NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1069112
Record Type: Journal
Publication Date: 2007
Pages: 19
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1461-0213
Assessing Efficiency and Fairness in Multilingual Communication: Towards a General Analytical Framework
Gazzola, Michele; Grin, Fran├žois
AILA Review, v20 p87-105 2007
The comparison between various language policies that aim to manage multilingual communication ought to rely on some robust methodology for evaluation. This paper discusses the possibility to found such a methodology on the well-established concepts of efficiency and fairness. Assessing efficiency implies comparing how resources are allocated under alternative policy options (or scenarios) in order to identify the policy promising the best overall allocation. Assessing fairness calls for the evaluation of the distributive effects of each scenario on the linguistic groups involved in communication--that is, ascertaining who benefits and who loses (and how much) under alternative policy options. This paper develops indictors of effective and fair communication, which synthesise some desirable characteristics of communication processes, and which enable us to rank-order, with respect to their relative efficiency and fairness, different ways of handling communication in multilingual settings. In order to assess effectiveness and efficiency, we work with three (not mutually exclusive) definitions of communication, namely, informatory, cooperative and strategic communication, which reflect the different (main) communicational intents of the actors. In order to assess fairness, we establish a distinction between communication in terms of access, process and outcome.
John Benjamins Publishing Company. Klaprozenweg 105 Postbus 36224, NL-1020 ME Amsterdam, Netherlands. Tel: +31-20-6304747; Fax: +31-20-6739773; e-mail: subscription@benjamins.nl; Web site: http://www.benjamins.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A