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Relevant bibliographies by topics / English language, ireland

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Academic literature on the topic 'English language, ireland'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "English language, ireland"

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Hickey, Raymond. "The English Language in Ireland." Revue belge de philologie et d'histoire 90, no. 3 (2012): 881–87. http://dx.doi.org/10.3406/rbph.2012.8266.

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Hickey, Raymond. "Present and future horizons for Irish English." English Today 27, no. 2 (2011): 3–16. http://dx.doi.org/10.1017/s0266078411000150.

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The English language was first taken to Ireland in the late twelfth century and enjoyed a modest position in late medieval Irish society, a position which betrayed no sign of the later dominance of English in Ireland as in so many countries to which the language was taken during the period of English colonialism. The fate of the English language after initial settlement was determined by the existence of Irish and Anglo-Norman as widely spoken languages in the country. Irish was the continuation of forms of Celtic taken to Ireland in the first centuries BCE and the native language of the great

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Marranci, Gabriele. "“We Speak English”." Ethnologies 25, no. 2 (2004): 59–75. http://dx.doi.org/10.7202/008048ar.

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Abstract Language is an important identity marker and is often a symbol of immigrants’ resistance to assimilation within the host societies. Indeed, by speaking their own languages, immigrants in Europe develop their transnational identities and set up defensive boundaries against possible cultural homogenisations. This is particularly relevant for Muslim immigrants, since Arabic is both an identity and a religious symbol. In many European mosques, Muslims consider Arabic as the only acceptable language. In particular the khutbat [Friday sermon] should be written and read in Arabic. In contras

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Skorupa-Wulczyńska, Aneta. "The Status of English in the European Union after Brexit." Przegląd Prawniczy Uniwersytetu im. Adam Mickiewicza 15 (December 30, 2023): 175–93. http://dx.doi.org/10.14746/ppuam.2023.15.08.

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The aims of the article are to analyse the legal status of English after Brexit and present possible scenarios for this language in the post-Brexit Union. Firstly, the article highlights the status of languages in the EU and depicts three major categories of languages in the EU: Treaty languages, official and working languages. Secondly, the article analyses two possible scenarios for retaining the official and working status of English through notifications by Ireland and Malta. Thirdly, the paper focuses on the third scenario of introducing English as a single EU official language. Finally,

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Chambers, Angela, David Atkinson, and Fiona Farr. "Centre for Applied Language Studies, University of Limerick, Ireland." Language Teaching 45, no. 1 (2011): 135–39. http://dx.doi.org/10.1017/s0261444811000425.

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The Centre for Applied Language Studies (CALS), founded in 1997, is a research centre within the School of Languages, Literature, Culture and Communication. It brings together researchers and postgraduate students from several disciplines within the School, which includes six languages: English (English Language Teaching and English Literature), French, German, Irish, Japanese and Spanish. The Centre provides a focus for research in applied language studies within the University and a focal point for national and international links. It also promotes the interaction of research and the applica

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Hoyte-West, Antony. "The 23rd Language: Official EU Status for Irish as Portrayed in the Republic of Ireland's English-Language Press." English Studies at NBU 6, no. 1 (2020): 173–83. http://dx.doi.org/10.33919/esnbu.20.1.8.

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Irish became the 23rd official language of the European Union (EU) in 2007. Due to a lack of qualified translators and interpreters, it is currently subject to a derogation which restricts its use in the EU institutions, a situation which aims to be remedied by 2022. Yet the Irish language represents a unique case even within the Republic of Ireland itself. Under British rule, centuries of repression confined its usage to the rural fringes of society, a state of affairs that an independent Ireland has attempted to improve with limited success. This article analyses how recognition of official

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Sanders, Joey. "The Decline of the Irish Language in the Nineteenth Century." General: Brock University Undergraduate Journal of History 8 (April 19, 2023): 193–208. http://dx.doi.org/10.26522/tg.v8i.4191.

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The Irish language has a complicated past and a delicate future. Much of the language’s past and eventual decline occurred during and due to events that began during the nineteenth century. This paper explores the introduction of English language laws in Ireland as well as the tactics employed by the English to eliminate the Irish language and its speakers from the island as a whole. Although the decline of the Irish language in the nineteenth century was steep, Ireland did not go without attempts to retain and revitalize the Irish language against the efforts of the English settler government

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Grala, Zuzanna. "Postcolonial analysis of educational language policies of Ireland, Singapore, and Malaysia." Linguistics Beyond and Within (LingBaW) 8 (December 31, 2022): 75–85. http://dx.doi.org/10.31743/lingbaw.14958.

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The aim of this paper is to compare the educational language policing in Ireland, Singapore, and Malaysia. While distant geographically, the three countries experience similar linguistic processes when it comes to anglicisation, and propose different solutions to the issue of balancing linguistic rights, and promotion of English as the language of globalisation. This comparison aimed to find out what influences language policing in postcolonial countries, and in what ways language shift can be prevented. The aspects of language policing strategies are presented as a way of protecting lin

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Salmon, Vivian. "Missionary linguistics in seventeenth century Ireland and a North American Analogy." Historiographia Linguistica 12, no. 3 (1985): 321–49. http://dx.doi.org/10.1075/hl.12.3.02sal.

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Summary Accounts of Christian missionary linguists in the 16th and 17th centuries are usually devoted to their achievements in the Americas and the Far East, and it is seldom remarked that, at the time when English Protestant missionaries were attempting to meet the challenge of unknown languages on the Eastern seaboard of North America, their fellow missionary-linguists were confronted with similar problems much nearer home – in Ireland, where the native language was quite as difficult as the Amerindian speech with which John Eliot and Roger Williams were engaged. Outside Ireland, few histori

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McCafferty, Kevin. "‘[T]hunder storms is verry dangese in this countrey they come in less than a minnits notice...’." English World-Wide 25, no. 1 (2004): 51–79. http://dx.doi.org/10.1075/eww.25.1.04mcc.

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It has been suggested that use of the Northern Subject Rule (NSR) in Southern Irish English (SIrE) is the result of diffusion from Ulster-Scots dialects of the North of Ireland, where many Scots settled in the 17th century. 19th-century Irish-Australian emigrant letters show the main NSR constraint — which permits plural verbal -s with noun phrase subjects but prohibits it with an adjacent third plural pronoun — to have been as robust in varieties of SIrE as it was in Northern Irish English (NIrE) of the same period. Before British colonisation of Ireland, the NSR was present in dialects of No

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Dissertations / Theses on the topic "English language, ireland"

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Creedon-Carey, Una A. "“The Whole Vexed Question”: Seamus Heaney, Old English and Language Troubles." Oberlin College Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1432295982.

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Wade-Woolley, Lesly A. (Lesly Ann). "For-to complements in Appalachian English." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59236.

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This thesis investigates the phenomenon of for-to complements in several dialects, focusing primarily on Appalachian English, though Belfast English and Ottawa Valley English are also examined. Following Chomsky's Government and Binding theory, we develop an analysis of for-to that predicts the distribution of for-to complements based on the requirements of Case, and the varieties of licit movement of features allowed by each dialect. To do this, we propose a Revised Case Filter which requires functional categories bearing Case features to discharge Case. We also show that the features of func

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Cuevas, Cristina L. "Stephen Dedalus' Search for Identity in Catholic Ireland." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2258.

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The purpose of my research was to explore the interplay between religion and art in James Joyce’s novel, A PORTRAIT OF THE ARTIST AS A YOUNG MAN. My aim was to trace the development of the protagonist, Stephen Dedalus by analyzing how Catholicsim is an institution that forms him, yet must reject to realize his artistic potential. I researched Joyce’s background to gain an understanding of the exilic experience on the literature. Through the exilic lens, I realized that Catholicism was the predominant influence on Stephen’s need to embark on a self-imposed exile at the end of the novel. Complic

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Ó, Cathalláin Seán. "Early literacy in all-Irish immersion primary schools : a micro-ethnographic case study of storybook reading events in Irish and English." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/6509.

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This thesis examines ways in which literacy practices are shaped by local norms in all-Irish immersion schools, as evidenced in storybook reading events in Irish and English. Within a sociocultural framing, the thesis takes as presuppositions that (i) reading is not a set of autonomous, transferable skills but is embedded in social settings; (ii) contexts and literacy practices co-emerge; (iii) children learn ways of being readers through participation in classroom literacy events; and (iv) language, literacy and identity are inextricably linked in all-Irish immersion programmes. In a classroo

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May, Anthony. "The construction of national identity in Northern Ireland and Scotland : culture and politics after Thatcher." Thesis, Kingston University, 2013. http://eprints.kingston.ac.uk/26592/.

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This study examines the construction of cultural nationalism in Northern Ireland and Scotland post-1979. Two particularly significant processes and practices are selected for analysis; football and literature. The methodological approach taken is a synthesis of ethnosymbolism, modernism, and cultural materialism, and nations are discussed as cultural constructs. Nationalism produced at both the elite and popular levels is considered, to provide a greater level of insight into the construction of national identity. The different nationally defined identities discussed are Scottish nationalism,

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Kelly, Ronan, Helen Hou, Barbara Skinner, and Xiuping Li. "English as an additional language learners' perezhivaniya of language development, identity and social integration: a multiple case study of post-primary schools in Northern Ireland." Thesis, Ulster University, 2022. https://pure.ulster.ac.uk/ws/portalfiles/portal/107632891/2022KellyRPhD.pdf.

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Increased global migration has created more linguistically and culturally diverse schools. Many education systems, which were previously constructed as monolingual and monocultural, are now compelled to evolve and support pupils with multilingual and multicultural backgrounds. This study takes a fresh and holistic view of education for secondary school pupils who are learning English as an additional language (EAL) by exploring their language development, identity and social integration. Vygotsky’s sociocultural theory and perezhivanie are employed as the theoretical framework for understandin

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Lavan, Rosie. "Seamus Heaney and society, 1964-1994." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:7b179e81-f84c-4f40-961a-ed06234b9e02.

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The contexts of Seamus Heaney's writing have been routinely noted but their critical interrogation has, to date, been limited. This thesis resituates Heaney's work to reassert the significance of his writing in its varied times and places. Its aim is to revive the web of connections within which Heaney's work was written, published, and received, and this accounts for the "society" of the title. While the idea of society as entity remains important, the word is employed primarily as a capacious guiding principle. Society's adjective, social, is always connected: to be "social" in any sense is

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Bender, Jacob. "Latin labyrinths, Celtic knots: modernism and the dead in Irish and Latin American literature." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5714.

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The Irish throughout their tumultuous history immigrated not only to North America but across Latin America, particularly to Cuba, Puerto Rico, Colombia, Chile, Argentina, and Mexico. Ireland and many of these Latin American countries share a close yet under-examined relationship, inasmuch as they are predominantly Catholic, post-colonial, hybrid populations with fraught immigrant experiences abroad and long histories of resisting Anglo-centric imperialism at home. More particularly, the peoples of these nations engage intimately with the dead (as shown, for example, by the Mexican Day of the

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Wennhager, Lena. "Oedipus in Ireland : Betrayal and Reconciliation in Neil Jordan’s Sunrise with Sea Monster." Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2644.

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<p>In this essay I argue that the plot in Sunrise with Sea Monster, written by Irish writer Neil Jordan, is based on the Oedipal myth, such as interpreted by Freud and psychoanalyst literary theory. By applying aspects of this theory we discover meanings buried within the novel. The Oedipus situation arises when the main character Donal falls in love with his piano teacher Rose, but so does his father, who decides to marry her. The desire both men have for the same woman creates a conflict of interest, as well as leading to a series of betrayals, of which the worst and ultimate one is of the f

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Valley, Leslie Ann. "Replacing the Priest: Tradition, Politics, and Religion in Early Modern Irish Drama." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1856.

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By the beginning of the twentieth century, Ireland's identity was continually pulled between its loyalties to Catholicism and British imperialism. In response to this conflict of identity, W. B. Yeats and Lady Augusta Gregory argued the need for an Irish theatre that was demonstrative of the Irish people, returning to the literary traditions to the Celtic heritage. What resulted was a questioning of religion and politics in Ireland, specifically the Catholic Church and its priests. Yeat's own drama removed the priests from the stage and replaced them with characters demonstrative of those lite

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Books on the topic "English language, ireland"

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L, Kallen Jeffrey, ed. Focus on Ireland. J. Benjamins Pub. Co., 1997.

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Hickey, Raymond. Irish English: History and present-day forms. Cambridge University Press, 2007.

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Todd, Loreto. Words apart: A dictionary of Northern Ireland English. Barnes & Noble, 1990.

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Harvey, Clodagh Brennan. Contemporary Irish traditional narrative: The English language tradition. University of California Press, 1992.

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Connolly, Catherine. International business opportunities for Ireland in the English language training industry. University College Dublin, 1993.

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M, Kirk John, Sanderson Stewart, and Widdowson J. D. A, eds. Studies in linguistic geography: The dialects of English in Britain and Ireland. Croom Helm, 1985.

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Adams, G. B. The English dialects of Ulster: An anthology of articles on Ulster speech. Ulster Folk and Transport Museum, 1986.

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Sammon, Paddy. Greenspeak: Ireland in her own words. Town House, 2002.

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P, Dolan T., ed. Dictionary of Hiberno-English: The Irish use of English. Gill & Macmillan, 1999.

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Hayes-McCoy, F. Storyline Ireland 1-4. Oliver & Boyd, 1988.

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Book chapters on the topic "English language, ireland"

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Dolan, Terence Patrick. "English in Ireland." In A Companion to the History of the English Language. Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444302851.ch36.

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Amador-Moreno, Carolina P. "The Language of Irish Writing in English." In Sociolinguistics in Ireland. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137453471_13.

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McIvor, Charlotte, and Ian R. Walsh. "Language." In Contemporary Irish Theatre. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-55012-6_8.

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AbstractEnglish spoken in Ireland is made unique by the influence of and translation from the Irish language and in this process becomes inherently theatrical in its strangeness, intensity and immediacy. Irish playwrights have exploited this and the tradition of storytelling in Ireland with its power to create communion amongst characters and audiences. The unique phrases and rhythms of Hiberno-English have been employed to adapt works written in other languages to register the similarities and differences of other cultures. The three frameworks and accompanying case studies that model the application of these critical lenses to key theatre productions are: (i) Hiberno-English: An Untamed Language for the Stage (Enda Walsh’s Disco Pigs); (ii) Storytelling: A Language Searching for Community (Conor McPherson’s The Weir); and (iii) Adaptation and Heteroglossia (Lucy Caldwell’s version of Chekhov’s Three Sisters).

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Singleton, David. "Poles Experiencing English (and Much More!) in Ireland." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20141-7_9.

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Maley, Willy. "Spenser’s Irish English: Language and Identity in Early Modern Ireland." In Salvaging Spenser. Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1057/9780230377233_3.

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Hickey, Raymond. "Heritage, Identity and Language Use in Public Spaces in Ireland." In Expanding the Landscapes of Irish English Research. Routledge, 2021. http://dx.doi.org/10.4324/9781003025078-14.

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Downey, Charlotte. "Factors in the Growth of the English Language in 18th and 19th Century Ireland." In English Traditional Grammars. John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/sihols.62.08dow.

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Boardman, Steve. "A People Divided? Language, History and Anglo-Scottish Conflict in the Work of Andrew of Wyntoun." In Ireland and the English World in the Late Middle Ages. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230235342_9.

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Lyons, Zachary. "10. Assessing the Impact of English Language Support Programme Materials on Post-primary Language Support and Mainstream Subject Classrooms in Ireland." In Managing Diversity in Education, edited by David Little, Constant Leung, and Piet Van Avermaet. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090815-012.

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Schulte, Marion. "The Silences and Silencing of First Languages Among L2 Speakers of English in Ireland." In Silence and its Derivatives. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06523-1_16.

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Conference papers on the topic "English language, ireland"

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O'Toole, Jane Mary. "Widening the lens on technology-mediated Irish language learning policy and practice to enable Irish language, technology, and education policy alignment, integration, and enactment at school level." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16983.

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Learner engagement with the Irish language in English-medium education (EME) in Ireland has been an area of concern in recent years (Inspectorate, 2022; Devitt et al., 2018). The lack of opportunity for learners to experience Irish as a living language outside of school exacerbates the situation. Technology-mediated language learning can provide learners with much-needed opportunities to consolidate Irish language learning as well as engage with the language across a range of authentic contexts and develop language learner networks. As the International Decade of Indigenous Languages 2022-2032

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Ying Zhang, G. J. F. Jones, Sen Zhang, Bin Wang, Yuqing Guo, and Yanjun Ma. "An investigation of question translation for English-Chinese cross-language question answering." In China-Ireland International Conference on Information and Communications Technologies (CIICT 2007). IEE, 2007. http://dx.doi.org/10.1049/cp:20070803.

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Alaofi, Suad, and Seán Russell. "The Influence of Foreign Language Classroom Anxiety on Academic Performance in English-based CS1 Courses." In UKICER2022: The United Kingdom and Ireland Computing Education Research Conference. ACM, 2022. http://dx.doi.org/10.1145/3555009.3555020.

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Auziņa, Anita, Silvia Benini, Ireta Čekse, Marta Giralt, and Liam Murray. "Foreign Language Teachers’ Activities to Develop Students’ Digital Citizenship Competences: Findings of the Dice. Lang Project." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.27.

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he extreme situation connected with the outbreak of the pandemic coronavirus has forced foreign language teachers worldwide to challenge their teaching competences and approaches when teaching remotely. Now, more than ever, foreign language teachers are forced or encouraged to implement digital materials, learning objects and environments. Meanwhile, foreign language teachers’ knowledge, skills and attitudes related to Digital Citizenship Education (DCE) are tested and challenged, too. The aim of this paper is to explore how confident and knowledgeable about DCE foreign language teachers are i

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Ní Riain, Isobel. "Teaching in unusual surroundings - Dún Chíomháin, a house in the countryside." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.01.

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I teach the Irish language in University College Cork (UCC), Ireland. I lead weekend courses in Dún Chíomháin which is a house owned by UCC in West Kerry. The area in which the house is located forms part of the Gaeltacht, i.e. an Irish speaking area. The goal of the weekends is for the students to speak Irish to each other in an amenable language environment. In Dún Chíomháin, a kitchen, a sitting room and a dining room make up the primary teaching spaces. The learning and teaching is conversational (Baker et al. 2002). The students and teacher interact naturally and without ceremony over cor

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Nurkholifa, Ferda Fibi Tyas, Eti Poncorini Pamungkasari, and Hanung Prasetya. "Effect of Secondary Education on Exclusive Breastfeeding: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.131.

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ABSTRACT Background: Many studies reported the importance of exclusive breastfeeding for infants. However, there are many obstacles faced by lactating mothers to provide exclusive breastfeeding for their children. This study aimed to investigate the effect of secondary education on exclusive breastfeeding using a meta-analysis. Subjects and Method: Meta-analysis and systematic review were conducted by collecting articles from PubMed, Science Direct, and Google Scholar databases. Keywords used exclusive breastfeeding” AND “secondary education” OR “education for breastfeeding” AND “cross section

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