The Relevance of Esperanto in Universities Today
A questionnaire on teaching, studying and researching Esperanto and related topics in Universities
The International League of Esperanto-Speaking Teachers (ILEI), Esperantic Studies Foundation (ESF), and the Centre For Research and Documentation on World Language Problems (CED) are collecting data about the current state of teaching, study and research of Esperanto and related topics in universities around the world. The information will be anonymised and presented during the forthcoming ILEI Symposium (12-13 August 2021).
We would be grateful for your help. Responses to all questions are optional.
By completing this questionnaire you agree to ILEI/CED/ESF using your anonymised responses for the project herein described. We will treat all personal information with the utmost confidentiality and in line with GDPR. Your responses will be held securely in the Google cloud. You may request that your responses be removed at any time. If you have any questions, please write to
In which country are/were you employed? You may also specify your state, province, region, area, etc.
Your University or other institution of higher education and/or research.
Please supply your email or other contact information if you are willing to be contacted about your answers, or for interview (see below).
Scientific field(s) or university department in which your teaching and/or research is situated.
6. Home language(s):
Which langauge(s) did/do you speak in your home?
7. Working language(s):
Which language(s) do you mainly use for your teaching, research and professional communication?
How do you perceive the concept of Interlinguistics?
Linguistics discipline dealing with planned / constructed languages
Linguistics discipline dealing with any languages for translingual communication
Interdisciplinary branch of science which includes various aspects of language planning, language policy, sociolinguistics and intercultural communication
9. English as a lingua franca:
In your opinion, is the almost sole use of English as a lingua franca in higher education and in published research contrary to the concept of linguistic justice? Choose a gradation between 1 (Not at all) and 5 (Yes indeed).
Not at all
9.1. Please explain:
Could you explain your previous choice on the scale?
10. Planned languages:
Could a fully-functioning planned language, such as Esperanto, be a better and more equitable solution to the language problem in higher education and scientific communication (for example, published journal articles)? You may choose one or more responses.
I do not perceive a "language problem" with English as a common language for scientific communication.
I do not know enough about Esperanto to be able to respond to the question.
No constructed language can be sufficiently expressive in any scientific field.
Esperanto could be a more equitable solution
I consider that scientific communication should welcome any and all languages, including planned languages.
11. Some examples:
If you chose 'Esperanto could be a more equitable solution' please give concrete examples of how this might be implemented.
12. Contact with Esperanto:
Have you encountered Esperanto at all in your teaching, study or research? For example, have you read a journal article which referred to Esperanto, have you heard it spoken, read texts which mention it on the internet?
Once or a few times
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