Language as a Global Public Good

Taylor, Isaac

doi:10.1007/s11158-014-9252-z

Cited by 7 publications

(5 citation statements)

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“…56-67) defends a principle of equal ratio of cost to benefit for the distribution of the benefits and costs over other solutions for fair co-operation such as a Gauthier solution (equal benefit sharing) or Church and King's (efficient cost sharing). For an article critiquing his choice of distributive principle, see Taylor (2014). Here, my target is not the distributive principle itself but the underlying assumption that there is a concern with fairness in the production of the GLF in the first place.…”

Section: IImentioning

confidence: 99%

“…Firstly, it comes at the expense of the ecumenical appeal that Van Parijs intended for his claim that there is injustice in free-riding on the GLF. For one, it is very controversial that having a GLF is necessary for either grounding or achieving global justice (for critiques see Taylor 2014;Lacey 2015). Moreover, this argument appeals only to those who believe egalitarian global justice is the right ideal, but global egalitarianism does not have a shortage of critics (for an overview of the debate around global justice see Blake and Smith 2020;Brock 2017).…”

Section: 3mentioning

confidence: 99%

“…Klosko (1987Klosko ( , 1990 makes a similar distinction between presumptive and discretionary goods. Also see the distinction between essential and discretionary goods inMiller and Taylor (2018) andTaylor (2014) Casal (1999). uses the term unconditional goods for what I call mandatory goods.18 There may of course be many non-fairness related and incentive-related reasons to subsidize scientific discovery, but what concerns us here are reasons grounded in the principle of fair play.…”

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confidence: 99%

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On the Permissibility of Free-Riding on the Global Lingua Franca

Harb

2020

Res Publica

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English today seems to be emerging as a global lingua franca. And a global lingua franca would be a global public good. Characteristically, being non-excludable, public goods are susceptible to free-riding: absent targeted distributive policies, some individuals can accrue a good’s benefits without having contributed to the costs of its production. In this paper, I make two arguments. First, I argue, against Philippe Van Parijs, that Anglophones are not unfairly free-riding on the efforts of non-Anglophones of producing English as a global lingua franca. I defend the view that instances of what counts as unfair free-riding should be limited to free-riding on public goods that are co-operatively produced. Second, I suggest an alternative claim that is available for Van Parijs to make. Van Parijs believes a global lingua franca is required by global justice. This is a highly controversial claim. But if he is right, then Anglophones' free-riding on the global lingua franca while not an instance of unfair free-riding, may be objectionable nonetheless.

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Section: IImentioning

confidence: 99%

Section: 3mentioning

confidence: 99%

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confidence: 99%

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On the Permissibility of Free-Riding on the Global Lingua Franca

Harb

2020

Res Publica

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“…Grin, Sfreddo és Vaillancourt (2010) szerint például Svájc GDP-jének 9-10 százaléka a nyelvi sokszínűségnek köszönhető, ezért a gyerekek többnyelvű oktatására költött 0,5 százalék meglehetősen jó befektetésnek tűnik (Grin -Vaillancourt 1997) A nyelvgazdaságtani szakértők egy másik csoportja emiatt meglehetősen szkeptikus a többnyelvűsítés gazdasági ésszerűségével kapcsolatban és a hivatalos kommunikációban ehelyett egy közös nyelv (lingua franca) használatát tartja jobb kompromisszumnak, még akkor is, ha ez nyilvánvaló többlet-ráfordítással és gazdasági tehertétellel jár azok számára, akiknek azt el kell sajátítaniuk (Van Parijs 2002). Ha ugyanis a közös nyelvet közjószágnak tekintjük (Taylor 2014), azok, akiknek anyanyelve a domináns nyelv, méltánytalanul előnyös helyzetbe kerülnek ("potyautasokká" válnak), mert (Grin 2004):…”

Section: Politikai Gazdaságtani éS Institucionalista Szemléletunclassified

Erdélyi gazdasági víziók – Székelyföld

Szöllősi¹

2020

Polgári szemle

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A tanulmány az erdélyi, ezen belül a székelyföldi gazdaság helyzetét térképezi fel, elemezve a cégek sűrűségét, ipari aktivitásokat, valamint a külföldi tőkeállományt, majd különböző víziókat vázol fel. Székelyföld jelenlegi gazdasági szerkezete és fejlettségi szintje történelmileg hosszú idő folyamán alakult ki, mely az elmúlt évtizedben jól megkülönböztethető változásokon ment keresztül. A változásokat többnyire a piaci viszonyokra áttérni igyekvő gazdaság válságfolyamatainak köszönheti, ami az országosnál is nehezebb helyzetbe hozta a Székelyföld lakosságát. Székelyföld számára a dél-tiroli gazdasági modell példaként állhat: fejlesztették az infrastruktúrát, jól kidolgozott stratégiával, a közösség bevonásával ma Európa egyik leggazdagabb vidéke lett. Ahhoz, hogy Székelyföld követhesse Dél-Tirol példáját, fontos előfeltétele lenne a nemzeti régiónak történő elismertetése, amelyben nagy szerepet játszik az európai polgári kezdeményezés.

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“…Transforming structural factors of inequality in access to LOTE requires an expansive view of the value of language study. As a public good, language is instrumental in fostering meaningful interactions and structuring social cooperation (Taylor, 2014). Learning to read and write in additional languages makes people better citizens who can contribute to the good of society.…”

Section: Beyond the Instrumentalist View Of Lotementioning

confidence: 99%

Access to languages other than English in Australian universities: an educational pipeline of privilege

Molla

Harvey

Sellar

2018

Higher Education Research & Development

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This article explores factors contributing to unequal patterns of access to languages other than English (LOTE) in Australian universities. A critical analysis of qualitative and quantitative data generated through interviews, surveys and document analysis reveals that underrepresentation in LOTE courses in Australian universities is attributable to: (a) unequal access to LOTE learning areas at the school level; (b) low tertiary entrance scores that do not grant access to elite universities that offer broad LOTE course options; (c) differential prior international learning experiences that inform dispositions towards intercultural competence, including proficiency in LOTE; and (d) limited provision of LOTE courses in regional university campuses. We conclude that access to foreign language courses in Australian universities is not equitable, and in the context of globalisation opportunities, this poses a risk of reproducing social disadvantage alongside other structural factors such as socioeconomic status and regional background. gaining knowledge, know-how and interpersonal skills, and is instrumental in redefining people's cultural identities and promoting social integration (della Chiesa, 2010). The Australian Chamber of Commerce and Industry has also expressed optimism about the economic value of learning languages other than English (LOTE): 'To effectively participate in a globalised world there should be the compulsory learning of a foreign language from 7 years of age or earlier' (quoted in Group of Eight, 2007, p. 2). Despite these entreaties, participation in LOTE learning has been in decline in many Anglophone countries. According to a report by Universities UK (2017), between 2005/ 06 and 2015/16, the number of students enrolled in language courses in UK higher education dropped by 20.6% (136,460-108,355). The proportion of US higher education students enrolled in languages declined from 9.1% in 2006 to 8.1% in 2013 (Goldberg, Looney, & Lusin, 2015). In Canada, the number of universities that require undergraduates to undertake a second language for degree completion has dropped considerably from 35% in 1991 to 9% in 2006 (AUCC, 2009, p. 11). In Australia, the number of foreign languages offered in universities has also dropped significantly (Group of Eight, 2007; Lo Bianco, 2016). Many universities have closed language programmes (Anderson, 2013; Kinoshita & Zhang, 2013) and participation in languages study has also fallen dramatically. This decline in foreign language enrolments has contributed to 'the rise of the monoglots' (monolingual graduates) who may find it difficult to effectively engage in multilingual global labour markets (Charbonneau, 2008). Inequality in access to LOTE in Australian universities is an under-researched topic.

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Language as a Global Public Good

Cited by 7 publications

References 14 publications

On the Permissibility of Free-Riding on the Global Lingua Franca

On the Permissibility of Free-Riding on the Global Lingua Franca

Erdélyi gazdasági víziók – Székelyföld

Access to languages other than English in Australian universities: an educational pipeline of privilege

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