European parliament working paper


An overview of relevant EU programmes



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1.1 An overview of relevant EU programmes

To prepare this Report, information was collected and collated from over twenty sources, mostly functionaries in key positions of the European Commission, as well as through a widespread search for documentation, making full use of the Internet. Contributors included academics and officials actively involved in the European Year of Languages, Migration programmes Regional (ERDF/FEDER) and Cohesion Fund operations, Multilingual Information Society, Audio-visual, Media, Culture and Communication programmes, and Regional and Minority Languages.



A number of programmes, though not designed specifically with lesser-used languages in mind, have at least been open to projects involving such languages:
(1) Socrates: the European programme for co-operation in the field of education. Some insight into the consideration of minority languages is provided by the evaluation of the Socrates Programme 1995-199930. According to the evaluation31, the minority languages in this particular programme played only a marginal role, in the domains ‘Curriculum Development Activities’ and ‘Thematic Network Projects’32. No references to minority languages are to be found in the IC Compendium 1999 of projects concerning Integrated Language Courses (ILC33), designed to increase the possibility university students have of learning other European languages. Regional or minority languages are also excluded from the so-called Intensive Language Preparation Courses34 in the same programme, for ‘Lesser Widely Used / Taught Languages’ at tertiary level, though languages such as Catalan, Basque and Welsh are used for university instruction.
The Lingua Action, within the Socrates programme - especially dedicated to the promotion of language learning in the EU - did not and still does not include the so-called regional or minority languages, other than Irish and Lëtzebuergesch35. The latter two languages are included inasmuch as they are official throughout the territory of the respective member States, a criterion which thereby excludes languages such as Basque, Sardinian, Welsh or Galician, which are spoken on an everyday basis by at least as many European citizens, if not (in the case of Catalan) considerably more. In the current Lingua Action within Socrates II (2000-2006)36 foreign language teaching continues to cover all the Union’s official languages, as well as Irish and Lëtzebuergesch. Particular attention is paid to the development of skills in the ‘less widely used’ and ‘less taught’ official37 Community languages (the ‘LWULT’ languages, defined elsewhere as being Danish, Dutch, Finnish, Greek, Portuguese and Swedish). In the earlier Lingua Programme38 Icelandic and Norwegian were included, as official languages of States in the European Economic Area.
The Lingua Catalogue39 gives detailed information about materials for teaching and learning languages: the list covers Danish (13), Dutch (14), English (11), French (9), German (6), Greek (11), Irish (3), Italian (8), Portuguese (6), Spanish (10) and Swedish (5). Lëtzebuergesch has no entry, nor, obviously, do the other non-official languages of the Union, other than Irish. We shall make a special reference to Irish at the end of this Report. Icelandic and Finnish are not on the list, despite being eligible. Nevertheless, it is worth mentioning that Lingua does fund ALTE, the Association of Language Testers in Europe40, an association of institutions which produce exams and certificates of the language spoken as a mother tongue in their country or region. Among its members are institutions representing three ‘lesser-used languages’: Centre de Langues Luxembourg (CLL), Lëtzebuergesch; Direcció General de Política Lingüística, Generalitat de Catalunya (government of Catalonia), Catalan; and Institiúid Teangeolaíochta Éireann (ITÉ), Irish.
Specific mention was made, in a footnote to later editions of the Erasmus I Candidate’s handbook, to a recital in the Preamble of the Decision, to the effect that language training for Erasmus students and professors involved in exchanges could cover not just the official languages of the Union, but also other languages used significantly as languages of instruction at university level, such as Welsh, Basque, Catalan, etc. (This Recital is the only reference that we have found in a Council document to any minority language.) The Catalan government devoted substantial funds to courses for Erasmus students; it is unclear whether universities applied for EU funding for them. In any event, no recital appears in Socrates II.
Finally, the Comenius41 Action, in the Socrates programme, focuses on pre-, primary and secondary schools. It supports school partnerships, projects for the training of school education staff, and school education networks, thus aiming to improve the quality of teaching, strengthen its European dimension and promote language learning and mobility. Within this programme projects involving regional and minority languages have been included, though Comenius Language Projects exclude minority languages42. Thus the project ‘Training courses for teachers of minority languages’43 created accredited in-set modules and materials for pre-school (playgroup) staff in areas where Irish, Scots Gaelic, Welsh and Frisian are spoken. In regions such as Catalonia, Comenius and NetDays projects have been very successful and have usually included materials in Catalan.
(2) Multilingual Information Society programme (MLIS)44: a multi-annual programme to promote the linguistic diversity of the Community in the information society. This programme, which lasted up to 1999, was of considerable significance. A good example of projects involving minority languages is the MELIN project (Minority European Languages Information Network45), designed to put Irish, Welsh, Catalan and Basque dictionaries and language resources on the Internet. It provides a centralised World Wide Web site for the provision of language resources to users of minority languages in the EU. The project was singled out in the ECOTEC evaluation report46. Another MLIS-funded venture, the DART project47 developed a browser tailored for minority languages based on an already existing software package, Opera. It incorporated specific terminological databases and established procedures for the localisation of the browser into several lesser-used languages: initially, Breton, Irish, Welsh and Scots Gaelic.
The ‘Final Evaluation’48 of the MLIS programme, states that ‘There is a cultural/political rationale to support minority languages and their continued use in the EU. ICT can help in this respect [...]. [It] is closely related to the social cohesion argument described above. Localisation initiatives are highly pertinent to both social cohesion and cultural objectives. This rationale is especially important given policies towards closer integration and the enlargement of the EU’ (p. 48). The end report (2000) recognises that MLIS improved accessibility to language resources.
(3) e-Content49: one of its four objectives is to promote cultural diversity and multilingualism, especially in the languages of the EU, in digital content on the global networks, and to increase the export opportunities of European content firms through cultural and linguistic customisation. This programme to support European digital content industries replaced MLIS, and is also sensitive to language. It is part of the e-Europe Action Plan to accelerate the uptake of digital technologies across Europe and their use by all Europeans. A project accepted in Action Line 3 (Facilitating linguistic and cultural customisation of digital products and services) is Minority Newspapers to New Media50 (MNM): ‘Minority language newspapers throughout Europe are facing tough competition from net-based digital information services […] which tend to be published mainly in the major languages.’ It aims to implement ‘innovative and economically viable product ideas to enable minority language media to increase their market penetration […] by increasing their competitiveness across cultural and linguistic barriers. [It will involve] minority language newspapers across Europe...’
(4) Media Plus51: measures to encourage the development of the audiovisual industry. The budget is €400 million for 2001-2005. Positive discrimination criteria applied in the Media I programme were mentioned in the MEDIA II Programme Mid-term Evaluation Final Report52: ‘Public support must take into account the natural handicap of the small countries/markets for products with high fixed costs.’ Films in Catalan produced with EU support include Krampack53, which won an award at the 2000 Cannes Film Festival.
(5) The Culture 2000 Programme54 aims to promote cultural diversity by encouraging co-operation between Member States and participating countries. It contributes to the promotion of a cultural area common to the European peoples, supporting cooperation between creative artists, cultural operators, private and public promoters, the activities of cultural networks, and other partners as well as the cultural institutions of the Member States.
The EU is aware that smaller languages need more support than larger ones, who can compete freely in the open market. Up until recently, this need had been prioritised only as regards the smaller of the official EU languages: Danish, Dutch, Finnish, Greek, Portuguese and Swedish (with Irish and Lëtzebuergesch)55. But ‘regional or minority languages’ specifically appear in support for literary translations in Culture 2000. The 2001 and 2002 Calls for Proposals56 state that ‘priority will be given to works written in the less widely-used European languages – including regional languages – or translated into these languages’, and indeed a number of book translations to and from regional and minority languages have over the years received the Union’s support. No reference is made to any continuation of the Aristeion literary awards for creation and for translation; the wording of that literary prize excluded authors whose language was not an official EU language: an unacceptable bureaucratic condition57.
(6) Structural funds: especially Regional funds (FEDER) and the European Social Fund ESF.58 These funds supported ‘Culture for a better quality of life’, a project devised by a South Pembrokeshire Partnership, and co-funded from 1994-1999. It included an annual cultural festival with performances of Welsh works and an association actively engaged in protecting the Welsh language59. Another example is the Tí Chulainn Cultural Activity Centre60 which opened, with EU support, in October 1998. It is a unique community-run project in South Armagh, aiming to foster the region’s rich cultural environment and share it with cultural tourists. Short residential courses include Irish language, music, song, etc.
(7) Research and Development61: some projects with EU support have included one or more non-official languages alongside official EU languages. Such is the case of the PAROLE project, funded by the 4th Framework programme, and followed up by SIMPLE, which was funded in the Human Language Technology action of the 5th Framework programme62. It included the official EU languages and Catalan. The final outcome will be a large infrastructure of harmonised European language resources63. Machine translations projects have also included minority languages64. Thus ICT programmes, particularly those involving Human Language Technology (HLT) can help to support minority languages and their continued use in the EU.
It appears that language-linked projects can also be funded through Leonardo da Vinci (the European action programme for cooperation in the field of vocational training), the Youth Community action programme (a programme for all young people) and Tempus (the Trans-European programme for Higher Education), provided they are not specific language courses.
Since 2000, a new tranche of EU programmes has come into operation. Our investigation suggests that the place of minority languages has not substantially changed, and they are not necessarily excluded from the programmes we have discussed. One merits special attention.
(8) 2001 European Year of Languages65. This is a joint programme, proposed by the Council of Europe and supported by the Union. The Union Decision to designate 2001 as the ‘European Year of Languages’ (EYL) states in Article 1 that ‘[…] measures will cover the official languages of the Community, together with Irish, Lëtzebuergesch, and other languages in line with those identified by the Member States for the purposes of implementing this Decision.’ In the first Call for Proposals, several of the 43 accepted projects gave a place to minority languages66. (1) The K.E.L.T.I.C. project (Knowing European Languages To Increase Communication) was co-ordinated by the Principality of Asturias in Spain, and aimed to promote foreign languages, change mentalities and break down barriers, through meetings, an international conference, publications, a web site and competitions. The themes included minority languages and cultures in the Atlantic Arc, and the project presentation was in Spanish and Asturian. (2) The Dix Mots Pour Dix Langues project was co-ordinated by the Ministère de la culture et de la communication in France. The target languages included Creole, Basque and Occitan). Ten words were to be used for six activities. The project encouraged the use of new technologies. (3) Progetto A.I.L.: Anno Lingue Infanzia was co-ordinated by IRRSAE Lombardia in Italy. Ten Italian research institutes planned conferences in ten regions on the early learning of languages (from pre-primary school onwards). The target languages included Slovenian and Friulian. (4) The Die Rolle Der Nachbar- und Minderheitensprachen in einem mehrsprachigen Europa project was co-ordinated by the Universität Wien in Austria. It consisted of a transnational conference involving teachers and experts, on ‘A multilingual Europe in an enlarged EU’; and one of the three studies was on ‘Minority languages in a changing world’. (5) The ‘All Ireland Language Bus’ toured round the main cities on the island, to promote all the language spoken, written and used in Ireland, including Irish. (6) Finally, ‘Raising awareness of the advantage of Multilingualism in Wales by means of marketing and publicity materials’, consisted of a series of activities to promote the study of languages, of Welsh language and culture, and other linguistic minorities and regional cultures. The benefits of multilingualism were explained in booklets for secondary students, and for adults.
The EYL website is only in the 11 official languages, and the forum has recorded considerable resentment from speakers of other European languages, particularly Catalan, on this score, as well as because of the complete omission of all but the official languages from a Eurobarometer survey on languages cited on the website67. For some time it was impossible to upload poems identified as being in anything other than an official EU language.
Apart from a rather marginal part in the Socrates-programme and a more significant part in the now-discontinued MLIS programme, the scant proportion of projects promoting or using minority languages in these programmes is of concern, and has two main causes. Many proposals are certain to be rejected because of the required scale of the project and/or group: in most EU programmes several partners have to co-operate internationally. In the case of direct support for particular minority languages this is hardly ever possible. Secondly, the budget requirements of standard programmes are beyond the resources of minority speech communities such as the Occitans, the Sorbians or the Ladins, who are usually unable to match the subsidy, which is usually 50% of the total.



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