Skip to main content

Created and Constructed Languages: ‘I can speak Esperanto like a native’

  • Chapter
  • First Online:
Linguistic Legitimacy and Social Justice
  • 841 Accesses

Abstract

Constructed languages (which are also sometimes called ‘artificial’ or ‘invented’ languages) are those which have been deliberately created by human beings. Such languages have been created for many different reasons, but the most common were designed to facilitate communication between speakers of different languages. By far the most successful of these constructed languages has been Esperanto, a language created in the late nineteenth century. In spite of is successes, Esperanto is still not uncommonly rejected as being somehow non-legitimate, less than a language that emerged in an unplanned way. In this chapter, an overview of the history of constructed languages generally, and of Esperanto in particular, will be presented, and the case will be made for the legitimacy of Esperanto.

This quote is attributed to Spike Mulligan, the British comedian and actor. It was intended to be humorous, since Milligan was assuming that there was no such thing as a native speaker of Esperanto. In fact, although small in number, there actually are such speakers, called denaskuloj in Esperanto (see Corsetti, Pinto, & Tolomeo, 2004).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 99.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    The use of the word ‘artificial’ to describe constructed languages, although not uncommon, is actually problematic, and is taken by some speakers of Esperanto, for instance, to be pejorative. See Gobbo (2011, p. 6).

  2. 2.

    In fact, the origins of Balaibalan are fairly obscure. It may also have been created by Fazlallah Astarabadi in the fourteenth century CE, or by his followers in the fifteenth century CE, or even by the Turkish Sufi Muhyî-i Güsenî in the sixteenth century.

  3. 3.

    Technically, Balaibalan was written in the Ottoman version of the Arabic script.

  4. 4.

    I have written about Volapük in the past tense here, which is perhaps not entirely accurate: even today, there are a tiny number of speakers of the language. Paul LaFarge, in 2000, estimated that there were about 20 speakers of Volapük in the world. Further, there is in fact an unbroken succession of Cifals (Volapük language ‘Leaders’, which began with Fr. Schleyer himself) (see also Golden, 1997).

  5. 5.

    Perhaps not surprisingly, in Esperanto the word volapukaĵo refers to something completely incomprehensible or that makes no sense (as in ‘Ĝi estas por mi volapukaĵo’, from the Proverbaro de Esperanto).

  6. 6.

    Claims about the ‘Jewish’ nature of Esperanto are based on a number of factors. Zamenhof himself was Jewish, and a not insignificant number of speakers of the language (a disproportionate percentage probably) are also Jewish. In addition, as we shall see, elements of Esperanto were indeed incorporated from Yiddish (see Gold, 1980, 1982). In Nazi Germany, Esperanto was dismissed both for its ‘universal’ nature and its perceived ties to Judaism, and as ‘parasitic’, while in the USSR it was condemned as ‘cosmopolitan’ (another euphemism for ‘Jewish’).

  7. 7.

    I am grateful to Pádraig Ó Riagáin, of the Institiúid Teangeolaiochta Éireann (the Linguistics Institute of Ireland), for pointing out, in the case of Irish, the valuable distinction between a ‘speech community’ and a ‘speech network’, which seems to me to apply just as well (perhaps even better) to the case of Esperanto than it does to the case of Irish.

  8. 8.

    There is a potential ambiguity in English here. The meaning of the term here is ‘to be being drunk’, as in ‘La akvo trinkiĝas’ ‘The water is being drunk’ or ‘La akvo trinkiĝis’ ‘The water was being drunk’. Thus, trinkiĝadi means ‘to keep being drunk’ (i.e., ‘consumed by drinking’). This has nothing whatsoever to do with ‘drunk’ as in ‘inebriated’, which would be expressed in Esperanto using the word ‘ebria’.

  9. 9.

    Some Esperanto textbooks present the two tables as a single ‘Table of Correlatives’ for pedagogical purposes (see, e.g., Cresswell & Hartley, 1992, pp. 188–189; Nuessel, 2000, p. 51; Richardson, 1988, p. 127).

  10. 10.

    It is interesting to note, however, that in spite of the explicitly articulated concern about matters of linguistic inequality, there is nonetheless a comparable phenomenon within the Esperanto movement itself. As Jane Edwards has observed, “The fact is, that, given the nature of the Esperanto movement, excellent Esperanto is one of the modes of establishing oneself as a person of importance in the movement … In fact, generally speaking, the qualifications for leadership in the Esperanto movement are good Esperanto, a willingness to work for the propagation of the language, and to have no outward signs of being certifiably insane” (1993, p. 29).

References

  • Aleksandrova, O. (1989). Единство интерлингвиститической семиотики и семиолгических основ естественного человеческого языкфю [The unity of interlinguistic semiotics and semi-logical foundations of natural human language]. Interlinguistica Tartuensis, 6, 50–56.

    Google Scholar 

  • Auld, W. (1988). La fenomeno Esperanto [The Esperanto phenomenon]. Rotterdam: Universala Esperanto-Asocio.

    Google Scholar 

  • Blanke, D. (2003). Interlinguistic und Esperantologie [Interlinguistics and Esperantology]. Bamberg, Germany: Deutscher Esperanto-Bund e.V., Geschäftsstelle.

    Google Scholar 

  • Blanke, D. (2006). Interlinguistische Beiträge: Zum Wesen und zur Funktion internationaler Plansprachen [Interlinguistic contributions: On the creation and function of international planned languages]. Frankfurt am Main: Peter Lang.

    Google Scholar 

  • Conroy, J. (1994). Beginner’s Esperanto: Esperanto por komencantoj. New York: Hippocrene.

    Google Scholar 

  • Corsetti, R., Pinto, M., & Tolomeo, M. (2004). Regularizing the regular: The phenomenon of overregularization in Esperanto-speaking children. Language Problems and Language Planning, 28(3), 261–282.

    Article  Google Scholar 

  • Cresswell, J., & Hartley, J. (1992). Esperanto: A complete course for beginners (Rev. ed.). Lincolnwood, IL: NTC Publishing Group.

    Google Scholar 

  • de Sacy, S. (1813). Kitab asl al-maqasid wa fasi al marasid: Le Capital des objects recherchés et le chapitre des chose attendues; ou Dictionnaire de l’idiome Balaibalan [The capital of desired objects and the chapter of expected things, or, Dictionary of the Balaibalan language]. Notices et extraits des manuscrits de la Bibliothèque impériale et autres bibliothèques, 9, 365–396.

    Google Scholar 

  • Division of Psychology. (1933). Language learning: Summary of a report to the International Auxiliary Language Association in the United States (Institute of Educational Research). New York: Bureau of Publications, Teachers College, Columbia University.

    Google Scholar 

  • Duliĉenko, A. (1988). Проекты всеобщих и международных языков [Projects of general and international languages]. Interlinguistica Tartuensis, 5, 126–162.

    Google Scholar 

  • Duliĉenko, A. (1989). Интерлингвстика: Снщность и проблемы [Interlinguistics: Essence and problems]. Interlinguistica Tartuensis, 6, 18–42.

    Google Scholar 

  • Eco, U. (1994). La serĉado de la perfekta lingvo [The search for the perfect language]. Pisa: Edstudio.

    Google Scholar 

  • Edwards, J. (1993). Esperanto as an international research context. In I. Richmond (Ed.), Aspects of internationalism: Language and culture (pp. 21–34). Lanham, MD: University Press of America, in conjunction with the Center for Research and Documentation on World Language Problems.

    Google Scholar 

  • Fantini, A., & Reagan, T. (1992). Esperanto and education: Toward a research agenda. Washington, DC: Esperantic Studies Foundation.

    Google Scholar 

  • Fettes, M. (2001). Les géostratégies de l’interlingualisme [The geostrategies of interlingualism]. Terminogramme, 99/100, 35–46.

    Google Scholar 

  • Fettes, M. (2003a). The geostrategies of interlingualism. In J. Maurais & M. Morris (Eds.), Languages in a globalising world (pp. 37–46). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Fettes, M. (2003b). Interlingualism: A world-centric approach to language policy and planning. In H. Tonkin & T. Reagan (Eds.), Language in the twenty-first century (pp. 47–58). Amsterdam: John Benjamins.

    Chapter  Google Scholar 

  • Fiedler, S. (2008). Interlingvistiko/esperantologio kiel fako en universitatoj: Spertoj el Leipzig [Interlinguistics/Esperantology as a speciality in universities: Experiences from Leipzig]. Informilo Por Interlingvistoj, 65, 2–25.

    Google Scholar 

  • Fiedler, S., & Liu, H. (Eds.). (2001). Studoj pri interlingvistiko/Studien zur Interlinguistik: Festschrift für Detlev Blanke zum 60. Geburtstag [Studies on interlinguistics: Festschrift for Detlev Blanke on his 60th birthday]. Kava-Pech: Dobřichovice (Praha).

    Google Scholar 

  • Fisher, A. (1921). Modern languages by way of Esperanto. Modern Languages, 2, 179–182.

    Google Scholar 

  • Fonseca-Greber, B., & Reagan, T. (2008). Developing K-16 student standards for language learning: A critical examination of the case of Esperanto. Critical Inquiry in Language Studies, 5(1), 44–63.

    Article  Google Scholar 

  • Forster, P. (1982). The Esperanto movement. The Hague: Mouton.

    Book  Google Scholar 

  • Forster, P. (1987). Some social sources of resistance to Esperanto. In Serta Gratvlatoria in Honorem Juan Régulo, II (Esperantismo) (pp. 203–211). La Laguna: University de La Laguna.

    Google Scholar 

  • Frank, H. (1976). Malonga enkonduko en la kibernetikan pedagogion/Kurze Einfuehrung in die Kybernetische Pädagogik [A brief introduction to Cybernetic pedagogy]. In H. Behrmann & S. Stimec (Eds.), Bildung und Berechnung/Klerigo kaj prikalkulado (pp. 9–55). Alsbach: Leuchtturn-Verlag.

    Google Scholar 

  • Frank, H. (1987a). Propedeutika valoro de la internacia lingvo: Kibernetika teorio kaj empiriaj rezultoj de la lingvo-orientiga instruado de la Internacia Lingvo kiel bazo de pli posta lernado de etnaj lingvoj [Propedeutic value of the international language: Cybernetic theory and empirical results of teaching the International Language as a basis for later language learning]. In Serta Gratvlatoria in Honorem Juan Régulo, II (Esperantismo) (pp. 213–222). La Laguna: University de La Laguna.

    Google Scholar 

  • Frank, H. (1987b). Wartosc propedeutyczna języka międzynarodowego [The propedeutic value of an international language]. In Międzynardoowa komunikacja językowa/Internacia lingva komunikado: Materialy konferencyjne – IV (pp. 124–136). Lód: Uniwersytet ódzki, Zrzeszenie Studentow Polskich, Studenckie Kolo Naukowe Esperantystów.

    Google Scholar 

  • Gledhill, C. (2000). The grammar of Esperanto: A corpus-based description (2nd ed.). München: Lincom Europa.

    Google Scholar 

  • Glossop, R. (1988). International child-to-child correspondence using Esperanto. Gifted International, 5(1), 81–84.

    Article  Google Scholar 

  • Glossop, R. (1991). How to integrate language study and global education. Presented at the Tenth Annual Conference on Language and Communication in New York City, December 13.

    Google Scholar 

  • Gobbo, F. (2011). The case of correlatives: A comparison between natural and planned languages. Journal of International Language, 12(2), 45–79.

    Google Scholar 

  • Gold, D. (1980). Towards a study of possible Yiddish and Hebrew influence on Esperanto. In I. Szerdahelyi (Ed.), Miscellanea interlinguistica (pp. 300–367). Budapest: Tankönyvkiadó.

    Google Scholar 

  • Gold, D. (1982). Pli pri judaj aspektoj de Esperanto [More about the Jewish aspects of Esperanto]. Planlingvistiko, 1, 7–14.

    Google Scholar 

  • Golden, B. (1997). Conservation of the heritage of Volapük. In H. Tonkin (Ed.), Esperanto, interlinguistics, and planned language (pp. 183–189). Lanham, MD: University Press of America.

    Google Scholar 

  • Gregor, D. (1976). Der kulturelle Welt des Esperanto [The cultural world of Esperanto]. In R. Haupenthal (Ed.), Plansprachen (pp. 297–304). Darmstad, Germany: Wissenschaftliche Buchgesellschaft.

    Google Scholar 

  • Guerard, A. (1922). A short history of the international language movement. London: T. F. Unwin.

    Google Scholar 

  • Hana, J. (1998). Two-level morphology of Esperanto. Unpublished M.A. thesis, Charles University, Prague, Czech Republic.

    Google Scholar 

  • Hilfsbuch, A., & Linderfelt, K. (1887). Volapük: An easy method of acquiring the universal language constructed by Johann Martin Schleyer. Milwaukee: M. M. Zahn.

    Google Scholar 

  • Janton, P. (1993). Esperanto: Language, literature, and community (H. Tonkin, J. Edwards, & K. Johnson-Weiner, Trans.). Albany, NY: State University of New York. (Original publication in French 1973; Esperanto version published in 1988).

    Google Scholar 

  • Jeskalian, B. J. (1982). Hildegard of Bingen: The creative dimensions of a medieval personality. Unpublished thesis, Graduate Theological Union, Berkeley, California.

    Google Scholar 

  • Jöckle, C. (2003). Encyclopedia of saints. Old Saybrook, CT: Konecky & Konecky.

    Google Scholar 

  • Jordan, D. (1992). Being colloquial in Esperanto: A reference guide for Americans. Lanham, MD: University Press of America.

    Google Scholar 

  • Jordan, D. (1997). Esperanto and Esperantism: Symbols and motivations in a movement for linguistic equality. In H. Tonkin (Ed.), Esperanto, interlinguistics, and planned language (pp. 38–65). Lanham, MD: University Press of America, in conjunction with the Center for Research and Documentation on World Language Problems.

    Google Scholar 

  • Kalocsay, K. (1963). Lingvo, stilo, formo [Language, style, form]. Budapest: Librejo Pirato. (Original publication 1931).

    Google Scholar 

  • Kalocsay, K., & Waringhien, G. (1985). Plena analiza gramatiko de Esperanto [Complete analytic grammar of Espearanto] (5a ed.). Rotterdam: Universala Esperanto-Asocio.

    Google Scholar 

  • Kerckhoff, A. (1888). Volapük, or, universal language: A short grammatical course. London: Swan Sonnenschein & Co.

    Google Scholar 

  • Knowlson, J. (1975). Universal language schemes in England and France, 1600–1800. Toronto: University of Toronto Press.

    Book  Google Scholar 

  • Kolker, B. (1988). Вклад русского языка в лексику эсперанто [The contribution of the Russian language to the vocabulary of Esperanto]. Interlinguistica Tartuensis, 5, 74–91.

    Google Scholar 

  • Kornilov, V. (1989). Эсперантское причастие как проблема общей и сравнительной партциполопогии [The Esperanto community as a problem of general and comparative participation]. Interlinguistica Tartuensis, 6, 123–133.

    Google Scholar 

  • Kuznetsov, S. (1988). Фонологическая система эсперанто [The phonological system of Esperanto]. Interlinguistica Tartuensis, 5, 25–52.

    Google Scholar 

  • Large, A. (1985). The artificial language movement. Oxford: Basil Blackwell.

    Google Scholar 

  • Leon-Smith, G. (1987). The role of Esperanto in the teaching of modern languages. London: Esperanto-Asocio de Britujo.

    Google Scholar 

  • Lins, U. (1980). La danĝera lingvo [The dangerous language]. Moscow, Russia: Progreso.

    Google Scholar 

  • Lins, U. (2016). Dangerous language: Esperanto under Hitler and Stalin, Volume 1. Bonn: Palgrave Macmillan.

    Book  Google Scholar 

  • Lins, U. (2017). Dangerous language: Esperanto and the decline of Stalinism, Volume 2. Bonn: Palgrave Macmillan.

    Book  Google Scholar 

  • Lo Jacomo, F. (1981). Liberté ou autorité dans l’évolution de l’espéranto [Freedom or authority in the evolution of Esperanto]. Paris: Author.

    Google Scholar 

  • Markarian, R. (1964). The educational value of Esperanto teaching in the schools. Rotterdam: Universala Esperanto-Asocio.

    Google Scholar 

  • Maxwell, D. (1988). On the acquisition of Esperanto. Studies in Second Language Acquisition, 10(1), 51–61.

    Article  Google Scholar 

  • Noel, R. (1980). The languages of Tolkien’s Middle-Earth: A complete guide to all fourteen of the languages Tolkien created. Boston: Houghton Mifflin.

    Google Scholar 

  • Nuessel, F. (2000). The Esperanto language. New York: Legas.

    Google Scholar 

  • Okrent, A. (2006). A visit to Esperantoland. The American Scholar, 75(1), 93–108.

    Google Scholar 

  • Okrent, A. (2009). In the land of invented languages: Esperanto rock stars, Klingon poets, Loglan lovers, and the mad dreamers who tried to build a perfect language. New York: Spiegel & Grau.

    Google Scholar 

  • Orwell, G. (1989). 1984. London: Penguin. (Original publication 1949).

    Google Scholar 

  • Peterson, D. (2015). The art of language invention. New York: Penguin.

    Google Scholar 

  • Piron, C. (1984). Contribution à l’étude des apports du yidiche à l’espéranto [Contribution to the study of the impact of Yiddish on Esperanto]. Jewish Language Review, 4, 15–29.

    Google Scholar 

  • Piron, C. (1989). Who are the speakers of Esperanto? In K. Schubert (Ed.), Interlinguistics: Aspects of the science of planned languages (pp. 157–172). Berlin: Mouton de Gruyter.

    Google Scholar 

  • Piron, C. (1991). Esperanto: European or Asiatic language? Esperanto documents 22-A. Rotterdam: Universala Esperanto-Asocio.

    Google Scholar 

  • Pool, J., & Fettes, M. (1998). The challenge of interlingualism: A research initiative. Esperantic Studies, 10, 1–3.

    Google Scholar 

  • Reagan, T. (2016). Language engineering in totalitarian régimes: Controlling belief and behavior through language. In P. Miller, B. Rubrecht, E. Mikulec, & C.-H. T. McGivern (Eds.), Readings in language studies, Volume 6: A critical examination of language and community (pp. 39–56). Laguna Beach, CA: International Society for Language Studies.

    Google Scholar 

  • Richardson, D. (1988). Esperanto: Learning and using the international language. Eastsound, WA: Esperanto League for North America, in cooperation with Orcas Publishing.

    Google Scholar 

  • Richmond, I. (1993a). Esperanto and literary research. In I. Richmond (Ed.), Aspects of internationalism: Language and culture (pp. 35–39). Lanham, MD: University Press of America, in collaboration with the Center for Research and Documentation on World Language Problems.

    Google Scholar 

  • Richmond, I. (1993b). Esperanto literature and the international reader. In I. Richmond (Ed.), Aspects of internationalism: Language and culture (pp. 103–118). Lanham, MD: University Press of America, in collaboration with the Center for Research and Documentation on World Language Problems.

    Google Scholar 

  • Richmond, I. (1993c). Internationalism and cultural specificity in Esperanto prose fiction. In I. Richmond (Ed.), Aspects of internationalism: Language and culture (pp. 119–132). Lanham, MD: University Press of America, in collaboration with the Center for Research and Documentation on World Language Problems.

    Google Scholar 

  • Riethe, P. (2011). Hildegard von Bingen: Eine aufschlussreiche Begegnung mit ihrem naturkundlich-medizinischen Schrifttum [Hildegard of Bingen: A revealing encounter with her natural historical and medicinal writings]. Marburg: Tectum Verlag.

    Google Scholar 

  • Rogers, S. (2011). A dictionary of made-up languages: From Adunaic to Elvish, Zaum to Klingon – the Anwas (Real) origins of invented languages. Avon, MA: Adams Media.

    Google Scholar 

  • Rosenfelder, M. (2010). The language construction kit. Chicago: Yonagu Books.

    Google Scholar 

  • Rosenfelder, M. (2012). Advanced language construction. Chicago: Yonagu Books.

    Google Scholar 

  • Rosenfelder, M. (2013). The CONLANGER’s lexipedia. Chicago: Yonagu Books.

    Google Scholar 

  • Sadler, V., & Lins, U. (1972). Regardless of frontiers: A case study in linguistic persecution. In S. K. Ghosh (Ed.), Man, language and society (pp. 206–215). The Hague: Mouton.

    Chapter  Google Scholar 

  • Schipperges, H. (1995). Hildegard von Bingen [Hildegard of Bingen]. München: Verlag C. H. Beck.

    Google Scholar 

  • Schubert, K. (Ed.). (1989). Interlinguistics: Aspects of the science of planned language. Berlin: Mouton de Gruyter.

    Google Scholar 

  • Schubert, K. (Guest Ed.). (2001). Interface (Volume 15: Special issue on planned languages: From concept to reality). Brussels: Hogeschool voor Wetenschap en Kunst.

    Google Scholar 

  • Sherwood, B. (1982a). The educational value of Esperanto. In R. Eichloz & V. Eichloz (Comps.), Esperanto en la moderna mondo [Esperanto in the modern world] (pp. 408–413). Bailieboro, ON: Esperanto Press.

    Google Scholar 

  • Sherwood, B. (1982b). Parol-sintezado aplikata al lingvo-instruado [Speech synthesis applied to language teaching]. In R. Eichholz & V. S. Eichholz (Comps.), Esperanto en la moderna mondo [Esperanto in the modern world] (pp. 430–447). Bailieboro, ON: Esperanto Press.

    Google Scholar 

  • Sherwood, B. (1983). The educational value of Esperanto: An American view. Esperanto documents 31-A. Rotterdam: Universala Esperanto-Asocio.

    Google Scholar 

  • Sikosek, M. (2006). Die neutral Sprache: Eine politische Geschichte des Esperanto-Weltbundes [The neutral language: A political history of the Esperanto World Federation]. Bydgoszcz, Poland: Skonpres.

    Google Scholar 

  • Sprague, C. (1888). Handbook of Volapük. London: Trübner & Co.

    Google Scholar 

  • Sutton, G. (2008). Concise encyclopedia of the original literature of Esperanto. New York: Mondial.

    Google Scholar 

  • Symoens, E. (1989). The socio-political, educational and cultural roots of Esperanto. Antwerpen: Internacia Ligo de Esperantistaj Instruistoj.

    Google Scholar 

  • Szerdahelyi, I. (1966). Esperanto et propédeutique linguistique [Esperanto and linguistic propedeutics]. Langues Modernes, 60, 255–259.

    Google Scholar 

  • Szerdahelyi, I. (1975). La internacia pedagogia-didaktika eksperimento kvinlanda: La rezultoj de la unua mezurado [The international pedagogical-didactic five-country experiment: The results of the first measurement]. In H. Behrmann (Ed.), Lehrplanerische Rationalisierung des Sprachunterrichts. Paderborn: Institut für Kybernetische Pädagogik.

    Google Scholar 

  • Szerdahelyi, I., & Frank, H. (1976). Zur pädagogischer Bestimmung relativer Schwierigkeiten verschiedener Sprachen [For the educational determination of relative difficulties of different languages]. Grundlagenstudien aus Kybernetik und Geisteswissenschaft, 17: 39–44.

    Google Scholar 

  • Tonkin, H. (1977). Esperanto and international language problems: A research bibliography (4th ed.). Washington, DC: Esperantic Studies Foundation.

    Google Scholar 

  • Tonkin, H. (Ed.). (1997). Esperanto, interlinguistics, and planned languages. Lanham, MD: University Press of America.

    Google Scholar 

  • Tonkin, H., & Fettes, M. (1996). Esperanto studies: An overview. Esperanto documents 43-A. Rotterdam: Universala Esperanto-Asocio.

    Google Scholar 

  • Vandenberg, D. (1998). A response to Timothy Reagan. Educational Foundations, 12(1), 83–85.

    Google Scholar 

  • Wells, J. (1989). Lingvistikaj aspektoj de Esperanto [Linguistic aspects of Esperanto]. Rotterdam: Universala Esperanto Asocio.

    Google Scholar 

  • Wittgenstein, L. (1980). Culture and value. Chicago: University of Chicago Press. (Original publication 1946).

    Google Scholar 

  • Wood, R. (1975). Teaching the interlanguage: Some experiments. Lektos: Interdisciplinary Working Papers in Language Sciences (Special Issue, Papers from the Seminar on Interlinguistics, Modern Language Association). Louisville, KY: University of Louisville.

    Google Scholar 

  • Wood, R. (1982). Current work in the linguistics of Esperanto. Esperanto documents 28-A. Rotterdam: Universala Esperanto-Asocio.

    Google Scholar 

  • Zamenhof, L. (1963). Fundamento de Esperanto [Foundation of Esperanto]. Maramande, France: Esperantaj Francaj Eldonoj. (Original publication in Esperanto in 1905).

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Timothy Reagan .

Appendix A: The ‘Sixteen Rules’ of Esperanto (From Zamenhof, 1963 [1905])

Appendix A: The ‘Sixteen Rules’ of Esperanto (From Zamenhof, 1963 [1905])

  1. 1.

    There is no indefinite, and only one definite, article, la, for all genders, numbers, and cases.

  2. 2.

    Nouns are formed by adding -o to the root. For the plural, -j must be added to the singular. There are two cases: the nominative and the objective (accusative). The root with the added -o is the nominative, the objective adds an -n after the -o. Other cases are formed by prepositions.

  3. 3.

    Adjectives are formed by adding -a to the root. The numbers and cases are the same as in nouns. The comparative degree is formed by prefixing pli ‘more’; the superlative by plej ‘most’. ‘Than’ is rendered by ol.

  4. 4.

    The cardinal numerals do not change their forms for the different cases. They are: unu, du, tri, kvar, kvin, ses, sep, ok, naŭ, dek, cent, mil. The tens and hundreds are formed by simple junction of the numerals. Ordinals are formed by adding the adjectival -a to the cardinals. Multiplicatives add the suffix -obl-; fractionals add the suffix -on-; collective numerals add -op-; for distributives the word po is used. The numerals can also be used as nouns or adverbs with the appropriate endings.

  5. 5.

    The personal pronouns are: mi, vi, li, ŝi, ĝi (for inanimate objects and animals), si (reflexive), ni, vi, ili, oni (indefinite). Possessive pronouns are formed by suffixing the adjectival termination. The declension of pronouns is identical with that of nouns.

  6. 6.

    The verb does not change its form for numbers or persons. The present tense ends in -as, the past in -is, the future in -os, the conditional in -us, the imperative in -u, the infinitive in -i. Active participles, both adjectival and adverbial, are formed by adding, in the present, -ant-, in the past -int-, and in the future -ont-. The passive forms are, respectively, -at-, -it-, and -ot-. All forms of the passive are rendered by the respective forms of the verb esti (to be) and the passive participle of the required verb. The preposition used is de.

  7. 7.

    Adverbs are formed by adding -e to the root. The degrees of comparison are the same as in adjectives.

  8. 8.

    All prepositions take the nominative case.

  9. 9.

    Every word is to be read exactly as written.

  10. 10.

    The accent falls on the penultimate syllable.

  11. 11.

    Compound words are formed by simple junction of roots (the principal word standing last). Grammatical terminations are regarded as independent words.

  12. 12.

    If there is one negative in a clause, a second is not admissible.

  13. 13.

    To show direction, words take the termination of the objective case.

  14. 14.

    Every preposition has a definite fixed meaning; but if it is necessary to use a preposition, and it is not quite evident from the sense which it should be, the word je is used, which has no definite meaning. Instead of je, the objective without a preposition may be used.

  15. 15.

    The so-called foreign words (words that the greater number of languages have derived from the same source) undergo no change in the international language, beyond conforming to its system of orthography.

  16. 16.

    The final vowel of the noun and the article may be dropped and replaced with an apostrophe.

Rights and permissions

Reprints and permissions

Copyright information

© 2019 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Reagan, T. (2019). Created and Constructed Languages: ‘I can speak Esperanto like a native’. In: Linguistic Legitimacy and Social Justice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-10967-7_7

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-10967-7_7

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-10966-0

  • Online ISBN: 978-3-030-10967-7

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics