KumisionI Fino' Chamorro (Guam) in · KumisionI Fino' Chamorro (Guam) Martin Combsand Bjdrn H....

Kumision I Fino' Chamorro(Guam)Martin Combs and Bjdrn H. Jernudd*

The Micronesian islands are currently beingreorganized into self-governing and semi-independentstates. One of these islands is Guam which for the time

being remains a self-governing territory of the Unitedstates. It is the southernmost island in the MarianaIslands group, with a total population in 1980 of

approximately 105,800 people: 48% are Chamorro, 20%are of Philippine descent and 24% are Caucasian. Mostof the latter are transient military personnel and their

dependents. Also, there are Chinese, Korean, Japaneseand other-Micronesian residents. Guam's northern

neighbor, the Commonwealth of the NorthernMariana Islands, is predominantly Chamorro. Thereare also Chamorro communities in California andHawaii.

Since 1898, Guam has been administered by theUnited States except during a Japanese militaryinterregnum. The latter occupied Guam for 31 months

during World War II and administered schools for both

youth and adults in which Guamanians had to learnJapanese. Some people know how to speak Japanese- and Japanese is acquiring new speakers becausetourists from Japan dominate among civilian visitors.

English, however, is the all dominant language in

public life. There is almost complete individual

bilingualism in English and, when acquired, an

indigenous or ethnic language, and English isincreasingly the preferred medium in both writtenand spoken communications (Riley 1977).

PEnglish.medium of instruction in public schools is

English. According to the Government Code of theTerritory of Guam, Chapter III, section 11200, "Allcourses of study shall be taught in the English

Mernbers of the Culture Learning Institute, The East-West Center,

Honolulu, Hawaii.

language" except courses in foreign languages. AChamorro Bicultural Bilingual Program in

elementary schools, however, aims at revitalizing theChamorro language and 'old ways,' but is as yet in an

experimental stage only. Also, Guam has been thebeneficiary of the U.S. Bilingual Education Act of 1968

through which support is given for teacher trainingand materials development. There is, however, some

opposition from other ethnic groups to the use ofChamorro in school.

Very much like in other Micronesian indigenouscommunities, there is dissatisfaction among theChamorro elders with language standards and degree of

usage of the indigenous language by youngergenerations. The Chairman of the Governor'sCommission on the Chamorro Language of theGovernment of Guam - Kumision i Fino' Chamorro- writes that "Chamorro is in poor condition with

young people (18 years and less) usually possessingonly receptive level skills (listening) in Chamorro."

(Robert A. Underwood, personal communication in aletter of June 3, 1981). He says that this Commission"represents the first attempt on Guam at consciousnessof the Chamorro language."

The Commission on the Charnorro Language wasfirst established in 1964. Current enabling legislationwas prepared under the direction of the Tenth Guam

Legislature. Says the Government Code, chapter XIII

concerning the Commission:" 11950. Creation of commission. There is hereby

established the "Commission on the ChamorroLanguage," to consist of nine (9) members, all citizensof the United States and residents of the Territory ofGuam, who must be conversant in the Chamorro

language and who shall be appointed by the Governorwith the advice and consent of the Legislature for aterm of three (3) years. Three (3) of whom shall servefor one (1) year, three (3) for two (2) years and three (3)for three (3) years, provided however that the five (5)

(Continued on page 2)

members heretofore appointed shall serve the full termof their present appointments. The Governor shallappoint one among the nine (9) members its chairmanof the Commission. [Amended by P.L. 8-128, effectiveMarch 17, 1966; erroneously referred to as §11975 byP.L. 8-128.]

§ 11951. Duties of commission. It shall be the dutyof the Commission to study the antecendents, describethe grammar and prescribe good usages for theChamorro language, and to prepare a modern and up-to-date Chamorro-English dictionary.

§ 11952. Facilities of Department of Education andUniversity of Guam. The Commission is herebyauthorized to use, and the Department of Educationand the University of Guam are hereby directed tomake available, the facilities of said department andsaid college in carrying out the duties of thecommission, and shall also furnish such personal andlogistic assistance as the commission shall need to carryout its functions. ["College" changed to "University"by editor.]

§11953. Report to the Legislature: appropriations.The Commission shall annually report to theLegislature the results of its work in preserving theChamorro language and in the event appropriationsare needed to carry out its tasks, the Commission ishereby authorized to request the same of theLegislature which is authorized to make suchappropriations as are called for to carry out thepurposes of this Chapter. [Added by P.L. 7-162,effective August 14, 1964; original Chapter XIII asadded by P.L. 7-147, effective August 11, 1964,renumbered to Chapter XIV by P.L. 8-1, effectiveFebruary 11, 1965.]"

The Commission's most recent hearings concernChamorro orthography, "a very emotional topic"(Underwood, lb.) that has caused not a little

controversy. The Commission was instructed by 11wGovernor and the 14th Guam Legislature to holdpublic hearings to resolve the orthography issue.

As concerns orthography, there are "three systems:(1) that most associated with the Church as writtenand popularized by Pale' Roman de Vera, (2) theMarianas Orthography adopted in 1971 and currenilyin use by the Chamorro language educators on Guamand the Northern Marianas, (3) the proposedorthography adopted by the Chamorro LanguageCommission in 1978." (Public Hearing, March 24,

1981).It was also instructed to coordinate the attempl of

public acceptance of a standard writing system with theCommonwealth of the Northern Mariana Islands.However, the latter prefers to respond to this issue only

after its own language commission has had an 4opportunity to look into the matter. Such a languagecommission is in the process of being formed.It is clear from the record of these public hearingsthat discussion embraces language issues beyond thoseof orthography, such as vocabulary development andthe treatment of loan words, and personal naming.For further information on the Governor'sCommission on the Chamorro Language, write toRobert A. Underwood, P. 0. Box 3096, Agana,Guam 96910 (USA).References

Government Code of the Territory of Guam 1970. (withsupplements). Prepared under the direction of theTenth Guam Legislature by John A. Bohn, Esq.,1475 North Broadway, Walnut Creek, California.

Pacific Islands Yearbook. 1981. Fourteenth edition.Pacific Publications, Sydney.

Testimony Summary. Orthography Public HearingMarch 24, 1981. Mimeographed, pp. 5. ChamorroLanguage Commission.

Riley, George A. 1977. Attitudes towards LanguageMaintenance and Language Shift in theGuamanian Speech Community. In Pacific AsianStudies 11:1/2:112-126.

Smith, Aleene Bast 1970. Schools of Guam duringJapanese occupation. MA. Thesis. University ofGuam.

Topping, Donald M. 1981. The Decline of PacificLanguages. In The New Pacific, July/August, pp.21-24.

I':diior--- Joan Robin

Associate Editor ---Bjdrn H. JcrnnddEdit (0 jal Board

Mi-I. Abdulazo.

Joshua Fislnoan

Broil Molde

Prloo';oi lvlnsa

jiS Ncnsiopn9

Copies ate availabte free oi charge. Changes of addiess and requests0 he placed on the inading fin should be arldresscd to:

YsSiliasri Ecite

Leogoage Planning Newsletter

EasriS'est Culture Learning institute

East-West CenserL'[onoioln, Hawaii 96848 USA

All otbet rostespondence slioold he addressed to the editor:

Dr. Joan Robin

P. 0. ilOX 1143Pinote, LA 94564

USA

I

2 Language Planning Newsletter

FORMATION OF INDIAN ASSOCIATION OFAPPLIED LINGUISTICS (IAAL)

An All-India association called the IndianAssociation of Applied Linguistics (IAAL) has beenformed with its headquarters in New Dellu. ProfessoryR. jagannathan of the Central Institute of Hindi,Delhi is its founder President and U.S. Bahri, Editor ofthe Indian Journal of Applied Linguistics, is theGeneral Secretary. The overall aim of the IAAL is to

promote the application of linguistic theories for thesolution of language problems in a multilingualsociety like India. An endeavor will be made to identifyall possible areas where these applications are helpfulin finding solutions to the problems of language in

society. The Secretariat of the IAAL has a veryambitious plan for academic activities such as world-level seminars, symposia and conferences over the nextfew years. Enquiries may be addressed to:

U.S. BahriGeneral SecretaryIndian Association of Applied Linguistics(IAAL)57 Sant Nagar (near East of Kailash)New Delhi 110065, India

SINGAPOREAN ENGLISH

According to Asiaweek (May 1, 1981), Lee KuanYew has launched a purification drive directed at

Singaporean English. This drive coincides with thecampaign to replace dialects with standard Mandarinas the spoken language of Chinese Singaporeans, atopic which Asiaweek is also covering, see for example,December 5, 1980. Language advisors have beenappointed in government departments and civil servant

promotion enhanced by command of ''proper'' English(Bjhru Jernudd)

LANGUAGE PLANNING FOR LAWYERSOFFERED AT LAVAL UNIVERSITY

Professor Alain Proj iner is offering a course in thelaw school of the Laval University in Quebec City,Canada, on "L'Entreprise et la planificationlinguistique" (Commerce Business and LanguagePlanning) in the Fall of 1981. The course will coverlanguage planning theory and its application in thefrancization efforts of L'Office de la langue francise(see LPN, vol 5, no. 3, August, 1979 for a description ofthese efforts.).

NEW BUREAU FOR LANGUAGE DEVELOPMENTL4ND LANGUAGE ASSISTANCE IN FRIESLAND

An important event for the Frisian language in1980 was the start of a Bureau for languagedevelopment and language assistance by the FryskeAcademy. One staff member began to work in August

and it is possible that the staff will be enlarged in thenear future.

Corpus planning work has only been done on avery small scale in Friesland. There have been two adhoc commissions and some individuals who worked onthe problem. One result is the word list called "LytseOanrikkemendaasj e" (Small recommendation) onadministrative terminology. The language bureau as itis informally referred to will begin by focusing on the

terminology of legal and administrative affairs. It is feltthat Frisian, as a minority language, has most need ofan adequate vocabulary in those fields before it is

possible to use more Frisian in public administration.

The bureau is one of the results of an Interim Reporton Language Policy by the provincial administrationin 1978. One of the basic tenets of that policy is to givemore room for using Frisian, which is the language ofthe majority of the inhabitants. Thus far in publicadministration, the national language, Dutch, has beenused with very few exceptions. For more information,write:

Taalburo

Fryske AkademyDoelestrjitte 88911 DX Ljouwert LeeuwardenThe Netherlands

SPECIALIZED DICTIONARIES IN BASQUECOMPILED BY UZEI

UZEI (Unibertsitate Zerbitzuetarako EuskalIkastetxea) was founded in 1977 in order to prepare fora University which would use Euskera, the Basquelanguage, as a medium of instruction. UZEI plans topublish a total of 15 dictionaries in special academicfields. UZEI staff members are especially interested inlanguage standardization and computer applications to

lexicography, and they look forward to the chance toshare experiences with other workers in the field.Correspondence can be addressed to:

Joseba IntxaustiDirectorUZEI8 EsterlinesSan SebastianGuipuzcoaThe Basque CountrySpain

(Abstracted from: the American Dictionary SocietyNewsletter, 1980.)

UNESCO TRAINING SEMINAR ON THEPROBLEMS OF LANGUAGE PLANNING

In 1980, UNESCO organized a Training Seminaron the problems of language planning in a bi- or


Language Planning Newsletter 3

Language Planning/Treatment News

multicultural context, which was field in Lomê, Togo,from September 2 to II. Eighteen specialists wereinvited to examine the problems relating to theprograming of language teaching in a nationalcontext, characterized by the presence of severallanguages in contact.

The seminar was the latest event in a series ofUNESCO activities, including international andregional conferences, symposia, studies andpublications, which aimed at clarifying the mainaspects of the complex problems of the promotion ofAfrican languages. This awareness of the importance ofAfrican national langugages and home languages hasfacilitated discussions of a range of related issues, suchas the maintenance of national identity, safeguardingthe cultural patrimony, the impact and yield ofeducation in relation to tire socio-economicdevelopment of a country, the interaction of formal andinformal education and the promotion of literacy.

Delegates to the seminar discussed issues whichincluded the typology and dynamics ofmultilingualism, the objectives and options inlanguage development and education, curriculumdesign principles and practice and the technicalproblems of language planning.

(Abstracted from: ALSED Newsletter, No. 21, 1981)

WORKSHOP TO DEVELOP ABORIGINALLEADERSHIP IN LANGUAGE PLANNING

In February, 1981, participants from all parts ofAustralia attended a workshop in Alice Springs todevelop Aboriginal leadership in language planning.Aboriginal representatives from organizations in urbanareas, traditional communities, linguists researchingand developing Aboriginal languages, academies fromtertiary institutions, and government officialsconcerned with language planning in education metfor the first time to discuss language matters includingthe establishment of an Aboriginal LanguageAssociation.

The Workshop was organized by staff and studentsof the Institute for Aboriginal Development.Representatives of the local Yipirinya School andteachers from Aboriginal schools in the CentralAustralian area delivered seminars outlining their

special needs in programs involving Aboriginallanguages. It was an opportunity for an exchange ofideas for those working in bilingual education

programs, interpreting and translation activities,

Aboriginal land rights claims and research.Common concerns expressed at the Conference led

to the formation of a nation-wide AboriginalLanguages Association to:

" improve contact and communication betweenpeople at all levels of involvement with

Aboriginal languages with particular emphasis 4on practical involvement." provide opportunity for Aboriginal people to

express their ideas about what should behappening with their languages, and worktogether toward implementing them.

" disseminate news, information and advice onAboriginal languages on a regular basis.

" promote Aboriginal involvement, as decided bythe Aboriginal communities, in languageteaching programs.

" promote the clarification and practicalapplication of linguistic analyses so that thebenefits of academic research do not remain only

" in academia but can be used by the relevantAboriginal communities.

" inform people in Australia about what ishappening with the languages of linguisticminorities in other parts of the world.

On the last day of the workshop, the constitutionof the Aboriginal Languages Association was adoptedand office-bearers elected. The constitution calls for acouncil of ten; nine Aboriginals to represent fullmembers of the Association, and one non-Aboriginal torepresent the associate members.

Membership is Australian $5.00 for individuals and 4$10.00 for organizations. For membership or furtherinformation, write:Gloria BrennanSecretaryAboriginal Languages Association45 Sprent StreetNarrabundah. ACT 2604Australia(Abstracted from: Aboriginal Languages AssociationNewsletter, No. 1, April, 1981)

COCTA CONFERENCE A SUCCESSCOCTA convened its first independent conference

at the Zentrumn far Intcrdisziplindre Forschung of theBielefield University from May 24-27, 1981. Altogether72 persons from 20 countries participated.

In the preface to the recommendations of theconference, it was noted that conceptual and

terminological analysis is needed in the social sciencesfor the following purposes:

" To facilitate the conduct of research." To improve scientific and technical writing.

Clarity and precision can be improved throughmore careful use of concepts, and correspondingterms, which are most appropriate to the objectsof study and which are not biased towardcultures other than the one being studied. Thisis of particular importance for social science


Language Planning/Treatment News - continued

research on non-Western cultures and thecommunication of such research in the contextof the traditional disciplines that are orientedtoward Western culture.

t To improve the understanding of social scienceresults through better understanding of theterms used.

* To improve information storage and retrievalfor scientists and scholars, practitioners, and the

public.

The General Recommendations of the Conferencewere:

1. Because many terms in the social sciences are

used for political purposes and often deliberately made

ambiguous, and because the meaning of some terms

change radically, giving the terms a history of theirown, retrieval systems should provide access to

documents both through concepts assigned by anindexer and through the actual terms used in the

documents. This applies both to scientific writings andto historical documents.

2. Designers of glossaries and/or terminologicaldata banks should take into account different degrees of

difficulty in defining concepts. Some can be defined

succinctly; others require contexts, includingquotations from materials using them; still others areso complex that substantial analysis and/or extensivereference to relevant literature is required.

3. Dictionaries (whether mono- or multilingual),classification schemes/thesauri, and glossaries allcontain the same basic information; each type of toolcontains additional information specific to its purpose.One unified computerized data base can be used to

produce all of these tools. When term banks areestablished for a specific purpose, their torn at shouldbe flexible so as to allow for the inclusion of in-depthconceptual and terminological information and for thearrangement of their content in the format of a

dictionary, a classification scheme/thesaurus or aglossary. Other purposes can then be served by simplyincluding additional information.

4. We recommend that each international

disciplinary association in the social sciences establisha permanent body to deal with conceptual and

terminological problems of their disciplines.5. We recommend that national disciplinary

associations initiate and/or maintain projects for the

analysis of concepts and terms which have significancein their respective countries and cultures, and to relatethese efforts to the preparation of an international

encyclopedia of social science concepts.

The Recommendations on Specific Projects were:I. We believe that there is an urgent need for an

International Encyclopedia of Social Science Concepts.

2. We recommend that COCTA initiate pilotprojects for the development of classified analyticglossaries in specialized areas. Such projects should belinked to preparations for an International

Encyclopedia of Social Science Concepts.3. We strongly urge UNESCO to go forward

with its plans for an Integrated Thesaurus of the SocialSciences. Such a thesaurus would allow retrieval from a

variety of viewpoints taking account of cultural andcontextual differences. Retrieval is supported either

through direct use in indexing and searching or

through facilitating the construction of specializedclassification schemes/thesauri. With respect to the

development of this thesaurus we recommend the

following:a. There is a strong link between the Integrated

Thesaurus and the International Encyclopedia of SocialScience Concepts.

b. A computerized descriptor bank should beestablished and the Thesaurus itself should bemaintained in machine-readable form.

c. The sources to be used should be selectedwith respect to their contribution to the final contentand structure of the Thesaurus; therefore, classification

systems should be included. Care should be taken toinclude also sources for concepts arising from socialscience research in third world countries. Sources notavailable in machine-readable form should beconverted.

d. Scope notes should be emphasized, so that the

concepts covered will be widely understood.e. To save effort, an available detailed

classification should be used as a starting point to

develop the conceptual structure.4. We recommend that guidelines for integrated

thesauri be developed.5. We recommend that COCTA develop

guidelines for efforts in conceptual and terminologicalanalysis undertaken by disciplinary associations.Readers should note that the following related item isnow available:

Interconcept Report. A New Paradign for Solvingthe Terminology Problems of the Social Sciences.by Fred W. Riggs. Reports and papers in the socialsciences, No. 47. UNESCO. 1981.

A NEW NEWSLETTER CALLED 'MOTS'APPEARED

A review of the meaning given to the words"science", "objectivity" and "neutrality" in the analysisof texts, political, media and other. Each issue usuallywill cover the following areas:

(1) Lexicology or studies of the meaning,



SEMINAR-Women, Language and DevelopmentThe Central Institute of Indian Languages,

Mysore, India, held a seminar on Women, Languageand Development from August 9th through August 13,1981. The seminar proposed to have scholars concernedwith the language used by and about women and thoseconcerned with the development of literacy skills withspecial reference to women identify some viableresearch areas which connect language use andlanguage skills with the issues of development anddemocracy.

Some of the basic questions to be considered at theseminar were:

1. How do the first language skills (both oral andwritten) acquired by women relate to theirparticipation in development and democracy? This

question can be discussed in a broader framework oflanguage acquisition and literacy.

2. How does the process of second languageacquisition by women relate to their participation indevelopment and democracy? The acquisition oflanguage as a process of socialization links anindividual with other members of a society. Thelanguage thus serves as a link between an individualand a social group. An individual establishes therelationship with other members of his group throughthe first language. The second language helps one tohave and develop contact with members of anothersociety and it can in the course of time induceinnovations. It is possible to look at the acquisition ofsecond language by women as a catalyst in theirparticipation in the movements for social change.

3. How does the way in which women are referredto and described effect their identity and personalityand consequently their particiapation in developmentand democracy? This could throw light on the issue ofthe place of women in that society, attitude of mentowards women and also the self image of womenthemselves.

4. The study of differences in men's and women's

speech in some of the languages will provide insightinto the place of women in the functioning of a societyand the social network.

5. How can a language change be brought about

in order to express the equality of men and women?

The domination of men is expressed in term like

chairman, businessman, workman, the use of

masculine pronoun, the use of husband's name as

surnames, etc. and language planning in the area ofuse touches on neutralizing these terms.

6. How does the language of advertisement refer towomen? One can notice the hidden meaning of'usability' with reference to both the woman and thecommodity. That is, the woman is portrayed as acommodity.

7. The interest, if any, or cultural differences inthe ability of learning languages, first as well assecond, between men and women as adults and aschildren can also be discussed.

For further information, write:D.P. PattanayakDirectorCentral Institute of Indian LanguagesManasagangotri, Mysore570 006, India

COLLOQUIUM-The Future of the French languagein Scientific and Technical Publications andCommunications

The Conseil de la langue fran5aise, Government ofQuebec, organized an international colloquium on"the future of the French language in scientific andtechnical publications and communications. Thecolloquium took place at the Hyatt Regency Hotelin Montréal, Canada between the 1st and 3rd ofNovember, 1981. The colloquium attempted to arriveat recommendations that may reverse the "presenttendencies" and that may "improve the situation." Forfurther information, contact:

Andrée LeMayConseil de la langue française800 place d'Youville

Québec, Québec G1R 3P4Canada

JOINT CONGRESS-3rd Congress of the WestAfrican Modern Language Association and 14th

Congrés International de Ia Federation Internationaledes Professeurs de Langues Vivantes

On August 23-29, 1981, WAMLA and FIPLV

sponsored a joint Congress in Ibadan, Nigeria onSecond and Foreign Languages in Education. C.M. B.

Braun chaired a session at these meetings on

"Language Policy and Planning in Africa."


linars, Workshops

CONFERENCE-The Development and Use ofWriting Systems

An international conference on "The Developmentand Use of Writing Systems" was held on June 19-23,1980 at the Zentrum hir Interdisziplinãre Forschung ofBielefeld University. Bielefeld University was theconference sponsor. The conference was organized byFlorian Coulmas and Konrad Ehlich. The results ofthis conference will be published in a book entitled:Writing in Focus with the organizers also as editors.Except for one chapter which is in French, the bookwill be in English. The publication focuses on thehistorical, linguistic and psychological aspects ofwriting and will be published by Mouton andCompany (Frankenslag 173, Postbus 290, The Hague,Netherlands).

SJEMITNAR-The Teaching of African Languages inAfrican Universities

The Association of African Universities held aSeminar on the Teaching of African Languages inAfrican Universities in Lagos, Nigeria on July 20through 24, 1981. The major topics and addresses atthis seminar were:

"African Languages and National DevelopmentActual and Potential" given by Ayo Bamgbose

"African Languages and Development: Policiesand Practices" given by M.E. Kashoki andAramtal Diop

"Languages and Other Disciplines" given byGabjanda

"The Situation of the Teaching of AfricanLanguages in African Universities" given by allthe participants

"Other Third-World Experience" given by D.P.Pattanayak

"Personnel Development" given by F. Mbassi-Manga

NOW AVAILAILABLE-Mga KatawagangPanghanapbuhay: Agrikultura at Kaugnay na mgaLarangan, Edukasyong Bokasyonal Indtistriyal,Pangirigisda, Pantanggapan, Edukasyong IndustriyangPanlahanan (Occupational Terminologies:Agriculture and Related Fields, Vocational IndustrialEducation, Fisheries, Office Practice, Home

Industry Education). Institute of National Language,Ministry of Education and Culture, Republic ofthe Philippines. Pp. xii, 331. Preface dated December,1979.

Maugnayirig Talasalitaan Pang-Agham: Ingles-Pilipino (Integrated Science Vocabulary: English-Pilipino), pinatnugutan ni Gonsalo del Rosario.Malabon, MetroManila: Gregorio Araneta UniversityFoundation, 1979. Pp. 311.

Palagawaang Araneta-PLPA ca Katawagan para sa

Salipal rig Aghiniuan sa Kabukiran (Araneta-NSDBTerminology Program for Technology Transfer toRural Areas), Gonsalo del Rosario, tagarnuno.Malabon: MetroManila: Gregorio Araneta UniversityFoundation, 1978. Nine volumes: (1) Sinalapat na

Sipnayan (Applied Mathematics), ni Reynaldo L.Aguilar at Estrella M. Pedregosa. Pp. 27. (2) Sinalapatna Agham (Applied Science), ni Porfirio A. Franciscoat Melencio Santos. Pp. 30. (3) Sabalak-Angkam(Family Planning), ni Lourdes G. Aguilar at AdrianoA. Bartolome. Pp. 32. (4) Sakahan (Agriculture), niFclipa M. Medina at Pedro L. Reyes. Pp. 29. (5)Sakahaning Agsikapan (Agricultural Engineering), niLina C. Hervas, Jose A. Acosta, at Abraham B.Blanacaflor. Pp. 47. (6) Palahayupan (AnimalHusbandry), ni Lea P. Mangohig at Servillano Boton.Pp. 27. (7) Palagamutang- Ilayop (Veterinary Medicine),ni Carmen H. Litan at Francisca (Thing. Pp. 27. (8)Palagubatan (Forestry), ni Luz D. de Guzman, Edgardo0. Mabesa, at Dalmacio Ramos, Anak. Pp. 27. (9)Pamahayagan at Salathala (Journalism andPublishing), ni Marina S. Leonardo at Juan SiDeborde. 1978. Pp. 31.

The Institute of National Language and theGregorio Araneta University Foundation exemplify twoapproaches to the problem of developing the scientificterminology of Pilipino: The INL borrows relativelyfreely from foreign languages, modifying thephonology and spelling to conform to Pilipinopatterns; on the other hand, the GAUF frowns uponthe use of loanwords, preferring to utilize wordderivations based on root words, affixes, andcombining words of Philippine languages. Thus,where the INL gives the Pilipino equivalent of


I,anuae Pbnninc N 1'tt,'r 7

agricultural engineering as znhinyerzyang pang-agrikultura or inhinyeriyang pansakahan, the GAUF

gives it as sakahaning agszkapan.

The drift of popular opinion at the present timeseems to favor the INL approach, owing to the

obscurity of many of the GAUF forms. The appearanceof all these English-Pilipino word lists shows that thelexical elaboration of Pilipino is proceeding apace,with different terms freely competing in the

marketplace. (Ma. Lourdes S. Baustista)

NOW AVAILABLE-Filipino o Filipino?: MgaBagong Babasahzn sa Parnbansang Wika at Literatura

(Filipino or Pilipino?: New Readings in the NationalLanguage and Literature), edited by ErnestoConstantino, Rogelio Sikat, and Pamela D. Cruz.Manila: Rex Book Store, 1974. Pp. 214.

The title alludes to the controversy over thenational language of the Philippines fiercely raging atthe time of the book's publication. Prior to theConstitutional Convention of 1971, the national

language was Tagalog-based Pilipino; in the newConstitution of 1972, as a concession to anti-Tagalogsentiments, the national language is Filipino, to bedeveloped through the so-called 'universal approach'from the different languages of the Philippines. Thelead article, written by the senior editor, presents thecase for Filipino and the feasibility of forming anational language out of several languages, anenterprise whose viability and practicability areseriously questioned by other Philippine linguists. Atthe moment, the point is academic: Whatever its name

(Pilipino or Filipino), a national language-Tagalog-based, non-puristic Filipino-is widely spoken,propagated by the mass media, the educational system,and Tagalog migration.

Made up of six sections dealing with the

development of a national language and literature, thenational language in Philippine education, thenational language in Philippine literature, the national

language and translation, scientific Filipino, and

appendices, the book is valuable for its historicalaccount of the events that led to the repudiation of

Tagalog-based Filipino at the 1971 ConstitutionalConvention, and for its documentation, in the variousarticles, of the different styles of Filipino/Filipino, the

problems in standardizing the orthography of thelanguage, and the efforts to intellectualize the

language. (Ma. Lourdes S. Baustista)

NOW AVAILABLE- Tuiste in eie taal. Die behoud enbestaan van Afrikaans. [Home in one's own language.The maintenance and existence of Afrikaans] by J. C.

Steyn. Cape Town: Tafelberg Publishers, 1980.(Address: Waalstraat 28, Cape Town 8001, Rep. ofSouth Africa). Pp. xiii, 523. R15.00.

J. C. Steyn, a well-known poet in Afrikaans and

enlightened liberal, opposed to racial discrimination,was shocked into writing this book by the Soweto riotsof 1976. The riots, while provoked by general socialconditions, were specifically directed against teachingof, or through the medium of, Afrikaans in the schoolsof the black townships of South Africa. On this point,speedy concessions were made, so that the use and

knowledge of Afrikaans among blacks is declining.Should South Africa in the future become a unitarystate under majority black rule, it appears that therewill be only one official language, English, and thatthis will also be the language of higher education. Thisis, indeed, the situation in many black states to thenorth, and has become the situation in the black states

sponsored by the South African government within itsown borders.

Steyn wonders whether it is worth sacrificing hisnative language, and particularly its use in public lifeand for all H functions, for the sake of racial harmony.He notes the paradox that a continuation of current

policy might result in the elimination of a languageindigenous to Africa and spoken only there (Afrikaans)and its replacement by a non-indigenous language(English). Steyn has engaged in very extensive readingof the worldwide literature on language planning,language policy, and the broad field of the historic riseand fall of languages, for which he cites numerousinstances. He quotes extensively from the works of

Ferguson, Fishman, Rubin and Jernudd, Kloss,Lieberson and other familiar names.

He offers no absolute solutions, but makes severalsuggestions. One is for the introduction of languageplanning for Afrikaans; while the language isstandardized, alternate forms of the language shouldalso be recognized, parallel to the identification ofBlack English in the U.S. Many blacks, for example,are in contact with a highly stigmatized variant ofAfrikaans known as Tsotsi (street criminal) Afrikaans,the argot of socially marginalized groups. Social,economic and political measures for the maintenanceof Afrikaans are also recommended. In other words,Steyn makes concrete recommendations for both statusplanning and corpus planning for Afrikaans.(Richard F. Wood)


NOW AVAILABLE-English Special Languages,Principles and Practice in Science and Technology byJuan C. Sager and David Dungworth, and Peter F.McDonald. Wiesbaden: Oscar Brandstetter Verlag KG

(Postfach 1708, 6200 Wiesbaden, Federal Republic of

Germany), 368 pp. 1980. 45DM.

This book is aimed at the applied linguist, i.e. the

specialist user of English as a native or foreignlanguage (translator, interpreter, technical writer,

lexicographer, terminologist, or information scientist)and attempts to provide the above specialists with a

simple framework in which the English language ofscience and technology can be seen as a subsystem,necessitated by the processes of conceptualization andcommunication of special knowledge. Of particularinterest to language planners are the last two chapters(11 and 12). In Chapter 11, the authors discuss "TheMeasurement of Efficacy of Communication" byconsidering the following topics: information theoreticconsiderations, economy, precision, appropriateness,the efficacy of methods of designation and 'what is

good style for engineering writing?'. In Chapter 12,entitled "Standardisation" the authors cover the

following topics: the scope for linguistic regularisation,standarization of terminology, British Standards,British Standards editorial and typographicalconventions, fundamental British Standards andfundamental international standards.

NOW AVAILABLE-Brief Description of the Spokenand Written Languages of China's MinorityNationalities and China's Educational PolicyConcerning the Institutes of Nationalities by Lu Bi.Division of Structures, Content, Methods, andTechniques of Education (UNESCO, 7 Place de

Fontenoy, 75700 Paris, France). ED-80/WS/151.November, 1980, 25 pp.

Professor Bi, who works at the Central Institute forNational Minorities, in Beijing, has a three partdescription regarding the minority nationalities ofChina: (1) Description of Spoken and Written

Languages of China's National Minorities, (2) China's

Policy Toward the Languages of MinorityNationalities and (3) China's Educational PolicyConcerning the Institutes of Nationalities.

NOW AVAILABLE-A Model for Functional

Trilingual Education Planning in Africa by Maurice

Tadadjeu. Division of Structures, Content, Methods,and Techniques of Education (UNESCO, 7 Place de

Fontenoy, 75700 Paris, France). ED-80/WS/72. June,1980, 147 pp.

NOW AVAILABLE-Reconsideration of AfricanLinguistic Policies. Publication #3 of the Organizationof African Unity, Bureau of Languages (P.O. Box 7284,

Kampala, Uganda). In both French and English.

There are three articles in this very informativeand provocative volume:

1. Report on Functions and Activities of the OAUInter-African Bureau of Languages by JohnKalema, deputy director of the Bureau whichwas founded in 1973.

2. Failure in the Obligatory Use of EuropeanLanguages and the Advantages of a Policy of

Linguistic Interdependence by KahomboMateene, director of the Bureau of Languages.

3. The Consequences of the Language Policies ofAfrican States vis a vis Education by Eyamba G.Bokamba and Josiah S. Tlou.

NOW AVAILABLE-Language and Society no. 5,

Spring/Summer 1981. Both in English and French.Can be ordered from: Information Branch, Office of theCommissioner of Official Languages, Ottawa, CanadaK1A 0T8.

Of particular interest to readers of this Newsletterare the following three articles:

1. The francization of business in Quebec byMichel Guillotte (Guillotte is executive directorof Quebec's Centre de linguistique de

l'enterprise and is in charge of the francization

program which helps firms develop their abilityto operate in French.)

2. Bilingual air traffic control by Sandford F.Borins (Borins has made a special study on the

implementation of bilingual air traffic controlin Quebec and is publishing a book on the

subject, The Language of the Air, due out this

year.



3. The language question in Belgium by Josiane Nic JakobHarriers (Hamers is a professor at LavalUniversity but was born into a French-speakingfamily which came originally from apredominantly Dutch-speaking part ofBelgium).

NOW AVAILABLE-Terminological Data Banks.Proceedings of the First International Conference,Vienna, April 2 and 3, 1979. Infoterm Series 5. K.G.Saur, Munchen, New York, London, Paris. 1980. 206pp. DM48. (K.G. Saur Verlag KG, Postfach 711009,8000 Munchen 71, Federal Republic of Germany).

This volume documents some of the majorconcerns of those concerned with the standardization ofaccess to terminology both within and betweencountries. 17 countries (United Kingdom, FederalRepublic of Germany, Austria, France, Italy, USSR,Finland, Norway, Sweden, Denmark, Netherlands,Switzerland, Egypt, Morocco, Canada, U.S.A. andVenezuela) and nine international and Europeanorganizations (Commission of European Communities,European Coordination Centre for Research andDocomentation, Infoterm, International ElectronicalCommission, International Institute for Legal andAdministrative Terminology, UNESCO, UNIDO,United Nations) sent representatives to this conference.This first conference had the purpose of discussingessential issues such as types of terminology databanks, data transfer, quality, classification.

NOW AVAILABLE-Language Problems andLanguage Planning, volume 5, number 2, Summer,1981. University of Texas Press (Box 7819, Austin,Texas 78712, U.S.A.).

This issue contains the following articles ofinterest to language planners:

Heinrich P. Kelz Sprachplanung auf denPhilippinen und die Entwicklungeiner philippinischenNationalsprache (LanguagePlanning in the Philippines andthe Development of a PhilippineNational Language)

Jacob R. Miller The Politics of PhilippineNational Language Policy

Sprachplanung in einer

komplexen Diglossiesituationdargestelit am BielspielLuxemburg (Language Planningin a diglossia situation illustratedby the case of Luxemburg)

James W. Tollefson Centralized and DecentralizedLanguage Planning

David K. Jordan Review Essay on Current ChineseLexicography

NOW AVAILABLE- 'Sprkvirdens kanaler" byCatharina Grünbaum. In Spra°k i Norden 1980, Lund1980, pages 75-105.

This is a most interesting summary of a discussionon ways and means through which languagecultivation activities reach the public. This discussiontook place at a meeting of Nordic language committeesin 1979 in Gentofte, Denmark, and based itself onPeder Skyum-Nielsen's typology of different levels oflanguage cultivation in Denmark. Griinbaum reportshow this typology with certain modifications can beapplied to language cultivation in all the Nordiccountries. I translate directly from pages 75-77 of herarticle:

11 1. Laymen - for example, persons who inroutine interaction advise others to speak or write in aparticular fashion.

2. Public or private places of work - with moreor less codified rules of language use.

3. Word processing centers.

4. Advertising and information service agencies.

5. Political interest groups concerned withlanguage (especially in Norway).

6. Secretarial and business colleges.

7. The educational authorities and schools -from kindergarten though adult continuing educationand university study.

8. Teacher training and journalist training.

9. The news media, radio and television;journalists, announcers.

10. Authors.



Books and Articles - continued

DIRECTORY OF LANGUAGE PLANNINGORGANIZATIONS

As we did in Vol. 7, no. 2, we continue to listadditions to the Directory of Language Planning

Organizations (1979, East-West Culture LearningInstitute). Please remember to send any additions orcorrections to the Directory to:

Joan Rubin2011 Hermitage AvenueWheaton, Maryland 20902U.S.A.

We gratefully acknowledge those who called ourattention to the organizations listed below:

Bund für vereinfachte rechtschreibungRenê Schild, PresidentDorfstrasse 423646 EinigenSwitzerland

Aktion kleinschreibnng e.v.Mdrikeweg 4D-7717 ImmendingenFederal Republic of Germany

Osterreische gesellschaft fur sprachpflege undrechtschreib-erneuerungZeltgasse 7A-1080 WienAustria

*Verein für Sprachpflege2000 Hamburg 52Stutsmoor 12Federal Republic of Germany

*Kumision i Fino' Chamorro(Chamorro Language Commission)Robert A. Underwood, ChairmanP.O. Box 3096Agana, Guam 96910

0*RadioTele Brezhoneg (RTB)B.P. 1522300 Lannion-CedexBrittany, France

Skingomz ha SkinwalAbel OmeesKergoantik8 his, rue Duguay-TrouinBritanny, France

*IJZEI (Unibertsitate Zerbitzuetarako EuskalIkastetzea)Joseba Intausti, Director8 EsterlinesSan SebastianGuipuzcoaThe Basque CountrySpain

*Association for the Study of Jewish Languages1610 Eshkol TowerUniversity of HaifaMt. CarmelHaifa 31999Israel

*Joint National Committee for Languages11 Dupont Circle, N.W.Suite 210Washington, D.C. 20036USA

*Ada Joint Program OfficeLt. Col. Larry E. DruffelDirectorOffice of the Undersecretary of Defense for Researchand EngineeringRoom 2A318, The PentagonWashington, D.C. 20301USA


11. Publishing companies.

12. Free-lance language and communicationconsultants (who have different kinds of training; inSweden there is at present a group of 18 languageconsultants who have received two years of specialisttraining at a university).

13. Public authorities with a mandate tocultivate, create, or influence language (for example,Statsrdets translatorsbyr (the Cabinet OfficeTranslation Bureau) in Finland).

14. Language experts in the civil service (inSweden, in Statsr5ñsberedningen (the Cabinet Office),at Statskontoret (the National Swedish Office forAdministrative Rationalization and Economy) andRiksskatteverket (IRS); ... in Norway, there are speciallanguage consultants for legal language and for radioand television and it has been proposed that Forbruker-og administrasjonsdepartementet (the ConsumerInformation and Administration Ministry) should addsimilar positions).

15. Linguistic and language cultivation manuals:word books and word lists, manuals, grammars, etc.

16. Academies and societies for languagecultivation (in Sweden, for example, SvenskaAkademien (the Swedish Academy) andSprikvrdssamfundet (the Society for LanguageCultivation)).

17. Terminology and special-language agencies(in Demark, Terminologigruppen (the TerminologyGroup); in Finland, Centralen for teknisk terminologi(i'SK; the Clearinghouse for Technical Terminology);in Iceland, the Icelandic Engineering Society and

vocabulary committees of several labour unions; in

Norway, Radet for teknisk terminologi (RTT; theCouncil of Technical Terminology); in Sweden,Tekniska nomenklatureentralen (TNC; the SwedishCentre of Technical Terminology). In addition, theNordic standardization agencies.)

18. Language committees (Dansk Sprognaevn(the Danish Language Committee), Finska sprkbyrân(the Finnish Language Committee), Svenska

sprkbyrn i Finland (the Swedish LanguageCommittee in Finland), Fróctskaparsetur Føroya (theFaroese Academy) and MSlstovnur FøroyaFr&tskaparfelags (the Faroese Language Society),Grtsnlands Sprog- og Retskrivningsudvalg (theGreenland Language and Orthography Committee),Islensk mSlnefnd (the Icelandic Language Committee),Norsk sprkrd (the Norwegian Language Council),the Sami Language Committee, Svenska sprkniiinnden

(the Swedish Language Committee), Sverigefinskasprknãmnden (the Finnish Language Committee inSweden)).

Additionally, Nordic regional and internationalactivities ought to be mentioned, for example, Nordiclanguage and culture cooperation, particularly theactivities of the Nordic Language Secretariat;Denmark's political position concerning language inthe European Economic Community; and cooperationbetween different international agencies particularlyconcerning questions of terminology."

In what follows, Grunbaum briefly characterizeseach of these channels of language cultivation.(Björn H. Jernudd)

formation, history and social functions ofwords

(2) Lexicornetrics or the application of statisticalmethods to the study of lexical phenomena

(3) General items of interest including criticalnotes, reviews of readings and theses andbibliographical references in the domain of

socio-political vocabulary.

For further information, write:Presses de la Fondation Nationale des Sciences

Politiques27 rue Saint-Guillaume75341 Paris Cedex 07France

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Books and Articles - continued

KumisionI Fino' Chamorro (Guam) in · KumisionI Fino' Chamorro (Guam) Martin Combsand Bjdrn H....

Documents

Transcript of KumisionI Fino' Chamorro (Guam) in · KumisionI Fino' Chamorro (Guam) Martin Combsand Bjdrn H....