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Relevant bibliographies by topics / Gaeltacht areas

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Academic literature on the topic 'Gaeltacht areas'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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Journal articles on the topic "Gaeltacht areas"

1

Bhrádaigh, Emer Ni, Stephen McCarron, John Walsh, and Patrick Duffy. "Using GIS to map the evolution of the Gaeltacht." Irish Geography 40, no. 1 (2014): 99–108. http://dx.doi.org/10.55650/igj.2007.136.

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This paper describes the results of using digital mapping techniques (Geographic Information Systems - GIS) to facilitate the translation of historical legislative documents into large-scale (townland level) maps of the Gaeltacht. The boundaries of the Gaeltacht, within the error limits of the digital spatial data, indicate the changing spatial extent of the Gaeltacht from its inception through phases of legislative reform throughout the 20th century. This spatial definition of the Gaeltacht has largely been the basis of protection for the Irish language since independence. Changes in the defi

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2

Denvir, Gearoid. "The Linguistic Implications of Mass Tourism in Gaeltacht Areas." New Hibernia Review 6, no. 3 (2002): 23–43. http://dx.doi.org/10.1353/nhr.2002.0042.

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O'Rourke, Bernadette, and John Walsh. "New speakers of Irish: shifting boundaries across time and space." International Journal of the Sociology of Language 2015, no. 231 (2015): 63–83. http://dx.doi.org/10.1515/ijsl-2014-0032.

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Abstract While traditional Irish-speaking communities continue to decline, the number of second-language speakers outside of the Gaeltacht has increased. Of the more than one and half million speakers of Irish just over 66,000 now live in one of the officially designated Gaeltacht areas. While “new speakers” can be seen to play an important role in the future of the language, this role is sometimes undermined by discourses which idealise the notion of the traditional Gaeltacht speaker. Such discourses can be used to deny them “authenticity” as “real” or “legitimate” speakers, sometimes leading

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4

Ní Thuairisg, Laoise. "“It was two hours […] the same old thing and nothing came of it”." Journal of Immersion and Content-Based Language Education 6, no. 2 (2018): 295–320. http://dx.doi.org/10.1075/jicb.17005.nit.

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Abstract This article describes findings from a qualitative study which focused on the professional experiences of post-primary teachers working in schools in Gaeltacht areas, regions where Irish is traditionally spoken as a community language. The research aimed to provide an in-depth analysis of the personal and professional challenges and advantages associated with the role of teacher in this unique educational setting and aimed also to investigate teachers’ engagement in professional support services available to them. This paper addresses the latter question by focusing on teachers’ exper

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Ceallaigh, Ben Ó. "Economic Disruption and Language Shift – Some Ethnographic Data from Ireland After the 2008 Crash." Studia Celtica Posnaniensia 6, no. 1 (2021): 17–45. http://dx.doi.org/10.2478/scp-2021-0002.

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Abstract This paper discusses some of the ways in which the “Great Recession” which followed the 2008 economic crash affected the vitality of Irish-speaking (“Gaeltacht”) areas. In addition to a brief discussion of the nature of neoliberalism – the cause of the 2008 crash – and some of the ways in which this ideology stands in contradiction to the requirements of language revitalisation, examples are given to illustrate the way in which the recession affected state language policy. Various microlevel consequences of these macro-level economic and policy developments are then discussed by refer

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Nic Aindriú, Sinéad. "Special Educational Needs Prevalence in Irish-Immersion Schools." Encyclopedia 5, no. 2 (2025): 81. https://doi.org/10.3390/encyclopedia5020081.

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For the purposes of this entry, special educational needs (SEN) refers to a condition where a student requires additional support to access education due to a disability, learning difficulty, or other developmental challenges. In this entry, an overview is provided of the prevalence of and categories of SEN in Irish-immersion primary and post-primary schools across the island of Ireland. This entry examines the prevalence and categories of SEN in Irish-immersion (IM) primary and post-primary schools across the island of Ireland. With immersion education playing a significant role in fostering

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Kollinerová, Martina. "Súil eile – jiný úhel pohledu na svět." Lidé města 16, no. 3 (2014): 407–38. http://dx.doi.org/10.14712/12128112.3429.

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According to Michael Krauss and other authors dealing with the current state of languages, the Irish language is one of the 90% of languages that are most probably going to irretrievably disappear during the next century. In 2009, Irish government has created and published the official Language Revitalisation Plan for the next 20 years. This plan does not precisely follow theoretical models of language revitalisation, such as is the model of Joshua Fishman, which describe the revitalisation process as a process consisting of successive steps, but is ready to apply more language revitalisation

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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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ANTONIJEVIC, Stanislava, Sarah Ann MUCKLEY, and Nicole MÜLLER. "The role of consistency in use of morphosyntactic forms in child-directed speech in the acquisition of Irish, a minority language undergoing rapid language change." Journal of Child Language 47, no. 2 (2019): 267–88. http://dx.doi.org/10.1017/s0305000919000734.

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AbstractIrish is a rapidly changing minority language spoken as the main community language in some areas of the officially Irish-speaking Gaeltacht regions in Ireland. We analyse narratives from 17 parent–child dyads, living in one such area. All children, aged 3–6;4, had high exposure to the local variety of Irish. The input quality was measured by specifying consistency and accuracy of use of morphosyntactic forms in parental narratives directed to their children. The same morphosyntactic forms were analysed in narrative retell by the children. The children produced with high accuracy those

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Harris, John. "The declining role of primary schools in the revitalisation of Irish." AILA Review 21 (December 31, 2008): 49–68. http://dx.doi.org/10.1075/aila.21.05har.

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Although the vast majority of people in Ireland have at least some knowledge of Irish, only a small minority speak it as a community language (in Gaeltacht areas in the west) or in the more widely dispersed Irish-speaking households in the large English speaking area. Primary schools have had a central role in language revitalisation since the late 19th century, by transmitting a knowledge of the language to each new generation. This paper examines how well primary schools have performed in recent decades. Results of a national comparative study over a 17 year period show that there has been a

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Books on the topic "Gaeltacht areas"

1

Mooney, Anne. The role of planning in protecting and maintaining the language and culture of Gaeltacht areas. University College Dublin, 2001.

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2

Force, FORTE Task. Access all areas: Irish music, an international industry : report to the Minister for Arts, Culture and the Gaeltacht. Stationery Office, 1996.

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3

O'Briain, Dominic. Development issues in marginal areas: A comparative study of economic development and linguistic survivals in the Irish Gaeltacht and the Western Isles of Scotland. Oxford Polytechnic, 1987.

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4

Language shift among schoolchildren in Gaeltacht areas, 1974-1984: An analysis of the distribution of £10 grant qualifiers. Linguistics Institute of Ireland, 1990.

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5

FORTE. Access all areas: Irish music, an international industry : Report to the Minister for Arts, Culture and the Gaeltacht. Stationery Office, 1996.

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6

Daonáireamh na hÉireann, 1981: Imleabhar 6 ; an Ghaeilge, maille le táblaí speisialta i leith na Gaeltachta = Census of population of Ireland, 1981 : Volume 6 ; Irish Language, with special tables for the Gaeltacht areas. Stationery Office, 1985.

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Book chapters on the topic "Gaeltacht areas"

1

Hogan, Desmond F. "Thoughts on an Analytic Paradigm: Structures and Individuals in a Community Development Project in the Irish Gaeltacht." In School and Community in Less Developed Areas. Routledge, 2025. https://doi.org/10.4324/9781003655008-7.

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2

Riagáin, Pádraigó. "Irish-Speaking Areas 1926-1986: An Overview." In Language Policy and Social Reproduction. Oxford University PressOxford, 1997. http://dx.doi.org/10.1093/oso/9780198235187.003.0003.

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Abstract The ‘Gaeltacht’ has come to signify several related, but different, realities for Irish people. For some it is exactly what the word literally means, that is, an area in which Irish is spoken. For others, it is an area of economic underdevelopment, depopulation, and backwardness. For yet others it is an area of outstanding natural beauty. Finally, in the domain of state management, the Gaeltacht is a distinct regional unit, with separate policies and institutional structures. All of these perspectives interact with each other in complex ways that have changed over time. This chapter w

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3

Riagáin, Pádraigó. "Irish Language Production and Reproduction in English-Speaking Areas." In Language Policy and Social Reproduction. Oxford University PressOxford, 1997. http://dx.doi.org/10.1093/oso/9780198235187.003.0007.

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abstract Currently the community acts as a source for the transmission of Irish only in the Gaeltacht areas where, along with the home, its role in reproducing primary bilingualism remains a crucial factor in ensuring the future vitality of the language. While census evidence would suggest some continuity across the generations of Irish-speaking homes, the analyses contained in Chapters 3 and 4 show clearly that these areas have both been losing population and that, within the residual population, a progressive language shift to English has continued. Irish is not being maintained in its tradi

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hIfearnáin, Tadhg Ó. "Paradoxes of Engagement with Irish Language Community Management, Practice, and Ideology." In Endangered Languages. British Academy, 2014. http://dx.doi.org/10.5871/bacad/9780197265765.003.0002.

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Since gaining independence in 1922, the Irish Government’s pro-Irish language policy has gone through several stages of development, moving from openly coercive maintenance strategies in designated areas (Gaeltacht) and obligatory Irish-medium schooling throughout the country, to a contemporary stance where the state sees Irish speakers as customers who require services. Policy for the majority Anglophone population is now based on a heritage role for Irish. Despite the evolution of state and community policies, some early ideological stances have remained at the core of decision-making. In th

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"Hosts as entrepreneurs: Female commercial home entrepreneurs in Gaeltacht areas in the west of Ireland." In Commercial Homes in Tourism. Routledge, 2009. http://dx.doi.org/10.4324/9780203880319-13.

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6

Kane, Frances, Justin Ó Gliasáin, and Úna Bhreathnach. "North and South of the Border: Parallel Place Name Research in Ireland." In Onomastics in Interaction With Other Branches of Science Volume 1 Keynote Lectures Toponomastics. Jagiellonian University Press, 2023. http://dx.doi.org/10.4467/k7501.45/22.23.18060.

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Irish language place-names were largely recorded in non-standardized anglicized spelling, which is variously subject to influences like diverging dialects, and socio-historical change. Following the partition of Ireland in 1921, place name research and authority is disconnected. In the Republic of Ireland, Irish is the first official language, reflected in support via a number of statutory bodies. The Placenames Committee within the Department of Arts, Heritage and the Gaeltacht (Government of Ireland) is the main authority on place names, and advises government on official place names as defi

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Riagáin, Pádraigó. "Language Maintenance and Language Shift as Strategies of Social Reproduction." In Language Policy and Social Reproduction. Oxford University PressOxford, 1997. http://dx.doi.org/10.1093/oso/9780198235187.003.0004.

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Abstract This chapter presents a study of the social pattern of Irish/English bilingualism in the area of the southwestern peninsula of An Daingean which is officially defined as an Irish-speaking or Gaeltacht area. (The boundaries of this Gaeltacht area have, in fact, been revised on a number of occasions since 1926. The study area corresponds to the Gaeltacht as defined in the most recent boundary revision in 1974, although in the course of the analysis note is also taken of the earlier designations.) The study focuses on the extent to which Irish is used in the home and the community and th

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Conference papers on the topic "Gaeltacht areas"

1

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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