Om Esperanto på andre sprogEt niveau op
Om Esperanto på andre sprog. Baggrunden for at have informationer på engelsk her på siden er: 1. Der er meget nyttig information om Esperanto på engelsk. 2. Ifølge Danmarks statistik har en god portion danskere passive engelskkundskaber.
This article is copied from Kuro5hin.org where the author Yekrats in ten minutes teaches you the basics of Esperanto. Enjoy it in its full length...
Australske David Poulsen beskriver det internationale sprog i detaljer. Han starter fra bunden og beskriver initiativtageren og argumenterer derefter hvorfor engelsk er ubrugeligt som internationalt sprog. Efterfølgende svarer han på kritik og beskriver undertrykkelsen af Esperanto gennem tiden og nederlagene under de to verdenskrige.
This is an article in Swiss Radio International in which Claude Piron explains why esperanto is more than a language. BE ADVISED: You can hear the interview if you press the button to the upper right (Requires Real Player [www.real.com])
This links to a written speech delivered by Claude Piron in an international setting in 1996. This speech was based on his many years as an interpreter in WHO and the UN. More about Piron: http://en.wikipedia.org/wiki/Claude_Piron
In this article Claude Piron provide his experiences with language in an interesting manner.
An article from Linvo.org the webpage of EEU (esperantists for an esperantic european union).
Compared to Spanish, French, Russian, Chinese?
What are some common objections to Esperanto? How do speakers of Esperanto respond to them?
Claude Piron tells a story about aliens studing the use of languages on planet Earth.
This posting attempts to answer the most common questions from those new to the newsgroup soc.culture.esperanto (or the corresponding mailing list esperanto-l), or to the language Esperanto itself. Please send suggestions, corrections and complaints about this FAQ to the maintainer, Yves Bellefeuille <email@example.com>. Post questions about Esperanto in the newsgroup or send them to the mailing list, not to the maintainer.
Esperanto, designed as a neutral lingua franca (i.e. second language) for worldwide use, has been taught and learned for over a century, to such an extent that a flourishing oral and written culture is associated with the language. Although global linguistic hierarchies, in particular the hegemony of national languages within state borders and of a small subset of these languages in international communication, have ensured Esperanto's virtual exclusion from....
Here follows the introduction to the first book introducing the language that was later to be named Esperanto. It was translated to english by R.H. Geoghegan, at Balliol College, Oxford in 1889. Dispite its age it is still considered relevant and well written.
[Mankas enkonduko en la franca, cxar mi ne scipovas tiun lingvon ;-)]
Presentation of Esperanto by Professor J.C. Wells. He asks, if is Esperanto just a joke, something not to be taken seriously? Or is it, something that is perhaps indeed worthy of our serious attention? He offers a brief linguistic description, add some observations about Esperanto in the university and in the world, and then give a brief practical demonstration.
Claude Piron, højtelsket esperantoforfatter og taler, præsenterer på fransk sin bog "Les langues: un défi" (Sprogene: en udfordring)
I denne artikel fortæller forfatteren Claude Piron om sine oplevelser med Esperanto. Artiklen er indtil nu kun udgivet på engelsk.
I forbindelse med at EUs kommisær for flersprogethed, Leonard Orban, kommer til Danmark d. 5. feb. bringer vi her en artikel på engelsk om de mulige konsekvenser af flersprogethed i Europa som løsning på de nuværende sprogproblemer.
Our world is shrinking. International exchanges, commercial and cultural, are growing at a tremendous rate, and traveling to far away places is becoming a commonplace occurrence for many people for whom it was just unthinkable a few decades ago. At the same time, whole segments of populations are displaced in many parts of the world, refugees and people requesting political asylum are more and more numerous, as well as immigrants desperately looking for a standard of living they cannot expect to enjoy at home. As a result, language problems are developing in many areas. They are all too often ignored, just as are ignored the deplorable results of language teaching in schools. In non-Germanic Europe, only one percent of the students are capable of expressing themselves correctly in the language they have been learning for six years at an average of four hours a week; in Asia, the corresponding proportion is one out of a thousand. But these facts do not appear to stimulate creative thinking. They are accepted with a deplorable resignation.
Praha, Czechia – Columbus, Ohio, 1998, 2001