FR:

Nous avons analysé un corpus de productions qui contenaient des formes comme client·e·s, tou-tes et qui se révélaient problématiques sous divers angles. Les points suivants ressortent de l’analyse des différentes catégories : l’écriture inclusive est souvent génératrice d’insécurité linguistique ; les doublets provoquent une surcharge cognitive qui complique la gestion des accords ; ces pratiques conduisent à une modification des rapports à la norme ; elles se traduisent par une perte de lisibilité des textes, ce qui grève l’accès de tous à la maitrise de la langue, et par la complexification de la morphosyntaxe du genre grammatical.

EN:

We analyzed a corpus of productions that contained forms such as client·e·s, tou-tes and which proved problematic from various angles. The following points emerge from the analysis of the different categories: inclusive writing often generates linguistic insecurity; doublets cause cognitive overload that complicates the management of agreements; these practices lead to a modification of the relationship to the norm; they result in a loss of readability of texts, which undermines everyone’s access to mastery of the language, as well as the increased complexity of the morphosyntax of grammatical gender.

FR:

Oscar Dunn (1845-1885) est un des premiers intellectuels à affirmer la légitimité du français canadien. Ses idées à propos de l’identité nationale des Canadiens français permettent de mieux comprendre ses propos concernant la langue. Dunn considère par exemple que les canadianismes sont tout à fait légitimes du fait qu’ils permettent à ses compatriotes d’exprimer leur nationalité, différente de celle des Français. L’objectif de cet article est d’analyser en quoi les idées de Dunn à propos de la nation canadienne-française (son destin, son identité, son rapport à la France) se reflètent dans ses discours qui revendiquent l’autonomie linguistique des Canadiens français. Cette étude s’appuie sur une variété de documents, incluant ses oeuvres imprimées, ses discours publics et sa correspondance personnelle.

EN:

Oscar Dunn (1845-1885) stands out as one of the first intellectuals to have acknowledged the legitimacy of Canadian French. The ideas he expresses on the French Canadian’s nationality and identity are a key to the better understanding of his motivations to write about language in the way he does. His open-mindedness towards the legitimacy of canadianisms, e.g., is tantamount to the idea that the particularities of the language used by his compatriots are an expression of their nationality. The aim of this article is to analyze how Dunn’s ideas on the French Canadian nation (its destiny, its identity, its relationship with France) are reflected in his discourse on the legitimacy of its language. This study will be based on a variety of documents, including Dunn’s published work, public speeches and personal correspondence.

ES:

El presente artículo se ocupa de indagar en el problema de la selección de una(s) lengua(s) de enseñanza escolar en un espacio singularmente diverso: las colonias agrícolas formadas en la región rural de la provincia de Santa Fe (Argentina) desde mediados del siglo XIX, a partir del aporte inmigratorio europeo. Específicamente, se analizará el modo en que las primeras dos colonias establecidas en esa región, Esperanza y San Carlos, habitadas mayoritariamente por familias de habla francesa y alemana, discutieron el modo en que debía organizarse la institución escuela, fundamentalmente en relación con la(s) lengua(s) de enseñanza. Educar (o no) a los niños en un espacio cultural y lingüísticamente diverso constituyó una verdadera polémica caracterizada por posicionamientos encontrados. A partir del análisis discursivo de un corpus constituido por correspondencia y prensa periódica, se señalará cómo funcionarios y familias con diferentes trayectorias culturales, políticas y educativas asignaron distintas valoraciones a la escolaridad en general, y a la alfabetización en particular.

EN:

This article explores the problem of selecting language(s) for school instruction in a uniquely diverse setting: the agricultural colonies formed in the rural region of the province of Santa Fe (Argentina) since the mid-19th century, with contributions from European immigration. Specifically, it will analyze how the first two colonies established in that region, Esperanza and San Carlos, mainly inhabited by French and German-speaking families, discussed how the school institution should be organized, particularly concerning the language(s) of instruction. Educating (or not) children in a culturally and linguistically diverse space constituted an actual debate characterized by opposing viewpoints. Through a discursive analysis of a corpus of correspondence and periodical press, this study highlights how officials and families with different cultural, political, and educational backgrounds assigned distinct values to education in general, and literacy in particular.

IT:

Negli studi di ambito linguistico, c’è una vistosa lacuna relativa all’opera educativa e didattica di Alberto Manzi, noto al grande pubblico come “il maestro della TV” che, con il suo Non è mai troppo tardi (1960-1968), ha dato un contributo significativo alla lotta contro l’analfabetismo nel nostro Paese. Manzi non ha mai teorizzato la sua azione pedagogica in uno scritto organico, ma di essa ci rimane una corposa documentazione video, a partire dalla quale è possibile riscoprire le linee ideologiche e metodologiche del suo lavoro. Nel presente contributo, in un confronto capillare con il testo delle Dieci tesi, vengono messi in luce aspetti dell’ideologia e della prassi dell’educazione linguistica democratica in Non è mai troppo tardi.

EN:

In the field of linguistics, there exists a significant gap concerning the educational and didactic work of Alberto Manzi, widely known as ‘the TV teacher’, who importantly contributed to combating illiteracy in Italy through his programme ‘Non è mai troppo tardi’ (1960-68). While Manzi did not organically formalize his pedagogical approach in writing, extensive video documentation of his work remains, offering a valuable resource for rediscovering the ideological and methodological foundations of it. This paper examines the ideological and practical dimensions of democratic language education in ‘Non è mai troppo tardi’, through a detailed comparison with the text of ‘Dieci tesi per l’educazione linguistica democratica’ (1975).

IT:

Lo scopo del lavoro è quello di esplorare gli apporti lessicali afferenti alla sfera semantica LGBTQIA+ nei Supplementi del Grande dizionario della lingua italiana di Salvatore Battaglia e Giorgio Barberi Squarotti, pubblicati nel 2004 e nel 2009 e curati da Edoardo Sanguineti, e in quelli del Grande dizionario italiano dell’uso di Tullio De Mauro, usciti nel 2003 e nel 2007. Nel contributo si intende monitorare i seguenti aspetti: prima di tutto, come e perché una cospicua quota di lessico sul tema degli orientamenti sessuali e delle identità di genere considerate divergenti dalla norma sia penetrato solo nei supplementi delle due opere; in secondo luogo, come siano state concepite le definizioni lessicografiche di tali termini, utili per inquadrare l’atteggiamento sociale nei confronti di argomenti che innescano potenziale dibattito. Tali riflessioni saranno utili a tracciare un quadro linguistico-sociologico sul rapporto tra lessicografia e temi d’attualità, nonché sulla mutevolezza dei criteri di selezione ed esclusione delle entrate nei dizionari.

EN:

The aim of this paper is to analyze the lexicon about LGBTQIA+’s semantic field within the Supplementi of the Grande dizionario della lingua italiana by Salvatore Battaglia and Giorgio Barberi Squarotti, published in 2004 and in 2009 and edited by Edoardo Sanguineti, and within the inserts of the Grande dizionario italiano dell’uso by Tullio De Mauro, published in 2003 and in 2007. In this article, particular attention will be given to these issues: first of all, how and why a relevant amount of words regarding sexual orientations and/or gender identities considered as non-normative only entered the Supplementi rather than be available in the canonical volumes of these two dictionaries; secondly, focus will be on definitions, to discover how they reflect social attitude about potentially conflictual topics. These considerations will be helpful to frame the relationship between language, society and dictionaries, but also to explore the volatility of the criteria used to include or to exclude words from vocabularies.

ES:

Este artículo se propone analizar las columnas de la lengua de Francisco Ortiga Anckermann, al que considero uno de los periodistas más representativos de la lingüística de legos en la prensa argentina de comienzos del siglo XX. Bajo el seudónimo de “Pescatore di Perle”, escribió durante décadas diversas columnas de la lengua en las que señalaba los errores gramaticales, semánticos y ortotipográficos de recortes de la prensa y otros textos, a partir de material que le enviaban sus lectores. Como referente semi-autorizado de la lengua, Ortiga Anckermann se posicionó como un censor que apelaba al sentido común de la lengua, y criticaba sus usos incorrectos, mediante el humor. Tanto en las columnas como en su libro Antología del disparate (1934), Ortiga hizo una propuesta interesante: por un lado, detectó fallos pero sobre todo, insistió en los abusos de estilo, especialmente la hipercorrección, aquello que Lugones llamaría cursiparla; por el otro, incorporó el lunfardo, el cocoliche y ciertos giros orales como parte de un gesto ambigüo en cuanto al empleo del argot y su permeabilidad en la lengua literaria.

EN:

This article aims to analyze the columns on the language of Francisco Ortiga Anckermann, whom I consider one of the most representative journalists of Folk-Linguistics in the Argentine press at the beginning of the 20th century. Under the pseudonym “Pescatore di Perle”, he wrote various columns on the language in which he pointed out grammatical, semantic and spelling errors in press clippings and other texts, based on material sent to him by his readers. As a semi-authorized referent of the language, Ortiga Anckermann positioned himself as a censor who appealed to the common sense of the language, and criticized its incorrect uses, through humor. Both in the columns and in his book Antología del disparate (1934), Ortiga made an interesting proposal: on the one hand, he detected flaws but above all, he insisted on abuses of style, especially hypercorrection, what Lugones would call cursiparla; on the other, he incorporated lunfardo, cocoliche and certain oral expressions as part of an ambiguous gesture regarding the use of slang and its permeability in the literary language.