undoubtedly appeal to academics, service evaluators, policymakers and any reader of research. A similar comment applies to the chapter on ethics with its fascinating aside on the difficulties of informed consent in situations where the medium- to long-term impact of some research may be unknowable (238-39), whilst the final discussion on dissemination is equally engaging, with Box 12.4 providing a useful list of academic journals for research communicators (263).

Wilkinson and Weitkamp have managed to write a book that successfully blends the theoretical with the practical. They never talk down to the reader, and it is for this stylistic reason, as well as for the interesting, relevant content, that Creative Research Communication should be read by anyone with an interest in research. This is an excellent book that can be read from cover to cover or used as a reference text.

Review originally published in LSE Review of Books, September 2016

Ethnographic Observation

Posted on by

Nippert-Eng. (2015) Watching Closely: A Guide to Ethnographic Observation

Books on research methodology can be written in a dry, unengaging and inaccessible style which severely curtails their readership. After even a cursory reading of Watching Closely: A Guide to Ethnographic Observation, it becomes very clear that this book differs markedly from the more usual methodological fare. Not only is the book written – I think successfully – for a very diverse audience that includes students and practitioners across the social and behavioural sciences, but it also focuses on the ‘craft’ of being a fieldworker.

Christena Nippert-Eng – a sociologist and Professor of Informatics at Indiana University – not only shows how to conduct ethnographic observation, but also exhorts the reader to get out into the world to do fieldwork for themselves. The book is therefore both a pedagogical text which explains how fieldwork should be done, and a fieldwork companion, which the researcher can carry with them and reuse irrespective of their level of experience. The author does of course recognise that one can collect data using conversation and participation, but her focus is on observational data because of the dearth of skills in this area. This is an assessment with which I am inclined to agree.

Watching Closely is divided into three parts: ‘Getting Ready’, ‘The Exercises’ and ‘Moving Forward’. Part One tells the reader how to use the book and about the author’s philosophy of fieldwork, which she herself characterises as one of moderate social constructivism (19). Modelling the book on a ‘fine arts or studio course’ (5), the emphasis is on exercises in the second part, which focuses on particular concepts and allows the reader to practise their data collection, analytic and report-writing skills. Part Three then brings the book to a close by offering advice on what one should do in order to develop as a fieldworker.

As the second part forms the core of the book, I’ll give the reader some idea of what is involved. Nippert-Eng advocates ‘concept driven’ fieldwork (36), with a particular focus on ‘time’ and ‘space’ and, where possible, on non-human animals. Her preference for the non-human subject is reasonable as she is trying to inspire readers to observe attentively rather than to ascribe motivations to behaviours, which would perhaps be the case when studying human subjects. The nine exercises therefore encourage the reader to use the author’s toolkit of concepts to make sense of data in the field.

Prior to doing each exercise, Nippert-Eng invites us to think sociologically. In the second exercise on ‘temporal mapping’, for example, she provides a short but fascinating discussion of the distinction between ‘natural’ and ‘artificial’ time, with reference to the work of the sociologist Eviatar Zerubavel, as a prelude to asking the student to construct a ‘temporal map’ of their own. This involves selecting a body part of the animal being observed and ‘describing its movements’ with reference to time (87). The reader is then encouraged to write up a report of the exercise before reading the ‘Post-Exercise Discussion’ and the ‘Mechanics of this Exercise’ sections. The student then follows a similar process in the third exercise –  again on ‘temporal mapping’ –  with the objective being to extend their understanding of the concept of temporality by taking account of duration, sequence, pulse, repetition and cyclicality (120).

Although this discussion of the exercises may seem abstract, nothing could be further from the truth as Nippert-Eng grounds her advice with concrete references to her own field of study: namely, the gorillas of Lincoln Park Zoo, Chicago. Readers are also encouraged to refer to sample responses to each of the exercises on a dedicated companion website. Indeed, I was captivated by this feature of the book due to the imaginative, creative and insightful ways in which each student presents their findings. The author really manages to convey the excitement of conducting research in the field. Not only will anyone who reads this book and completes the exercises improve their ability to collect observational data, but they will also come away from the text itching to do their own research.

Moreover, the decision to limit discussion to a small subset of problems is wise if one considers that inexperienced researchers can often feel overwhelmed by the amount of data which is available. The problems are also well chosen because they provide the researcher who does not have a clear focus with conceptual hooks which they can use to think about the problems that interest them before going out into the field. Each exercise also carefully builds on what has gone before. Nippert-Eng is therefore sensitive to the challenges posed by ethnographic research.

The author also manages to combine a lot of very tangible advice with a style that poses questions which the reader is invited to solve for themselves. I thought, for example, that her discussion of the challenges posed by the attempt to collect observational time series data was particularly thought-provoking. In addition, the eclecticism of the scholarly sources on which she draws is truly impressive. The reference to the work of Scott McCloud on Understanding Comics may seem tangential, but it is exceptionally relevant when one remembers that Nippert-Eng is making a point about the importance of storytelling for researchers who wish to re-present their data effectively. The sheer breadth of the sources on which she draws is therefore a reminder of how researchers should work in an interdisciplinary way if they wish to truly leverage their data and understand the social world.

In short, this book is an exemplar of how books on research methodology can, and perhaps should, be written as Nippert-Eng combines solid instruction in the technicalities of ethnographic research with a set of useful exercises which will convince the reader that research is fun, insightful and a craft skill that one can acquire through practice.

Review originally published in LSE Review of Books and LSE USA Politics and Policy March and April 2016.

Using R for Introductory Statistics

Posted on by

Versani, J (2013) Using R for Introductory Statistics (Second Edition)

This book has a laudable aim: to introduce R and topics from an introductory statistics curriculum to students “outside of a classroom environment”. Now in its second edition, the book introduces the reader to exploratory data analysis and manipulation, statistical inference and statistical models. Particular attention is given to thoroughly learning base R before extending R’s capabilities with packages.

Author John Verzani includes information on computationally intensive approaches and manages to explain these topics with interesting, topical and challenging examples. The text includes a plethora of exercises which encourage the reader to test their understanding of the material as well as a useful appendix on R programming and a valuable bibliography.

Although informative, I don’t think this text will be useful for readers without any previous exposure to either statistical computing or statistics. The text does begin simply enough, but my impression is that the reader will need to refer to additional resources. I’m therefore not convinced by claims that the book may be used without a teacher. Indeed, the fact that the solutions to exercises are only available to those who adopt the book as a course text suggests that the book is intended for use by university teachers rather than autodidacts.

In short, a stimulating read for the classroom-based student, but too challenging for a neophyte learner studying at home.

Review originally published in Reviews. Significance, 12:2 44{45. doi: 10.1111/j.1740-9713.2015.00818.x

Lingua, politica, cultura

Posted on by

 

Books which honour the achievements of a notable scholar don’t conventionally have much of a readership outside of the select group of peers who are familiar with the honorand’s work. Such a view would be unwarranted in the case of Lingua, politica, cultura: Serta gratulatoria in honorem Renato Corsetti

Edited by Federico Gobbo, Professor of Interlinguistics and Esperanto at the University of Amsterdam, the book includes 29 chapters written by an international cohort of established scholars and friends of the honorand in the broad areas of language policy, language learning and Esperanto studies with two additional sections of miscellanea……

The complete review of Lingua, politica, cultura: Serta gratulatoria in honorem Renato Corsetti is available here

Revival Linguistics

Posted on by

There are approximately 6000 languages in the world and one of these dies every two weeks.

Alivorte, Esperanto havas propran ideologion, ĝi estas pli ol lingvo. Ĝiaj uzantoj vidas en ĝi la lingvan elementon de la batalo por pli bona mondo. Kaj inter la celoj de tiu agado estas konservado de malgrandaj lingvoj; …. estas ankoraŭ proksimume ses mil lingvoj en la mondo sed ciun duan semajnon, unu el ili mortas. (my italics)
Professor Ghi’lad Zuckermann, 12th September 2011.

This is an absolutely shocking statistic so what can be done? Learning about Revival Linguistics might be one possible solution. Revival linguistics studies languages which have either died, are seriously endangered or are endangered. Perhaps the most successful example of a language which has been revived is modern Hebrew or Israeli.

For linguist Ghi’lad Zuckermann, the aim of everyone who is interested in languages should be to reclaim languages which have died, to revitalise languages which are seriously endangered and to reinvigorate endangered languages.

But what’s the point? Zuckermann offers three reasons for preserving our linguistic heritage: the ethical, the aesthetic and the utilitarian.

For my part, Zuckermann’s explanation of the ethical reasons for defending language diversity are the most persuasive as he movingly describes the loss of cultural autonomy and intellectual sovereignty  of human beings whose languages disappear.

So why not take a look at Zuckermann’s web site together with other resources by Zuckermann on the web?

In particular, I would recommend the following:

  • “Sleeping Beauties awake: Language Revival, Cognitive Empowerment and Social Well Being” – a lecture at a recent Polyglot Conference;
  • His work with the Barngarla people of Australia to help them rediscover their language;
  • Zuckermann talking about Revival Linguistics and about what Revival Linguists can learn from the Esperanto community and vice versa.

Handling the Media

Posted on by

John Illman – a former Media Editor at The Guardian  – has published Handling the media: communication and presentation skills for healthcare professionals.

The book is exceptionally well written as well as being packed full of information and would therefore appeal to any health professional who wants to work with the media but who does not know where to begin. It’s short too which will appeal to the time limited reader!

Take a look at my review of Handling the media in the April issue of Significance magazine – the magazine of the Royal Statistical Society and the American Statistical Association – for further details…….

Writers’ Rights

Posted on by

….a lucid, informative and passionate defence of the central role that journalists continue to play in enriching democratic debate and a valuable addition to the literature on self-employment more broadly…

If you believe that good journalism is an indispensable part of living in a democratic society, then take a look at my review of Nicole S. Cohen’s new book, Writers’ Rights: Freelance Journalism in a Digital Age here.

English as an EU Lingua Franca?

Posted on by

Everyone speaks English in the EU now right? Well actually, wrong…..

In a recent study of approximately 170,000 people living in 25 EU countries, Michele Gazzola concludes in a paper in European Union Politics that the introduction of an English-only policy in the EU would exclude between 45% to 79% of adult residents from being able to understand EU documentation, web pages or debates in the EU Parliament.

Similarly, a trilingual language regime – based on English, French and German – would continue to disenfranchise between 26% to 49% of residents in the 25 EU countries studied.

Gazzola therefore concludes that the EU’s existing multilingual language policy is both the most inclusive and the most cost effective.

For readers who are interested in Gazzola’s work:

  • take a look at his web page here
  • watch a presentation on Multilingualism & Linguistic Justice in the EU here (in English)
  • watch a presentation on the same theme here (in Esperanto with Catalan sub titles)
  • download and read a presentation which Gazzola gave at the ‘Internacia Kongresa Universitato’ in Buenos Aires in 2014 here (in Esperanto with summaries in English, French and Spanish).