Opinion, reflections and information

45. Hawaiian revitalization growth under quarantine

William Wilson
University of Hawai’i at Hilo


The case of the Hawaiian language is truly one of revitalization. The intergenerational use of the language had stopped with one tiny exception when the language revitalization began in earnest with the establishment of the non-profit ʻAha Pūnana Leo in 1983. A tiny core of Hawaiian language learner college students began the Pūnana Leo language nests to support and grow their efforts to use Hawaiian in the home. In order to protect the gains made with preschoolers in the language nest, an effort was made to remove the legal barriers to use of Hawaiian in public education. That successful effort resulted in a movement to reestablish Hawaiian language immersion and Hawaiian medium education in the schools through to high school.

I report here on how Hawaiian language revitalization is occurring during a time when schools are closed and the community of Hawaiian speakers centered around schools taught through Hawaiian must find other ways to strengthen themselves. An effect of the COVID-19 crisis has been to reinforce a sense of responsibility among parents for the Hawaiian language use of their children and a growth in the use of Hawaiian in homes. That sense of responsibility is part of a larger movement to move forward from this pandemic even stronger as a unique island community with a distinctive heritage.


Historical background

First contact between Hawaiʻi and the larger global community occurred in 1778 with the arrival of Captain James Cook of Great Britain. The neolithic indigenous Polynesian culture rapidly adopted a western form of government under a constitutional monarchy. Protestant Christianity spread rapidly along with a Latin based writing system. Through Hawaiian language newspapers, Native Hawaiians documented a substantial body of traditional culture, literature and history. The written record plus a substantial tape recording collection has served as an important resource for language revival.

Disease reduced the Native Hawaiian population by more than 80% resulting in the importation of workers from China, Japan and the Azores among other areas. Nevertheless the indigenous Polynesian Hawaiian language remained the largest spoken language and was used for interethnic communication up until the US supported overthrow of the Hawaiian Monarchy in 1893.

There was already widespread bilingualism in English in the majority Native Hawaiian population at that time. Universal compulsory public schooling for children had begun in 1841 with Hawaiian language medium schools attended by children of all ethnicities. English medium schooling spread first among the elite. Then due to political and economic pressures from the American derived sugar planter class more and more English medium schools opened for the non-elite in the Native Hawaiian and immigrant populations (R. Fernandez in https://www.linguapax.org/wp-content/uploads/2020/02/linguapax19-1-1.pdf). Once that group overthrew the Hawaiian Monarchy they made English the only medium of education. With annexation of Hawaiʻi to the United States in 1898, US policy to eliminate indigenous languages in favor of English solidified and children were punished for speaking Hawaiian in schools.

In response to the punishment for use of Hawaiian and predictions that there was no future for the Hawaiian language, children adopted a pidginized English as their peer group language. This language then creolized as the dominant language of the multiracial non-elite groups replacing Hawaiian https://www.hawaii.edu/satocenter/langnet/definitions/hce.html).

By 1920 the last generation of children who used Hawaiian as the primary means of peer group communication had been born throughout the eight Hawaiian Islands, except for the most isolated of the inhabited islands – Niʻihau. On that island Hawaiian remained in use by about 200 people into the 1980s, when they began to migrate to the nearest larger island where their children began to assimilate to Hawaiʻi Creole English.

The 1980s was also a time of cultural awakening in Hawaiʻi – what is often called the Hawaiian Rennaissance. College enrollments in optional Hawaiian language courses grew exponentially. More advanced students began to consider the possibility of raising their own children speaking Hawaiian as a first language as had been the case two generations earlier. My wife Kauanoe Kamanā and I were among those students. A small group of us and our teacher Larry Kimura founded the ʻAha Pūnana Leo non-profit organization to follow the lead of the Kōhanga Reo language nest movement in New Zealand. Our family was one of the very first group of second language speakers to raise children with Hawaiian as the first language of the home. The Pūnana Leo language nest was a means of protecting our children from losing Hawaiian that would have occurred through enrollment in the English medium schools. Such loss of Hawaiian among children was then happening with the Niʻihau community and had happened in earlier generations for other communities.

When the Pūnana Leo movement began in the early 1980s, there were still elders proficient in Hawaiian who could work in those total Hawaiian medium childcare centers, as well as a few younger people from Niʻihau also available as teachers. However, from its initiation the ʻAha Pūnana Leo was keenly aware that second language speaking teachers needed to be developed. Today, the teachers in the Pūnana Leo and follow up programs are all second language speakers or first language speakers who acquired Hawaiian as a first language from second language speaker parents https://www.youtube.com/watch?v=eVMNXNMVY_M). The Pūnana Leo preschools give enrollment preference to children who already speak Hawaiian through parent use in the home. The rest of the enrollment is made up of children of parents committed to learning Hawaiian with their children.

While the movement faced many difficulties and barriers, it has continued and grown since the 1980s, with the ʻAha Pūnana Leo remaining a core force in serving and developing Hawaiian speaking families. One of the key victories was removing the legal barriers to eduction through Hawaiian in the public schools. In most of the resulting Hawaiian immersion public schools a large majority of students enrolled come from Hawaiʻi Creole English speaking homes. Such Hawaiian language immersion schools run under the standard public school system which is English medium focused. While classroom teaching is delivered through Hawaiian, school operations are through English and English is dominant in those schools outside the classroom, even for children from Hawaiian speaking homes.

There is a smaller number of Hawaiian language medium charter schools that are funded by the government, but where operations follow the Pūnana Leo model. In Hawaiian language medium charter schools, Hawaiian is the operational language. Over half of the children in such schools enroll already speaking Hawaiian from a Pūnana Leo site. About one third come from homes where Hawaiian is regularly spoken. Parents at the Pūnana Leo are required to study Hawaiian, even if they already speak it, and grow the language in the home. The Hawaiian medium schools also hold regular parent instruction nights to move parental use of the language forward.


Ni’ihau language loss – Exponential growth elsewhere

Hawaiian has been largely lost in the Niʻihau community due to migration away from their small isolated island to an economically depressed region on the neighboring island of Kauaʻi (http://www.niihauheritage.org/). Socio-economic forces have instilled in many from Niʻihau the fear that their children will be hampered by speaking Hawaiian. English medium schooling there has further weakened use of Hawaiian among them. Even when grandparents in the home use Hawaiian, children use English among themselves and often with their young parents as well. There is one small charter school, however, seeking to maintain Hawaiian among Niʻihauans, albeit in a model that has had to respond to fears regarding the prospect of not knowing English with use of English beyond what would be needed to produce bilingualism.Even among the Niʻihau families affiliated with that school, English has come to be the dominant language of most younger generations in the home.

The strongest use of Hawaiian currently in homes comes from second language speaker parents or descendants affiliated with the laboratory Hawaiian language medium school Nāwahīokalaniʻōpuʻu in Hilo on Hawaiʻi Island https://www.youtube.com/watch?v=lhELoIta084). That school is also the site of the largest Pūnana Leo. Second language speakers are similar to survivors of an epidemic who have a certain immunity to the disease that disseminated earlier generations. The second language speakers realize that the Hawaiian language is not a detriment to the socio-economic success of their children. The school focuses on college preparatory education and is affiliated with the rather recently established Hawaiian language medium college (https://www.hawaii.edu/news/2014/01/13/new-hilo-home-for-hawaiian-language/).

At Nāwahīokalaniʻōpuʻu, high proficiency in Hawaiian is associated with socio-economic success. Therefore, children enrolled at Nāwahīokalaniʻōpuʻu who speak Hawaiian at home are resistant to pressure to abandon Hawaiian as their language of primary use and identity. They also provide a model for other children from Hawaiʻi Creole English dominant families in their school to emulate. Regardless, as children enter adolescence at Nāwahīokalaniʻōpuʻu and interact more with the dominant society in sports and social activities they begin to use a mixture of Hawaiʻi Creole English and Standard American English as a peer language, among many informal activities that they associate with the larger world. Because of the strength of the school and overall language revitalization community, however, they remain fully proficient in Hawaiian, and begin to move out of their external language exploration phase as they mature in their understanding of themselves and society.

As Hawaiian language and culture have gained prominance throughout Hawaiʻi, the status of Hawaiian has grown. More and more young parents who grew up speaking Hawaiʻi Creole English or Standard English in the home are trying to use as much Hawaiian as possible in the home. Doing this is facilitated in Hawaiʻi by the large number of Hawaiian terms, place names, personal names, songs and other connections to the Hawaiian language in the common Hawaiʻi Creole language and culture. It is fairly easy for parents in the home to mix more and more Hawaiian language into their daily life as so many Hawaiian terms are already used in informal Hawaiʻi Creole English.

United States census numbers reflect the growth of Hawaiian use in the home. When the ʻAha Pūnana Leo began in 1983, the organization counted less than 50 children under age 18 proficient in Hawaiian. All but three of these children were from the Niʻihau community. The latest figures collected by the United States Census from 2010-2014 indicate that the number of children between the ages of 5 and 18 speaking Hawaiian in the home had reached 5,200. This is an amazing figure and most surely indicates increased status for Hawaiian rather than actual numbers of children who use Hawaiian as the dominant language in the home. The numbers of actual Hawaiian dominant homes are especially high on the island where Nāwahīokalaniʻōpuʻu School is located, making Hawaiian the largest language spoken by children on that island and the only non-English language where there are more children speakers than adult speakers (http://files.hawaii.gov/dbedt/economic/data_reports/Non_English_Speaking_Population_in_Hawaii_April_2016.pdf)

College students who are studying Hawaiian and also students in English medium high schools who are studying Hawaiian are indicating aspirations of raising their children with Hawaiian as their first language. High school students attending the Hawaiian medium school Nāwahīokalaniʻōpuʻu are also indicating that they would like to raise their children with Hawaiian as their first language. This is especially encouraging as it is often the case that students who know the most Hawaiian are the most likely to take it for granted. It is generally only after Nāwahīokalaniʻōpuʻu School students leave high school and attend an English medium university that they fully realize how distinctive their experience of being educated totally through Hawaiian has been. In the past it was generally at that point that they began to think about their own future families and continuing Hawaiian language in that context.


The COVID-19 pandemic and growth of familiy use of Hawaiian

As with the rest of the world, the COVID-19 epidemic resulted in the closure of schools in Hawaiʻi. This included the Pūnana Leo language nests for children aged 3 and 4 and its few infant toddler programs as well as the Hawaiian immersion schools and Hawaiian language medium schools. Learning went on line and children were suddenly isolated from the strongest Hawaiian speaking communities in existence – the schools. This outcome highlighted for parents who had minimal use of Hawaiian in the home the importance of improving their own Hawaiian and moving toward realization of the goal of becoming a Hawaiian speaking home.

For the past two months, parents have been at home with their children joining in with them as they receive distance education through Hawaiian from their teachers. Sitting with their children, parents have increased their own knowledge and use of the language as they struggled to support their children. As the rule in the schools is strict use of only Hawaiian in the classroom, parents weak in Hawaiian were in a position to integrating that rule into at least part of their daily routine with their children.

As parents became more aware of the importance of them moving more Hawaiian into the home, they have sought to learn more of the language. In order to support parents in their growth in use of Hawaiian, the ʻAha Pūnana Leo has long provided self-paced on-line lessons. There has been an increase in use of those lessons. Nāwahīokalaniʻōpuʻu School obtained access to the lessons and provided them to all its parents as well. These on-line lessons did more than substitute for weekly parent classes, as they allowed for access at any time and a wide range of levels.

Small groups of parents, especially those where one or both parents are fully proficient in Hawaiian have created on-line groupings where they and their children can interact in a fully Hawaiian speaking environments that go beyond their individual households. Other families have joined together to play and sing Hawaiian music together on-line, reviving many songs that were sung by older generations in their youth, but which have not been familiar to younger generations.

For older students, the state has lessened its focus on standard academic content as some children lack access to the internet and it is more difficult for teachers to deliver standard curricula. There is therefore more attention to innovative use of the Hawaiian language. In a early college course for high school students from Nāwahīokalaniʻōpuʻu that I teach, I have been using the internet to share tapes of elders where cultural topics from earlier times are discussed. This is exposing students to rich cultural vocabulary and conversational language normally not included in their daily experiences even in a total Hawaiian language medium context.


Future directions

Hawaiian language revitalization is but one aspect of a larger cultural movement in Hawaiʻi that seeks to maintain the distinctiveness of the islands. The COVID-19 pandemic has had a huge negative impact on the economy of Hawaiʻi. As tourism is the main economic driver of Hawaiʻi, none of the forty-nine states has been impacted as greatly in terms of economy as Hawaiʻi. The airlines are no longer bringing tourists and the tax base has evaporated.

With the growth of tourism, Hawaiʻi has become more and more dependent on external sources for its food and basic goods. While the idea of revitalizing local agriculture and traditional foods and producing basic goods locally has been discussed before, the COVID-19 crisis has brought those ideas to the forefront. The branding of those things as distinctive to Hawaiʻi involves use of the Hawaiian language.

The association of the Hawaiian language with a totally selfsustaining past, albeit a highly idealized one, has drawn the larger population of the state, not only Native Hawaiians, to identify more with the language. One hears government officials use more Hawaiian terms in their announcements. The local media has integrated features such as the traditional Hawaiian calendar based on the phases of the moon and associated with subsitence agriculture and fishing. Hawaiian music with sing along programs have been broadcast on local television with Hawaiian lyrics available on-line for those who needed help learning or remembering them.

The COVID-19 pandemic has also reminded the people of Hawaiʻi that imported diseases killed off over 90% of the Native Hawaiian population within the first 150 years after Western contact (https://www.pewresearch.org/fact-tank/2015/04/06/native-hawaiian-population/). That population loss was also a major factor in the near total extermination of the indigenous Hawaiian language. The revitalization of the Hawaiian language to its present level of strength, where it is the most commonly reported non-English language spoken by children in homes in a highly multiracial state has come to symbolize the potential of the larger community to move forward to reach what may have seemed like impossible goals in the past. Such change is realized in its strongest form in the home. E ulu a ola mau nā ʻohana ʻōlelo Hawaiʻi! May there be continuous growth and health among Hawaiian speaking families.





44. Rhetoric codeswitching and its interpretation in social interaction

Joan A. Argenter
UNESCO Chair on Cultural and Linguistic Diversity
Institut d’Estudis Catalans


Language alternation between more or less bilingual speakers during a single speech event has been part of the sociolinguistic agenda for some time. It was soon noticed that such alternation or codeswitching can either evoke defined social situations either specific domains or express connotative or rhetoric uses over the course of the interaction.

Situational codeswitching produces a redefinition of the speech act: it involves a change in the definition that the speakers make of reciprocal rights and obligations. An example of this is the switch from Catalan to Spanish when a third Spanish-speaking person joins a conversation between Catalan speakers —once compulsory and still done today. The code switching first called “metaphoric” and later “conversational” does not redefine the fundamental speech act, but it does convey rhetorical or figurative meanings.

One case of the latter consists of a kind of doubling or repetition of what is said, first in one language and in the other language immediately afterwards. A classic example is the SPANISH/ENGLISH switch observed between Chicanos in the USA, in a situation in which a mother calls her son in Spanish – issues a command – but he ignores her. The mother’s voice is raised in crescendo and the boy continues to take no notice. Then the mother repeats the call in English (Gumperz 1982: 78):[1]



And the boy comes. The researcher interpreted that these language choices enable inferences to be made that are significant to the extent that they are associated with the connotations of power carried by each language. Whereas in this case Spanish expresses solidarity between conversation partners, English is the language of power and therefore has higher coercive value. It was also interpreted that the order of languages in the alternation is relevant and that there could not be a similar utterance in which the order of the languages could be reversed (ENGLISH/SPANISH) with the same effect, since there would not have been an increase in the coercive force of the command.

This interpretation was accepted and replicated in other cases of switching in dissimilar contexts, always conveying the expression of authority. An almost exact case to the previous one is the HUNGARIAN/GERMAN switching in a town on the Austrian side of the Austro-Hungarian border, where Hungarian is the inhabitants’ mother tongue, but they have historically been exposed to more or less stable bilingual practices and are now under strong pressure from German, the official state language.

A three-year old girl is playing in the shed and scatters a pile of logs with her cousin’s help. Both are being looked after by their grandparents. The grandfather realises what is going on and shouts (Gal 1979: 112):[2]






The grandfather knows that the little girl does not understand German, as they speak Hungarian at home and she has not started school yet. However, as the children are not taking any notice, he repeats the command in German and after that, following the third pause, he switches from a command to a familiar threat in Hungarian.

This association of the dominant language with power or authority is the most common situation in contexts of asymmetric language contact.

However, the world is wide and diverse, and each speech community, has its own dynamics and its own linguistic economy: the presence of codeswitching is as significant as its absence. Similarly, the weight of authority in doubling or repetition does not always fall on the language of repetition or on the dominant language.

In Val di Non, a valley in Trentino, in the Italian Alps, people speak a dialect of Ladin, called Nones. Following a fast-moving period in the 1970s in which Italian almost replaces Nones, due to reduced prospects for young people to make a living there and the belief that “speaking dialect” was socially shameful, the trend experienced a turnaround. On the one hand, the EU was promoting the status of regional and minority languages and advocating respect for these languages. On the other hand, EU agricultural policy increased the value of the region’s main farmed crop, a variety of apple that was successfully grown using traditional techniques. This created wealth, which also enabled improvements to be made in every walk of life and opened up educational opportunities for young people. Local pride was definitively restored and Nones experienced a strong resurgence. It is spoken by children (even by families in which the adults speak Italian at home) and it is used in a wide variety of situations, including various kinds of public discourse and texts. “Speaking dialect” is once again a source of pride. These circumstances would explain that codeswitching with the same historical value as in the previous cases happens in the opposite direction to the one predicted, that is, that Nones expresses connotations of authority that in the past were common in Italian (Fellin 2003).

The following is a situation involving a young girl (Erica) and her parents (Davide and Maria) at the table. The child wants a coconut to be opened and the parents accept, but she becomes impatient and stands on top of a bench and moves to one of the ends (Fellin 2003: 49):[3]












This is a family in which the predominant language is Italian, but the little girl also has learnt Nones. Both the command and the threat are expressed in Nones. The reversing of the language shift has resulted in an alteration in the rhetorical connotations; by recovering its prestige, Nones has recovered its connotation of authority in the sphere of the community and of moral commitment to it. The pattern follows what was established in the first case described earlier.

The local language of the inhabitants of Gapun, a village in the Sepik river basin in Papua New Guinea, is Tayap.[4] The official state language is Tok Pisin (from the English talk pidgin). In Gapun they are undergoing language shift, the replacement of one language with another. Work has been done on the importance of the communication practices of children’s caretakers in the primary socialisation period, including that of language switching. Cases of doubling or repetition can be found, often used for emphasising a command or a warning. With reference to this (Kulick 1992: 77-78):

A mother addresses her daughter who is playing with the baby (the examples do not reproduce attached turns of speech): [5]






As Kulick notes, in the verbal behaviour patterns of Gapun residents, this kind of emphatic codeswitching can occur both from Tayap and into Tayap. Here, it is not that Tok Pisin has more threatening connotations. The emphasis, or in the examples shown above the threat, comes from the act of codeswitching, not from the direction of that switch.

These cases of alternating ITALIAN/NONES and TAYAP/TOK PISIN or TOK PISIN/TAYAP, respectively, contradict the initial hypothesis on the directionality of the emphatic codeswitching with coercive value. In the first case because the connotations associated with the languages have been altered and “power” is not being conveyed by the dominant language; in the second case because the linear order between the doubling elements is less relevant than codeswitching itself.

The existence of a tradition of bilingual folk poetry – and other genres, such as theatre performances – is not a rarity in many societies. It is not unusual for the type of codeswitching being discussed here to be used in lyrical texts, like the FRENCH/ARABIC alternation in rai music by singers in the Maghreb (Algeria, Morocco). These bilingual texts, heard or read from the north shore of the strait, can evoke reminiscences of medieval Andalusian Arabic poetry. Unlike poetry contest (“glosadors” in Mallorca, “bertsolaris” in the Basque Country) – whose description as “lyrical” is dubious – lyrical poetry is usually associated with the expression of subjectivity and, therefore, of the first person, the self, rather than of the interaction with a you. The fact that there is no real interaction, however, does not prevent the poet or composer giving their verses an impression of being a conversation. See (Davies/Bentahila 2013: 40):[6]




The contact between French and Arabic in Morocco and Algeria is particular. French was the language of the coloniser and Arabic – or Afro-Asiatic languages, such as Amazigh – was that of the colonised, there is no doubt about that. From independence onwards – and quite a few decades have passed, more than half a century – Standard Arabic has become the state language and colloquial Arabic continues to be the majority language of the native population. But French continued to be taught in schools and most of the population were bilingual. People’s bilingualism continues up to nowadays. Earlier in time older people had a better command of French than younger people did. Nowadays, however, the decline of French at social level is complete and young people aged thirty or younger communicate in colloquial Arabic. Arabic can be considered the socially – not just psycholinguistically – dominant language and French can be regarded as the “recessive” language, the knowledge of which is a symbolic asset for groups who have been educated in the scientific or cultural sphere. In this sense, the order of the concurrent languages in the verses cited earlier follows the pattern originally expected by the first academics to study codeswitching.[7]

An interesting question posed is the interaction between rhetorical codeswitching and situational codeswitching in language shift. The case of Tayap is particularly striking (Kulick 1992). First, though, it is worth explaining that the cultural identity of people in Gapun is based on the combination of two cultural patterns of behaviour, known as save and hed, which we might translate, taking into account differences and the contextual interpretation, as ‘good sense’ and ‘passion’. The person possesses save and hed: the former conveys a caring, cooperative attitude towards the community, and also masculinity – because it is a trait typically associated with men rather than women – adult behaviour – rather than childish – and things that are good. The latter (hed), on the other hand, conveys an individualistic attitude, femininity – because it is a trait typically associated with women – childishness (rather than adult behaviour) and things that are bad. Before coming into contact with white men, in the pre-Christian period, both hed and save were expressed in Tayap. After that contact, new connotations were added to hed and save, respectively, without losing the ones they already had. This meant that the former conveys values like paganism, backwardness and lack of culture, whereas the latter conveys values like Christianity, modernity and education. Similarly, the reproduction of the cultural patterns has been accompanied by a language shift process. Tayap is no longer the language used to express hed and save, now Tok Pisin is associated with save and Tayap with hed.

These associations alter linguistic uses. The more an individual wants to present themselves as a “person of good sense [save]”, the more they use Tok Pisin and the less they use Tayap. As Kulick argues, and Gal stated previously (1979: 175), the accumulated effect of these choices made by speakers leads to the use of Tok Pisin in more contexts and by more people. As the number of competent Tayap speakers dwindles and the number of Tok Pisin monolingual speakers grows, the uncertainty about the meanings conveyed by codeswitching increases. When younger speakers lose their knowledge of these rhetorical meanings that are still mastered by older speakers, they are more likely to interpret them as “social”, as information about social situation and status. This process favours the language shift process.

The most interesting aspect of the case is that the local people in Gapun are reproducing their cultural patterns by passing on the virtues of save and the behaviours associated with it to children, and by so doing, they are contributing to language shift, as in that reproduction – originally always associated with Tayap – there has been a linguistic split: now save is associated with Tok Pisin and hed with Tayap. The people of Gapun are not aware of the change taking place. On the one hand, they teach children the same values that they were taught by their parents; on the other hand, they regard children as autonomous individuals, who learn what they want to learn. They do not realise the extent to which codeswitching towards Tok Pisin, used by caretakers to talk to children, is leading them to acquire Tok Pisin to the detriment of Tayap. As Kulick states (1992: 24), turning the saying around: plus c’est la même chose, plus ça change.


[1]The fragments in English appear in italics, the fragments in Spanish are in rounded writing. In the translations, which appear in bold, italics and rounded are maintained from the original. Small caps express emphasis, a higher tone of voice compared to the surrounding elements. The two last statements are applicable to the later examples.

[2]The fragments in German appear in italics, the fragments in Hungarian are in rounded writing.

[3]The fragments in Italian appear in italics, the fragments in Nones are in rounded writing.

[4] Kulick (1992) spells that language “Taiap”. In his more recent work, though, he has revised the spelling to “Tayap”, and that is the spelling used here (Kulick 2019, Kulick/Terrill 2019). His recent grammar also modifies the orthography of the language, but here I retain the forms used in his 1992 monograph.

[5]The fragments in Tok Pisin appear in italics, the fragments in Tayap are in rounded writing.

[6]The fragments in French appear in italics, the fragments in Moroccan Arabic are in rounded writing.

[7] The imperative conveys orders, indeed. Here we rather see a supplication. In fact, the function of doubling or repetition in both languages in rai lyrics is a stylistic device allowing the singer/songwriter to repeat key points without just using exact repetition.


Davies, Eirlys E./Bentahila, Abdelali (2008) “Code switching as a poetic device: Examples from rai lyrics”. Language & Communication 28: 1-20.

Davies, Eirlys E./Bentahila, Abdelali (2013) “From the Medieval ḫarğāt to Contemporary Songs: Patterns of Codeswitching Involving Arabic”. Arabica 61: 1-46.

Fellin, Luciana (2003) “Language ideologies, language socialization and language revival in an Italian Alpine community”. Texas Linguistic Forum 45 (2002), Austin: Texas Linguistic Forum, 46-57.

Gal, Susan (1979) Language Shift. Social Determinants of Linguistic Change in Bilingual Austria. New York: Academic Press.

Gumperz, John J. (1982) Discourse Strategies, Cambridge: Cambridge University Press.

Kulick, Don (1992) Language Shift and Cultural Reproduction: Socialization, Self and Synchretism in a Papuan New Guinean Village. Cambridge: Cambridge University Press.

Kulick, Don (2019) A Death in the Rainforest: How a Language and a Way of Life Came to an End in Papua New Guinea. New York: Algonquin Books.

Kulick, Don/Angela Terrill (2019) A Grammar and Dictionary of Tayap: The Life and Death of a Papuan Language, Pacific Linguistics: De Gruyter Mouton.

43. New speakers, minoritized languages and decoloniality in Europe

Joan Pujolar
Universitat Oberta de Catalunya


What are “new speakers”? Why is there so much interest in them? In this paper, I will explain how the concept of new speakers has emerged among certain linguistic communities and what debates it has given rise to. I will also reflect on what new speakers mean for minority languages that are threatened by language shift. I argue that new speakers could offer hope for the future for these languages but that for them to do so we need to do away with linguistic ideologies associated with the nation-state and colonialism.

Between 2013 and 2017, activities led by an academic network of sociolinguists researching the phenomenon of so-called “new speakers” were undertaken across Europe. The network was overseen by Bernadette O’Rourke, a specialist in Irish Gaelic sociolinguistics who at the time was a professor at Heriot-Watt University in Edinburgh. During this period, around fifty conferences and seminars were organized, with more than three hundred people from twenty-eight European countries participating. And by 2017, the number of scientific publications on the subject had reached 150. More detailed information can be found at https://www.nspk.org.uk/ and in the following publication by Bernadette O’Rourke and Joan Pujolar: From New Speaker to Speaker: Outcomes, reflections and policy recommendations from COST Action IS1306 on New Speakers in a Multilingual Europe: Opportunities and Challenges. IAITH: Welsh Centre for Language Planning, Cardiff, 2019. ISBN: 9781900563123.

This topic emerged during the first decade of the twenty-first century out of a few very specific cases from the Basque Country, Galicia and Ireland that related to the promotion of these places’ respective minoritized languages. For decades, a specific type of speaker of these languages, respectively called euskaldunberriak, neofalantes and gaeilgeoir, had been spoken of within these contexts. All three terms have different lexical nuances: the Basque term literally indicates new “Basque speakers”; the Galician one (literally, “new speakers”) comes across as more generic; and the latter term can designate, according to the context, any speaker of the Gaelic language. However, the terms have traditionally been used to designate people who speak the country’s language but who are perceived as different from the speakers of these languages who have always been around.

To understand the reasons why these people are treated as special speakers, it is necessary to understand the history of European linguistic minorities, most of which share important aspects. They have directly suffered, so to speak, from the imposition of nation-states, a European invention that was subsequently exported across the world via colonialism. All nation-states were articulated around a linguistic group (the exceptions in fact being states with federal structures that are based on linguistic groups). As we know, however, the territories of a state could include speakers of languages other than that of the dominant group. Generally speaking, this dominant group controlled political institutions and held economic power, so nonstate languages suffered political and economic exclusion. The development of infrastructure, investment, technical innovations, services and new economic initiatives was primarily carried out by and for the dominant groups. Speakers of minoritized languages were for the most part second-class citizens left out in the cold in a rural or extractive economy. They could only become integrated into the dominant culture through school, military service or work in the public administration or industry, all of which used the dominant language. The population of these communities shrank: first, they disappeared from large cities and then from towns, until eventually they remained only in small villages and the most remote rural areas. Many states persecuted minority-language speakers through repression and propaganda. But often it was the speakers themselves who decided to stop speaking their language to their children so as to escape from poverty and shame.

This is the story of Europe’s communities of speakers of minoritized and threatened languages, with the exception of a few atypical cases such as Catalan or Flemish, which are spoken by larger and economically stronger communities. However, repression of and/or contempt towards these Europeans began to change after World War II, when civil rights began to be demanded and states started to consider minoritized languages as cultural heritage. As early as 1960, the UNESCO Convention against Discrimination in Education set out the right to be taught one’s mother tongue, something the Council of Europe later specified to a much greater extent with the European Charter for Regional and Minority Languages (1992). At very different rates and on very different scales, throughout Europe states have incorporated—or allowed the incorporation of—minoritized languages into education. Teaching of these languages was not limited to those who still speak them but also extended to the many descendants of those who spoke them and to the current residents of the original linguistic territories.

This whole process has facilitated these languages being learned by more people. Many people have wanted to take part in social movements that seek to recover them. There have been people who have learned them in courses for adults, and many others have taken their children to bilingual or immersion schools so that they can learn them from an early age. In many cases, the number of speakers of these languages has stopped decreasing or is even increasing slightly. That is far from all that has changed, however, because this new population that has become interested in these languages mostly corresponds to a different economic and geographical profile. It is no longer the usual rural population. These are educated people from all the different professional fields, and they mostly live in towns and cities. In some places for which we have data, such as the Basque Country and Ireland, censuses show that the majority of speakers of these languages are new speakers who fit this profile and live in cities. None of this means that these languages are experiencing recovery on a mass scale. In cities, their speakers are often still very much in the minority, and they can only speak the language to one another. Another development is that numbers of speakers in rural areas have continued to decline because rural depopulation has never stopped. This is why now, in the case of some languages such as Manx or Cornish, no speaker has learned them through conventional transmission within the family.

But this apparent progress of minoritized languages also has its contradictions, and these are what have sparked debates about new speakers. Generally speaking, the promotion of languages is linked to their modernization, which contradicts the symbolic values that have until now been associated with these languages and those who speak them. Promotion of a language nowadays means codifying it so that it can be taught and used in public administration and mass communication. It also requires the language to be spoken by an educated and specialist population that is both multilingual and socially and geographically mobile. These languages can no longer be linked to a place whose people are engaged in a very narrow set of disappearing professions and never move away from a handful of places and landscapes that are idealized as vestiges of the past. Modernizing a language has ultimately meant turning it into a code that is abstract and looks past those who speak it, and then using that code as a criterion for determining merit in education and in society. For the individual, speaking and writing the modern language—that of the state—represented alignment with the behavioural and expressive parameters of the rational man (who was supposed to be not only male but also white, heterosexual and able bodied). Minoritized languages represented the opposite of all this; they were linked to behaviours that bore the marks of tradition and were linked to sentimentality and femininity.

From this point of view, modernizing a language can ultimately displace and stigmatize the people who have always spoken it, reproducing old prejudices against the rural world. And this is a tension between these communities and new speakers whose emergence can be perceived in a variety of ways. New speakers are mainly so as an outcome of their studying these languages, and this has implications. First, a very specific variety of language is learned from studying: the standard form, or the formal or literary register, depending on the case in question. Second, the minority language is not the first that most new speakers learn, but rather their second or third. And so they can be identified immediately by the way in which they speak. On the one hand, they speak in a very formal manner that sounds artificial to traditional speakers. On the other hand, their accent and the fact that their ways of saying things come from other languages—especially the dominant one—stand out. They often have difficulty with the minority language’s sounds and grammatical features that vary from those of the dominant language. And so many “lifelong” speakers have the feeling that these new speakers are ultimately just imposing the dominant language’s pronunciation and ways of saying things. In some contexts, this is a particularly painful paradox, as people have different ideas about what they understand to be “authentic language.” The model taken up by new speakers corresponds to a language whose “barbarisms”—that is, the foreign elements (above all lexical ones) that the language’s habitual speakers have been using for a long time—have been carefully cleaned up by philologists. For example, the device that so-called “néobrétonnants” call “pellgomz” has always been called a “telefon” by Bretons. Many of the latter group roundly refuse to adopt a way of talking that they associate with a people who stress the final syllable of all words, something that is altogether strange in Breton and comes from the habit of speaking French. In the worst-case scenario, this may end up excluding traditional speakers from accessing the few symbolic and economic incentives provided by language-promotion policies, such as obtaining accreditation to teach the language or working in public administration or the media. It may even cause some to flatly refuse to associate with new speakers and to permanently give up using the language that is the focus of the defence efforts.

All of these dynamics pose new contradictions within minority-language communities and affect language planners, language workers (creators, linguists, journalists) and speakers in general alike. On the one hand, the process of modernizing the language is itself what triggers insecurities and sometimes a crisis in the communities, even though this process is still the only hope of preserving it. New speakers represent the future that efforts have always sought to secure for these languages. But the only way in which these languages can have this future is if most of what is imagined about them in terms of their place being in the past, in tradition and in sentimentality is overcome. Beyond the pigeonholes to which they had been confined, these languages are now being appropriated by other people, and they bear the marks of other languages and transcend their usual places. Although this transcendence and transformation must be seen as a testament to their continuity and vitality, the question remains whether this transformation must be made by breaking away from memory but maintaining the forms of hierarchy and exclusion that the modern world has constructed based on languages and that have always harmed their speakers.

If we accept that the linguistic ideologies of modernity are the focus of these contradictions, I would like to suggest that we follow the thread of this idea, which brings us to the subject of colonialism. Colonialism is, after all, the project developed by European nationalisms to take control of the rest of the world. It is no coincidence, then, that so-called “indigenous languages” have been treated in similar ways to European minoritized languages in many respects. Colonial subjects were also by definition considered excluded from modernity, as were their languages and lifestyles. In many of these contexts, new speakers have also become very important, as Fishman acknowledged in his renowned work Reversing Language Shift. In many communities, it is common for languages to be learned by adults, or even for them to be taught by grandparents to grandchildren or for them to be taught by people who do not usually speak the language but who are recognized by the community as having authority to teach it. The subject of indigenous languages also makes the link between the use of languages and the cultural and economic lifestyles of each community much more visible.

However, it is interesting to note that, at least until now, those whose work focuses on revitalizing indigenous languages have not reported the contrast we have seen between new and “old” speakers. Rather, the area of contention is the question of how to teach the language and why (it being understood that one thing leads to the other). The works of Duchêne and Heller (2007); Makoni and Pennycook (2007); Wesley (2017); and McCarty et al. (2019) agree in their identification of colonialism as the paradigm that guides the ways in which languages are codified, taught, presented, and represented in these communities. That is, colonialism determines a way of doing things that in the end symbolically confiscates from speakers the matters of what their language is like, what their relationship with it should be and how it should fit within the future they believe their communities should have. This is why there is more and more talk of “decolonial” approaches: it is no longer a question of dismantling the colonizers’ political and military structures, but one of constructing knowledge paradigms that are free of the ideological schemes that have been left behind on populations’ consciences.

Simply applying modernity’s ideological and procedural schemes to minoritized languages creates these contradictions. The challenges posed by new speakers to Europe’s minority languages are, in any case, an expression of the social and economic changes that the whole planet is experiencing, and they are therefore not altogether disconnected from those of other minoritized languages around the world, where people are also working hard to learn them. In Europe and the rest of the world alike, all this is the product of the penetration of capitalism into the last corners of the inhabited world—a capitalism that has always used colonialism to justify its conquering mission. Linguists around the world are sounding the alarm over the rapid disappearance of ways of life that are the basis for thousands of the planet’s small languages. The only way to prevent many languages from disappearing surely does not involve respect for their communities’ political and economic sovereignty alone. Their linguistic sovereignty must also be respected.



Duchêne, Alexandre, and Monica Heller. 2007. Discourses of endangerment: ideology and interest in the defence of languages. New York: Continuum International.

Leonard, Wesley Y. 2017. “Producing language reclamation by decolonizing ‘language’”. Language Documentation and Description 14 (September): 15-36. https://doi.org/10.1080/01434632.2013.794806.

Makoni, Sinfree, and Alastair Pennycook. 2007. “Disinventing and Reconstituting Languages”. In , 1-41. Clevedon: Multilingual Matters.

McCarty, Theresa L., Sheilah E. Nicholas, and Gillian Wigglesworth. 2019. A world of indigenous languages : policies, pedagogies and prospects for language reclamation. Bristol: Multilingual Matters Ltd.

42. Turning pragmatics around: how to say things with objects

Amadeu Viana
Universitat de Lleida


When Alice complains about too many meanings being given to a word, Humpty Dumpty explains that when he makes a word do so much work, he always pays it extra. That is exactly what happens: words work for us, often too much, we move them into different contexts and make them adopt other meanings, we extend them with prefixes and suffixes, or we save them from oblivion when a new state of things emerges and we want to bedazzle with an old name. Similar things happen with the objects that surround us: we turn around their semantics, we rework them via intensive bricolage, we preserve them by invoking their primary function, or we make them undergo such striking transformations that the old denominations become but a reminder of their origin. The idea that human actors share a universe with nonhuman actions and processes is known as distributed agency. This supposes that human actions are effectively carried out by means of and through the operativity (the action) of different types of intermediations, material objects, networks of objects and artefacts, institutions, cooperation or shared action, symbolic activity and extensive collaboration with nonhuman actors, a battery of processes that elude the predominant Western philosophy’s traditional view of the idea of a single agent.

The idea of distributed agency stems from Bruno Latour’s transdisciplinary research and actor-network theory, a practice from the sociology of science that focuses on the role of the material transmission of scientific objects, cooperation or (conversely) controversy among institutions, the laboratory as the locus of intersection, the dissemination of science and the role of the different “translations” that concepts are subjected to from their birth and as they spread across society. Actor-network theory has contributed to a reassessing of the scientist’s role in the abstract as an autonomous agent in favour of a perspectivist approach and collective action.

It might be useful to shore up the notion of distributed agency with bioanthropological reflection, which reminds us that the manipulation of artefacts and the construction of objects long precedes the emergence of articulated language. The topic here is how growing tactile- and visual-coordination capacities laid the foundations for cognitive evolution (L. Malafouris) in a way that meant that the hand would become the visible part of the soul, as Aristotle would ingeniously point out. Objects and their meanings accompanied human evolution, complexifying and interlinking with our consciousness in such a way that it would soon become difficult to say where one thing began and another finished (A. Leroi-Gourhan), in the intricate combination of homo faber (who makes himself in making) and homo ludens (who unsuspectingly extends the time for play, experimentation and learning). Ornaments, clothing, living conditions, musical instruments (the flute mentioned at the beginning of the Aristotle’s Poetics), the variety of artefacts that have been part of life and societies: these are manifestations of human consciousness and extensions through which cognition and agency have earned a presence and become widespread and enduring.

As Cassirer highlighted, the different linguistic varieties owe a debt to this confusion of bodily projections, visual and manual organization, alienable and nonalienable objects, practical metaphors and occasional metonymies, bodily self-perception and classification of space: a production of the Palaeolithic that is also sufficiently complex as to disassociate ourselves from the immediate context. Those who study embodiment and extensionalism (A. Clark, M. Donald) have highlighted the idea that cognition is constructed and sustained from the bodily senses plus the objects we create and/or use as extensions of those senses—objects that give way to processes (actions) through which we not only intervene in the world but also conceive of and think about it. In some respects, we engage with these objects-and-processes as if they were the external part of the mind.

Language and writing (a practice of manual and visual memory) are powerful manifestations of this. But the variety of artefacts that overlap and intertwine with each other at different levels of complexity and that have historically had a substantial impact with industrial production and are having a second significant impact with the emerging autonomy of cybernetics and so-called artificial intelligence are an even more dazzling case of the mind’s presence and ability to externalize. Here it is necessary to clearly understand in what sense human action forms a continuum with the production of artefacts and how objects and different types of artefacts are true nonhuman mediators and actors in the production and articulation of knowledge, taking us away from the old idea of a stark separation between the natural and the artificial, which is often described in opposition to what is characteristically human.

Many of the ancient paradigms (mainly animist but also totemist ones) understood the existence of different modes of a spiritual continuity (one of interiorities, as Philippe Descola notes) between human life and the world. The truth is that language can often not do without these associations, and until recently vitalist metaphors such as talking about the life and the death of languages were seen as acceptable and natural (and for many people still are). The paradigm of naturalist research in the West, objective science, has often been accompanied by the idea of an autonomous rational agent who is masculine, educated and self-satisfied about his findings, who sometimes regrets being alone in the universe and who has imposed an instrumental view of the world around him, beginning with the very objects and instruments that he denies a soul. This idea of a rational agent has also made it preferable and acceptable to speak of languages as instruments, in terms of uses, in a manner consistent with the development of the natural and social sciences. By contrast, the paradigm of distributed agency does not suppose that the objects of the world have an essential soul, and nor does it dehumanize them by characterizing them as simple instruments. Instead, it understands them as mediation, as part of nonhuman action, which is part of us and at the same time redounds to us, very much in the line with Edgar Morin’s analysis of complexity. This is how languages do things for us, and how we participate in these objects-and-processes, halfway between indiscriminate animation and selfish instrumentalization.

One might consider, for example, commercial objects, which are often classified under brands or logos that do not determine exactly what they are but provide information about their origin and their social value (A. Semprini). There are many interlinked institutions and people located in strategic places that decide the processes of industrial objects; there is production, but there is also design; production hides the distribution of components, which in turn are of different qualities and origins; design hides the collaboration of different actors with different specialized competencies; there is the logo that identifies the product or the by-product, which in turn demands a specific design; and there is the attribution of value to it, a social action that has consequences, which could be defined as “an idea put into practice.” Research on traceability show this activity of the product in different contexts, its capacity for non-human action. We know that brands, somewhat like ancient heroes, live among us insofar as they actively participate in the social network, hence their hybrid nature.

The field of health and illness is another old acquaintance of research on distributed agency, from Sebeok’s old descriptions of immune systems as genuine actors with a capacity for interpretation to the agentive vocabulary of the fight for health, not to mention works on biological risk (F. Tirado) or technology and assistance (M. Domènech). Then there is the common idea that we are ourselves and our pieces, our prostheses, that ordinary pills are like external particles of our organism, that we treat with sympathy or indifference, reducing them to colours or attributing them with often uncertain interventional capabilities. We have not been modern at all: we have not at all abandoned the idea of an animated world, in which we work and which also works on us.

The musician, the performer, forms a unit with his instrument. The worker is identified with work, as our basic vocabulary denotes. Robert Frost, in a beautiful poem, imagines the mower’s scythe whispering to the field. When we misplace an object, what opens up before us is a breach of possibilities that we struggle to grasp, somewhat as if the object’s autonomy led it to travel in some unforeseen direction or to reside in some unsuitable place. Correlatively, we deploy a battery of emotions for certain objects often without an “objective value”: that pen or that cup or that cushion that perhaps we do not use so much but that we end up possessing as a part of our life, an untransferable segment that recalls this person or that situation, and a part of our experience is apparently linked to these things’ vicissitudes and activity. Let alone clothes, pictures or photographs, or the music that accompanied us and is also an untransferable part, one that is now neither visual nor tactile, of the soul’s journey. These networks of meanings, in terms of objects and processes, make up what we call distributed agency, in which we participate and of which we are a resultant part at the same time.

The structure of language unfolds over this material eloquence. It is a question not just of the contemporary passion for cognitive metaphors (“John is a snake”; the symbolic dimension or figuration) but also of the agency and projections of action in ordinary language use, of ways of stating things that we do not know how to render differently. Tools become old, dresses impress, signs advise, cars seduce. We say, “The fire didn’t manage to get into town,” without thinking about a final action, but conferring shared agency on the action of fire. We become angry when a zip in our clothes becomes stuck, as if this state of affairs overstepped the autonomy of action that we attribute to the artefact. In many languages, classifiers carry out this important distributive function of allotting agency, material dimension and shared action in many possible ways.

Curiously enough, the advent of cybernetics has contributed to a more extensive perception of animation, if that is possible, affectionately designating new information processors: Mare Nostrum is a supercomputer, Java is a programming language; Irgo wasn’t once the odd acronym for a local server but the name of a village in the Pyrenees; and Kubrick’s perverse HAL parodied the three letters of IBM, scrupulously reworking the Latin alphabet. In many people’s informal register, the algorithm that retrieves information from the Net has become Uncle Google or Saint Google, in a new, unexpected twist of animated thinking.

If material eloquence has scope over language, then discourse itself can be presented in terms of objects-and-processes, as shared action. This is how we unfurl the activity of the word, a topic that François Cooren has laid on the table again in ethnographic and sociolinguistic terms. We say not only that “a poem is sweet” or that a speech “is aggressive,” but also that “words betray him” or that “the document is spreading across the Net.” As classical rhetoric supposed, and as we have reelaborated now, to the extent that texts are part of action, they do things for us. We delegate to discourse so that it represents us. Res ipsa loquitur, the thing speaks for itself, as the old legal expression for defending an argument states.

Chesterton explained how language was invented by hunters, killers and other such artists, long before science was even dreamed of. Now that we have science and we have cybernetics, we have once again made the old idea of animation visible, as far as possible, through the analysis of distributed agency. The vocabulary of critical mediation highlights the communion or participation: halfway between fact and fetish, as Latour liked to say. The thing is that referring to “magical thinking” solely when talking about logical errors creates problems. Distributed agency helps us to formulate and understand the reenchantment of the world, escaping from former disjunctives (between the natural and artificial, between the rational and irrational) that have proved so pernicious.


Ihde, D. (2010). Embodied Technics. Minneapolis: University of Minnesota Press.
Izutsu, T. (2012). Language and magic. Kuala Lumpur: The Other Press.
Latour, B. (2005). Reassembling the Social. Oxford: Oxford University Press.
Lem, S. (2017). Summa Technologiae. Minneapolis: University of Minnesota Press.

41. The first thing we do and the last thing we forget: Catalan phytonymy and popular knowledge, radiating to literature

Joan Vallès 1,2, Teresa Garnatje3, Airy Gras1,3, Montse Parada1
1University of Barcelona, 2Institute for Catalan Studies, 3Botanical Institute of Barcelona-CSIC-ICUB


One of the first activities—if not the very first—that human beings do when they are faced with another living being or an object is give it a name. If it is a person or a thing that has been named before, they will simply try to understand it. When it is a new person or thing, they will label it. It can be argued that at some point every name has been a neologism. Once created, nouns sometimes change, acquire other meanings or find synonyms. Sometimes they end up being the origin of family names or place names. Finally, some names die out or at least become archaic and fall into disuse.

It does not fall to us, as botanists, to go into the history and evolution of names, but it is incumbent upon us to focus in particular on words that designate objects from the nature that we study, namely vegetal ones, a notion under which we group plants, some algae that would not fit the narrow definition of plants, fungi—which include mushrooms and lichens—and a group of microorganisms called blue-green algae, cyanophyta or cyanobacteria. In total, we are talking about approximately half a million species of living beings. If we focus on vascular plants (that is, plants that have a system for transporting sap), which are the most evolved and most of which we commonly tend to recognize as plants (the most typical—with flowers and fruits—being, for example, the rose or the daisy, conifers such as pines and firs, ferns and horsetails), the number falls to more or less 300,000.

Out of these, in the Catalan Countries, a territory of the Mediterranean region that has considerable biodiversity within Europe and highly diverse landscapes from sea level to altitudes of more than 3,000 metres, there are around 4,000. That is the figure for wild native flora, which make up the vast majority of plants here. If we include plants that have escaped from cultivation and are subspontaneous or naturalized, many since long ago (that is, nonindigenous species), we reach about 5,000. Adding cultivated plants, the figure would go up substantially and it would become difficult to keep a count, especially because of ornamentals, some of which are well established among us, while others come and go according to demand and fashions.

The world’s 300,000 species of vascular plants—and, among these, the 5,000 from the Catalan Countries—are candidates for names to designate them. They all have a Latin or latinized scientific name that allows us to unequivocally identify them. The simplicity of the current nomenclature system for plants, which dates from 1753 and was conceived by the Swedish botanist Carl Linnaeus, allows us to replace a long description for characterizing a plant with a binomial featuring a generic name and a specific epithet. For example, by saying Digitalis purpurea (didalera in Catalan and foxglove in English), we save ourselves the time of saying, as we did before, Digitalis calycinis foliolis ovalis acutis, corollis obtusis, labio superiore integro.

Anyway, despite the ease and practical value of this system, it makes sense that each language has given a name to the plants that its speakers have encountered. Not all plants have names (popular, vernacular common or vulgar names, each term with some nuance setting it apart from the others), and this is so not just within all languages, but even within the lands where the plant in question grows. It should be kept in mind that some plants come from a fairly small area, which means that they are not well known to people. Others, by contrast, are well known to people, and these are the ones that, as we said earlier, are the object of that first human activity of giving a name. Afterwards, in many cases, there will come (and there has come since long back) the use of that plant that now has a name.

Ethnobotany, the discipline that studies relationships between human societies and the vegetal world and deals with names and uses for and management of biodiversity, allows us to become aware of a matter that is complementary to the human activity of naming plants, in addition to collecting traditional uses and names. Just as one of the first things that human beings do is to give names to plants as soon as they meet them, one of the last things that they do is to forget those names. It is unimaginable that someone would say “this is called a table, but I don’t know what it’s for”, and this is still true if we change table to pitchfork, an instrument that few of us now use, or to even more uncommonly used objects. In contrast it is not uncommon during ethnobotanical interviews to hear, “This plant is called ‘x,’ but I can’t remember what it’s used for.” Use can become less widespread or disappear completely, but the name often continues to be known as a reminiscence of everything that was known about the plant in question (though in some cases, when traditional knowledge has become severely eroded, even memory of the name is lost).

Humankind—that is, the speakers of the world’s different languages—has strengthened its relationships with plants to a considerable extent through names. And precisely because of this, as we have stated, names are the first thing sought or created in meeting plants and the last thing that is forgotten traditional knowledge about them declines, dwindles or becomes depleted. In this regard, the names of plants, phytonyms, can function as indicators of the erosion of traditional knowledge about biodiversity. Before that, however, phytonyms are an important part of cultural heritage (because they are names that enrich one language and all languages) as well as of natural heritage (because they designate elements of nature and are normally associated with additional traditional knowledge about it).

Catalan can be considered one of the languages whose names of plants and allies have been the focus of significant collection and study. The teacher and botanist Francesc Masclans i Girvès initiated these activities and was their main driver, starting in 1948 with a modest work about the Virgin in Catalan and Spanish names for plants and continuing and concluding with two encyclopaedic volumes of Catalan phytonyms, published in 1954 and 1981 (the second was a revised and expanded edition). Masclans also published a book on Catalan names for mushrooms, but our focus here, as already mentioned, is vascular plants. In the two encyclopaedic volumes, Masclans gathered, respectively, approximately 6,000 names for 1,800 plant taxa and 9,000 names for 3,000 taxa.

Masclans’s work was the starting point for a study that went on for around twenty years under the auspices of Termcat (Catalan Terminology Centre) and that made possible the publication, in 2014, of a book and a website that bring together 35,000 Catalan names for around 6,500 plant taxons. For more information, readers will find, at the end of this text, the references for these and the aforementioned Masclans works. The figures are remarkable. The quantity of species for which there is a name in Catalan is very high. Considering that there are around 5,000 species of native or naturalized vascular plants in the Catalan Countries, and also that some are not known by Catalan names (for example, those whose distribution has been very restricted), the quantity of foreign plants that have received names in Catalan is far from negligible. This indicates not only that Catalan has been used to name many of the Catalan Countries’ plants—something that in itself is important—but also that Catalan has been used to give names to a large number of plants that are either grown by people here or simply live in other parts of the world. This is a positive indicator of the language’s vitality.

In parallel to this work, ethnobotany research in Catalan-speaking areas has produced a very robust corpus of phytonymic data. At present, our research group’s ethnobotanical database contains approximately 87,000 reports of phytonyms from almost 2,700 informants. These reports correspond to over 11,000 popular names (including variants) from around 1,600 plant taxa. Many of these names, which reflect traditional knowledge of the vegetal world in the Catalan Countries, now appear in the most recent aforementioned compilation, but others that do not appear could be used to update the compilation. To give a few examples to illustrate the phytonymic wealth of different areas, in the counties of Alt Empordà, Ripollès, Garrigues, the island of Mallorca and the central counties of Valencia, respectively 1,105, 804, 849, 1,401 and 2,138 plant names applying to 523, 457, 410, 517 and 514 taxa have been collected. This ethnobotanical database, made within the framework of the Institute for Catalan Studies’ research programme, will become publicly accessible, starting in 2020 with a version that, among other information, will contain plant names.

According to the creation process behind vernacular phytonyms, there are two types. On the one hand, there are those with a scholarly formation, such as descàmpsia flexuosa (Deschampsia flexuosa), created by a botanist who, in line with the approach essentially taken in the United Kingdom, favours each plant that exists within an area having a vulgar name. On the other hand, there are names with a popular origin. Many more of these, at least in Catalan, are created and sometimes nuanced or changed by the people. Of this latter group, some are ubiquitous in the linguistic domain—such as rosa (Rosa sp.; ‘rose’) or clavell (Dianthus sp.; ‘carnation’)—and others are particular to a dialect or linguistic variant—for example, farigola/timó (Thymus vulgaris; ‘thyme’) and romaní/romer (Rosmarinus officinalis; ‘rosemary’). Among phytonyms, there are many cases of synonyms—for instance, saüc, saüquer, saüquera, sabuc, sabuquer and bonarbre for Sambucus nigra (elder)—and of polysemy—for example, àrnica for a dozen species, including Arnica montana, Inula montana, Pallenis spinosa and Hypericum perforatum—as well as of a combination of the two—for example, til·ler, tell and tilloler, sometimes with adjectives as modifiers, though sometimes without them, to denominate various species of the genus Tilia).

In terms of the formation patterns of these words, an area in which there is still much to be studied, there are names that derive from scientific names, while others allude to some morphological or ecological aspect of the plant, to some curative property (often in accordance with the theory of signature from medical anthropology, according to which humankind has believed that plants bear indications of what they can be used for) or, in other cases, to geography, flavour or smell. There are plant names that refer to people—herba de Sant Joan (Saint John’s wort), Hypericum perforatum, among other species with this name in Catalan—or to places (camamilla de Núria or camamilla de Rojà, Achillea ptarmica susbp. pyrenaica). Phytonyms have been very productive for Catalan family names—we are thinking here of last names such as Alzina, Bruc, Roure and Rovira, the latter of which is a synonym, though no longer a widely used one today, for roureda (‘oak forest’)—and toponyms (place names such as Lloret, La Jonquera, Figueres and Poblet, the latter of which comes from Populetum, ‘poplar grove’, Populus nigra).

Plant names are both natural and cultural heritage. The cultural aspect, beyond their belonging to popular culture and their enrichment of language, is further strengthened by the very productive role of phytonyms in the literature. It goes without saying that nature is often a source of inspiration in literary creation. When Jacint Verdaguer compares the Canigó mountain to a magnolia and describes its parts based on a description of the flower, he reveals a little more than inspiration: botanical knowledge that in his case—and leaving aside the consulting of specialists that he is known to have done—came from a special interest in nature. Aside from this, popular plant names (and sometimes their traditional uses) carry substantial weight in Catalan literature. This is not surprising, because writers are, before anything else, people—a part of the people that has created, maintained and transmitted Catalan’s huge ethnobotanical corpus. Let us look at some examples of botanic and ethnobotanical knowledge of Catalan literary figures.

The lines “La ginesta floreix / i arreu del camp hi ha vermell de roselles. / Amb nova falç comencem a segar / el blat madur i amb ell les males herbes” (Salvador Espriu; “The broom flourishes / and all around the countryside is the red of poppies / with a new sickle we start to reap / the ripe wheat and with it the weeds”) denote this poet’s knowledge of the flowering of various plants, its coincidence with the harvest and the presence (before the widespread use of pesticides) of weeds in cereal fields. “El verd rosat, que espurna el tamariu / i anuncia les tardes de l’estiu” (M. Àngels Vayreda; “the rosy foliage that sparkles on the tamarisk / and announces the summer evenings”) indicates that this author knows when the tree that she evokes flowers and what colour those flowers are. Similarly, Joan Brossa shows his knowledge of the ecology of the trees that he refers to in “Vora del llac creixen verns, pollancs i saules” (“By the lake grow alders, poplars and willows”). With phrases such as “Cabells blancs com l’escorça dels bedolls” (“Hair white like birch bark”), “Rentar vestits negres amb aigua bullida amb fulles d’heura” (“Cleaning black clothes with water boiled with ivy leaves”), “Herbes remeieres i plantes perfumades per cuinar: poliol, sajolida, romaní, fonoll, maladuix” (“Medicinal herbs and perfumed plants for cooking: pennyroyal, savory, rosemary, fennel, marjoram), and “Infusions de valeriana per calmar la desesperació” (“Valerian infusions to soothe despair”), M. Àngels Anglada exhibits not only botanical knowledge (which allows her to make a highly original comparison for the colour of hair) but also ethnobotanical knowledge about the uses of many types of plants. Turning to a classic author, Joanot Martorell displays good knowledge of plants used for textiles when he writes in Tirant (all English versions come from the David Rosenthal translation): “Plaerdemavida, en scusa de traure un drap de li prim per al bany, obrí la caixa” (“Pleasure-of-my-life, with the excuse of taking out a fine linen wash cloth, opened the chest), “La Viuda se despullà tota nua e restà ab calces vermelles e al cap un capell de lli” (“Then the widow stripped down to her red stockings and linen cap”) and “féu-lo saltar en un terrat que y havia e donà-li una corda de cànem” (“She made him jump onto the roof and threw him a hemp rope”). Finally, had he not had considerable knowledge of popular phytonymy, Josep M. Llompart would never have been able to make his “Camí florit” (“Florid path”), a poem of 48 words that contains 38 phytonyms and ends with “i en l’aire color de vauma, / l’esgarrifança d’un poll” (“and in the mallow-coloured air, / the shiver of a poplar”).

At the interface between people and plants, between nature and culture, between botany and linguistics, the phytonymic corpus is a fundamental element of heritage for any human group, and phytonymy, especially the most common, popular rooted, traditional and ethnobotanical form of it, constitutes a vast and interesting field for investigation and disseminations from many standpoints.

Sources of further information

Masclans, F. (1954). Els noms vulgars de les plantes a les terres catalanes. Barcelona: Institut d’Estudis Catalans (Arxius de la Secció de Ciències, XXIII).

Masclans, F. (1981). Els noms de les plantes als Catalan Countries. Barcelona: Editorial Montblanc-Martín i Centre Excursionista de Catalunya.

Vallès, J., Parada, M. (2019). Etnobotànica i fitonímia: plantes, noms i cultura popular a l’Alt Empordà. In: Jornades de la Secció Filològica a Castelló d’Empúries. Barcelona: Institut d’Estudis Catalans, in print.

Vallès, J., Agelet, A., Bonet, M.À., Garnatje, T., Muntané, J., Parada, M., Raja, D., Rigat, M., Selga, A. (2005). “Algunes qüestions entorn de la fitonímia i els aspectes lingüístics de l’etnobotànica.” Estudis de Llengua i Literatura Catalanes, 51, p. 273-293.

Vallès, J., Veny, J., Vigo, J., Bonet, M.À., Julià, M.A., Villalonga, J.C. (2014). Noms de plantes. Corpus de fitonímia catalana. Barcelona: Termcat – Centre de Terminologia and Universitat de Barcelona. Online at: https://www.termcat.cat/ca/diccionaris-en-linia/191.

40. Vergangenheitsbewältigung und ihre sprachlichen Aspekte

Georg Kremnitz
Universität Wien

Freiheit ist immer die Freiheit des anders Denkenden
Rosa Luxemburg, 1919

Zur Verständigung: jede politische Herrschaft hat ein gewisses Gewaltpotential; das staatliche Gewaltmonopol ist bis zu einem gewissen Grade für die Funktionsfähigkeit einer modernen Gesellschaft unerlässlich. Wo es versagt, sprechen wir von gescheiterten Staaten (failed states). Gewöhnlich genügt das Prinzip, nur in besonderen Fällen wird die Gewalt sichtbar. Nicht von diesen Staaten möchte ich im Folgenden sprechen, sondern von denen, in denen die Gewalt zur Unterdrückung der Bürger oder gewisser Gruppen unter ihnen systematisch eingesetzt wird, das was wir Gewaltherrschaften nennen.

Meine These ist folgende: Gewaltherrschaften hinterlassen immer ihre Spuren in Gesellschaften; selbst nachdem sie abgelöst werden, bleibt ein hohes Gewaltpotential in einer Gesellschaft erhalten, die Unduldsamkeit gegenüber allem, was „anders“ ist. Diese Gewaltsamkeit kann sich über lange Zeiten erhalten, wenn sie nicht bewusst bekämpft wird. In manchen Gesellschaften ist es zu einer solchen Aufarbeitung gekommen, es sei nur als Beispiel an die Wahrheits- und Versöhnungskommission unter Leitung von Desmond Tutu in Südafrika erinnert, an die Bemühungen um die Bewältigung der (letzten) Diktatur in Argentinien unter der Präsidentschaft von Nestor Kirchner, oder auch an die (späte) Aufarbeitung der Verbrechen der Hitler-Diktatur in Deutschland. Sicher ist durch diese Maßnahmen das Gewaltpotential in den jeweiligen Gesellschaften nicht völlig verschwunden, sie haben immerhin zu einer Abnahme der Gewalt in der Gesellschaft geführt und zum Aufbau eines höheren Toleranzniveaus. Dagegen ist etwa der Genozid an der autochthonen Bevölkerung in den USA – auch das eine Form von Gewaltherrschaft – nie ernsthaft problematisiert worden, darin könnte ein Grund für die vielfach vorkommende Gewalt in diesem Staat sein, wohl auch für seine oft aggressive Politik nach außen. Auch im heutigen Russland ist die Aufarbeitung der Folgen der Diktatur, vor allem unter Stalin, nach kurzer Zeit wieder eingeschlafen, auch hier fällt das hohe Niveau der Gewalt in der Gesellschaft auf. Die Zahl der Beispiele ließe sich vervielfachen. Wo eine Gewaltherrschaft nicht gesellschaftlich aufgearbeitet wird, bleibt das innewohnende Gewaltpotential für lange Zeit höher als dort, wo es zu einer solchen Aufarbeitung kommt.

In ähnlicher Weise ist es in Spanien bisher nicht zu einer Aufarbeitung des Unrechts und der Gewaltexzesse der franquistischen Diktatur gekommen. Nur in einigen peripheren Regionen ist das ansatzweise gelungen. Dabei hing die Intensität der Bemühungen gewöhnlich von der politischen Couleur der jeweils herrschenden Gruppen ab. Die Frage muss sich stellen, ob es nicht mittlerweile schon sehr spät ist für eine solche Aufarbeitung, da nur noch wenige der damals Verantwortlichen am Leben sind. Andererseits dürfte es für solche Versuche nie zu spät sein, wie die fortdauernde Beschäftigung mit der Shoah in Deutschland zeigt; sie schafft noch immer eine gewisse Sensibilisierung für die Menschenrecte. Leider zeigt die Erfahrung, dass neue Rückfälle in Gewalt nie auszuschlieβen sind. Ein Konsens über das Verwerfliche einer Diktatur erschwert immerhin neuerliche Bestrebungen in diese Richtung.

Worin zeigt sich, dass eine diktatorische Vergangenheit in einer Gesellschaft nicht oder unzureichend bewältigt ist? Dafür gibt es Indizien aus vielen Bereichen; am deutlichsten (und am verräterischsten) ist oft die Sprachverwendung. Das Gefährliche liegt darin, dass der Sprachgebrauch nach einiger Zeit nicht mehr bewusst ist. So wird im Deutschen für die Hitler-Diktatur noch vielfach der Begriff „Drittes Reich“ (ohne Anführungszeichen) verwendet, obwohl darin eine – gewöhnlich unbewusste – Übernahme der Vorstellungen der damaligen Machthaber suggeriert wird. Vielfach wird Vokabular verwendet, das Gewalt evoziert oder zu ihr aufruft – gerade bei den Staaten oder Gruppen, welche heutzutage keine Flüchtigen aus anderen Ländern aufnehmen wollen, wird ein solcher Wortschatz oftmals verwendet. Der Diskurs mehrerer Regierungen und vor allem regierungsnaher Organisationen in Staaten wie Ungarn oder Polen, in den letzten Jahren auch Italien, gibt genügend Beispiele dafür. Jede Gewaltherrschaft hat ihre eigenen Kennwörter geschaffen, die dann wieder aufgenommen werden – in Spanien galt das lange Zeit alle Verbindungen mit rojo – das ist nicht der Sinn dieser Zeilen. Wichtig ist, dass ein solches Vokabular Tür und Tor öffnet für eine Verrohung des Diskurses, wie wir sie derzeit in vielen europäischen Gesellschaften erleben – und diese dann für den Ausbruch von (nicht nur) physischer Gewalt; in Großbritannien lebende Ausländer können derzeit ebenso ein Lied davon singen wie Studenten oder Flüchtlinge aus Lateinamerika in den USA in den letzten Jahren.

Diktaturen hinterlassen nach ihrem Verschwinden ein geringes Bewusstsein für die Rechte von Minoritäten, wenn ihr Erbe nicht aufgearbeitet wird: die Mehrheit hat Recht, die Mehrheit bestimmt. Die Toleranzschwelle gegenüber Differenz ist gering. Das betrifft nur politische Fragen im engeren Sinne, die Unduldsamkeit erstreckt sich besonders auf kulturelle Themen, dazu gehören an vorderer Stelle auch sprachliche. Das zeigt sich angesichts des in Frankreich auf die Revolution und das zweite französische Kolonialreich zurückzuführenden geringen sprachlichen Toleranzpegels, wo noch immer den Sprachen der Peripherien (die Existenz von Minderheiten wird nach französischem Recht nicht anerkannt) nur ein minimaler Entfaltungsraum zugestanden wird, der dazu fühtr, dass die meisten dieser Sprachen heute nur noch eine Randeexistenz als Kommunikationsmittel führen können. Dass das nicht der Fall sein muss, zeigt die unterschiedliche sprachliche Entwicklung Großbritanniens.

Die neueren gesellschaftlichen Entwicklungen in Spanien lassen sich teilweise mit meiner eingangs erwähnten These erklären: die Vernachlässigung der Folgen der Diktatur hat dazu geführt, dass auf der einen Seite das Gewaltpotential in der Gesellschaft insgesamt hoch bleibt und auf der anderen die Achtung vor Differenz bei der Mehrheit der Bevölkerung (zu) wenig entwickelt ist. Nach durchaus vielversprechenden Anfängen, die der Erleichterung über das Ende der Diktatur und den friedlichen Übergang geschuldet waren, kommt es seit mehr als zwei Jahrzehnten wieder zur zunehmenden Rückkehr zu einer assimilationistischen Politik. Bereits gewährte sprachliche Rechte der Peripherien, vor allem des Baskenlandes und Kataloniens, werden in Frage gestellt, eine überfällige Reform der spanischen Verfassung, die 1977/78 noch unter der genauen Überwachung durch das franquistische Militär verabschiedet wurde, bleibt aus (wir, die wir die Entstehung dieser Verfassung aus relativer Nähe miterlebt haben, gingen davon aus, dass sie nach einer gewissen Zeit überarbeitet und vervollkommnet würde). Hinzu kommt das Paradox, dass die „anderen“ Spanier zwar die Katalanen oft nicht schätzen, wie viele Umfragen zeigen, sie aber auch nicht über ihre Zukunft entscheiden lassen wollen. Das geht im Falle Kataloniens bis zur Kriminalisierung politischer Positionen, die friedlich vertreten werden. In Spanien hat das eine lange Tradition: fast jede politische Forderung im Baskenland auf mehr Selbstbestimmung wurde lange Zeit als von der ETA abhängig diskriminiert und bestraft, heute spricht man von den Forderungen der Katalanen als versuchtem golpe de Estado. Der Gipfel der Intoleranz wird erreicht, wenn eine spanische Vize-Regierungschefin im Oktober 2019 öffentlich erklären kann, es gäbe kein Recht auf Selbstbestimmung – und das entgegen allen internationalen Deklarationen der Menschenrechte! Nicht anders verhalten sich Diktaturen. Dass die Europäische Union in diese Auseinandersetzung nicht eingreift, entgegen den von ihr vielfach verkündeten Prinzipien dieser Menschenrechte, ist – sagen wir es höflich – verwunderlich. In einigen anderen Fällen war sie weniger restriktiv, denken wir nur an Montenegro oder Schottland. Sollte auch in Europa das Prinzip der Staatlichkeit über das des Selbstbestimmungsrechts die Oberhand gewonnen haben? Damit wären die letzten noch verbliebenen Hoffnungen in die Europäische Union hinfällig geworden. Wollte Spanien diese konkreten Spannungen lösen, müsste es, konkret seine jeweiligen politischen Mehrheiten, auf alle seine Bürger zugehen.

Doch das Thema ist von weitaus allgemeinerer Bedeutung. Je höher das Gewaltpotential in einer Gesellschaft ist, desto höher auch das Gefühl der Unsicherheit der Bürgerinnen und Bürger. Erst wenn vergangene Gewalt aufgearbeitet und in ihren Motiven verständlich gemacht ist, kann zukünftige Gewalt besser abgewehrt werden. Erst wenn die notwendigen Entfaltungsmöglichkeiten für alle Bürger geschaffen sind, können diese sich einem Staat zuwenden. Dazu gehören ganz besonders auch die kulturellen Rechte, etwa der Sprachgebrauch. Erst wenn ich reden darf, wie ich will, kann ich mich wohl und akzeptiert fühlen. Andernfalls bleibt immer Frustration, bleibt immer das Gefühl der gesellschaftlichen Unterlegenheit. Erst wenn ich selbst bestimmen kann, in welchem Maße und für welche Zwecke ich meine Sprachen verwenden will, kann ich mich unabhängig fühlen. Das gilt für autochthone Gruppen ebenso wie für Zuwanderer. Sicher ist es sinnvoll, dass diese die Sprachen der sie aufnehmenden Länder lernen, daneben sollten sie auch ihre Herkunftssprachen pflegen und bewahren können, denn in deren Beherrschung liegt ihre Besonderheit. So können sie Brücken zwischen den Völkern und Kulturen bauen – eine Möglichkeit, welche Einwanderungsländer auszeichnet, nur haben die meisten sie im Zuge des sich entwickelnden Nationalismus nicht genutzt und damit großen potentiellen Mehrwert in der Kultur achtlos verkommen lassen. Erst allmählich – sehr spät – ändert sich da und dort das kollektive Bewusstsein und – wichtiger noch – das Verhalten. Besonders dort, wo die Migration sich an einen früheren Kolonialismus anschließt, dem Gewalt inhärent ist/war, bekommt die kulturelle Freiheit eine zusätzliche Bedeutung; solche Migrationsflüsse sind ja im heutigen Europa bei den ehemaligen Kolonialmächten weit verbreitet.

Die Wahrnehmung der eigenen Rechte stößt dort auf ihre Grenzen, wo die der anderen betroffen sind. Diese Dialektik ist unauflöslich. Um sie zu verdeutlichen, sagte der frühere deutsche Bundespräsident Gustav Heinemann vor ziemlich genau fünfzig Jahren sinngemäß: „Wer mit dem ausgestreckten Zeigefinger auf andere zeigt, um sie anzuklagen, sollte nicht vergessen, dass drei Finger auf ihn selbst zurückweisen”.

39. A rooster for Asklepios: the death and life of Socrates

Gregory Nagy
Francis Jones Professor of Classical Greek Literature and Professor of Comparative Literature
Harvard University
Harvard Center for Hellenic Studies, Washington, DC


This work is a lightly re-edited second version of an essay originally published in Classical Inquiries 2015.03.27. https://classical-inquiries.chs.harvard.edu/?s=last+words+of+Socrates


§1. I will analyze here the passage in Plato’s Phaedo 117a–118a where Socrates dies. His last words, as transmitted by Plato, are directed at all those who have followed Socrates—and who have had the unforgettable experience of engaging in dialogue with him. He tells them: don’t forget to sacrifice a rooster to Asklepios

§2. I will quote the whole passage in a minute. But first, we need to ask: who is this Asklepios? Briefly, he was a hero whose father was the god Apollo himself, and, like his divine father, Asklepios had special powers of healing. More than that, Asklepios also had the power of bringing the dead back to life. That is why he was killed by the immortals, since mortals must stay mortal. But Asklepios, even after death, retained his power to bring the dead back to life.

§3. So, what does Socrates mean when he asks his followers, in his dying words, not to forget to sacrifice a rooster to Asklepios?

§4. On 16 March 2015, a group participating in the 2015 Harvard Spring Break travel study program visited the site where Socrates died—and where he said what he said about sacrificing a rooster to Asklepios. On the surface, this site is nothing much to write home about. All we can see at the site is the foundation stones of the State Prison where Socrates was held prisoner and where he was forced to drink the hemlock in the year 399 BCE. But I feel deeply that, just by visiting the site, our group managed to connect with a sublime experience. We were making contact with a place linked forever with the very last words of one of the greatest thinkers in world history.

§5. I now quote my own translation of Plato’s Phaedo 117a–118a, which situates these last words of Socrates:

“Go,” said he [= Socrates], “and do as I say.” Crito, when he heard this, signaled with a nod to the boy servant who was standing nearby, and the servant went in, remaining for some time, and then came out with the man who was going to administer the poison [pharmakon]. He was carrying a cup that contained it, ground into the drink. When Socrates saw the man he said: “You, my good man, since you are experienced in these matters, should tell me what needs to be done.” The man answered: “You need to drink it, that’s all. Then walk around until you feel a heaviness |117b in your legs. Then lie down. This way, the poison will do its thing.” While the man was saying this, he handed the cup to Socrates. And Socrates took it in a cheerful way, not flinching or getting pale or grimacing. Then looking at the man from beneath his brows, like a bull—that was the way he used to look at people—he said: “What do you say about my pouring a libation out of this cup to someone? Is it allowed or not?” The man answered: “What we grind is measured out, Socrates, as the right dose for drinking.” “I understand,” he said, |117c “but surely it is allowed and even proper to pray to the gods so that my transfer of dwelling [met-oikēsis] from this world [enthende] to that world [ekeîse] should be fortunate. So, that is what I too am now praying for. Let it be this way.” And, while he was saying this, he took the cup to his lips and, quite readily and cheerfully, he drank down the whole dose. Up to this point, most of us had been able to control fairly well our urge to let our tears flow; but now when we saw him drinking the poison, and then saw him finish the drink, we could no longer hold back, and, in my case, quite against my own will, my own tears were now pouring out in a flood. So, I covered my face and had a good cry. You see, I was not crying for him, |117d but at the thought of my own bad fortune in having lost such a comrade [hetairos]. Crito, even before me, found himself unable to hold back his tears: so he got up and moved away. And Apollodorus, who had been weeping all along, now started to cry in a loud voice, expressing his frustration. So, he made everyone else break down and cry—except for Socrates himself. And he said: “What are you all doing? I am so surprised at you. I had sent away the women mainly because I did not want them |117e to lose control in this way. You see, I have heard that a man should come to his end [teleutân] in a way that calls for measured speaking [euphēmeîn]. So, you must have composure [hēsukhiā], and you must endure.” When we heard that, we were ashamed, and held back our tears. He meanwhile was walking around until, as he said, his legs began to get heavy, and then he lay on his back—that is what the man had told him to do. Then that same man who had given him the poison [pharmakon] took hold of him, now and then checking on his feet and legs; and after a while he pressed his foot hard and asked him if he could feel it; and he said that he couldn’t; and then he pressed his shins, |118a and so on, moving further up, thus demonstrating for us that he was cold and stiff. Then he [= Socrates] took hold of his own feet and legs, saying that when the poison reaches his heart, then he will be gone. He was beginning to get cold around the abdomen. Then he uncovered his face, for he had covered himself up, and said— this was the last thing he uttered— “Crito, I owe the sacrifice of a rooster to Asklepios; will you pay that debt and not neglect to do so?” “I will make it so,” said Crito, “and, tell me, is there anything else?” When Crito asked this question, no answer came back anymore from Socrates. In a short while, he stirred. Then the man uncovered his face. His eyes were set in a dead stare. Seeing this, Crito closed his mouth and his eyes. Such was the end [teleutē], Echecrates, of our comrade [hetairos]. And we may say about him that he was in his time the best [aristos] of all men we ever encountered—and the most intelligent [phronimos] and most just [dikaios].

So I come back to my question about the meaning of the last words of Socrates, when he says, in his dying words: don’t forget to sacrifice a rooster to Asklepios. As I begin to formulate an answer, I must repeat something that I have already highlighted. It is the fact that the hero Asklepios was believed to have special powers of healing—even the power of bringing the dead back to life. Some interpret the final instruction of Socrates to mean simply that death is a cure for life. I disagree. After sacrificing a rooster at day’s end, sacrificers will sleep the sleep of incubation and then, the morning after the sacrifice, they will wake up to hear other roosters crowing. So, the words of Socrates here are referring to rituals of overnight incubation in the hero cults of Asklepios.

§6. On 18 March 2015, the group participating in the 2015 Harvard Spring Break travel study program visited a site where such rituals of overnight incubation actually took place: the site was Epidaurus. This small city was famous for its hero cult of Asklepios. The space that was sacred to Asklepios, as our group had a chance to witness, is enormous, and the enormity is a sure sign of the intense veneration received by Asklepios as the hero who, even though he is dead, has the superhuman power rescue you from death. The mystical logic of worshipping the dead Asklepios is that he died for humanity: he died because he had the power to bring humans back to life.

§7. So, Asklepios is the model for keeping the voice of the rooster alive. And, for Socrates, Asklepios can become the model for keeping the word alive.

§8. I follow through on analyzing this idea of keeping the word from dying, of keeping the word alive. That living word, I argue, is dialogue. We can see it when Socrates says that the only thing worth crying about is the death of the word. I am about to quote another passage from Plato’s Phaedo, and again I will use my own translation. But before I quote the passage, here is the context: well before Socrates is forced to drink the hemlock, his followers are already mourning his impending death, and Socrates reacts to their sadness by telling them that the only thing that would be worth mourning is not his death but the death of the conversation he started with them. Calling out to one of his followers, Phaedo, Socrates tells him (Plato, Phaedo 89b):

“Tomorrow, Phaedo, you will perhaps be cutting off these beautiful locks of yours [as a sign of mourning]?” “Yes, Socrates,” I [= Phaedo] replied, “I guess I will.” He shot back: “No you will not, if you listen to me.” “So, what will I do?” I [= Phaedo] said. He replied: “Not tomorrow but today I will cut off my own hair and you too will cut off these locks of yours—if our argument [logos] comes to an end [teleutân] for us and we cannot bring it back to life again [ana-biōsasthai].

What matters for Socrates is the resurrection of the ‘argument’ or logos, which means literally ‘word’, even if death may be the necessary pharmakon or ‘poison’ for leaving the everyday life and for entering the everlasting cycle of resurrecting the word.

§9. In the 2015 book Masterpieces of Metonymy (MoM), I study in Part One a traditional custom that prevailed in Plato’s Academy at Athens for centuries after the death of Socrates. Their custom was to celebrate the birthday of Socrates on the sixth day of the month Thargelion, which by their reckoning coincided with his death day. And they celebrated by engaging in Socratic dialogue, which for them was the logos that was resurrected every time people engage in Socratic dialogue. I go on to say in MoM 1§§146–147:

For Plato and for Plato’s Socrates, the word logos refers to the living ‘word’ of dialogue in the context of philosophical argumentation. When Socrates in Plato’s Phaedo (89b) tells his followers who are mourning his impending death that they should worry not about his death but about the death of the logos—if this logos cannot be resurrected or ‘brought back to life’ (ana-biōsasthai)—he is speaking of the dialogic argumentation supporting the idea that the psūkhē or ‘soul’ is immortal. In this context, the logos itself is the ‘argument’.

For Plato’s Socrates, it is less important that his psūkhē or ‘soul’ must be immortal, and it is vitally more important that the logos itself must remain immortal—or, at least, that the logos must be brought back to life. And that is because the logos itself, as I say, is the ‘argument’ that comes to life in dialogic argumentation.

Here is the way I would sum up, then, what Socrates means as he speaks his last words. When the sun goes down and you check in for sacred incubation at the precinct of Asklepios—that is to say, you sleep at the site and hope to dream a salvific dream—you sacrifice a rooster to this hero who, even in death, has the power to bring you back to life. As you drift off to sleep at the place of incubation, the voice of that rooster is no longer heard. He is dead, and you are asleep. But then, as the sun comes up, you wake up to the voice of a new rooster signaling that morning is here, and this voice will be for you a sign that says: the word that died has come back to life again. Asklepios has once again shown his sacred power. The word is resurrected. The conversation may now continue.

38. Intersubjectivity, Glitches, and Improvisation

Alessandro Duranti
University of California, Los Angeles


  1. Intersubjectivity as a condition of human existence

I borrow from phenomenology the idea that intersubjectivity is an a priori universal condition of our existence such that even though we might not be aware of the presence of other people or of the impact that their actions directly or indirectly have on us, we are always in “a world of others.” This has implications for all kinds of human activities as well as for perception. When we look at a table, we assume, without thinking, that this same table is perceptually accessible to others, even when they are not present. The durable presence of the table as a three-dimensional object is made possible by a shared but differentiated perceptual field where we can “trade places” with others, that is, we can imagine what it would be like to see the table from their point of view.

Intersubjectivity therefore is a precondition for interaction that allows for different degree of attunement. This happens, for instance, when we go from being passively aware of the people, sounds, or smells of the world we inhabit to actively attending to an aspect of the environment that has a strong attentional pull, e.g., a familiar song blasting out of the sound system of a store we just walked in.

  1. The interactive and emergent quality of meaningful action

An interpretation of intersubjectivity in terms of a shifting degree of attunement lends itself to an understanding of human action as unfolding in time. As such, intersubjective attunement adjusts to context-specific interactional demands. Some telling examples of how meaning unfolds in spontaneous speech production were provided almost forty years ago by Charles Goodwin in his book Conversational Organization, where he showed how a speaker is able to change the meaning of an utterance in the course of its production in order to adjust to a new recipient’s knowledge of past events.

In addition to showcasing the notion of “recipient design” introduced by Harvey Sacks in his lectures on conversation, Goodwin’s examples highlight the fact that speakers can sometimes quickly adjust the content of what they are saying without stopping and restarting their utterances. Speakers seem to be very apt at rethinking, rephrasing, and changing the meaning of what they might have been trying to say. As noted by the philosopher Maurice Merleau-Ponty, when speaking, we are not only expressing ourselves to others, we are also discovering our own thoughts.

The open-ended quality of communication and, more generally, action for phenomenologists like Merleau-Ponty is akin to the dialogical linguistics proposed by Mikhail M. Bakhtin for whom the meanings of utterances are not completely authored by their speakers because all utterances are populated by the intentions of earlier users. This implies that we can never be completely in control of the force or pragmatic effects of our utterances. Sometimes we might offend others even though we did not mean to or we might sound hesitant even though we feel resolute. The weight of past language uses can predetermine and limit our ability to use it for our own individual goals.

  1. A different concept of intersubjectivity: collective intentionality

The conceptualization of intersubjectivity as the basic condition of our sociality is by no means universally known or accepted. One competing model of intersubjectivity first proposed in the 1980s is the so-called “collective” or “shared” or “we-intentionality” model proposed by analytic philosophers. Their models, which are an extension of the causal models of individual agents, aim to explain how two or more people manage to perform actions that require cooperation like, for example, pushing a car, walking down the street, playing music, toasting each other, or having a conversation. For the shared intentionality model, all of these activities share something, namely, the intention or goal of the collective activity. But if, as mentioned above, even one person’s intentions might originally belong to others and speaking needs continuous adjustment, including changing the meaning of what we started out as saying, it would seem difficult to specify ahead of time exactly what the shared intention or goal of a joint activity is.

Take, for example, playing music together. This is one of the group activities mentioned by the shared intentionality proponents. Playing music requires a high level of cooperation (and coordination), but the identification of its “shared goal,” which is required by the collective or shared intentionality model, may turn out to be a challenge. Whereas in the case of musicians playing off a written or memorized piece one might assume (but not necessarily know) that the shared goal is the performance of the known score, the same could not be said of groups of people who are performing music together but not necessarily playing off an existing score, whether written or memorized. Philosopher and jazz musician Gary Hagberg, who evaluated the relevance of the concept of collective or shared intention for capturing group jazz improvisation, suggested that in this kind of joint activity, intentions are altered in the course of performance. Hagberg argued that when highly skilled jazz musicians play together, there is a level of creative work that goes beyond what any of the individuals involved could have “intended.” Even when jazz musicians can be said to improvise on a particular song, the original harmonic structure, rhythm, tempo or time signature may be altered to such an extent that the song they started from would no longer be recognizable by most people. It would thus be difficult to say exactly what goal they share except in some very vague terms like improvising or transforming a previously composed song into something else that is related to it but in unanticipated ways.

  1. Improvisation and the force of tradition

Someone might argue that jazz improvisation is not a good counter-example to the model of collective actions as sharing a goal because it is an artistic activity and as such is guided by what Jan Mukařovsky identified as the “aesthetic function,” which entails the violation of established norms. Are not most of our activities much more predictable than jazz collective improvisation? This is indeed an implicit view among linguists and anthropologists who have tended to pay more attention to rules and routine activities than to novel or creative activities. Even when Noam Chomsky in the 1960s recognized creativity as part of the language faculty, he kept competence and performance separate so that the temporal unfolding of utterance meanings was left out of his model. In anthropology, predictability has been at the core of the definition of “culture” as shared knowledge and of the notion of “ritual” as a sequence of more or less invariant acts, which are not originally authored by the speaker (see Roy Rappoport’s Ritual and Religion in the Making of Humanity). Especially in the 1970s, the concept of ritual as the performance of some culturally transmitted routine with a basic, essential form that could be adapted to particular contexts was applied to all kinds of communicative acts, from the most mundane activities like greetings to “traditional” oratory.

  1. The rare recognition of improvisation

In the late 1970s, two social scientists made direct reference to the role of improvisation in their writings: Pierre Bourdieu, whose notion of “habitus” as a set of “dispositions” included “orchestrated improvisation,” and Ruth Finnegan who, on the basis of her study of oratory and music performance, proposed a definition of improvisation as “composition-in-performance.” But the great majority of scholars in linguistics and anthropology did not engage with these ideas. Students of verbal art, myself included, while documenting variation across contexts continued to ignore the occurrence and need for improvisation even when speakers are relying on formulae and common patterns. In the 1980s, only a handful of ethnographers (e.g., Barbara Myerhoff and Renato Rosaldo) mentioned improvisation in their analyses. In my own case, it took several years of teaching together with the legendary jazz guitar player Kenny Burrell before I could reconceptualize what I had learned about Samoan oratory in terms of improvisation and a few more year to write a chapter about socialization into verbal improvisation in collaboration with Steven Black, a linguistic anthropologist with extensive experience in jazz music and performance.

  1. Improvisation as a hidden property of human action

Despite the increased focus in the social sciences on variation, variability, and diversity of all kinds, there has continued to be little empirical research directly addressing the role of improvisation in language, interaction, and culture. The exceptions are usually scholars who have had experience in one or more improvisational arts, like Howard Becker, Keith Sawyer, or Tim Ingold.

Paraphrasing Heraclitus’ famous saying Φύσις κρύπτεσθαι φιλεῖ, often translated as ‘Nature likes to hide,’ we could say that “improvisation likes to hide,” that is, it is hard to detect and be recognized. Even though the analysis of human interaction shows that people are quick to adjust to new circumstances, change course, and do something that could not have been planned or expected, the work that they do is hardly ever recognized as an act of improvisation.

One set of contexts where improvisation could be said “to show itself” is when participants find themselves in situations when things do not go as they had expected. This is particularly evident in public events when participants are following a protocol that requires shared knowledge and suddenly something does not work and the joint activity cannot be completed or needs to be repeated. These are situations in which improvisation is desperately needed and the audience might expect it. I have examined a number of these interactional troubles and called them “interactional glitches.” In addition to constituting a challenge to the shared intentionality model because they occur even when participants appear to have the right prerequisites for cooperation, these glitches also show that there are social constraints on the degree of improvisation that participants are allowed to exert. This suggests that improvisation is a mode of acting that is not equally distributed across individuals, activities, and situations. Thus, for example, I have found that in the context of public performance, the on-going close scrutiny of a large number of people may inhibit the use of the on-the-spot creativity that would otherwise result in a successful adjustment or repair.

  1. Improvisation as a condition for successful cooperation

Most of the time we believe that we know how to perform familiar tasks. We open the door of our car, sit inside, turn on the engine, and off we drive to work without much thought. When we arrive to our desk, we turn on our computer and, in a few seconds, we are reading and responding to messages. At lunchtime, we eat the snack we brought from home or walk to a nearby café or restaurant. These activities constitute our daily “rituals” and they are supported by verbal routines like greetings, polite formulas, or responses, which, in turn, are made up of a few items taken out of a vast repository of stock phrases that are available to us as speakers of a language. Just like jazz musicians can improvise melodic lines and rhythm patterns that are based on established conventions and a history of listening to other musicians, we can also move in the world and communicate successfully by adopting and adapting stock phrases that we have heard in the past or are being suggested by what someone else just said. Most of the time, we are given the right text to read, start at the right time, finish the toast before the music starts, and lift the glass at the right moment. When things go wrong, we are usually quick to retrace our steps, adjust, rephrase, or just wait until someone else saves us from embarrassment. All of this is made possible by the magic of improvisation as a force of both stability and creativity. The identification of such a force in human interaction suggests that cooperation in joint activities needs intersubjective attunement as well as flexibility, inventiveness, and tolerance for variation.

37. The individual in language policy and management

Bernard Spolsky
Bar-Ilan University, Israel


In the two decades I have been studying language policy, I have found it necessary to keep adding to the model in order to account for the many cases I have come across. My first early concern was proposing a language education policy for Israeli schools; in tackling this, I was able to build on my earlier experiences with Navajo and Māori and a long interest in language education. We proposed a model which defined language policy as consisting of three interrelated but independent components. These were language practice (the actual choices of language variety made by speakers in a community), language beliefs and ideology (what people think should be the language of the community), and language management (efforts by people or institutions inside or outside a community to modify the beliefs and practices of members of the community). This was and remains the basic model.

In order to account for common failures of national policies, I found it necessary to consider different levels ranging from the family to the state and in different domains from home to government. After a study of real cases, especially former empires and their successors, I extended the model to include non-linguistic situations and events interfering with the implementation of language policies. More recently, I have been persuaded of the significance of the individual, both for establishing practices and through self-management, for resisting external management and expanding individual and group linguistic repertoires. This in brief is where I came from and how I got here: in the book that I am now working on, it seems appropriate to rethink the topic of language policy by reversing the normal order, with its historical focus on state language policy, and to start rather with the individual speaker.

Just as not all states are very interested in developing a formal language policy – the United States is an obvious example – so most speakers are probably unaware that their own repertoires are changing as a result of external experiences and pressures. In a homogenous monolingual society like the one I grew up in, it was my family’s Jewish religious observance that first revealed to me that there was another language (Hebrew) that we used for prayers. My Protestant peers had to wait until high school offered us a French class, and even that remained an academic exercise until we saw a French movie. My own contact with languages other than English in vernacular use came when I taught classes that included Māori students in a high school and later when I moved to Israel. But anyone growing up in the normal multilingual environment of modern cities, with parents or grandparents or peers using a complex repertoire of varieties, early becomes aware of the values attached to each variety, and the costs and advantages of modifying their own repertoires.

I now speak of repertoires, avoiding the problem of oversimplification that comes of references to named languages. Using the concept doesn’t mean giving up on named languages, difficult as it is to define them linguistically, for they are usually defined politically or socially. How does one define English, with all its national and dialectal varieties? Or why does one distinguish among the recently separated varieties of what was Serbo-Croatian, each now recognized as distinct by the International Standards Organization? When does a regional dialect like Friesian become a separate language from Dutch, and why is Catalan a language even without political independence, and why are mutually intelligible varieties of Scandinavian languages accepted as languages, while mutually unintelligible varieties of Chinese are all lumped together.

Children develop language repertoires from they hear in their environment. A child with both parents speaking the same variety will start off with it, but may later add the language of grandparents or caretakers, and of older siblings already at school. Studying this normal development is family language policy, and it is probably the most important domain for language maintenance: languages are endangered when they are no longer taught to babies and young children. But there are two other important processes to note. The first is accommodation, the not necessarily conscious modification of one’s speech to that of one’s interlocutor, and the second is self-management, the conscious effort to modify or add to one’s linguistic repertoire in the belief that it is advantageous.

It has been shown that speakers make linguistic adjustments based on their perception of their interlocutor’s social status, age, and presumed knowledge of the topic. They also learn what is appropriate when talking to various audiences: avoiding swear words when taking to their mother, or using a different variety in an immigrant family with their grandparents. Speakers modify their accent in order to obtain social approval: to express disapproval, they modify their accent in the opposite direction. At a group level, a minority group’s divergence might lead to language maintenance. Much the same process is dealt with by the theory of language socialization, an ethnographic approach which traces the way in which children’s and adults’ linguistic and cultural adeptness develops as they move into expanding speech and cultural communities with different linguistic codes and semiotic systems.

Some of the important evidence of the nature of accommodation refers not to language shift, but to the modification of dialect differences. The loss of localized features in British English was the result of geographical diffusion, with a spread from more populous and richer locations to surrounding cities and later to rural areas. The second mechanism, is called “levelling”, the result of speech accommodation. There has been dialect levelling in both Britain and France, associate with urbanization and internal migration. In Israel, the traditional distinctions between mutually unintelligible urban, rural and Bedouin dialects of Arabic still maintained by people over 70 are being lost among younger people working in public institutions and educated in standard Arabic, Hebrew and other modern languages. The values associated with speakers of more standard varieties then lead to changes in individual and community repertoires.

This influence of beliefs shows up also in accounting for successful second or foreign language learning. Attitudes and motivation are a critical factor in acquiring a language in school; there is a distinction between integrative motivation (learning a language as reflecting a desire to be like representative members of the other language community or to be associated with that community), and instrumental motivation (a desire to gain social recognition or economic advantage). In more recent work, the motivational self-system as it applied to second language learning has three components, the ideal self, the ought-to self, and language learning experiences.

Essentially we find that an individual’s language repertoire (combining with other to form the language practices of a community) depends on the languages to which he or she is exposed, while an individual’s language beliefs or ideology depend on his or her responses or attitude to the speakers in the environment and to their potential usefulness. Initially, this means caretakers, later it means peers including siblings and friends from the neighborhood, and in due course, it adds teachers and actual or potential employers. A growing repertoire results from these meaningful exposures and the associated values assigned to the people and the language varieties. In addition, it is liable to be influenced by management efforts of authorities, such as teachers and employers or the state. For example, there are the efforts of immigrant mother or father to preserve a heritage language or encourage the adoption of the local dominant variety. Each new domain or level, leading to communication with an increasing array of speakers, adds new sources of language management.

The three component model that I started with is useful in accounting for the development of individual language repertoires. First in importance are the language practices of the individual’s environment. In the home, this means that the choice of languages that household membres address to each other and even more important, the choice of meaningful utterances addressed to the growing child, helps establish the initial repertoire. These choices depend on two critical features: first, that others are willing to speak to the individual, and secondly that the utterances are meaningful.

What this suggests is the importance of beliefs or ideology, especially the values that are associated with a variety. A baby recognizes that the mother’s variety is associated with food and comfort; a pupil recognizes that the teacher’s variety is associated with success in school: a working adult may believe that an international language provides access to better paid work. These beliefs about the value of varieties play a major role in determining the continuing expansion of an individual’s speech repertoire.

Which brings us to the notion of self-management, a notion developed in research on voluntary language learning in international businesses. In such situations, a worker may notice the need to add a different variety to guarantee promotion: thus, Czech workers in a German-owned factory who wish to become foremen or managers realize that they should learn German and were willing to take private lessons. Self management occurs when an individual sets out to learn a valuable variety, providing support for the growing global language teaching industry. When collectivized, this can lead to the demand that the public school system teach the language: this is obvious in Asia, with the growing interest in English language teaching, or in the Australian language policy that encouraged the teaching of Chinese and Japanese.

Self-management has many similarities to accommodation theory, but while it is usually considered a positive action, it too can share a negative approach, as in resistance to language learning or to one or more of the efforts of language managers. This shows up in the research on attitudinal effects on language learning; the research usually points out that favorable attitudes to the language or its speakers results in better language learning, but the opposite is also true: unfavorable attitudes act as a block to success. I suspect that my own failure in German at university in 1951 was influenced by my growing awareness of the Holocaust. The decision to succeed in school second language learning or the decision of an individual to seek an alternative method of acquiring the language is self-management, influenced by values assigned to the language and its speakers. Within any speech community, there are likely to be a number of individuals who select their own repertoire expansion and others who resist the efforts of language managers, internal or external, who seek to influence their practices or beliefs.

Belief in the value of proficiency in English is associated with what has been called “the English divide”, whereby an elite group of citizens in virtually every country of the world are the ones who develop a high level of proficiency and fluency in English, which establishes their status. It is a common belief in many countries that, without this proficiency, one is excluded from the highest levels of employment.

As one explores the various levels and communities in which language policy occurs, it will be important to be reminded continually that there will be individuals (and often groups of individuals) who have their own beliefs, leading them to develop individual repertoires different from the majority. Thus, the language practices and beliefs of a community will always be diverse, producing a sort of chaotic pattern that will constantly challenge simple analysis. Starting like this with the individual, while it leaves gaps to be filled by other domains and environaments, will provide a better understanding of the way in which a person’s linguistic repertoire expands, as they move into new and more demanding situations, and the way in which putative managers at various levels, attempt, succeed, or fail to shape community repertoires.

36. Interculturality and Musical Education [1]

Josep Martí
IMF-CSIC, Barcelona


Nowadays, ethnomusicology research interests stretch much further than when the discipline first emerged under the name of “comparative musicology” in the late 19th century. It originally focused on the study of non-western forms of music as well as music from European oral tradition. The development of the discipline, especially from the 1960s onwards, considerably broadened its scope, so that what defines it more accurately today is not the types of music it studies (any music can be studied from an ethnomusicological approach) but rather the way it perceives the musical act as a cultural and social phenomenon. This peculiarity involves the use of a conceptual framework and also specific, clearly defined non-disciplinary research methodologies that are applicable to both musicology and anthropology. This led to the point at which ethnomusicology is not restricted to just the study of organised sound (music), but it also takes into account the study of the social and cultural structure of this organised sound. Ethnomusicology is very aware that musical practices, as culture in the anthropological sense of the term, contribute to building our social reality.

By using the knowledge attained, the discipline in its aspect of applied ethnomusicology strives to contribute towards improving any socially important issue or problem. Thus, for example, ethnomusicologists cannot ignore the current processes of globalisation, one of the effects of which is to accentuate migratory movements. This means that their objectives must include investigating the role that music might play in the sphere of intercultural relations. Since schools are one of the most sensitive settings for respecting interculturality, it is not surprising that music and ethnomusicology teachers join forces to ensure that music teaching is not relegated to the sidelines of initiatives taken by our society to safeguard the satisfactory integration of our new fellow citizens.

At first glance, it appears that this task would not be a particularly difficult one for a music teacher. Today’s record market supplies music from all corners of the planet, so bringing a certain multicultural flavour to classroom music lessons does not pose a problem. Nevertheless, things are in fact more complex and this multicultural flavour, depending on how it is approached, can be ineffective or indeed downright counter-productive for what interculturality is trying to achieve.

In principle, we might suppose that introducing knowledge of the music with which we identify the immigrant population into the classroom would be a positive move. Such knowledge can contribute to the kind of ownership that interculturality defends. Nonetheless, we must always be very aware of the types of message we might be sending when we include music that is different to the western kind, as there is always the danger that we might be conveying discourses about alterity that are unhelpful for achieving an appropriate intercultural awareness.

Music is a powerful element of enculturation. However, this enculturing power does not come so much from what a sheet of music reflects but rather from its execution, that is, the set of social practices that make up its performance. In the specific case of implementing music material in schools, we need to take into account how we put together the two different levels of producing meaning: the musical product itself and the way it is presented in the classroom.

All musical products have socially attributed meanings. This is what we are referring to when we talk about the messages of music. A music speaks through the texts associated with it (song), through the type of style or genre we assign to it or through the highly specific meanings we give to certain pieces of music (a national anthem, for example). Not all texts are innocent, and not all styles possess the same social value, and some pieces are more appropriate than others for conveying certain messages. But the same performance with the symbolic elements and rituals that accompany it contribute to generating meanings. These elements, which could be described as the frame of what is heard, make up a real metalanguage that tells us how the music should be understood. Sometimes, the type of messages carried by these two different levels of meaning – that of the musical product itself and that of the performance – are the same or complementary to each other. The idea of elitism that we associate with a Händel oratory is reinforced by the kind of performance at which it is usually played. But on other occasions this is not the case, and then an inevitable complexity or even a semantic dissonance occurs. This is the case, for example, of popular performances of opera staged in huge stadiums.

All these reflections are important for the subject matter occupying us here. Wanting to portray the musical culture of African immigrants by listening to ethnomusicographic materials connected with ancestral rituals is not the same as listening to a recording by well-known Senegalese musician Baaba Maal, with all its contemporary aesthetic values. In both cases, the musical product can sound African to our students. But whereas the ethnographic document transports us mentally to a socio-cultural context that in the west exudes primitivism and atavism, listening to Baaba Maal is nowadays perceived as something much closer to our own life experiences.

In the specific case of music teaching in schools, the teacher’s presentation of the different examples of music will be particularly important as an element that produces meaning. Depending on how this presentation is done, it will either contribute towards developing an appropriate multicultural awareness or have entirely the opposite effect. Interculturality involves sharing. But it is not just what is being shared – music– that is important here, it is how it is being shared. If we are unaware of this fact, it is possible that the teacher may contribute to sending out a contradictory negative image in terms of intercultural relations with alterity. In this latter case, the main negative consequences of presenting musical materials from cultures different than our own might be the following:

  1. Exoticisation. The act of portraying certain cultures through music that might possess ethnographic value but is not the most socially acceptable music for these societies. For example, would a Catalan girl today feel identified with an ancient modal style scything song collected in her country by ethnomusicology?
  2. Undervaluing. In our society nowadays there is still a unilineal evolutionist perception of human history that understands the different expressions of cultural diversity as the survival of previous stages. This leads people to easily label cultural diversity as backwardness, and given the importance our society attaches to the notion of progress, it is easy to see how cultural backwardness is regarded as being something negative, something that automatically entails undervaluing any culture that falls outside the western evolutionary line.
  3. Misunderstanding. In any process of intercultural communication, the occasional misunderstanding is quite normal and should also be taken into account when teaching. The act of incorporating a musical product from another culture into our own particular view of the world frequently results in misunderstandings. Ideas such as music as art or autonomous music, for example, are typically western ones, and it is clear that, if these ideas form the lens through which we view and value other music, their features are bound to be distorted.
  4. Pigeonholing the immigrant. By identifying immigrants with the culture of their birthplace, pigeon-holing them into the cultural context we attribute to them, makes it difficult for us to see them as true participants in our own social arena. Plus, there is also a tendency to want to see an immigrant (and their children!) as always being an immigrant. We expect this immigrant to know –for example– how to play the darbuka if they are from North Africa, but we do not expect them to be able to play Bach or their new home country’s music competently.

Understanding cultural products –and therefore understanding the people who carry this legacy– through a lens distorted by exoticism, ethnocentric undervaluing, misunderstanding and pigeon-holing means defining these people on the basis of expectations of social discourses characterised by their notion of a society with a hierarchy based on presuppositions about ethnicity. It is possible that to children of immigrants, the samples of music collected by the ethnomusicologist in their parents’ home country seem much more alien than we might think. This is something that teachers must take into account. Undervaluing can only be neutralised with a heavy dose of ethnomusicological relativism. We need to bear in mind that the idea of music we normally operate with is the result of the history of a very specific society –western society– but the meanings, functions and values associated with music are hugely diversified depending on the culture in question. Misunderstandings can be avoided by not only delving into our knowledge of the music culture in question but also by knowing well –and playing down– the intracultural assumptions by which our society understands and values music. Lastly, we need to be aware that the cultural abilities and expectations of the immigrant population, especially the children, are already no longer those of their original society. It is more likely that a Catalan adolescent with Moroccan parents will be dreaming of appearing one day in a music talent show on television than of becoming a renowned performer of Andalusian Nuba music.

To conclude, in order to ensure there is adequate multicultural sensitivity in our music classrooms, we should take the following into account:

  1. It is important to be aware that by teaching music, we are contributing towards building our society’s young individuals so they can be integrated into the social system. The explicit classroom teaching objectives should not be limited to wanting to impart socially neutral knowledge –which in fact never will be– but should also include strategies that contribute to students’ overall education. In the specific case under discussion here, such strategies should be about absorbing values that foster multicultural coexistence.
  2. What is said about other musical cultures is just as important as how it is said. If we are not aware of this, the effect of the end message can be very different or even contradictory to what was meant.
  3. Real pluricultural sensitivity is developed not only from knowledge of cultures other than western culture, but rather from going through a process of examining our own music culture that enables us to deconstruct its ethnocentric components.

Music cannot be separated from many of the social problems that cause us concern. Apart from its aesthetic purposes, we also use music to build society. As a consequence, the relationship between music and social issues and, more specifically, between music and interculturality, is highly meaningful.


[1] For an in-depth discussion of this issue, see: Josep Martí, “Ensenyament musical i sensibilitat pluricultural“, in Cristina Fuertes (ed.), Músiques del Món, Barcelona: Generalitat de Catalunya, 2002, pp. 53-64; Josep Martí, “Músic and Alterity Processes“, Humanities 3/4, 2014, pp. 645-659.

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