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Summary
1.
Introduction
2.
Language, institution and market of linguistic exchanges
3. The
origin of the recent recovery of Euskera
4.
Intervention and planning in the 80s and 90s
5.
Market, value, production and consumption of the language
6.
Intervention and the market for Euskera
7.
Bibliography
1.
Introduction
When I consider
the relationship between language and economy, I never cease to be surprised to see how
few studies exist, and to note the lack of systematic research into language choice,
identity and market. Why should this be so? In my opinion, there are several reasons. In
the first place, because the polemical relationship between language, identity and
politics has dominated (or, monopolised, I would say) the thinking of scientists and
investigators; in second place, because once a linguistic market is in place, through the
imposition of a legitimate language by the nation-state, this fact becomes a given,
relegating the original symbolic violence to oblivion and intervening in its favour by
preaching the need ostensibly to further linguistic exchange and communication and, in
third place there is the fact that minority languages are in a state of economic
dependence to such an extent that we are impeded from thinking of most of them in terms of
linguistic markets not needing public intervention to sustain them.
Nowadays, there
are increasing indications of the autonomy of a linguistic market that has grown up around
Euskera. I shall present the results of this initial exploration, discussing the origin of
this revitalisation of the Basque language; secondly I shall look at the language
engineering and planning of the 80s and 90s. And in third place I shall be looking at
Euskera and its market, in terms of linguistic practice in the world of production and
work, and the market specifically for Euskera, that is, the products of the linguistic and
cultural industry associated with Euskera/Basque.
2.
Language, institution and market of linguistic exchanges
Language as an
institution is a process of economy of content (the obviating or simplification of
complexity). When Berger and Luckmann explain the origins of institutionalisation by
referring to the habituation (converting action
into habit) that underpins all human activity, they remind us that every act that is
frequently repeated, creates a pattern that can then be repeated with economy of effort
and which is, ipso facto, learned as a pattern by the one who carries it out (Berger
and Luckmann, 1979:74). These processes of habituation retain their meaningfulness for the
individual but with a great saving in spending and investment; habituation offers
the great psychological advantage of restricting the options. While there might in theory
be one hundred different ways of building a canoe with paddles, habituation will restrict
these to a single way, which frees the individual from the burden of all these
decisions, providing psychological relief based on the structure of Mankind's
non-directed instincts. Habituation provides the route and the specialisation in the
activity that is lacking from Man's biological equipment. This in turn alleviates the
accumulation of tensions arising from non-directed impulses. A stable backdrop against
which human activity can go forward with in most cases a minimal margin of decisions,
frees energy for the more significant decisions that may be required in certain
circumstances (
). In accordance with the meaning that man endows his activities,
habituation makes it unnecessary to define every situation anew, step by step
(Berger and Luckmann, 1979:75).
Language is the
fruit of this habituation, and it becomes institutionalised when there appears a
reciprocal typing or classification of actions that become habitualised, and this
reciprocal typing of actions gets constructed in the course of a shared history. This
dimension is important in the study of language, given that the extension and distribution
of these typologies will be very variable within a society, and, in the case of
multilingual speakers, may lead to linguistic preferences based on the knowledge,
communicative skill and ease of expression in a particular linguistic code.(1) This constitutes the first or
primary relationship between language and economy.
There is a second
relationship between economy and language that can be discerned, and this has more to do
with the political economy of the language. That is, with the principles informing the
regulation of the language market. It is this that Bourdieu refers to when he affirms that
the official language came into being linked with the State
-both in its genesis and in terms of its social uses. The state language becomes
the theoretical norm by which all other linguistic practices are objectively measured. It
is during the constitution of the State that the conditions for the creation of a unified
linguistic market are created, dominated by the official language: obligatory on official
occasions, and in official places (schools, public administration, political institutions,
etc.), and it is in this way that the state language becomes, as we have said, the
theoretical norm by which all linguistic practices are objectively measured. It is assumed
that no one is ignorant of linguistic law, which has its body of legal experts, its
grammars, and its agents of control. The latter are the school teachers, invested with a
special power: that of universally scrutinising and applying the legal sanction of the
school diploma to the linguistic results of the speaker-subjects under their aegis
(Bourdieu, 1999:19-20).
For one particular
form of expression among others (in the case of bilingual societies one particular
language) to impose itself as the only legitimate one, the market has to become unified.
Political institutions (political intervention) generate the integration of individual
speakers into the same linguistic community by means of the imposition of the universal
recognition of the dominant language.
It is political
intervention (political economy of the language) that constitutes a unified linguistic
market, and in the case of multilingualism a linguistic hierarchy. Political intervention
contributes to the fabrication of the language that the linguists accept as a
natural datum /"given" without imputing to it all responsibility for the
generalisation of use of the dominant language and cultural production and
circulation (Bourdieu, 1999: 24).
The school system
(military in some instances) has the task of extending knowledge of and guaranteeing
recognition of legitimate language or languages. The school system has been
delegated the authority necessary to be able to act universally to inculcate matters of
language to lasting effect, and tends to provide the duration and intensity of this action
to the inherited cultural capital. As a result, the social mechanisms of cultural
transmission tend to insure the reproduction of the structural difference between the
(very uneven) distribution of knowledge of the legitimate language and the much more
uniform distribution of the recognition of this language, constituting in this way one of
the determining factors of dynamics of the field of language, and thus of changes in the
language (Bourdieu, 1999: 36).
I would accept
what Bourdieu says here in its entirety, but add that his vision does not exhaust the
possibilities for the study of language change. He focuses on the relationships of
dominance between languages (official-not official, dominant-not dominant) but what
interests me, at this moment, is to indicate that dominated languages have their own
dynamic, even from a position or place of subordination. This is the third meaning that
can be read into the relations between economy and language, having to do with the
economic policy of linguistic exchanges, that is, with the practices of the actors in the
marketplace of linguistic exchange. On occasions, it is the very realisation, the raising
of awareness, of a situation of subordination in which a language finds itself which
sparks off the processes of reversal and linguistic change. We will be looking in some
detail at how all these elements have functioned in the case of Euskera.(2)
3.
The origin of the recent recovery of Euskera
Elsewhere I have
entertained the hypothesis that it is the traumatic realisation of the impending loss of
the language as a medium of communication (at the height of the Spanish post-war period,
in the 50s) that brought about re-appreciation of the value of the language as a symbol of
collective identity which drove many people to learn Euskera and others to use it more,
despite the political limitations imposed on its learning and use (Tejerina, 1992).
This process was
not connected with economic issues and came about in a context of lack of a true
linguistic market, since the public scene is dominated by the promotion of the official
language and the denial of the other non-official languages. Indeed, this happened in a
context of hardship and economic want of all kinds, making the teaching and dissemination
more difficult. Notwithstanding, in the 60s and above all in the 70s there was a recovery
which was observable in connection with three factors: a) the setting up of the ikastolas (Basque-medium schools), b) classes for adults (adult literacy classes), and
c) the publication of books in the language
(cultural production).
Euskera in the
Basque Country had been losing ground as a medium of communication (communicative
function) (3) for quite a few decades, ceding
territory before the advance of other languages, with the percentage of speakers of Basque
out of the total population steadily dropping, disappearing or decreasing its use in
particular social settings, etc. The features presented by that language situation allow
us to put forward a hypothesis: the Basque language had been undergoing a steady
decrease in its communicative function. Then, during the Franco regime (1939-1975) the
language was subjected to repression and political pressure which only accentuated the
decrease in its communicative function. This political pressure made individuals more
aware of the loss of the language. If loss of the language is experienced in a traumatic
way, this will result in a raising of awareness of the loss of the language's
communicative function. Raising of awareness of this loss, on the one hand, will bring
about a growth in the participative function (affective attachment to the language as a
symbol of belonging to the group) through social mechanisms which constitute the group's
structure of plausibility: family, friends, associations, etc. This is where the symbolic
role of the language is an important element making up collective the group's collective
identity. On the other hand, the communicative function of the language will decrease less
as a consequence of the influx of participatory function will act at two levels: raised
awareness of language loss may firstly move those individuals who know the language to use
the language more, and secondly increase motivation to learn the language on the part of
those who do not know it . It could also happen, especially among those that do not find
loss of the language traumatic, that they progressively reduce or cease its utilisation,
either because they are not aware of the process of loss or, if they are conscious of it,
because they do not find the language shift upsetting, or because they find personal
motives or social conditions favouring the use of the other language and the relinquishing
of one's own.
Three social
manifestations emerged as the most important in the raising of awareness of the language's
loss of communicative function and of the need to recover this which occurred during
Franco's time. These were: the setting up of the ikastolas
(Basque-medium schools), the adult literacy classes and Euskera classes for adults, and
the increase in the number of publications in the Basque language. Other important
developments were the linguistic unification of Euskera and the renewed dynamism of the
scientific and cultural institutions that had entered into a prolonged state of lethargy
after the Spanish Civil War (1936-1939). Let us focus on the first group of
manifestations.
The most important
of these, having the greatest symbolic force in the recovery of the language was the
emergence of the ikastola as a scholastic
institution with the mission of educating and socialising the rising generation in
Euskera. The Euskera language had not been granted admittance to the educative system and,
on occasions, the educational system had become a powerful instrument in the repression
of the language's use both in the school and in the social sphere. However, the
introduction of Basque into the school setting had received some support ever since the
beginning of the twentieth century. The first bilingual school of which we have
information dates from 1903, but it was from 1957 onwards when the first ikastola of the post-war period was opened, that
the popular movement in favour of the culture really got underway. The primary objective
here was the foundation of ikastolas for the
teaching of Basque outside the state schools and private schools.(4)
Between 1960 and
1975, 160 ikastolas were opened. The period
between 1969 and 1972 was the most dynamic of all in this respect. Apart from the number
of ikastolas that have appeared up and down the Basque Country with an intense
concentration in guipuzkoa and Biskay
(Bizkaya) provinces, the fact is that their very existence took on a three-fold social
meaning: a) as a symbolic reference point for
a culture that was going through moments of identity crisis, b) as a cultural codification of collective
cultural identity, and c) as a mythical redoubt
for Basque identity in a situation of repression.
Euskera had been
maintained as a language in daily use in the family, in certain areas of population, and
in certain church settings. Fostered by these two social ambits, the family and the
church, and marginalized by the school system and official politics, Euskera transmitted a
particular codification of Basque cultural identity, that is to say, the Euskaldun culture (to use the Basque term) and the
collective identity that sank its roots into that culture. Which does not mean that
Euskera did not have great meaning, as a medium of cultural codification, in social
relationships and in the political order.
During Franco's
regime a whole series of factors were brought to bear that had as their most immediate
consequence the erosion of the Euskaldun cultural reference; and, at the same time,
"the rural culture, progressively dominated and dismissed as retrograde or as a
hang-over from the past, was to suffer its corresponding identity crisis. These factors
were the repression suffered by Euskera in the schools, the questioning of Euskaldun
culture that bourgeois pragmatism in itself represented, the process of structural
alteration produced by industrialisation, urbanisation and the influx of migrants, and the
increased cultural, administrative and political pressure from the Central (that is,
Spanish) State". |