Rachel goes to Europe: 2008

Monday, October 6, 2008

Project write up

I hope you were prepared for a long one....The pictures, video and formatting are missing from this version, but will be included in a final version submitted to the professors tomorrow.

Turkish Life and Language in Berlin
Rachel Schlechty
Honors Berlin 2008
Project Write Up

Project Question:
For my studies in Berlin, I chose to focus on the lives of Turkish Germans in order to better understand the changes that Germany is going through as it recognizes its status as a nation of migrants. Because of the number of Turkish speakers in Berlin and the governmental policy surrounding language, my original project proposal focused on the question of German-Turkish linguistic integration. For a variety of reasons, including the fact that I was unable to make extended contact with a Turkish family and the difficulty of interviewing people about how they speak, my overall topic shifted to Turkish life and culture in Berlin with a specific emphasis on language. My guiding question then became “What defines Turkish life and culture in Berlin and how do the Turkish and German languages fit within this culture?” Rather than addressing the German opinion of Türkendeutsch, as I had originally planned, I chose to approach the issue of language from a self-evaluative perspective, focusing on the relationship of immigrants and their families to the languages they speak.

Background:

“Man fears that which he does not understand”

The preceding quote, taken from our group research, represents one of the main justifications for studying immigration to Berlin and the lives of immigrants. Every country struggles with issues of immigration and integration, especially those that do not want to see themselves as immigrant nations. Both political and social expectations in all walks of life must adapt for the common good of both immigrants and natives. This is something that Germany in particular has struggled with as the number of Turkish immigrants and permanent residents increases. Although the politics of this issue are vastly important and continuously changing, my personal interest lies within the less obvious means of integration.
Because language has been used as both a personal and national identifier for years and is something that is undeniably built into a person’s identity, as well as my own person background in linguistics, I was interested in the linguistic developments in Berlin. For Turkish immigrants to Germany leaving their homeland gave them two linguistic possibilities: to integrate by learning German or to create a parallel Turkish speaking society. For many years Turkish immigrant chose the latter, resulting in older generations that speak very little German and a thriving Turkish community in Kreuzberg, Neukölln and Prinzlauerberg. However the tide has begun to change as more families decide to stay in Germany. Younger generations know more German, readership of Turkish papers is dropping, and the use of a mixed language “Türkendeutsch” or “Kanak Sprak” is increasing. These changes have brought language to the forefront of German and European Union politics, as well as bringing Türkendeutsch to the attention of linguists. Because language in Berlin has become such a dynamic topic and is an integral part of migrant culture, I choose to study it as my research topic during my month in Berlin.

Methods of Investigation:

Rather than sticking strictly to one method of investigation, I chose to pursue my project from several avenues in order to enhance my understanding of Turkish life in Berlin. The research methods that proved the most useful for my project were library research, surveys, observation, and extended interviews. Within each of these methods, I attempted to stay true to my subjects, while meeting my project goals, by explaining my personal interests in the topic, the group project that Mary-Grace, Angela, and I were pursuing, the final composition, and the overall approach of the program.

Library Research

Because my project is a newly developing academic topic, library research was an important, wide-ranging and illusive resource. I attempted to integrate many things into my project through library research, most of which I finished before my arrival in Berlin. An essential part of my library research was developing an understanding of European Union and German policy related to linguistic integration. After spending a significant amount of time researching these policies, which were generally positive in regards to minority languages, I tried to base my in-city research around them. This included asking personal opinion questions about German linguistic practices and laws, as well as attempting to observe these laws in action. Additionally I researched topics like language and German nationality, the decline of Turkish language newspapers in Berlin and the reasons believed to be behind the decline in readership, as well as upcoming Turkish cultural events in Berlin. While my library research was limited in terms of both scope and depth, it acted as the central foundation for my project in Berlin. Without a basic understanding of the cultural and linguistic policies, I wouldn’t have been able to develop either of my surveys or prepare any interviews. Overall library research acted as a stepping stone for my project, preparing me for my in-city research.

Surveys

Kepler School (Survey #1)
After my initial library research, I feel that my surveys best addressed my research questions and so I will now analyze them. My first survey was developed for a group of ninth and tenth graders at the Kepler-Oberschule in Neukölln. Ideas for this survey were roughly based upon a professional linguistic survey that I came across during the library research stage of project, but were written by me and translated into German with the help of a native speaker. The questions posed in this survey are as follows , :

1. What languages do you speak other than German?
2. Where do you speak these languages? (church, home, with friends, shopping, school)
3. Are there situations in which you can only use German? If so, which?
4. Are there situations in which you can only use a different language? If so, which?
5. If your school offered Turkish, would you want to take it? Why or why not?

These questions provided me with a general understanding of how this particular group of students viewed their own interactions with language. However there were many questions that were not included in this survey in order to keep it standardized and relevant for all speakers. Ideally I would have liked to interview those students, who spoke more than one language in order to better understand their social and family backgrounds, but such interviews were beyond the scope of our invitation to the Kepler school.

The results from my brief visit to the Kepler school were extremely helpful in understanding the linguistic interactions taking place between Turks and Germans. Although the students were not focused on entering college, most spoke at least two languages, with a few speaking many world languages. (I define world languages as languages other than Turkish or German.) I also found that one of my most interesting survey questions was the question referring to people’s desire to learn Turkish. The chart below provides a basic analysis of the results.

Of particular interest to me were the reasons for or against learning Turkish. Many students, already knowing some Turkish, wanted to improve their language skills, while some desired to learn Turkish in order to talk with their friends or for frequent trips to Turkey. In comparison, those that had no interest in learning Turkish gave very few reasons for their choice. The fact that few Germans had interest in learning Turkish came as no surprise, as the German attitude towards Turkish culture seems to be one of general ambivalence, with some Germans choosing to participate in Turkish cultural activities while others abstain.
These interviews also provided me with a window into Turkish life in Berlin. Because most of the students that I interviewed had migration backgrounds, I felt that our discussion provided me with valid insight into the lives of Turkish Germans. Many of the students expressed a longing for their family culture, as well as a very personal and often “love/hate” relationship with their German home in Berlin. Based on the issues we discussed, one thing was made clear to me—the German education system and job market is not working for the generations of immigrants. Linguistic and economic opportunities are passing them by, which does not go unnoticed.

Survey #2

My second survey was developed for German intellectuals and was directed mainly towards Turks and the Turkish language in the education system. Unfortunately I was unable to widely circulate this survey, leaving me with too few results to draw solid conclusions. Based on what I did receive, there is a general consensus that the German school system does little to enable Turkish youth to succeed, hindering their chances at continuing to university, echoing the sentiment from the Kepler School.

In terms of the general German reaction to Turks, my results were inconclusive. Based upon my own observation and the few surveys I was able to collect, it seems that the German sentiment is one of apathy. Many Germans see Turkey as a vacation destination, while a select few believe that Turkish should be taught in school as a foreign language. However there are those who take great interest in Turkish culture. The main sense I got from this survey was that interest in Turkish culture, although low in Germany is dependant upon the individual: some choosing to engage while others do not.

Observation

Although it is not technical, my third research method, observation, was an important tool for my project. I attempted to pay close attention to the speech that I heard around me in the subway, at the store, at the Turkish market, during interviews, and wherever else I happened to venture. I was able to hear many Turkish and Germany youths speaking a mix between Turkish and German, which is what I expected to see after completing my library research and talking with a few professional linguists (from the University of Washington). However, I failed to make field notes of my findings, as they were collected very informally.
I was also careful to document, with my camera, any Turkish and German signs that I came across. Living on the border of Kreuzberg, these were almost a daily occurrence in stores and restaurants run by Turks. However I was unable to find a single official sign (police, fire, etc) that was written in Turkish and German. (The registration office for foreign nationals does represent an exemption to this statement.) I take this as a sign of Germany’s reluctance to accept the Turkish language as part of German culture. While I recognize that my own observations are limited due to the amount of time we spent in Berlin and my inability to read every sign or ask questions at every official office, I was surprised that my predictions were true. In analyzing my observations I find it hard to believe that Turkish has not acted like Spanish in the United States.

Extended Interviews

Because I was unable to do a case study with a multi-generation family as I had originally proposed, I pursued extended interviews. There were interviews or interactions that were several hours long and set outside of the university setting. My contacts for this component of my research came from the shorter lecture sections that we held for the class. In these interviews my main goal was to actually see how Turks in Berlin lived their lives, rather that simply asking questions and receiving cut and dry responses. By undergoing this project, I was able to actually experience Turkish life in Berlin and form my own opinions. However I was unable to learn much about linguistic integration, because I was experiencing culture rather than asking direct questions regarding speech patterns. Although this method has it limitations, I feel that it was one of my best methods of research because of the personal involvement. I would really encourage future students to adapt similar methodology.

Şehitlik Mosque

Another important component of our overall research into Turkish culture in Berlin, especially for Mary-Grace, was religion. After our tour of the mosque our research group was invited to the mosque’s Koran study sessions and to join in the shared Ramadan dinner. Taking part in two of these sessions allowed us to gain a better understanding of Islam and Turkish practices during Ramadan. At this particular mosque each individual is asked to read the entire Koran during Ramadan, resulting in prayers that can last more than an hour. Additionally each mosque member is asked to view their fasting as a reminder of Allah’s generosity and grace, and is encouraged to do positive community work or give to the poor. The Muslim and (mostly) Turkish community of this mosque was eager to welcome individuals from different religious backgrounds and sought only to be understood, (although one girl did attempt to convert me).

Aside from the cultural experience, I did gain a small amount of linguistic knowledge from these visits. Listening to the Arabic was at first a bit of a shock to me, having never really heard any similar languages. After talking to several individuals, the reasoning behind the use of Arabic in the religion became extremely clear. The Muslim community, especially in an ethnically diverse area like Berlin, needs a way to communicate. One particular instance really reminded me of the linguistic diversity in this community. Our host was asked a question and could only respond with “I don’t speak Turkish”. I couldn’t imagine being part of a community in which I was unable to communicate with my peers. This incident really stuck with me and is one that I feel defines the Turkish community in Berlin—between being fully understood and completely ignored by the Germans.

Turkiyemspor

Our group also conducted an extended interview with the manager from Turkiyemspor. During this interview we were introduced to many aspects of Turkish life including Turkish hospitality, the ancient Turkish celebrations of Ramadan, the decision to stay in Germany or to return to Turkey, life as an ethnically diverse family in Berlin, and many other topics we had discussed in our lectures. For me it was particularly interesting to meet someone who had struggled with the issues that we were simply trying to understand. For this particular family, the decision to return to Turkey remains partially undecided, while language does not. (German was clearly the language of their home and there appeared to be no pressure or serious need to learn Turkish.) As one can see, this particular interview took my earlier library research from a formal theoretical base into an active, vibrant topic.

The Performance Aspect:

Having never done experiential based group research or created my own performance pieces, I was extremely nervous to undertake such a task, but as time progressed my anxiety subsided. The added aspect of performance did help shape the way I viewed my research and the people I encountered. By observing my subjects in both formal and informal settings in order to create characters, I was able to perceive more of their body language and obtain a better understanding of what it meant to be that specific person. This also allowed me to include more people in my research. Rather than simply observing those that I met with or interviewed, everyone— from the Turkish teenagers on the subway to the mother working at the Döner Kebab while watching her children—became part of my research. In this sense my project was given a more holistic approach appropriate for an immersion program such as this. However my discomfort with the artistic component of the project never fully dissipated. I felt the need to explain to people that we were to present our research as a performance. After some degree of explanation the addition of the artist component was well received and many people expressed interest in our final performance. Some of our subjects wanted to contribute material to our final composition and took us to places of artistic or performance value. An example of this can be seen in the video below of Turkish whirling dervishes. (Unfortunately we were unable to incorporate this into our final composition.) Despite the discomfort, I feel that by including the composition aspect into this project, I was given a different, fuller and richer view of my topic and the people I was studying. I also felt that this aspect helped people connect with our group research and contribute directly to it, rather than as a passive subject.

Further Research:

Overall I found this topic fascinating and rich. It is something that one could spend years researching; we unfortunately had a month. In further pursuing this topic, I would first develop a survey similar to the one I used at the Kepler school and present it to Gymnasium students with German or western European heritage. I believe that such a survey would balance out the results that were seen at the Kepler school. However there is also a chance that such a survey would demonstrate a change in the German perception of Turkish language and culture. Additionally, I would meet with the group Kanak Attak. This group, which has been active since the 1980s, is a strong advocate for immigrants’ rights in all areas of life, with a particular emphasis on language. I feel that this group would be able to give me passionate answers to most of my questions, which often went unanswered while I was in Berlin—particularly regarding the language requirement for Turkish immigrants. Without talking to this group or a similar minded group I feel that my project lacks, through no fault of my own, a certain degree of completion, because this is a Turkish group attempting to define what language requirements and expectations are valid. The final and most advanced course of study for this project would be to ask Turks to describe their lives in Berlin using their own dialects on tape and undergo detailed linguistic analysis. Unfortunately I am not a linguist and therefore lack the ability to make more than simple distinctions in speech patterns. However many linguists are interested in this topic, providing the rest of us for quality library research.

Concluding Thoughts:

Although I encountered several setbacks in my research, which caused me to change course, I am happy with my overall outcome. I believe that my extended interviews gave me better insight into the Turkish community than my intended case study could have done because of their overall diversity. My library research gave me a sound theoretical base for my interviews and observations, which allowed me to see, understand, and take part in Turkish life and language in Berlin. The addition of my colleagues’ work in the form of our collaborative group composition added yet another dimension to an already involved project, moving from research to performance art, a concept which was once foreign.

Appendix
Kepler School Survey Questions—German
1. Weclche Sprachen sprichst du, außer Deutsch?
2. Wo sprichst du welche Sprache am meisten? (Kirche, zu Hause, mit Fruenden, beim Einkaufen, in der Schule)
3. Gibt es Situationen, in denen du nur deutsch gebrauchen kannst? Wenn ja, für welche Situationen trifft das zu?
4. Gibt es Situationen, in denen du nur eine andere Sprace gebrauchen kannst? Wenn ja, für welche Situationen trifft das zu?
5. Wennn deine Schule einen Türkischkurs anbieten würde, könntest du vorstellen daran teilzunehmen? Warum ja oder warum nicht?

Thursday, September 4, 2008

ein Tag in Berlin

Monday, September 1, 2008

Trying to look for the naturalization test

So I'm in Berlin right now, trying to get a hold of the German naturalization test, which is a little trickier than I thought it would be. This project is a little frustrating, because I don't really know who to talk to and we don't have a ton of time. I have gone to the Turkish market, the Kreuzberg museum and a few other places. I'm about to go with my group to a Turkish community group and see if anyone would be willing to helps us out.

Anyway, here are some things that I've come across today.

http://www.guardian.co.uk/world/2006/mar/16/germany.lukeharding

http://www.thelocal.de/12425/20080611/

This is an article about the controversy of the standardized test naturalization test. Here's a quote from it:
"The multiple choice tests covering geography, history, politics and society were developed by the Humboldt University in Berlin, and will be obligatory beginning September 1, 2008, the Interior Ministry said Tuesday."

I found it interesting, if you're interested in immigration policy, you should check it out.

http://www.thelocal.de/13251/20080723/ This is about the mosque that they're building a few blocks from our apartments.

This is apparently the test that they give in Hessen. It's pretty hard, but I passed.

http://www.ftd.de/politik/deutschland/56873.html?

Tuesday, June 10, 2008

German 423 Final

http://youtube.com/watch?v=qZfHsk-mWsk

Saturday, June 7, 2008

Research Proposal

Research Question:

The question that I will be attempting to address is two fold; what has been the overall linguistic effect of the mass migration of Turks to Berlin, with respect to Türkendeutsch, and how do both the Turkish and the Germans view this change?

This question relates to our larger group topic of immigration by addressing the varied perceptions and views of integration through one of its most pivotal components, language.

Research Methods:

An essential part of my research will be developing an understanding of official European Union and German policy related to linguistic integration. The need to understand these laws and regulations is of the utmost importance because I will be asking people how these policies have affected them and what they think about them. If I wish to question people about these policies, I have to know what they are and be able to explain them if need be. I intend to acquire the needed knowledge for this aspect of the project before leaving for Berlin. This includes reading both the European Union policy on minority language and linguistic integrations, as well as reading published laws and articles produced within Germany.

In terms of determining the linguistic effects of the Turks in Berlin, I intend to undertake two courses of study. I hope to contact the department of linguistics at the Berlin universities and see if any faculty members are examining Türkendeutsch. There is also a professor at the Universität Hannover who I know is working on such a project, but I would prefer working with someone in Berlin, rather than communicating through e-mails or the phone. Through this contact, I hope to be referred to academic articles and other resources that detail the linguistic interaction taking place in Berlin. The second aspect of answering this question is observation. My observations will be done in two main ways: interviews, which I will explain later and direct observation. Direct observation for me will entail spending a significant amount of time in areas of high migrant population including Kreuzberg and Prinzlauerberg. I have seen several academic and news articles about Türkendeutsch and I would like to experience it first hand. Because I have an advanced understanding of German, I hope to be able to both listen for anomalies in people’s speech and have some conversations with Turkish Berliners.

In terms of surveys, I plan to develop two surveys in order to discover the different perceptions of the linguistic change occurring in Berlin. Both surveys will be oral with an oral consent script explaining who I am, the goals of my project, and that no names are being recorded. One survey will be directed towards Turks addressing their use of multiple languages, their feelings on official policy and their opinion of German. I have begun to compile a list of possible questions for this survey in both English and German. (Please see attached.) The second survey will be used to obtain the German perspective on linguistic integration, focusing specifically on the changing qualities of German. As of now, I have been unable to develop questions for this survey, but I intend to have an outline of my intended interviews before leaving for Germany.

In terms of gathering opinions on linguistic integration, the age of my subjects will differ tremendously in order to look for a pattern, but I do not intent to survey individuals under the age of 18. Based on what I’ve encountered so far, these surveys should reveal, that young people are the most willing to integrate speaking multiple languages or showing an obvious preference for German over Turkish. I intent to recruit my subjects mostly through social groups, community organizations, and face-to-face encounters at local hang out spots. I hope that visits to the Turkish markets and Marzahn will give me a good perspective on the possible groups of subjects that I could interview.

The final avenue I would like to pursue is doing a case study. I feel that having some sort of extended interaction with a multi-generation migrant family would provide our group with a better understanding of the impact of integration and immigration policies. Our group has found a few organizations in Berlin that may be able to facilitate a case study for us, as both approaching individuals and explaining our project may be a daunting task. I hope to ask our German contact at Humbolt how to approach this task. Ideally we would be able to spend extensive amounts of time with one family so that they would feel comfortable openly expressing their feelings with us. This could include having dinner with the family, spending some time at their home, or any other activities they would feel comfortable with. I intend to ask our case study family, should we be successful in finding one, questions similar to those that I have created for my interviews and surveys.

Fragen für das Gespräch mit einem Türken

Seit wann sind Sie in Deutschland?
Welche Generation Migrant(in) sind Sie?
Welche Generation Migrant(in) sind Sie?
Wie fühlen Sie sich auf Deutsch?
Ist es ihnen lieber, ihre Muttersprache zu benutzen oder Deutsch?
Gibt es Situationen in denen Sie nur ihre Muttersprache betnutzen können oder wollen? Ist das auch so für Deutsch?
Wie haben Sie Deutsch gelernt? War es schwierig? Haben Sie das gerne gemacht? Ist es ihnen wichtig, gut Deutsch zu können? Glauben Sie, dass andere Leute auch ihrer Meinung sind?
Ist es Ihnen wichtig, dass ihre Kinder ihre Muttersprache lernen?
Was denken Sie über die Sprachpolitik? Sollen die Schulen ihre Türkish lehren?

Possible Interview Questions

How long have you lived in Germany?
What generation immigrant are you?
What languages do you speak?
How do you feel speaking German?
Do you prefer your native language or German?
Are there situations in which you can only use your native language or situations that you only want to use your native language in? Is this true of German too?
How did you learn German? Did you find it hard? Did you want to learn it or where you resistant? Do you think it’s important to know German? Do you think others agree with your opinion?
Is it important to you that your children learn your native language?
What do you think about the politic of language? Should Turkish and east European languages be supported in German schools?

Rachel’s Work Cited (MLA)

“Common European Framework of Reference for Languages. ” Wikipedia. 2008. Wikimedia Foundation, Inc., 20 May 2008 .

"German courses for Turkish spouses. " Turkish Daily News [Ankara] 9 Feb. 2008, National ed.: 1. ProQuest Newsstand. ProQuest. University of Washington Libraries, Seattle WA. 20 May. 2008

"German politicians criticize Turkish premier's call for Turkish schools. " BBC Monitoring European 12 February 2008 1. ProQuest Newsstand. ProQuest. University of Washington Libraries, Seattle WA. 20 May. 2008 .

“Türkendeutsch.” Studipedia. 2008. 1 June 2008 .

Watzinger-Tharp, J. "Turkish-German Language: An Innovative Style of Communication and Its Implications for Citizenship and Identity." JOURNAL OF MUSLIM MINORITY AFFAIRS. 24 (2004): 285-294.

“Wie Jugendliche redden: Türkendeutsch als Szenesprache” RP Online. (2007): .

"Working hard in language courses to be eligible to reside in Germany. " Turkish Daily News [Ankara] 28 Apr. 2008, National ed.: ProQuest Newsstand. ProQuest. University of Washington Libraries, Seattle WA. 20 May. 2008 http://www.proquest.com/>.

"Younger Turkish generation in Germany driving force for integration - poll. " BBC Monitoring European 13 February 2008 1. ProQuest Newsstand. ProQuest. University of Washington Libraries, Seattle WA. 20 May. 2008 .

Monday, May 26, 2008

Todesfuge

Paul Celan's Todesfuge (death fugue)

Black milk of daybreak we drink it at evening
we drink it at midday and morning we drink it at night
we drink and we drink
we shovel a grave in the air where you won't lie too cramped
A man lives in the house he plays with his vipers he writes
he writes when it grows dark to Deutschland your golden hair Margareta
he writes it and steps out of doors and the stars are all sparkling he whistles his hounds to stay close
he whistles his Jews into rows has them shovel a grave in the ground
he commands us play up for the dance

Black milk of daybreak we drink you at night
we drink you at morning and midday we drink you at evening
we drink and we drink
A man lives in the house he plays with his vipers he writes
he writes when it grows dark to Deutschland your golden hair Margareta
Your ashen hair Shulamith we shovel a grave in the air where you won't lie too cramped

He shouts dig this earth deeper you lot there you others sing up and play
he grabs for the rod in his belt he swings it his eyes are so blue
stick your spades deeper you lot there you others play on for the dancing

Black milk of daybreak we drink you at night
we drink you at midday and morning we drink you at evening
we drink and we drink
a man lives in the house your goldenes Haar Margareta
you aschenes Haar Shulamith he plays with his vipers

He shouts play death more sweetly this Death is a master from Deutschland
he shouts scrape your strings darker you'll rise up as smoke to the sky
you'll then have a grave in the clouds where you won't lie too cramped

Black milk of daybreak we drink you at night
we drink you at midday Death is a master aus Deutschland
we drink you at evening and morning we drink and we drink
this Death is ein Meister aus Deutschland his eye it is blue
he shoots you with shot made of lead shoots you level and true
a man lives in the house your goldenes Haar Margarete
he looses his hounds on us grants us a grave in the air
he plays with his vipers and daydreams der Tod ist ein Meister aus Deutschland

dein goldenes Haar Margarete
dein aschenes Haar Sulamith

http://www.nortonpoets.com/ex/celanp.htm

Schwarze Milch der Frühe wir trinken sie abends
wir trinken sie mittags und morgens wir trinken sie nachts
wir trinken und trinken
wir schaufeln ein Grab in den Lüften da liegt man nicht eng
Ein Mann wohnt im Haus der spielt mit den Schlangen der schreibt
der schreibt wenn es dunkelt nach Deutschland dein goldenes Haar Margarete
er schreibt es und tritt vor das Haus und es blitzen die Sterne er pfeift seine Rüden herbei
er pfeift seine Juden hervor läßt schaufeln ein Grab in der Erde
er befiehlt uns spielt auf nun zum Tanz

Schwarze Milch der Frühe wir trinken dich nachts
wir trinken dich morgens und mittags wir trinken dich abends
wir trinken und trinken
Ein Mann wohnt im Haus der spielt mit den Schlangen der schreibt
der schreibt wenn es dunkelt nach Deutschland dein goldenes Haar Margarete
Dein aschenes Haar Sulamith wir schaufeln ein Grab in den Lüften da liegt man nicht eng

Er ruft stecht tiefer ins Erdreich ihr einen ihr andern singet und spielt
er greift nach dem Eisen im Gurt er schwingts seine Augen sind blau
stecht tiefer die Spaten ihr einen ihr andern spielt weiter zum Tanz auf

Schwarze Milch der Frühe wir trinken dich nachts
wir trinken dich mittags und morgens wir trinken dich abends
wir trinken und trinken
ein Mann wohnt im Haus dein goldenes Haar Margarete
dein aschenes Haar Sulamith er spielt mit den Schlangen
Er ruft spielt süßer den Tod der Tod ist ein Meister aus Deutschland
er ruft streicht dunkler die Geigen dann steigt ihr als Rauch in die Luft
dann habt ihr ein Grab in den Wolken da liegt man nicht eng

Schwarze Milch der Frühe wir trinken dich nachts
wir trinken dich mittags der Tod ist ein Meister aus Deutschland
wir trinken dich abends und morgens wir trinken und trinken
der Tod ist ein Meister aus Deutschland sein Auge ist blau
er trifft dich mit bleierner Kugel er trifft dich genau
ein Mann wohnt im Haus dein goldenes Haar Margarete
er hetzt seine Rüden auf uns er schenkt uns ein Grab in der Luft
er spielt mit den Schlangen und träumet der Tod ist ein Meister aus Deutschland

dein goldenes Haar Margarete
dein aschenes Haar Sulamith

Composition #2

I must say that I was really impressed with the compositions that the four groups came up with for last week. They encompassed a lot of themes that we have discussed in the class and people's own projects.

First, I'd like to start with my reaction to our composition. I really wish that I could have seen it, but alas I was in it! :-p I agree with Shanga that we could have done a lot better on our timing. Our composition had a lot of ideas that we were trying to bring out, but we didn't do them as well as we could have. I would like to do what Shanga keep suggesting and push one element as far as we can. In this particular composition I don't really know what element that could have been. I really liked that our overall composition came off as light spirited or playful. I think this really fits with our research and they way Germans are dealing with immigration. The society as a whole tries to treat it as a non-issue, but it's not--there are multiple issues and concerns that are bubbly below the surface. Our composition did this on a certain level, but it could have been portrayed a little better.

One thing that I really thought people would comment on was the fact that we were digging the graves up. This was an allusion to a very famous Paul Celan poem "Todesfuge". This is a poem about the German treatment of Jews during the holocaust. Celan was a concentration camp survivor, who had been enamored with German culture, prior to his ordeal. He later committed suicide . . . but back to our compositions. Our group sees certain connections between the German's past ignorance of issues with the Jews, which eventually lead to the Holocaust, and the issues that are brewing under the surface with the Turks and new foreign population.

On the other compositions: I was very impressed. I particularly enjoyed the arts and identity groups. The visual displays were very impressive and artsy. The identity group presented there ideas very well and it was easy to understand their topic. I enjoyed their text, especially the one about the zipper.

At first I didn't really understand the arts group's composition, but it was visually very powerful. I thought that the girl who died was crying, but it made sense both ways. I thought their use of levels was terrific, those stairs are great for what they did. I would like to encompass something similar in a later composition.

Wednesday, May 21, 2008

Project update

I liked having time to work in our groups last week, but I think it was a little too much. Right now we need to focus on our individual methodologies the most and just a little on the overall concept. Our group talked about what we wanted to specifically do for our time in Berlin (visiting Kreuzberg markets, going to Prinzlauerberg, talking to different associates, the possibility of doing a case study, etc). I talked about visiting the foreigner's house in Marzahn. I am really interested in spending a least part of a day there in order to listen to the linguistic diversity, that was discussed in the "Russian Disco". We also talked about different music that would fit well with our final composition and overall ideas. This was pretty excited, but I imagine that it will change long before we end up presenting it.

I'm pretty excited to see what the other groups have come up with for this weeks compositions. It's been so long since we've had a composition and this is the first one that will be related to our projects.

So in terms of research, I've been trying to get a little more organized this week. I'm currently working on formulating exactly what my research question will be. I'm been focusing on EU policy this week and the phenomenon of Türkendeutsch. This is something that most German linguistics are amazed by. Rather than German having a huge impact on the Turkish spoken, Turkish is working its way into the German spoken by youth & low income people. The research that I've seen as of now is really interested in the behavior of the older generations. It is in some way expected for youth to behave in such a manner.

I've also discovered that there's a whole spectrum of German words for foreigners and how they speak the language:

Gastarbeiter (guest workers)
ausländische Arbeitnehmer (foreign employees)
ausländische Mitbürger (foreign fellow-citizens)
Nicht-Deutsche (non-Germans)

Here’s an interesting quote from one of my sources:

“In interaction with non-native speakers, those who speak the dominant language (i.e. German) natively might produce so-called ‘foreigner talk’, a simplified form of German that exposes the listener to reduced or even incorrect input.”

This idea would correlate to the increase in the use of Türkendeutsch among the German population, but the experts are still out!

Also, I got my insurance this week. Hurray. You need this for your concurrent enrollment form. Here's the one I would recommend. http://www.studyabroadinsurance.com/

Also, If anyone is planning on going to Oktoberfest, there is a possibility for a hostel, as opposed to making friends at the beer tent. More info here:

http://www.wombats-hostels.com/munich/reservation/

Saturday, May 17, 2008

More EU Policy

Migrant languages

Migrant languages are not given formal status or recognition in the EU or in the EU countries and they are not covered by EU language-teaching programmes. Only national and local authorities may provide classes to help immigrants learn the language of their adopted country.

Official languages of the European Union

The official languages of the European Union, as stipulated in the amended EEC Council: Regulation No 1 determining the languages to be used by the European Economic Community of 1958-04-15,^[2] are: [1]

Random research

Respect for linguistic and cultural diversity is one of the cornerstones of the European Union. Article 22 of the European Charter of Fundamental Rights, states “The Union respects cultural, religious and linguistic diversity.” Culture must be seen as a key element of an individual’s development and of his or her capacity to function in society and, especially, to act in the economic sphere without risking exclusion.

http://www.ecmi.de/rubrik/82/language+%26+culture+diversity/

European Charter for Regional or Minority Languages

Strasbourg, 5.XI.1992

Explanatory Report
Français

Non-official translations are available here :
Charter for Regional or Minority Languages

Preamble

The member States of the Council of Europe signatory hereto,

Considering that the aim of the Council of Europe is to achieve a greater unity between its members, particularly for the purpose of safeguarding and realising the ideals and principles which are their common heritage;

Considering that the protection of the historical regional or minority languages of Europe, some of which are in danger of eventual extinction, contributes to the maintenance and development of Europe's cultural wealth and traditions;

Considering that the right to use a regional or minority language in private and public life is an inalienable right conforming to the principles embodied in the United Nations International Covenant on Civil and Political Rights, and according to the spirit of the Council of Europe Convention for the Protection of Human Rights and Fundamental Freedoms;

Having regard to the work carried out within the CSCE and in particular to the Helsinki Final Act of 1975 and the document of the Copenhagen Meeting of 1990;

Stressing the value of interculturalism and multilingualism and considering that the protection and encouragement of regional or minority languages should not be to the detriment of the official languages and the need to learn them;

Realising that the protection and promotion of regional or minority languages in the different countries and regions of Europe represent an important contribution to the building of a Europe based on the principles of democracy and cultural diversity within the framework of national sovereignty and territorial integrity;

Taking into consideration the specific conditions and historical traditions in the different regions of the European States,

Have agreed as follows:

Part I – General provisions

Article 1 – Definitions

For the purposes of this Charter:

"regional or minority languages" means languages that are:

traditionally used within a given territory of a State by nationals of that State who form a group numerically smaller than the rest of the State's population; and
different from the official language(s) of that State;

it does not include either dialects of the official language(s) of the State or the languages of migrants;

"territory in which the regional or minority language is used" means the geographical area in which the said language is the mode of expression of a number of people justifying the adoption of the various protective and promotional measures provided for in this Charter;
"non-territorial languages" means languages used by nationals of the State which differ from the language or languages used by the rest of the State's population but which, although traditionally used within the territory of the State, cannot be identified with a particular area thereof.

Article 2 – Undertakings

Each Party undertakes to apply the provisions of Part II to all the regional or minority languages spoken within its territory and which comply with the definition in Article 1.
In respect of each language specified at the time of ratification, acceptance or approval, in accordance with Article 3, each Party undertakes to apply a minimum of thirty-five paragraphs or sub-paragraphs chosen from among the provisions of Part III of the Charter, including at least three chosen from each of the Articles 8 and 12 and one from each of the Articles 9, 10, 11 and 13.

Article 3 – Practical arrangements

Each Contracting State shall specify in its instrument of ratification, acceptance or approval, each regional or minority language, or official language which is less widely used on the whole or part of its territory, to which the paragraphs chosen in accordance with Article 2, paragraph 2, shall apply.
Any Party may, at any subsequent time, notify the Secretary General that it accepts the obligations arising out of the provisions of any other paragraph of the Charter not already specified in its instrument of ratification, acceptance or approval, or that it will apply paragraph 1 of the present article to other regional or minority languages, or to other official languages which are less widely used on the whole or part of its territory.
The undertakings referred to in the foregoing paragraph shall be deemed to form an integral part of the ratification, acceptance or approval and will have the same effect as from their date of notification.

Article 4 – Existing regimes of protection

Nothing in this Charter shall be construed as limiting or derogating from any of the rights guaranteed by the European Convention on Human Rights.
The provisions of this Charter shall not affect any more favourable provisions concerning the status of regional or minority languages, or the legal regime of persons belonging to minorities which may exist in a Party or are provided for by relevant bilateral or multilateral international agreements.

Article 5 – Existing obligations

Nothing in this Charter may be interpreted as implying any right to engage in any activity or perform any action in contravention of the purposes of the Charter of the United Nations or other obligations under international law, including the principle of the sovereignty and territorial integrity of States.

Article 6 – Information

The Parties undertake to see to it that the authorities, organisations and persons concerned are informed of the rights and duties established by this Charter.

Part II – Objectives and principles pursued in accordance with Article 2, paragraph 1

Article 7 – Objectives and principles

In respect of regional or minority languages, within the territories in which such languages are used and according to the situation of each language, the Parties shall base their policies, legislation and practice on the following objectives and principles:

the recognition of the regional or minority languages as an expression of cultural wealth;
the respect of the geographical area of each regional or minority language in order to ensure that existing or new administrative divisions do not constitute an obstacle to the promotion of the regional or minority language in question;
the need for resolute action to promote regional or minority languages in order to safeguard them;
the facilitation and/or encouragement of the use of regional or minority languages, in speech and writing, in public and private life;
the maintenance and development of links, in the fields covered by this Charter, between groups using a regional or minority language and other groups in the State employing a language used in identical or similar form, as well as the establishment of cultural relations with other groups in the State using different languages;
the provision of appropriate forms and means for the teaching and study of regional or minority languages at all appropriate stages;
the provision of facilities enabling non-speakers of a regional or minority language living in the area where it is used to learn it if they so desire;
the promotion of study and research on regional or minority languages at universities or equivalent institutions;
the promotion of appropriate types of transnational exchanges, in the fields covered by this Charter, for regional or minority languages used in identical or similar form in two or more States.

The Parties undertake to eliminate, if they have not yet done so, any unjustified distinction, exclusion, restriction or preference relating to the use of a regional or minority language and intended to discourage or endanger the maintenance or development of it. The adoption of special measures in favour of regional or minority languages aimed at promoting equality between the users of these languages and the rest of the population or which take due account of their specific conditions is not considered to be an act of discrimination against the users of more widely-used languages.
The Parties undertake to promote, by appropriate measures, mutual understanding between all the linguistic groups of the country and in particular the inclusion of respect, understanding and tolerance in relation to regional or minority languages among the objectives of education and training provided within their countries and encouragement of the mass media to pursue the same objective.
In determining their policy with regard to regional or minority languages, the Parties shall take into consideration the needs and wishes expressed by the groups which use such languages. They are encouraged to establish bodies, if necessary, for the purpose of advising the authorities on all matters pertaining to regional or minority languages.
The Parties undertake to apply, mutatis mutandis, the principles listed in paragraphs 1 to 4 above to non-territorial languages. However, as far as these languages are concerned, the nature and scope of the measures to be taken to give effect to this Charter shall be determined in a flexible manner, bearing in mind the needs and wishes, and respecting the traditions and characteristics, of the groups which use the languages concerned.

Part III – Measures to promote the use of regional or minority languages in public life in accordance with the undertakings entered into under Article 2, paragraph 2

Article 8 – Education

With regard to education, the Parties undertake, within the territory in which such languages are used, according to the situation of each of these languages, and without prejudice to the teaching of the official language(s) of the State:

to make available pre-school education in the relevant regional or minority languages; or
to make available a substantial part of pre-school education in the relevant regional or minority languages; or
to apply one of the measures provided for under i and ii above at least to those pupils whose families so request and whose number is considered sufficient; or
if the public authorities have no direct competence in the field of pre-school education, to favour and/or encourage the application of the measures referred to under i to iii above;

to make available primary education in the relevant regional or minority languages; or
to make available a substantial part of primary education in the relevant regional or minority languages; or
to provide, within primary education, for the teaching of the relevant regional or minority languages as an integral part of the curriculum; or
to apply one of the measures provided for under i to iii above at least to those pupils whose families so request and whose number is considered sufficient;

to make available secondary education in the relevant regional or minority languages; or
to make available a substantial part of secondary education in the relevant regional or minority languages; or
to provide, within secondary education, for the teaching of the relevant regional or minority languages as an integral part of the curriculum; or
to apply one of the measures provided for under i to iii above at least to those pupils who, or where appropriate whose families, so wish in a number considered sufficient;

to make available technical and vocational education in the relevant regional or minority languages; or
to make available a substantial part of technical and vocational education in the relevant regional or minority languages; or
to provide, within technical and vocational education, for the teaching of the relevant regional or minority languages as an integral part of the curriculum; or
to apply one of the measures provided for under i to iii above at least to those pupils who, or where appropriate whose families, so wish in a number considered sufficient;

to make available university and other higher education in regional or minority languages; or
to provide facilities for the study of these languages as university and higher education subjects; or
if, by reason of the role of the State in relation to higher education institutions, sub-paragraphs i and ii cannot be applied, to encourage and/or allow the provision of university or other forms of higher education in regional or minority languages or of facilities for the study of these languages as university or higher education subjects;

to arrange for the provision of adult and continuing education courses which are taught mainly or wholly in the regional or minority languages; or
to offer such languages as subjects of adult and continuing education; or
if the public authorities have no direct competence in the field of adult education, to favour and/or encourage the offering of such languages as subjects of adult and continuing education;

to make arrangements to ensure the teaching of the history and the culture which is reflected by the regional or minority language;
to provide the basic and further training of the teachers required to implement those of paragraphs a to g accepted by the Party;
to set up a supervisory body or bodies responsible for monitoring the measures taken and progress achieved in establishing or developing the teaching of regional or minority languages and for drawing up periodic reports of their findings, which will be made public.

With regard to education and in respect of territories other than those in which the regional or minority languages are traditionally used, the Parties undertake, if the number of users of a regional or minority language justifies it, to allow, encourage or provide teaching in or of the regional or minority language at all the appropriate stages of education.

Article 9 – Judicial authorities

The Parties undertake, in respect of those judicial districts in which the number of residents using the regional or minority languages justifies the measures specified below, according to the situation of each of these languages and on condition that the use of the facilities afforded by the present paragraph is not considered by the judge to hamper the proper administration of justice:

in criminal proceedings:

to provide that the courts, at the request of one of the parties, shall conduct the proceedings in the regional or minority languages; and/or
to guarantee the accused the right to use his/her regional or minority language; and/or
to provide that requests and evidence, whether written or oral, shall not be considered inadmissible solely because they are formulated in a regional or minority language; and/or
to produce, on request, documents connected with legal proceedings in the relevant regional or minority language,

if necessary by the use of interpreters and translations involving no extra expense for the persons concerned;

in civil proceedings:

to provide that the courts, at the request of one of the parties, shall conduct the proceedings in the regional or minority languages; and/or
to allow, whenever a litigant has to appear in person before a court, that he or she may use his or her regional or minority language without thereby incurring additional expense; and/or
to allow documents and evidence to be produced in the regional or minority languages,

if necessary by the use of interpreters and translations;

in proceedings before courts concerning administrative matters:

to provide that the courts, at the request of one of the parties, shall conduct the proceedings in the regional or minority languages; and/or
to allow, whenever a litigant has to appear in person before a court, that he or she may use his or her regional or minority language without thereby incurring additional expense; and/or
to allow documents and evidence to be produced in the regional or minority languages,

if necessary by the use of interpreters and translations;

to take steps to ensure that the application of sub-paragraphs i and iii of paragraphs b and c above and any necessary use of interpreters and translations does not involve extra expense for the persons concerned.

The Parties undertake:

not to deny the validity of legal documents drawn up within the State solely because they are drafted in a regional or minority language; or
not to deny the validity, as between the parties, of legal documents drawn up within the country solely because they are drafted in a regional or minority language, and to provide that they can be invoked against interested third parties who are not users of these languages on condition that the contents of the document are made known to them by the person(s) who invoke(s) it; or
not to deny the validity, as between the parties, of legal documents drawn up within the country solely because they are drafted in a regional or minority language.

The Parties undertake to make available in the regional or minority languages the most important national statutory texts and those relating particularly to users of these languages, unless they are otherwise provided.

Article 10 – Administrative authorities and public services

Within the administrative districts of the State in which the number of residents who are users of regional or minority languages justifies the measures specified below and according to the situation of each language, the Parties undertake, as far as this is reasonably possible:

to ensure that the administrative authorities use the regional or minority languages; or
to ensure that such of their officers as are in contact with the public use the regional or minority languages in their relations with persons applying to them in these languages; or
to ensure that users of regional or minority languages may submit oral or written applications and receive a reply in these languages; or
to ensure that users of regional or minority languages may submit oral or written applications in these languages; or
to ensure that users of regional or minority languages may validly submit a document in these languages;

to make available widely used administrative texts and forms for the population in the regional or minority languages or in bilingual versions;
to allow the administrative authorities to draft documents in a regional or minority language.

In respect of the local and regional authorities on whose territory the number of residents who are users of regional or minority languages is such as to justify the measures specified below, the Parties undertake to allow and/or encourage:

the use of regional or minority languages within the framework of the regional or local authority;
the possibility for users of regional or minority languages to submit oral or written applications in these languages;
the publication by regional authorities of their official documents also in the relevant regional or minority languages;
the publication by local authorities of their official documents also in the relevant regional or minority languages;
the use by regional authorities of regional or minority languages in debates in their assemblies, without excluding, however, the use of the official language(s) of the State;
the use by local authorities of regional or minority languages in debates in their assemblies, without excluding, however, the use of the official language(s) of the State;
the use or adoption, if necessary in conjunction with the name in the official language(s), of traditional and correct forms of place-names in regional or minority languages.

With regard to public services provided by the administrative authorities or other persons acting on their behalf, the Parties undertake, within the territory in which regional or minority languages are used, in accordance with the situation of each language and as far as this is reasonably possible:

to ensure that the regional or minority languages are used in the provision of the service; or
to allow users of regional or minority languages to submit a request and receive a reply in these languages; or
to allow users of regional or minority languages to submit a request in these languages.

With a view to putting into effect those provisions of paragraphs 1, 2 and 3 accepted by them, the Parties undertake to take one or more of the following measures:

translation or interpretation as may be required;
recruitment and, where necessary, training of the officials and other public service employees required;
compliance as far as possible with requests from public service employees having a knowledge of a regional or minority language to be appointed in the territory in which that language is used.

The Parties undertake to allow the use or adoption of family names in the regional or minority languages, at the request of those concerned.

Article 11 – Media

The Parties undertake, for the users of the regional or minority languages within the territories in which those languages are spoken, according to the situation of each language, to the extent that the public authorities, directly or indirectly, are competent, have power or play a role in this field, and respecting the principle of the independence and autonomy of the media:

to the extent that radio and television carry out a public service mission:

to ensure the creation of at least one radio station and one television channel in the regional or minority languages; or
to encourage and/or facilitate the creation of at least one radio station and one television channel in the regional or minority languages; or
to make adequate provision so that broadcasters offer programmes in the regional or minority languages;

to encourage and/or facilitate the creation of at least one radio station in the regional or minority languages; or
to encourage and/or facilitate the broadcasting of radio programmes in the regional or minority languages on a regular basis;

to encourage and/or facilitate the creation of at least one television channel in the regional or minority languages; or
to encourage and/or facilitate the broadcasting of television programmes in the regional or minority languages on a regular basis;

to encourage and/or facilitate the production and distribution of audio and audiovisual works in the regional or minority languages;

to encourage and/or facilitate the creation and/or maintenance of at least one newspaper in the regional or minority languages; or
to encourage and/or facilitate the publication of newspaper articles in the regional or minority languages on a regular basis;

to cover the additional costs of those media which use regional or minority languages, wherever the law provides for financial assistance in general for the media; or
to apply existing measures for financial assistance also to audiovisual productions in the regional or minority languages;

to support the training of journalists and other staff for media using regional or minority languages.

The Parties undertake to guarantee freedom of direct reception of radio and television broadcasts from neighbouring countries in a language used in identical or similar form to a regional or minority language, and not to oppose the retransmission of radio and television broadcasts from neighbouring countries in such a language. They further undertake to ensure that no restrictions will be placed on the freedom of expression and free circulation of information in the written press in a language used in identical or similar form to a regional or minority language. The exercise of the above-mentioned freedoms, since it carries with it duties and responsibilities, may be subject to such formalities, conditions, restrictions or penalties as are prescribed by law and are necessary in a democratic society, in the interests of national security, territorial integrity or public safety, for the prevention of disorder or crime, for the protection of health or morals, for the protection of the reputation or rights of others, for preventing disclosure of information received in confidence, or for maintaining the authority and impartiality of the judiciary.
The Parties undertake to ensure that the interests of the users of regional or minority languages are represented or taken into account within such bodies as may be established in accordance with the law with responsibility for guaranteeing the freedom and pluralism of the media.

Article 12 – Cultural activities and facilities

With regard to cultural activities and facilities – especially libraries, video libraries, cultural centres, museums, archives, academies, theatres and cinemas, as well as literary work and film production, vernacular forms of cultural expression, festivals and the culture industries, including inter alia the use of new technologies – the Parties undertake, within the territory in which such languages are used and to the extent that the public authorities are competent, have power or play a role in this field:

to encourage types of expression and initiative specific to regional or minority languages and foster the different means of access to works produced in these languages;
to foster the different means of access in other languages to works produced in regional or minority languages by aiding and developing translation, dubbing, post-synchronisation and subtitling activities;
to foster access in regional or minority languages to works produced in other languages by aiding and developing translation, dubbing, post-synchronisation and subtitling activities;
to ensure that the bodies responsible for organising or supporting cultural activities of various kinds make appropriate allowance for incorporating the knowledge and use of regional or minority languages and cultures in the undertakings which they initiate or for which they provide backing;
to promote measures to ensure that the bodies responsible for organising or supporting cultural activities have at their disposal staff who have a full command of the regional or minority language concerned, as well as of the language(s) of the rest of the population;
to encourage direct participation by representatives of the users of a given regional or minority language in providing facilities and planning cultural activities;
to encourage and/or facilitate the creation of a body or bodies responsible for collecting, keeping a copy of and presenting or publishing works produced in the regional or minority languages;
if necessary, to create and/or promote and finance translation and terminological research services, particularly with a view to maintaining and developing appropriate administrative, commercial, economic, social, technical or legal terminology in each regional or minority language.

In respect of territories other than those in which the regional or minority languages are traditionally used, the Parties undertake, if the number of users of a regional or minority language justifies it, to allow, encourage and/or provide appropriate cultural activities and facilities in accordance with the preceding paragraph.
The Parties undertake to make appropriate provision, in pursuing their cultural policy abroad, for regional or minority languages and the cultures they reflect.

Article 13 – Economic and social life

With regard to economic and social activities, the Parties undertake, within the whole country:

to eliminate from their legislation any provision prohibiting or limiting without justifiable reasons the use of regional or minority languages in documents relating to economic or social life, particularly contracts of employment, and in technical documents such as instructions for the use of products or installations;
to prohibit the insertion in internal regulations of companies and private documents of any clauses excluding or restricting the use of regional or minority languages, at least between users of the same language;
to oppose practices designed to discourage the use of regional or minority languages in connection with economic or social activities;
to facilitate and/or encourage the use of regional or minority languages by means other than those specified in the above sub-paragraphs.

With regard to economic and social activities, the Parties undertake, in so far as the public authorities are competent, within the territory in which the regional or minority languages are used, and as far as this is reasonably possible:

to include in their financial and banking regulations provisions which allow, by means of procedures compatible with commercial practice, the use of regional or minority languages in drawing up payment orders (cheques, drafts, etc.) or other financial documents, or, where appropriate, to ensure the implementation of such provisions;
in the economic and social sectors directly under their control (public sector), to organise activities to promote the use of regional or minority languages;
to ensure that social care facilities such as hospitals, retirement homes and hostels offer the possibility of receiving and treating in their own language persons using a regional or minority language who are in need of care on grounds of ill-health, old age or for other reasons;
to ensure by appropriate means that safety instructions are also drawn up in regional or minority languages;
to arrange for information provided by the competent public authorities concerning the rights of consumers to be made available in regional or minority languages.

Article 14 – Transfrontier exchanges

The Parties undertake:

to apply existing bilateral and multilateral agreements which bind them with the States in which the same language is used in identical or similar form, or if necessary to seek to conclude such agreements, in such a way as to foster contacts between the users of the same language in the States concerned in the fields of culture, education, information, vocational training and permanent education;
for the benefit of regional or minority languages, to facilitate and/ or promote co-operation across borders, in particular between regional or local authorities in whose territory the same language is used in identical or similar form.

Part IV – Application of the Charter

Article 15 – Periodical reports

The Parties shall present periodically to the Secretary General of the Council of Europe, in a form to be prescribed by the Committee of Ministers, a report on their policy pursued in accordance with Part II of this Charter and on the measures taken in application of those provisions of Part III which they have accepted. The first report shall be presented within the year following the entry into force of the Charter with respect to the Party concerned, the other reports at three-yearly intervals after the first report.
The Parties shall make their reports public.

Article 16 – Examination of the reports

The reports presented to the Secretary General of the Council of Europe under Article 15 shall be examined by a committee of experts constituted in accordance with Article 17.
Bodies or associations legally established in a Party may draw the attention of the committee of experts to matters relating to the undertakings entered into by that Party under Part III of this Charter. After consulting the Party concerned, the committee of experts may take account of this information in the preparation of the report specified in paragraph 3 below. These bodies or associations can furthermore submit statements concerning the policy pursued by a Party in accordance with Part II.
On the basis of the reports specified in paragraph 1 and the information mentioned in paragraph 2, the committee of experts shall prepare a report for the Committee of Ministers. This report shall be accompanied by the comments which the Parties have been requested to make and may be made public by the Committee of Ministers.
The report specified in paragraph 3 shall contain in particular the proposals of the committee of experts to the Committee of Ministers for the preparation of such recommendations of the latter body to one or more of the Parties as may be required.
The Secretary General of the Council of Europe shall make a two-yearly detailed report to the Parliamentary Assembly on the application of the Charter.

Article 17 – Committee of experts

The committee of experts shall be composed of one member per Party, appointed by the Committee of Ministers from a list of individuals of the highest integrity and recognised competence in the matters dealt with in the Charter, who shall be nominated by the Party concerned.
Members of the committee shall be appointed for a period of six years and shall be eligible for reappointment. A member who is unable to complete a term of office shall be replaced in accordance with the procedure laid down in paragraph 1, and the replacing member shall complete his predecessor's term of office.
The committee of experts shall adopt rules of procedure. Its secretarial services shall be provided by the Secretary General of the Council of Europe.

Part V – Final provisions

Article 18

This Charter shall be open for signature by the member States of the Council of Europe. It is subject to ratification, acceptance or approval. Instruments of ratification, acceptance or approval shall be deposited with the Secretary General of the Council of Europe.

Article 19

This Charter shall enter into force on the first day of the month following the expiration of a period of three months after the date on which five member States of the Council of Europe have expressed their consent to be bound by the Charter in accordance with the provisions of Article 18.
In respect of any member State which subsequently expresses its consent to be bound by it, the Charter shall enter into force on the first day of the month following the expiration of a period of three months after the date of the deposit of the instrument of ratification, acceptance or approval.

Article 20

After the entry into force of this Charter, the Committee of Ministers of the Council of Europe may invite any State not a member of the Council of Europe to accede to this Charter.
In respect of any acceding State, the Charter shall enter into force on the first day of the month following the expiration of a period of three months after the date of deposit of the instrument of accession with the Secretary General of the Council of Europe.

Article 21

Any State may, at the time of signature or when depositing its instrument of ratification, acceptance, approval or accession, make one or more reservations to paragraphs 2 to 5 of Article 7 of this Charter. No other reservation may be made.
Any Contracting State which has made a reservation under the preceding paragraph may wholly or partly withdraw it by means of a notification addressed to the Secretary General of the Council of Europe. The withdrawal shall take effect on the date of receipt of such notification by the Secretary General.

Article 22

Any Party may at any time denounce this Charter by means of a notification addressed to the Secretary General of the Council of Europe.
Such denunciation shall become effective on the first day of the month following the expiration of a period of six months after the date of receipt of the notification by the Secretary General.

Article 23

The Secretary General of the Council of Europe shall notify the member States of the Council and any State which has acceded to this Charter of:

any signature;
the deposit of any instrument of ratification, acceptance, approval or accession;
any date of entry into force of this Charter in accordance with Articles 19 and 20;
any notification received in application of the provisions of Article 3, paragraph 2;
any other act, notification or communication relating to this Charter.

In witness whereof the undersigned, being duly authorised thereto, have signed this Charter.

Done at Strasbourg, this 5th day of November 1992, in English and French, both texts being equally authentic, in a single copy which shall be deposited in the archives of the Council of Europe. The Secretary General of the Council of Europe shall transmit certified copies to each member State of the Council of Europe and to any State invited to accede to this Charter.

http://conventions.coe.int/treaty/en/Treaties/Html/148.htm