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Mobility and Inclusion
in Multilingual Europe
The art of language invention in school
Two language laboratories in a Montessori school in Milan
Federico Gobbo
⟨Amsterdam / Milano-Bicocca / Torino⟩
⟨F.Gobbo@uva.nl⟩
15 March 2016
University of Amsterdam
MIME expert meeting: Meertaligheid in het Onderwijs
1 (cc) 2016 F Gobbo
Background of the research
In metropolitan areas such as Milan, it is more and more common
that pupils have several home languages different from Italian. In a
school where Italian is the only language of instruction, there is
neither apart focus on multilingualism nor occasions to valorize home
languages in the class.
The Montessori method encourages the natural curiosity towards
knowledge of pupils, by preparing activities based on that curiosity.
School teachers in the Montessori school in Milan, via Milazzo
noticed that approximately at the age 9 pupils start to show an
interest towards language diversity and in parallel a desire to invent
a secret language for themselves.
2 (cc) 2016 F Gobbo
Why inventing languages in class?
Natural languages can be used both as an intercultural bridge and as
a wall for the Others. The Montessori method fosters the idea of
‘learning by doing’. So, two language laboratories were prepared in
order to have an experience of both aspects. The language
laboratories are made during the normal hours in class devoted to the
Italian language, one laboratory per school year.
■ The first edition was in the school year 2012-3 with the following
home languages: Dutch, French, Serbian, Spanish.
■ The second edition is running in the past year 2014-5 and in the
current year 2015-6, where the home languages are: Flemish,
French, German, Hebrew, Japanese.
3 (cc) 2016 F Gobbo
Theoretical background and objectives
The theoretical background is interlinguistics (the study of planned
languages) and language planning (how natural languages are
consciously shaped for maintenance and promotion). Often languages
are invented for artistic or fictional purposes (e.g., Star Trek’s Klingon
and Dothraki of the Games of Thrones), but rarely in class with
explicit educational purposes.
Both laboratories aim to raise the level of metalinguistic awareness
of one’s repertoire in relation of the other’s. All linguistic level are
covered: phonology and in particular graphisation, morphology and
syntax, and even pragmatics – what is the purpose of the invented
languages?
4 (cc) 2016 F Gobbo
The setting of the language laboratories
The laboratories are made in four phases:
1. the researcher in class explains the ‘rules of the game’, with the
help of the teacher. Pupils start to invent, under the double
supervision of the researcher and the teacher;
2. the lab proceeds with the teacher in class, who keeps in contact
with the researcher for coordination;
3. the researcher comes back in the class, so to take stock of the
linguistic material produced so far;
4. evaluation of the work done through the year. Presentation of
the results is als done to the parents.
5 (cc) 2016 F Gobbo
The first laboratory, Europantesque
Pupils perform interlinguistic comparison writing in a variant of
Europanto, the linguistic pastiche made by Diego Marani, an Italian
interpreter and writer, working in Brussels. The focus is on the
vocabulary, while the structure of the Europantesque is borrowed from
Italian, with sometimes influence from English and other languages.
Pupils should put at least three languages in each sentence. Meaning
is paradoxical or amusing. In this way, they learn similarities and
differences among languages.
6 (cc) 2016 F Gobbo
An example of the original Europanto
Inspector Cabillot ist el echte europaico fonkzionario wie lutte
contra der ingiustice y der mal, por der ideal van una Europa
unita y democratica in eine world de pax where se sprache eine
sola lingua, der Europanto.
Erat una fria morning de Octubre und eine low fog noyabat las
benches des park. Algunos laborantes maghrebinos collectabant
der litter singing melancolic tunes. Aan el 200th floor des Euro
Tower el Chef Inspector General del Service des Bizarre Dingen,
Mr. What, frapped sur the tabula y said: “Dit is keine blague!
Appel rapid Cabillot!”.
from: Cabillot und el mysterio des exotisches pralinas
7 (cc) 2016 F Gobbo
The novel in Europanto by Marani
A basic linguistic atlas of the word ‘street’
© 2016 F Gobbo
The second laboratory, Markuskica
While the laboratory Europantesque focuses on the lexicon,
Markuskica starts from the language structure – phonology and
graphisation, morphosyntax. pupils invent a secret language in the
class. The language is secret and shared between the class
members: that means that productions should be readable by the
others.
The prototype is Markuska, a secret language made by the linguist
Alessandro Bausani in his early days. He started to extract lexemes
from Italian, adding a series of affixes – it is an agglutinative language.
10 (cc) 2016 F Gobbo
The original poem in Markuska by Bausani
kulkuvni kul odikko
likni vo leţţil
enpakkenţska ñagour
ometr vo cipil
At the window a light is turned off
in the sky a little star.
There is a cry which we do not understand.
A small child died.
11 (cc) 2016 F Gobbo
The algorithm for the invention of a secret language
■ 1. take an Italian word (or from other languages, if you like)
■ 2. re-write it following the new phonological rules
■ 3. analyse the morphemes (gender, number, tense, etc.)
■ 4. if the lexeme is new, go to 5a; if it already exists, go to 5b.
■ 5a. add the new lexeme to the dictionary, in proper script and
Latinate.
■ 5b. take the existing lexeme from the dictionary.
■ 6. ‘recalculate’ the other morphemes through the affixes.
■ 7. write down the paradigm of the new word.
12 (cc) 2016 F Gobbo
step 2: no double letters (even vowels)
© 2015 F Gobbo
step 3: morphological analysis
© 2015 F Gobbo
step 5a: adding ‘to ski’
© 2015 F Gobbo
step 6: good bye, infinitive!
© 2015 F Gobbo
step 7: paradigms of ‘dragon’ and ‘cat’
© 2015 F Gobbo
A Christmas gift from the researcher…
© 2015 F Gobbo
…and the answers by the pupils!
© 2015 F Gobbo
An example of secret message
© 2015 F Gobbo
An example of text in Gatlòik…
Vílastlokam di Nátalaom1
di S.M.
Ni Nátalaom ig ásal óno vóstam ka dóni ǧóiam
Ti ig valalom sáltala ni tástam!
Lagalòmi splándanomi álmalomi lokantòni
ági ásal totòmi mólto kontantòmi
Ni póstlomi ágolomi ígi asalómi sikolómi!
1
Note the error here! It should be ‘Nátalo’21 (cc) 2016 F Gobbo
…and its non-poetic translation in English
A nursery rhyme for Christmas
by F.G.
Christmas is the feast so joyful
Your head will jump away!
Shining gifts, trees full of lights,
we are all very happy
Our greetings are safe and solid like walls
22 (cc) 2016 F Gobbo
Acknowledgement of funding
MIME – Mobility and Inclusion in Multilingual Europe
The research leading to these results has received fund-
ing from the European Community’s Seventh Frame-
work Programme under grant agreement No. 613344
(Project MIME).
UEA – Universala Esperanto-Asocio (Rotterdam, NL)
One of the authors’ is appointed as holder of the Spe-
cial Chair in Interlinguistics and Esperanto at the Uni-
versity of Amsterdam on behalf of UEA. The content
and opinions expressed here are the author’s ones and
they do not necessarily reflect the opinions of UEA.
23 (cc) 2016 F Gobbo
Thanks for your kind attention
Questions? Comments?
 ⟨F.Gobbo@uva.nl⟩
 @goberiko  federico.gobbo  +FedericoGobbo
 http:/federicogobbo.name/pub/
24 (cc) 2016 F Gobbo

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The art of language invention in schools

  • 1. Mobility and Inclusion in Multilingual Europe The art of language invention in school Two language laboratories in a Montessori school in Milan Federico Gobbo ⟨Amsterdam / Milano-Bicocca / Torino⟩ ⟨F.Gobbo@uva.nl⟩ 15 March 2016 University of Amsterdam MIME expert meeting: Meertaligheid in het Onderwijs 1 (cc) 2016 F Gobbo
  • 2. Background of the research In metropolitan areas such as Milan, it is more and more common that pupils have several home languages different from Italian. In a school where Italian is the only language of instruction, there is neither apart focus on multilingualism nor occasions to valorize home languages in the class. The Montessori method encourages the natural curiosity towards knowledge of pupils, by preparing activities based on that curiosity. School teachers in the Montessori school in Milan, via Milazzo noticed that approximately at the age 9 pupils start to show an interest towards language diversity and in parallel a desire to invent a secret language for themselves. 2 (cc) 2016 F Gobbo
  • 3. Why inventing languages in class? Natural languages can be used both as an intercultural bridge and as a wall for the Others. The Montessori method fosters the idea of ‘learning by doing’. So, two language laboratories were prepared in order to have an experience of both aspects. The language laboratories are made during the normal hours in class devoted to the Italian language, one laboratory per school year. ■ The first edition was in the school year 2012-3 with the following home languages: Dutch, French, Serbian, Spanish. ■ The second edition is running in the past year 2014-5 and in the current year 2015-6, where the home languages are: Flemish, French, German, Hebrew, Japanese. 3 (cc) 2016 F Gobbo
  • 4. Theoretical background and objectives The theoretical background is interlinguistics (the study of planned languages) and language planning (how natural languages are consciously shaped for maintenance and promotion). Often languages are invented for artistic or fictional purposes (e.g., Star Trek’s Klingon and Dothraki of the Games of Thrones), but rarely in class with explicit educational purposes. Both laboratories aim to raise the level of metalinguistic awareness of one’s repertoire in relation of the other’s. All linguistic level are covered: phonology and in particular graphisation, morphology and syntax, and even pragmatics – what is the purpose of the invented languages? 4 (cc) 2016 F Gobbo
  • 5. The setting of the language laboratories The laboratories are made in four phases: 1. the researcher in class explains the ‘rules of the game’, with the help of the teacher. Pupils start to invent, under the double supervision of the researcher and the teacher; 2. the lab proceeds with the teacher in class, who keeps in contact with the researcher for coordination; 3. the researcher comes back in the class, so to take stock of the linguistic material produced so far; 4. evaluation of the work done through the year. Presentation of the results is als done to the parents. 5 (cc) 2016 F Gobbo
  • 6. The first laboratory, Europantesque Pupils perform interlinguistic comparison writing in a variant of Europanto, the linguistic pastiche made by Diego Marani, an Italian interpreter and writer, working in Brussels. The focus is on the vocabulary, while the structure of the Europantesque is borrowed from Italian, with sometimes influence from English and other languages. Pupils should put at least three languages in each sentence. Meaning is paradoxical or amusing. In this way, they learn similarities and differences among languages. 6 (cc) 2016 F Gobbo
  • 7. An example of the original Europanto Inspector Cabillot ist el echte europaico fonkzionario wie lutte contra der ingiustice y der mal, por der ideal van una Europa unita y democratica in eine world de pax where se sprache eine sola lingua, der Europanto. Erat una fria morning de Octubre und eine low fog noyabat las benches des park. Algunos laborantes maghrebinos collectabant der litter singing melancolic tunes. Aan el 200th floor des Euro Tower el Chef Inspector General del Service des Bizarre Dingen, Mr. What, frapped sur the tabula y said: “Dit is keine blague! Appel rapid Cabillot!”. from: Cabillot und el mysterio des exotisches pralinas 7 (cc) 2016 F Gobbo
  • 8. The novel in Europanto by Marani
  • 9. A basic linguistic atlas of the word ‘street’ © 2016 F Gobbo
  • 10. The second laboratory, Markuskica While the laboratory Europantesque focuses on the lexicon, Markuskica starts from the language structure – phonology and graphisation, morphosyntax. pupils invent a secret language in the class. The language is secret and shared between the class members: that means that productions should be readable by the others. The prototype is Markuska, a secret language made by the linguist Alessandro Bausani in his early days. He started to extract lexemes from Italian, adding a series of affixes – it is an agglutinative language. 10 (cc) 2016 F Gobbo
  • 11. The original poem in Markuska by Bausani kulkuvni kul odikko likni vo leţţil enpakkenţska ñagour ometr vo cipil At the window a light is turned off in the sky a little star. There is a cry which we do not understand. A small child died. 11 (cc) 2016 F Gobbo
  • 12. The algorithm for the invention of a secret language ■ 1. take an Italian word (or from other languages, if you like) ■ 2. re-write it following the new phonological rules ■ 3. analyse the morphemes (gender, number, tense, etc.) ■ 4. if the lexeme is new, go to 5a; if it already exists, go to 5b. ■ 5a. add the new lexeme to the dictionary, in proper script and Latinate. ■ 5b. take the existing lexeme from the dictionary. ■ 6. ‘recalculate’ the other morphemes through the affixes. ■ 7. write down the paradigm of the new word. 12 (cc) 2016 F Gobbo
  • 13. step 2: no double letters (even vowels) © 2015 F Gobbo
  • 14. step 3: morphological analysis © 2015 F Gobbo
  • 15. step 5a: adding ‘to ski’ © 2015 F Gobbo
  • 16. step 6: good bye, infinitive! © 2015 F Gobbo
  • 17. step 7: paradigms of ‘dragon’ and ‘cat’ © 2015 F Gobbo
  • 18. A Christmas gift from the researcher… © 2015 F Gobbo
  • 19. …and the answers by the pupils! © 2015 F Gobbo
  • 20. An example of secret message © 2015 F Gobbo
  • 21. An example of text in Gatlòik… Vílastlokam di Nátalaom1 di S.M. Ni Nátalaom ig ásal óno vóstam ka dóni ǧóiam Ti ig valalom sáltala ni tástam! Lagalòmi splándanomi álmalomi lokantòni ági ásal totòmi mólto kontantòmi Ni póstlomi ágolomi ígi asalómi sikolómi! 1 Note the error here! It should be ‘Nátalo’21 (cc) 2016 F Gobbo
  • 22. …and its non-poetic translation in English A nursery rhyme for Christmas by F.G. Christmas is the feast so joyful Your head will jump away! Shining gifts, trees full of lights, we are all very happy Our greetings are safe and solid like walls 22 (cc) 2016 F Gobbo
  • 23. Acknowledgement of funding MIME – Mobility and Inclusion in Multilingual Europe The research leading to these results has received fund- ing from the European Community’s Seventh Frame- work Programme under grant agreement No. 613344 (Project MIME). UEA – Universala Esperanto-Asocio (Rotterdam, NL) One of the authors’ is appointed as holder of the Spe- cial Chair in Interlinguistics and Esperanto at the Uni- versity of Amsterdam on behalf of UEA. The content and opinions expressed here are the author’s ones and they do not necessarily reflect the opinions of UEA. 23 (cc) 2016 F Gobbo
  • 24. Thanks for your kind attention Questions? Comments?  ⟨F.Gobbo@uva.nl⟩  @goberiko  federico.gobbo  +FedericoGobbo  http:/federicogobbo.name/pub/ 24 (cc) 2016 F Gobbo