Article published In: Language Problems and Language Planning
Vol. 41:2 (2017) ► pp.168–191
Esperanto linguistics
State of the art
Published online: 27 October 2017
https://doi.org/10.1075/lplp.41.2.06per
https://doi.org/10.1075/lplp.41.2.06per
Abstract
Esperanto is an unusual language in many ways. First, it was originally created artificially, in a highly multilingual environment. Secondly, it was designed with the express purpose of becoming a language of interlingual communication, a language easy to learn for people from the widest range of linguistic backgrounds. Although it never became a universal lingua franca, Esperanto now has up to 2 million users and a sizeable number of native speakers. Yet even for such native speakers, Esperanto is never their only language. Its use is limited to certain domains, and for the overwhelming majority of its speakers, including native ones, Esperanto is not their dominant language. These facts may make Esperanto and Esperanto speakers useful in tests of the robustness of generalizations about linguistic typology, Universal Grammar, first and second language acquisition, language contact and creolization, variation and change. This article provides an overview of work that has been done to date on these topics.
Реферат
Эсперантистика: современное состояние
Эсперанто является необычным языком во многих отношениях: во-первых, он был изначально создан искусственно, в очень многоязычной среде. Кроме того, он был разработан с целью стать языком межъязыковой коммуникации, таким языком, который будет легко выучить носителям самых разнообразных языков. Хотя эсперанто так и не стал универсальным лингва франка, эсперанто теперь имеет до 2-х миллионов пользователей и значительное число носителей языка как родного. Но даже для таких носителей языка, эсперанто никогда не является их единственным языком. Его использование ограничено определенными областями, и для подавляющего большинства пользователей, в том числе носителей языка, эсперанто не является доминирующим языком. Благодаря этим фактам эсперанто и говорящие на нем представляют интерес для лингвистов в качестве полигона для тестировании обобщений и теорий в области лингвистической типологии, универсальной грамматики, усвоения первого и непервого языков, языкового контакта и креолизации, вариативности и исторических изменений в языке. Данная статья представляет собой обзор работ на сегодняшний день по этим темам.
Resumo
Esperanto-lingvistiko: La nuna evolustato
Esperanto estas neordinara lingvo en multaj rilatoj. Unue, ĝi origine estis kreita artefarite, en ege multlingva ĉirkaŭaĵo. Aldone, ĝi estis kreita kun la klara celo fariĝi lingvo por interlingva komunikado, lingvo facile lernebla por homoj kun plej vasta gamo de lingvaj fonoj. Kvankam ĝi neniam fariĝis universala lingua franca, Esperanto nun havas ĝis du milionojn da uzantoj kaj konsiderindan nombron da denaskuloj. Tamen, eĉ por tiuj denaskuloj Esperanto neniam estas la sola lingvo. Ĝia uzado estas limigita al certaj terenoj, kaj por la granda plimulto da parolantoj, inkluzive de la denaskuloj, Esperanto ne estas la ĉefa lingvo. Tiuj faktoj faras Esperanton kaj Esperanto-parolantojn utilaj en esploroj pri la fortikeco de ĝeneraligoj pri lingvistika tipologio, Universala Gramatiko, lernado de la gepatra kaj dua lingvoj, lingvokontakto kaj kreoliĝo, lingvovariado kaj ŝanĝiĝo. Tiu ĉi artikolo estas superrigardo pri aktualaj laboroj kiuj estas ĝis nun faritaj pri tiuj temoj.
Article outline
- 1.Linguistic descriptions of Esperanto
- 2.Esperanto and linguistic typology
- 3.Esperanto as a native language
- 4.Esperanto, creole studies and contact linguistics
- 5.Esperanto and bilingualism
- 6.Esperanto and the Hebrew “revival”
- 7.Standardization of Esperanto
- 8.Esperanto humor
- 9.Esperanto and second language acquisition
- 10.Areas for future research
References
References (139)
Allerton, D. J. (2002). C. K. Ogden’s “Basic English”: A critical assessment. In D. J. Allerton, P. Skandera and C. Tschichold (Eds.), Perspectives on English as a world language (pp. 149–158). Basel: Schwabe & Co Verlag.
Baker, M. (2010). Formal generative typology. In B. Heine and H. Narrog (Eds.), The Oxford handbook of linguistic analysis (pp. 285–312). Oxford: Oxford University Press.
Benczik, V. (2011). La esperanta literaturo tra la lupeo de kelkaj lingvoteorioj kaj literaturkonceptoj [The English literature through the lens of some linguistic theories and literature concepts]. Esperantologio / Esperanto Studies, 51, 37–59.
Berdichevsky, N. (1986). Zamenhof and Esperanto. Ariel: A Review of Arts and Sciences in Israel, 641, 58–71.
(2007). Why Esperanto is Different. New English Review. Available online: [URL]
(2014). Modern Hebrew: The past and future of a revitalized language. Jefferson, NC: McFarland & Company.
(2006). Age and second language acquisition and processing: A selective overview. Language Learning, 56(S1): 9–49.
Biró, T. (2004). Weak interactions: Yiddish influences in Hungarian, Esperanto and Modern Hebrew. In D. Gilbers, M. Schreuder and N. Knevel (Eds.) On the boundaries of phonology and phonetics: A Festschrift presented to Tjeerd de Graaf (pp. 123–145). Groningen: University of Groningen Press.
(2014). Kompetent urteilen? Wege zur Fachinformation über Plansprachen. In C. Brosch and S. Fiedler (Eds.), Interlinguistik im 21. Jahrhundert (pp. 9–28). Beiträge der 23. Jahrestagung der Gesellschaft für Interlinguistik e.V., 291. November – 1. Dezember 2013 in Berlin. Berlin: GIL.
(2015). How not to reinvent the wheel… The essential scholarly literature in interlinguistics and Esperantology. Interdisciplinary Description of Complex Systems, 13(2), 200–215.
Blanke, W. (1989). Terminological standardization: Its roots and fruits in planned languages. In K. Schubert (Ed.), Interlinguistics: Aspects of the science of planned language (pp. 277–292). Berlin: Mouton de Gruyter.
Broch, I., & Jahr, E. (1984). Russenorsk – et pidginspråk i Norge [Russenorsk – A pidgin language in Norway] (2nd ed.). Tromsø studier i språkvitenskap [Tromsø Studies in Linguistics] 31. Oslo: Novus.
Brosch, C. (2014). Kelkaj pensoj pri la Esperanta verbosistemo (la ĉiama -ata/-ita). Lingva Kritiko: Studoj kaj notoj pri la Internacia Lingvo. Esperantologio Interreta. Available at [URL]
Burkina, O. V. (2009). Proiznositel’naja norma v esperanto. Doctoral dissertation. Saint-Petersburg University.
Cenoz, J. (2003). The influence of age on the acquisition of English: General proficiency, attitudes and code-mixing. In M. del Pilar García Mayo and M. L. García Lecumberri (Eds.), Age and the acquisition of English as a foreign language (pp. 77–93). Clevedon: Multilingual Matters.
Charters, D. (2015). The teaching and learning of Esperanto. Interdisciplinary Description of Complex Systems, 13(2), 288–298.
Comrie, B. (1996). Natural and artificial international languages: A typologist’s assessment. Journal of Universal Language, 31, 35–55.
Corsetti, R. (1996). A mother tongue spoken mainly by fathers. Language Problems & Language Planning, 20(3), 263–273.
Corsetti, R., & La Torre, M. (1995). Quale lingua prima? Per un esperimento CEE che utilizzi l’esperanto. Language Problems and Language Planning, 19(1), 25–46.
Corsetti, R., Pinto, M., & Tolomeo, M. (2004). Regularizing the regular: The phenomenon of overregularization in Esperanto-speaking children. Language Problems & Language Planning, 28(3), 261–282.
Dankova, N. (1997). Temporalité en Esperanto. Etude du transfert. Doctoral dissertation, Université Paris 8.
Dasgupta, P. (1987). Adverboj en Esperanto. [Adverbs in Esperanto] In Serta gratulatoria in honorem Juan Regulo, vol. II1: Esperantismo (pp. 119–130). La Laguna: Universidad de la Laguna.
(1989). Degree words in Esperanto and categories in Universal Grammar. In K. Schubert (Ed.), Interlinguistics: Aspects of the science of planned languages (pp. 231–248). Berlin: Mouton de Gruyter.
DeGraff, M. (2009). Language acquisition in creolization and, thus, language change: Some Cartesian-uniformitarian boundary conditions. Language and Linguistic Compass, 3–4, 888–971.
del Pilar García Mayo, M. (2003). Age, length of exposure and grammaticality judgments in the acquisition of English as a foreign language. In M. del Pilar García Mayo and Maria Luisa García Lecumberri (Eds.), Age and the acquisition of English as a foreign language (pp. 94–114). Clevedon: Multilingual Matters.
Duc Goninaz, M. (1984). La problem de la normo en Esperanto. [The problem of the norm in Esperanto] In R. Rokocki (Ed.), Acta Interlinguistica. 12-a Scienca Intelingvistika Simpozio. (pp. 57–65). Varsovio, April-May 1984.
(2002). La nova plena ilustrita vortaro de Esperanto. [The New Full Illustrated Dictionary of Esperanto]. Paris: Sennacieca Asocio Tutmonda.
Duličenko, A. D. (1989). Ethnic language and planned language. In K. Schubert (Ed.), Interlinguistics: Aspects of the science of planned languages (pp. 47–62). Berlin: Mouton de Gruyter.
Fantini, A., & Reagan, T. (1992). Esperanto and education: Toward a research agenda. Available online: [URL]
Fettes, M. (1996). The Esperanto community: A quasi-ethnic linguistic minority? Language Problems & Language Planning, 20(1), 53–59.
Fiedler, S. (1999a). Pri Esperanto-frazeologio. [On Esperanto phraseology] Esperantologio / Esperanto Studies, 11, 48–51.
(1999b). Plansprache und Phraseologie. Empirische Untersuchungen zu reproduziertem Sprachmaterial im Esperanto. [Planned language and phraseology. Empirical studies on reproduced language material in Esperanto]. Frankfurt/M.: Lang.
(2006). Standardization and self-regulation in an international speech community: The case of Esperanto. International Journal of the Sociology of Language, 1771, 67–90.
(2007). Phraseology in planned languages. In H. Burger (Ed.) Phraseologie / Phraseology: Ein internationals Handbuch zeitgenössischer Forschung / An international handbook of contemporary research, vol. 21 (pp. 779–787). Berlin: Walter de Gruyter.
(2012). The Esperanto denaskulo: The status of the native speaker of Esperanto within and beyond the planned language community. Language Problems & Language Planning, 36(1), 69–84.
(2014). Geschlecht im Esperanto. Eine sprachwissenschaftliche Betrachtung zu gender-spezifischen Bezeichnungen in einer Plansprache. Interlinguistische Informationen, 211, 85–106.
(2015b). Esperanto. Gender in a planned language. In M. Hellinger and H. d Motschenbacher (Eds.) Gender across languages, vol. 41 (pp. 97–123). Amsterdam: John Benjamins.
Fischer, R-J. (2014). Die Bedeutung der Vokale -a-, -i- und -o- in finiten Verbformen und Partizipien des Esperanto. In C. Brosch and S. Fiedler (Eds.), Interlinguistik im 21. Jahrhundert (pp. 69–84). Beiträge der 23. Jahrestagung der Gesellschaft für Interlinguistik e.V., 29. November – 1. Dezember 2013 in Berlin. Berlin: GIL.
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.
(2008). Les constructions verbo-nominales en français et en espéranto: un cas spécifique de glissement phraséologique. Zeitschrift für Französische Sprache und Literatur, 361, 71–84.
(2010). Frazeologio, kunokazemo kai leksiko-gramatiko. In D. Blanke and U. Lins (Eds.), La arto labori kune. Festlibro por Humphrey Tonkin (pp. 323–338). Rotterdam: Universala Esperanto-Asocio.
(2014). Phraseology as a measure of emergent norm: The case of Esperanto. In J. C. Herreras (Ed.), Politiques linguistiques et langues autochtones d’enseignement dans l’Europe des vingt-sept (pp. 317–348). Valenciennes: Presses Universitaires de Valenciennes.
Greatrex, G. (2013).
Review of
Angela Tellier (Ed.) Esperanto as a Starter Language for Child Second-Language Learners in the Primary School. Language Problems & Language Planning, 37(1), 97–99.
Hammer, M. F., Redd, A. J., Wood, E. T., Bonner, M. R., Jarjanazi, H., Karafet, T. M., Santachiara-Benerecetti, S., Oppenheim, A., Jobling, M. A., Jenkins, H. T., Ostrer, H., & Bonné-Tamir, B. (2000). Jewish and Middle Eastern non-Jewish populations share a common pool of Y-chromosome biallelic haplotypes. Proceedings of the National Academy of Sciences, 97(12), 6769–6774.
Harley, B., & Hart, D. (1997). Language aptitude and second language proficiency in classroom learners of different starting ages. Studies in Second Language Acquisition, 191, 379–400.
Heil, A. (1999). Grammatische Reduktion in Frankokreolsprachen und Plansprachen. Frankfurt/Main: Peter Lang.
Hyltenstam, K., & Abrahamsson, N. (2003). Maturational constraints in SLA. In C. J. Doughty and M. H. Long (Eds.), The handbook of second language acquisition (pp. 539–588). Oxford: Blackwell.
Jansen, W. H. (1999). Esperanto, Van taalproject tot levende taal. Amsterdam: Vereniging Esperanto Nederland.
(2007a). Wortstellungsmodelle im ursprünglichen und im heutigen Esperanto – Zeugen einer natürlichen Entwicklung der Syntax? In D. Blanke (Ed.) Esperanto heute. Wie aus einem Projekt eine Sprache wurde (pp. 15–26). Berlin: Gesellschaft für Interlinguistik.
(2009). Pri la natureco de vortordoj en Esperanto. In A. S. Mel’nikov (Ed.), Current problems in linguistics (pp. 106–111). Rostov-on-the-Don: Federal Agency for Public Education.
(2013b). The learnability of the reflexive in Esperanto. Esperantologio / Esperanto Studies, 61, 71–96.
(2015). Grammar: A complex structure. A linguistic description of Esperanto in functional discourse grammar. Interdisciplinary Description of Complex Systems, 13(2), 275–287.
Jordan, D. K. (1987). Esperanto and Esperantism: Symbols and motivations in a movement for linguistic equality. Language Problems and Language Planning, 11(1), 104–125.
(1988). Esperanto: The international language of humor; or, What’s funny about Esperanto? Humor, 1–2, 143–157.
Kachru, B. (1985). Standards, codification and sociolinguistic realism: The English language in the Outer Circle. In R. Quirk, H. G. Widdowson, and Yolande Cantù (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11–30). Cambridge: Cambridge University Press.
Kachru, B., Kachru, Y., & Nelson, C. (2009). The handbook of world Englishes. Oxford: Wiley-Blackwell.
Kagan, O., & Dillon, K. (2001). A new perspective on teaching Russian: Focus on the heritage learner. Slavic and East European Journal, 451, 507–518.
Kalocsay, K., & Waringhien, G. (1985). Plena analiza gramatiko de Esperanto (5a eldono). Rotterdam: Universala Esperanto-Asocio.
Karmiloff, K., & Karmiloff-Smith, A. (2002). Pathways to language: From fetus to adolescent. Cambridge, MA: Harvard University Press.
Koutny, I. (2015). Can complexity be planned? Interdisciplinary Description of Complex Systems, 13(2), 236–249.
Krägeloh, C. U. (2009). Lingva fono kaj uzado de frazstrukturoj en skribita Esperanto. Esperantologio / Esperanto Studies, 41, 31–42.
Laleko, O. V. (2008). Compositional telicity and Heritage Russian aspect. In M. Grosvald and D. Soares (Eds.), Proceedings of the Thirty-Eighth Western Conference on Linguistics (pp. 150–160). Davis, CA: Department of Linguistics, University of California Davis.
(2010). The syntax-pragmatics interface in language loss: Covert restructuring of aspect in Heritage Russian. Ph.D. Dissertation, University of Minnesota.
Larson-Hall, J. (2008). Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation. Second Language Research, 24(1), 35–63.
Lenneberg, E. H. (1957). A probabilistic approach to language learning. Behavioral Science, 21, 1–12.
Li, Wei. (1996). Esperanto inflection and its interface in HPSG. Working Papers of the Linguistics Circle, 131, 71–81.
Lindstedt, J. (2006). Native Esperanto as a test case for natural language. SKY Journal of Linguistics, 191, 47–55.
(2009). Esperanto: An East European contact language? In C. Voß and A. Nagórko (Eds.), Die Europäizität der Slawia oder dies Slawizität Europas [pages?]. München / Berlin: Otto Sagner.
Liu, Haitao. (2001). Creoles or planned languages: Which have the simpler grammar? Esperantologio / Esperanto Studies, 21, 53–57.
Maxwell, D. (1989). English-Esperanto Metataxis. In D. Maxwell and K. Schubert (Eds.), Metataxis in practice. Dependency syntax for multilingual machine translation (pp. 267–297). Dordrecht/Providence: Foris.
McWhorter, J. (2009). Our magnificent bastard tongue: The untold history of English. New York: Gotham Books.
(2014a). A response to Mufwene. Journal of Pidgin and Creole Languages, 29(1), 172–176.
(2014b). The language hoax: Why the world looks the same in any language. Oxford: Oxford University Press.
Milton, J., & Alexiou, T. (2006). Language aptitude development in young learners. In C. Abello-Contesse, R. Chacón-Beltrán, M. D. López-Chiménez, and M. Mar Torreblanca-López (Eds.), Age in L2 acquisition and teaching (pp. 177–192). Oxford: Peter Lang.
(2003). Genetic linguistics and genetic creolistics. A response to Sally Thomason’s column. Journal of Pidgin and Creole Languages, 18(2), 273–288.
Muñoz, C. (2009). Input and long-term effects of early learning in a formal setting. In M. Nikolov (Ed.), The age factor and early language learning (pp. 141–159). Berlin: Mouton de Gruyter.
Nagata, H., & Corsetti, R. (2005). Influoj de gepatra lingvo sur la lernadon de esperanto: psikolingvistika esploro. Esperantologio / Esperanto Studies, 31, 5–39.
Nebel, A., Filon, D., Brinkmann, B., Majumder, P., Faerman, M., & Oppenheim, A. (2001). The Y chromosome pool of Jews as part of the genetic landscape of the Middle East. American Journal of Human Genetics, 69(5), 1095–1112.
Pabst, B. (2014). Das Fundamento als Maßstab sprachlicher Richtigkeit im Esperanto. In C. Brosch and S. Fiedler (Eds.), Interlinguistik im 21. Jahrhundert (pp. 45–60). Beiträge der 23. Jahrestagung der Gesellschaft für Interlinguistik e.V., 29. November – 1. Dezember 2013 in Berlin. Berlin: GIL.
Parkvall, M. (2010). How European is Esperanto? A typological study. Language Problems & Language Planning, 34(1), 63–79.
(2008). The simplicity of creoles in a cross-linguistic perspective. In M. Miestamo, K. Sinnemäki, and F. Karlsson (Eds.), Language complexity. Typology, contact, change (pp. 265–285). Amsterdam: John Benjamins.
Pereltsvaig, A. (2004a). Aspect lost, aspect regained: Restructuring of aspectual marking in American Russian. In P. Kempchinsky and R. Slabakova (Eds.), Aspectual inquiries (pp. 369–395). Dordrecht: Kluwer.
(2004b). Agreement in the absence of agreement: Gender agreement in American Russian. In D. Stojanović (Ed.), Cahiers Linguistique d’Ottawa, 321, 87–107.
(2004c). Immigrant Russian: Factors in the restructuring of the aspectual system under attrition. The Proceedings of BLS 29S.
(2011). What is the most difficult language to learn – and why? Languages of the World blog. Available online: [URL]
(2013). Just how weird are the world’s weirdest – and least weird – languages? Languages of the World blog. Available online: [URL]
Picard, J. -M. (1911). L’Esperanto à l’école, ou l’Enseignement méthodique de la langue française aux enfants par l’esperanto: Cours élémentaire (entre 7 et 10 ans). Coulommiers: Imprimerie Paul Brodard.
(1989). A few notes on the evolution of Esperanto. In K. Schubert (Ed.), Interlinguistics: Aspects of the science of planned languages (pp. 129–142). Berlin/New York: Mouton de Gruyter. Pp. 129–142.
Polinsky, M. (2008). Relative clauses in Heritage Russian: Fossilization or divergent grammar. Formal Approaches to Slavic Linguistics, 161, 333–358.
Pool, J., & Grofman, B. (1989). Linguistic artificiality and cognitive competence. In K. Schubert (Ed.), Interlinguistics: Aspects of the science of planned languages (pp. 145–156). Berlin: Mouton de Gruyter.
Roehr-Brackin, K. (2013). Theoretical foundations. In A. Tellier (Ed.), Esperanto as a starter language for child second-language learners in the primary school (2nd ed.) (pp. 19–22). Barlaston: Esperanto UK.
Savatovsky, D. (1989). Les linguists et la langue internationale (1880–1920). Histoire Epistémologie Langage, 11(2), 37–65.
Schneider, E. W., & Kortmann, B. (2004). A handbook of varieties of English: Morphology and syntax. Berlin: Mouton de Gruyter.
Schubert, K. (1989a). An unplanned development in planned languages: A study of word grammar. In K. Schubert (Ed.), Interlinguistics: Aspects of the science of planned languages (pp. 249–274). Berlin/New York: Mouton de Gruyter.
(1989b). A dependency syntax of Esperanto. In D. Maxwell and K. Schubert (Eds.), Metataxis in practice: Dependency syntax for multilingual machine translation (pp. 207–232) (Distributed Language Translation 6.) Dordrecht/Providence: Foris.
(1993). Semantic compositionality: Esperanto word formation for language technology. Linguistics, 311, 311–365.
(2015). Word-formation and planned languages. In P. Müller, I. Ohnheiser, S. Olsen, and F. Rainer (Eds.), Word-formation. An international handbook of the languages of Europe (pp. 2210–2225). Berlin/Boston: De Gruyter Mouton.
Sherwood, B. A. (1982). Statistical Analysis of Conversational Esperanto, With Discussion of the Accusative. Studies in the Linguistic Sciences, 12(1), 165–182.
Symoens, E. (1992). Al nova internacia lingvopolitiko: la propedeŭtika valoro de Esperanto. (Esperanto-dokumento 28–29E). Rotterdam: Universala Esperanto-Asocio.
Tamis, D. (1989). Esperanto-French Metataxis. In D. Maxwell and K. Schubert (Eds.), Metataxis in practice. Dependency syntax for multilingual machine translation (Distributed Language Translation 6.) (pp. 247–266). Dordrecht/Providence: Foris.
Tellier, A. (2013a). Esperanto as a potential aid to language learning in primary schools. In A. Tellier (Ed.), Esperanto as a starter language for child second-language learners in the primary school (2nd ed.) (pp. 10–18). Barlaston: Esperanto UK.
(2013b). Esperanto as a starter language for child second-language learners in the primary school (2nd ed.). Barlaston: Esperanto UK.
(2013c). Developing a measure of metalinguistic awareness for children aged 8–11. In K. Roehr-Brackin and G. A. Gánem-Gutiérrez (Eds.), The metalinguistic dimension in instructed second language learning (pp. 15–43). London: Bloomsbury.
Tellier, A., & Roehr-Brackin, K. (2013a). The development of language learning aptitude and metalinguistic awareness in primary-school children: A classroom study. Essex Research Reports in Linguistics, 621. Available at [URL]
(2013b). Metalinguistic awareness in children with differing language learning experience. EuroSLA Yearbook, 13(1), 81–108.
Tonkin, H. (2015). Language planning and planned languages: How can planned languages inform language planning? Interdisciplinary Description of Complex Systems, 13(2), 193–199.
van Oostendorp, M. (1999). Syllable structure in Esperanto as an instantiation of universal phonology. Esprantologio / Esperanto Studies, 11, 52–80.
Versteegh, K. (1993). Esperanto as a first language: Language acquisition with a restricted input. Linguistics, 31(3), 539–555.
Wennergren, B. (2005). Plena manlibro de Esperanta gramatiko. El Cerrito: Esperanto-League of North America.
Cited by (6)
Cited by six other publications
Vladimir I. Ionesov
Aray, Başak
Fiedler, Sabine
[no author supplied]
This list is based on CrossRef data as of 27 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
