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Journal articles on the topic 'English language, ireland'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

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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2

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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3

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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4

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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8

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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10

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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Mckendry, Eugene. "Irish and Polish in a New Context of Diversity in Northern Ireland’s Schools." Studia Celtica Posnaniensia 2, no. 1 (2017): 1–19. http://dx.doi.org/10.1515/scp-2017-0008.

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Abstract While Modern Languages are in decline generally in the United Kingdom’s post-primary schools, including in Northern Ireland (Speak to the Future 2014), the international focus on primary languages has reawakened interest in the curricular area, even after the ending in 2015 of the Northern Ireland Primary Modern Languages Programme which promoted Spanish, Irish and Polish in primary schools. This paper will consider the situation in policy and practice of Modern Languages education, and Irish in particular, in Northern Ireland’s schools. During the years of economic growth in the 1990

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Farren, Patrick, and Eugene McKendry. "A Consideration of Language Teacher Education in Ireland, North and South." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 83–90. http://dx.doi.org/10.35903/teanga.v24i0.38.

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This paper surveys the context of language teacher education in Ireland, north and south, across the sectors (primary and post-primary, Irish, Modern Languages and English as an Additional Language). The discussion and analysis that follows arose through the contributions by language teacher educators to a conference organised by the Queen’s University of Belfast under the auspices of the Standing Conference on Teacher Education, North and South (SCoTENS)1. The authors suggest that a traditional view of diversification in language education, focusing on Irish and the main European languages, m

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Palmer, Patricia. "Interpreters and the politics of translation and traduction in sixteenth-century Ireland." Irish Historical Studies 33, no. 131 (2003): 257–77. http://dx.doi.org/10.1017/s0021121400015807.

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The story of late Tudor Ireland is, in part, a story of language. The political and military developments that brought New English and native Irish into a closer and increasingly violent proximity also brought two languages into confrontation. The issue of language difference became caught up in the wider conflict: the Irish language joined glibs, brehons and pastoral nomadism as yet another element in the Elizabethans’ dystopic assessment of Gaelic Ireland; in turn, the promotion of English — and the linguistic colonisation which that entailed — assumed its place in their agenda of conquest.

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Hoyte-West, Antony. "Exploring the Portrayal of Institutional Translators and Interpreters in the Republic of Ireland’s English-Language Print Media." Vertimo studijos, no. 13 (February 22, 2021): 28–38. http://dx.doi.org/10.15388/vertstud.2020.2.

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Although the Republic of Ireland has been a member of the European Union for nearly five decades, the country’s first official language, Irish, was only recognised as an official EU language on 1 January 2007. However, a lack of appropriately qualified linguistic personnel means that the language is currently subject to a derogation on its use in the EU institutions, which is scheduled to be lifted in 2022. Interviews conducted previously with interpreters in the Republic of Ireland (Hoyte-West 2020a) noted that practitioners generally viewed media coverage of the derogation as contributing to

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Cronin, Michael. "Ireland in translation." English Today 27, no. 2 (2011): 53–57. http://dx.doi.org/10.1017/s0266078411000216.

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Translation has long featured as a convenient metaphor for the Irish condition. However, its use as metaphor should not disguise the insights translation provides into the status and formation of Irish English. When Richard II arrived in Ireland in 1394 his problems were not only political and military. They were also linguistic. On the occasion of the visit of the Irish kings to Richard in Dublin that same year, James Butler, the second Earl of Ormond, had to interpret the king's speech into Irish. Loyalty to Richard's kingship did not extend to loyalty to his chosen tongue. The translation s

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Gallagher, Anne. "Twenty-Five Years of Language Policies and Initiatives in Ireland: 1995-2020." TEANGA, the Journal of the Irish Association for Applied Linguistics 28 (December 9, 2021): 6–55. http://dx.doi.org/10.35903/teanga.v28i.1891.

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Ireland is a multilingual country, home to at least 212 languages, as well as English, the Irish language - the oldest language in Europe still spoken as a vernacular - and our native Irish Sign Language, whose users’ rights have only recently been signed into law. This paper will consider the main issues in language education in Ireland today from primary to third level, together with the economic, geopolitical and cultural forces which influence the ways in which we engage in communication both at home and abroad. Following a brief examination of the history which has led us to this point, i

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Bruen, Jennifer, and Finian Buckley. "Strategic communication across languages in business environments." European Journal of Language Policy: Volume 14, Issue 1 14, no. 1 (2022): 29–52. http://dx.doi.org/10.3828/ejlp.2022.3.

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There has been little research focusing on how small and medium-sized enterprises (SMEs), particularly those in anglophone contexts, approach language management with a resultant lack of understanding hindering language policymaking at national levels. Therefore, this study assesses the extent to which a sample of thirty-eight SMEs, fifteen in the Republic of Ireland (RoI) and twenty-three in Northern Ireland, have a language management strategy (LMS), that is, a plan of action enabling them to communicate across languages with suppliers and/or customers abroad. The survey also explored the at

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Bruen, Jennifer, and Finian Buckley. "Strategic communication across languages in business environments." European Journal of Language Policy: Volume 14, Issue 1 14, no. 1 (2022): 29–52. http://dx.doi.org/10.3828/ejlp.2022.3.

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There has been little research focusing on how small and medium-sized enterprises (SMEs), particularly those in anglophone contexts, approach language management with a resultant lack of understanding hindering language policymaking at national levels. Therefore, this study assesses the extent to which a sample of thirty-eight SMEs, fifteen in the Republic of Ireland (RoI) and twenty-three in Northern Ireland, have a language management strategy (LMS), that is, a plan of action enabling them to communicate across languages with suppliers and/or customers abroad. The survey also explored the at

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19

Barnard, T. C. "Protestants and the Irish Language, c. 1675–1725." Journal of Ecclesiastical History 44, no. 2 (1993): 243–72. http://dx.doi.org/10.1017/s0022046900015840.

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Early modern Ireland defied its English and Protestant rulers and remained largely Catholic. Historians have explained this situation variously: in terms of Protestant feebleness, official indifference or Catholic vigour. Among Protestant failings, scant use of the Irish language has been listed. An attitude to the Irish tongue, at best ambiguous and at worst hostile, can be connected first with English concepts of civility and then with the severe Calvinist theology which pulsed through the Established Church of Ireland in the early seventeenth century, and which, by equating those already Pr

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20

Dunbar, Robert. "Language Legislation and Policy in the uk and Ireland: Different Aspects of Territoriality in a ‘Celtic’ Context." International Journal on Minority and Group Rights 23, no. 4 (2016): 454–84. http://dx.doi.org/10.1163/15718115-02304003.

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In spite of the long-term dominance in Britain and Ireland of English, other indigenous languages continue to be spoken, and in relatively recent years several of those languages have benefited not only from a more coherent and supportive language policy but also from significant language legislation. One of the interesting features of these other indigenous languages is that, although strongly associated with rural ‘heartlands’ in the particular jurisdictions with which they are associated, they are also spoken in other parts of those jurisdictions, and, indeed, in other parts of the United K

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Amador-Moreno, Carolina P., and Francisco Javier Ruano-García. "Linguistic Perceptions of Irish English in Nineteenth-century Emigrant Letters." International Journal of English Studies 23, no. 2 (2023): 41–63. http://dx.doi.org/10.6018/ijes.558741.

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In this paper we look at the real voices of Irish English speakers in the nineteenth century. By turning to the Corpus of Irish English Correspondence (McCafferty & Amador-Moreno, 2012), we analyse the perceptions that letter writers had of their own language use. We apply a micro-perspective analysis to the language of John Kerr, an Irish emigrant to America, in his letters to his uncle James Graham of Newpark (Co. Antrim, N. Ireland). We examine Kerr’s incisive comment on language use alongside metacommentary found in different Late Modern works, including dictionaries, essays on Irish E

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Murphy, Deirdre. "An investigation of English pronunciation teaching in Ireland." English Today 27, no. 4 (2011): 10–18. http://dx.doi.org/10.1017/s0266078411000484.

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The global expansion of the use of English throughout the last decade has had significant implications for its instruction around the world. Among the issues that have arisen as a result of this expansion has been the selection of appropriate phonological models in the English language classroom. Specifically this particular issue has hinged on the question of whether it is more appropriate to encourage English language learners to strive towards the goal of a particular native variety of English pronunciation, or to promote an alternative target. This question has provoked much discussion, an

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Lillo, Antonio. "Exploring rhyming slang in Ireland." English World-Wide 25, no. 2 (2004): 273–85. http://dx.doi.org/10.1075/eww.25.2.06lil.

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There are several varieties of English where rhyming slang is or has been a productive source of new words. However, its incidence in some Englishes still remains, by and large,terra incognitafor slang lexicographers and linguists alike. Based on a number of written sources and oral transcripts, this article surveys the origins and development of rhyming slang in Ireland, its most outstanding characteristics and its productivity throughout the 20th century down to the present. In order to illustrate the significance and creative potential of this category of word-formation in Irish English, th

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Markey, Michael. "Learning a foreign language in immersion and second language acquisition contexts – students’ multilingual experiences with French in Ireland." Journal of Immersion and Content-Based Language Education 10, no. 1 (2022): 33–61. http://dx.doi.org/10.1075/jicb.19014.mar.

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Abstract This article looks at how bilingual students harness previous language experience when learning a new language. Research generally affirms that higher second language proficiency is linked to higher levels of proficiency in subsequent language learning and greater use of previously acquired language skills. In the Irish context, however, the varied nature of acquiring/learning languages and perceptions of linguistic distance potentially hinder students in mobilizing their experience with English and Irish when learning foreign languages at school. The study presented here examines how

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Malcolm, Ian G. "Aboriginal English." Australian Review of Applied Linguistics 36, no. 3 (2013): 267–84. http://dx.doi.org/10.1075/aral.36.3.03mal.

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Aboriginal English has been documented in widely separated parts of Australia and, despite some stylistic and regional variation, is remarkably consistent across the continent, and provides a vehicle for the common expression of Aboriginal identity. There is, however, some indeterminacy in the way in which the term is used in much academic and public discourse. There are diverse assumptions as to its relation to pidgin, creole and interlanguage varieties, as well as to Australian English. In an attempt to provide some clarification, this paper compares Aboriginal English with the main varietie

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Kallen, Jeffrey L. "The English Language in Ireland:An Introduction." International Journal of Language, Translation and Intercultural Communication 1 (January 1, 2012): 25. http://dx.doi.org/10.12681/ijltic.8.

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<strong><strong></strong></strong><p align="LEFT">I<span style="font-family: DejaVuSerifCondensed; font-size: small;"><span style="font-family: DejaVuSerifCondensed; font-size: small;">rish English, as the oldest overseas variety of English, displays a number </span></span>features which are unique to Ireland or which show characteristic patterns in the use of variation within English more generally. Many of these features reflect the interacting infl uences of settlement from England and Scotland, bringing with it elements from British dia

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Breeze, A. "Medieval English Lowcray and Loughrea, Ireland." Notes and Queries 51, no. 3 (2004): 235–36. http://dx.doi.org/10.1093/nq/51.3.235.

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28

Little, David. "Language learner autonomy and the European Language Portfolio: Two L2 English examples." Language Teaching 42, no. 2 (2009): 222–33. http://dx.doi.org/10.1017/s0261444808005636.

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This article argues that the Council of Europe's European Language Portfolio is capable of supporting the implementation of language learner autonomy on a large scale. It begins by explaining what the author understands by ‘language learner autonomy’, then introduces the European Language Portfolio and explains how it can stimulate reflective learning in which goal setting and self-assessment play a central role. It concludes by giving two practical examples that involve the learning of L2 English in Ireland, in one case by adult immigrants with refugee status and in the other by newcomer pupi

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O'Rian, Sean. "La politica del multilinguismo e l'apprendimento della lingua." FUTURIBILI, no. 2 (September 2009): 134–38. http://dx.doi.org/10.3280/fu2008-002014.

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- This paper focuses on a number of developments in macro-level language policies, outlines the background to the new status of the Irish language in the European Union and attempts to examine a proposal designed to improve the teaching of Irish in particular and language learning in general. At the moment the teaching of Irish is undergoing a serious crisis. While almost all primary school children in Ireland are able to speak English and Irish, in English-based schools the majority of students make no progress in Irish. To facilitate learning a second language a proposal is made for a prepar

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McArthur, Tom. "An ABC of World English England to Ireland." English Today 1, no. 3 (1985): 27–33. http://dx.doi.org/10.1017/s0266078400001255.

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The third of a four-part gazetteer of the basic geopolitical vocabulary of the English language, dealing with the facts, fancies, fallacies, ambiguities and subtle implications of such words. For convenience of presentation, the material is not always in strict alphabetical order.

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Keivanshokuh, Hooman, and Amirhossein Vafa. "VIOLENCE AND BIGOTRY: REGRESSIVE INNOVATION IN KEVIN BARRY’S CITY OF BOHANE." Folia linguistica et litteraria XIII, no. 39 (2022): 71–84. http://dx.doi.org/10.31902/fll.39.2022.4.

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Kevin Barry’s City of Bohane is one of the most celebrated recent works of Irish fiction. It is set in 2053, and tells the story of a people living in an environment of constant conflict where senseless acts of violence and bigotry are prevalent. This surprisingly negative imagining of Ireland in the future cannot be ignored considering the modern history of the country. The contemporary history of Ireland is fraught with a long and desperate struggle against the English Empire and its colonial forces as they tried for centuries to take over their neighboring island and completely colonize Ire

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Hickey, Raymond. "The Atlantic edge." English World-Wide 23, no. 2 (2002): 283–316. http://dx.doi.org/10.1075/eww.23.2.06hic.

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The intention of the present article is to examine the linguistic features typical of the Irish-derived community in contemporary Newfoundland and to relate these to the varieties of Irish English in the south-east of Ireland, the region from which most of the Irish settlers emigrated in the late 18th and early 19th centuries. The nature of South-West English the second area of the British Isles which provided input to Newfoundland is also considered and contrasted with south-east Irish English. The body of the article consists of a description of key features from phonology, morphology, s

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Ní Chlochasaigh, Karen, Gerry Shiel, and Pádraig Ó Duibhir. "Immersion in a minority language." Issues and Perspectives on Student Diversity and Content-Based Language Education 9, no. 2 (2021): 279–309. http://dx.doi.org/10.1075/jicb.21003.nic.

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Abstract When the earliest Irish language immersion schools outside Irish-speaking (Gaeltacht) areas were established, students were likely to come from relatively high socioeconomic backgrounds. While research has shown positive outcomes for these students, less is known about the outcomes of immersion education for students from areas of social disadvantage. Of 145 Irish immersion primary schools in the Republic of Ireland in 2016, 13 (8%) served low socioeconomic status (SES) communities. The current study examined the achievements of Grade 3 (n. = 283) and Grade 6 (n. = 235) students in th

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McCafferty, Kevin. "Victories fastened in grammar: historical documentation of Irish English." English Today 27, no. 2 (2011): 17–24. http://dx.doi.org/10.1017/s0266078411000162.

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In ‘Murdering the language’ Moya Cannon imagines Ireland as a shore washed over by human tides. Each invasion added fresh layers to landscape, community and language, until:[…] we spoke our book of invasions –an unruly wash of Victorian pedantry,Cromwellian English, Scots,the jetsam and the beached bones of Irish –a grammarian's nightmare. (Cannon, 2007: 88)

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Asadova, Nurana Rovshan. "English and its language policy in different countries." Technium Social Sciences Journal 51 (November 8, 2023): 303–8. http://dx.doi.org/10.47577/tssj.v49i1.9735.

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In the modern world, English has become widespread only in the “inner circle” countries (Great Britain, Ireland, USA, Canada, Australia and New Zealand) where English is the native language of the population. English is also actively used in outer circle countries. Countries in this circle include India, Nigeria, Bangladesh, Pakistan, Malaysia, Kenya, South Africa, etc. In the “Outer Circle” countries, English is not the native language of a significant part of the population, but it plays an important role in government actions and daily communication. There are also “expanding circle” countr

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Hill, Jacqueline. "THE LANGUAGE AND SYMBOLISM OF CONQUEST IN IRELAND, c. 1790–1850." Transactions of the Royal Historical Society 18 (November 10, 2008): 165–86. http://dx.doi.org/10.1017/s0080440108000698.

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ABSTRACTThe question of whether Ireland had been conquered by England has received some attention from historians of eighteenth-century Ireland, mainly because it preoccupied William Molyneux, author of the influential The Case of Ireland . . . Stated (1698). Molyneux defended Irish parliamentary rights by denying the reality of a medieval conquest of Ireland by English monarchs, but he did allow for what could be called ‘aristocratic conquest’. The seventeenth century, too, had left a legacy of conquest, and this paper examines evidence of consciousness among Irish Protestants of descent from

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Ćatibušić, Bronagh. "Minority language development in early childhood: a study of siblings acquiring Bosnian and English in Ireland." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 139–61. http://dx.doi.org/10.35903/teanga.v10i0.75.

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This paper considers issues faced by multilingual families in supporting their children’s acquisition of minority home languages. These include the challenges posed by majority language dominance in society and education, limited opportunities for minority language input and interaction, and possible differences in the language acquisition experience of siblings (De Houwer, 2007; Barron-Hauwaert, 2011; Bridges and Hoff, 2014). The paper reports on a comparative case study which investigated the early childhood language development of two siblings acquiring Bosnian and English in Ireland. Based

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Watson, Kevin. "Liverpool English." Journal of the International Phonetic Association 37, no. 3 (2007): 351–60. http://dx.doi.org/10.1017/s0025100307003180.

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Liverpool English (LE) is the variety of English spoken in Liverpool and much of the surrounding county of Merseyside, in the north-west of England. After London, the north-west of England is the most densely populated of all regions in England and Wales, with the population of Liverpool standing at around 450,000. LE itself is said to have developed in the middle of the 19th century, after rapid immigration from Ireland during the Irish potato famines of 1845–1847 (see Knowles 1973). Arguably as a result of this immigration, as we will see, there are some similarities between LE's phonologica

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McCafferty, Kevin. "Shared accents, divided speech community? Change in Northern Ireland English." Language Variation and Change 10, no. 2 (1998): 97–121. http://dx.doi.org/10.1017/s0954394500001253.

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ABSTRACTThis article interrogates the line taken in studies of Northern Ireland English that Catholic/Protestant ethnicity is sociolinguistically irrelevant. Using data from Derry/Londonderry English, gathered with the objective of answering the question of whether ethnicity matters in sociolinguistic terms, it examines the relative importance of a set of social factors for language variation. The strength of these factors (ethnicity, class, sex, and age) varies, but where change is occurring, ethnicity has an effect on the adoption of innovations. In particular, changes originating in the (pr

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MAGUIRE, WARREN. "Pre-R Dentalisation in Scotland." English Language and Linguistics 20, no. 2 (2016): 315–39. http://dx.doi.org/10.1017/s1360674316000034.

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Pre-R Dentalisation (PreRD), the dental pronunciation of /t/ and /d/ before /r/ and /ər/, is a well-known feature of English varieties throughout Ireland. PreRD is often accompanied by an /r/-Realisation Effect (RRE), whereby /r/ is pronounced as a tap after the dentalised consonant, and a Morpheme Boundary Constraint (MBC), such that PreRD is blocked by Class 2 morpheme boundaries. Although an Irish origin for PreRD has been suggested, the presence of PreRD, the RRE and the MBC in northern English dialects in a form nearly identical to what is found in Ireland suggests that the origins of Pre

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Grabarczyk, Izabela. "Polish Migrant Community in Ireland: the Use of Irish English Slit-t." Research in Language 17, no. 2 (2019): 127–46. http://dx.doi.org/10.18778/1731-7533.17.2.02.

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In any migratory context individuals are faced with several challenges as a result of having to live in a different geographical location, function in a different cultural setting and use a different language. The migrants’ use of language plays a crucial role in mediation of their identity, especially in the domain of pronunciation (Kobialka 2016). When non-native users of language adapt their speech to resemble that of the host community, it may suggest their strong identification with the target community (Hammer and Dewaele 2015). This papers focuses on the pronunciation patterns among Pol

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Dorian, Nancy C. "Purism vs. compromise in language revitalization and language revival." Language in Society 23, no. 4 (1994): 479–94. http://dx.doi.org/10.1017/s0047404500018169.

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ABSTRACTConservative attitudes toward loanwords and toward change in grammar often hamper efforts to revitalize endangered languages (Tiwi, Australia); and incompatible conservatisms can separate educated revitalizers, interested in historicity, from remaining speakers interested in locally authentic idiomaticity (Irish). Native-speaker conservatism is likely to constitute a barrier to coinage (Gaelic, Scotland), and unrealistically severe older-speaker purism can discourage younger speakers where education in a minority language is unavailable (Nahuatl, Mexico). Even in the case of a once ent

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Polhorodnyk, D. V. "MODERN STATUS OF THE ENGLISH LANGUAGE IN THE REPUBLIC OF IRELAND." Scientific notes of Taurida National V.I. Vernadsky University, series Philology. Social Communications 3, no. 1 (2019): 156–60. http://dx.doi.org/10.32838/2663-6069/2019.3-1/29.

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da Silva, Cláudio, and Craig Alan Volker. "Indigenous knowledge and Language Revival in Post-colonial Education in Papua New Guinea." Journal on Asian Linguistic Anthropology 3, no. 1 (2021): 76–98. http://dx.doi.org/10.47298/jala.v3-i1-a4.

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Although Papua New Guinea (PNG) has more languages than any other country in the world, the education system in PNG inherited at Independence from Australia in 1975 is modelled on the Australian system and is therefore monolingual and centralised. Children in PNG are currently educated in English, a language they rarely encounter outside of school, with curriculum and textbooks produced by persons not from the students’ own cultural background, often overseas or by resident foreigners. An ineffectively organised attempt by the national government to introduce limited early education in local l

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Grabarczyk, Izabela. "Polish migrant community in Ireland: the use of Irish English slit-t." Research in Language 17, no. 2 (2019): 127–46. http://dx.doi.org/10.2478/rela-2019-0009.

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Abstract In any migratory context individuals are faced with several challenges as a result of having to live in a different geographical location, function in a different cultural setting and use a different language. The migrants’ use of language plays a crucial role in mediation of their identity, especially in the domain of pronunciation (Kobialka 2016). When non-native users of language adapt their speech to resemble that of the host community, it may suggest their strong identification with the target community (Hammer and Dewaele 2015). This papers focuses on the pronunciation patterns

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Corrigan, Karen P. "Grammatical variation in Irish English." English Today 27, no. 2 (2011): 39–46. http://dx.doi.org/10.1017/s0266078411000198.

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Irish English (IrE) was initially learned as a second language as a result of the successive colonizations of Ireland by speakers of English and Scots dialects that began in the Middle Ages and reached a peak during what is termed ‘The Plantation Period’ of Irish history. The scheme persuaded English and Scottish settlers to colonize the island of Ireland, hailing from urban centres like London as well as more rural areas like Norfolk and Galloway. This intensive colonization process created the possibility that a novel type of English could emerge. This new variety is characterized by: (i) in

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McGowan, Rebecca W., and Andrea G. Levitt. "A Comparison of Rhythm in English Dialects and Music." Music Perception 28, no. 3 (2011): 307–14. http://dx.doi.org/10.1525/mp.2011.28.3.307.

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Informal Observations have Often been Made That a country's language is reflected in its instrumental music. Limited research exists studying similarities between the rhythmic characteristics of French music and language on the one hand and British music and language on the other. Our research compares the rhythmic characteristics of the music and English dialects of the Shetland Islands in Scotland, County Donegal in Ireland, and the state of Kentucky, examining spontaneous speech and unscored musical recordings from the same people. We found that rhythmic characteristics are correlated in th

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McCafferty, Kevin. "Review of Corrigan (2010): Irish English. Volume 1 – Northern Ireland." English World-Wide 32, no. 2 (2011): 250–55. http://dx.doi.org/10.1075/eww.32.2.08mcc.

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Wilson, John, and Karyn Stapleton. "Nation-State, devolution and the parliamentary discourse of minority languages." Journal of Language and Politics 2, no. 1 (2002): 5–30. http://dx.doi.org/10.1075/jlp.2.1.03wil.

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Devolution in the UK has engendered debates about which language (or languages) should be the language of parliament in the respective regional institutions. Simultaneously, the European Union, while officially endorsing cultural and linguistic diversity, is moving towards a supranational state which operates alongside devolution and regional autonomies. In this context, the contestation of the language of parliamentary discourse can be seen as a site of power struggle and political negotiation. The present analysis focuses on a specific example of regional parliamentary discourse from Norther

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Hayden, Aoife. "Speech and Language Therapy Services for Bilingual Clients." Journal of Clinical Speech and Language Studies 14, no. 1 (2004): 77–99. http://dx.doi.org/10.3233/acs-2004-14106.

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Ireland has long been a country with speakers of more than one language. This is reflected in acknowledgement of both Irish and English as official languages since the creation of the state. In more recent times however, the number and variety of bilingual and multilingual speakers has increased greatly. This has significant implications for speech and language therapy services in particular. This article reviews the literature on speech and language therapy and bilingualism. It furthermore describes the results of research investigating the current provision of services to bilingual clients i

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