Minority Languages of Sweden - Criteria For Inclusion

Criteria For Inclusion

These are the criteria established by the Minority Language Committee, influenced by the directives from the European Charter for Regional or Minority Languages in 1997.

To be accorded official minority status, a language must have been spoken in Sweden for a significant amount of time. A precise figure has not been revealed, but qualified estimations consider 100 years to be reasonable, based on the included and excluded languages. A significant immigration to Sweden did not start until after World War I, and many languages currently spoken by a large number of people in Sweden are excluded, among them Arabic and Persian.

It is also required that the language be spoken by a significant number of people and be centred in a specific geographical region (the latter, however, not applied for Romani and Yiddish).

Furthermore, it is a condition that the granting of official minority language status should be of cultural benefit to the group speaking it. It is allegedly for this reason that Swedish Sign Language was not included – even though it is a unique language with a history dating back to the 18th century, it was considered to have a sufficiently stable basis already in Swedish culture.

Common culture is yet another criterion for inclusion. A further reason for not granting minority language status to the sign language was that its users do not share a unique cultural heritage since hearing-impaired people come from all backgrounds.

Read more about this topic:  Minority Languages Of Sweden

Famous quotes containing the words criteria and/or inclusion:

    We should have learnt by now that laws and court decisions can only point the way. They can establish criteria of right and wrong. And they can provide a basis for rooting out the evils of bigotry and racism. But they cannot wipe away centuries of oppression and injustice—however much we might desire it.
    Hubert H. Humphrey (1911–1978)

    Belonging to a group can provide the child with a variety of resources that an individual friendship often cannot—a sense of collective participation, experience with organizational roles, and group support in the enterprise of growing up. Groups also pose for the child some of the most acute problems of social life—of inclusion and exclusion, conformity and independence.
    Zick Rubin (20th century)