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Journal articles on the topic 'Gaeltacht areas'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 July 2025

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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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3

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Gierek, Bożena. "Język irlandzki w perspektywie geograficznej." Prace Geograficzne, no. 173 (February 2024): 109–32. http://dx.doi.org/10.4467/20833113pg.23.023.19235.

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The situation of the Irish language in the Republic of Ireland is quite paradoxical because in the country’s constitution it has the status of the national and the first official language, and it is used on a daily basis by a relatively small number of citizens. Nevertheless, it has a place in public space legally guaranteed, as all official signs must have names and inscriptions in Irish and English – in that order. This also applies to placenames and other elements of the geographical environment – that belong to the cultural heritage of the Irish people – which are the main focus of the aut
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12

O'Donoghue, Tom, and Teresa O'Doherty. "Quietly Contesting the Hegemony of the Catholic Clergy in Secondary Schooling in Ireland: The Case of the Catholic Lay Secondary Schools from Independence in 1922 to the early 1970s." Espacio, Tiempo y Educación 8, no. 1 (2021): 297–308. http://dx.doi.org/10.14516/ete.336.

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From the time of Irish independence in 1922 until the mid-1960s, a cohort of small, lay-run Catholic secondary schools operated in Ireland. They functioned to fill a gap that had existed in the network of Catholic clergy- and religious order-run secondary schools and catered for the minority of the population attending the majority of the secondary schools in the country. The (Catholic) Church authorities, who monopolised secondary school education and resented the intrusion of other parties into what they considered to be their sacred domain in this regard, only tolerated the establishment of
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13

Madden, Gerard. "Responses in the west of Ireland to civil rights protest in Northern Ireland, 1968–72." Irish Historical Studies 41, no. 159 (2017): 58–76. http://dx.doi.org/10.1017/ihs.2017.6.

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Abstract1968 has become synonymous with the large-scale global protests of that year. International scholarship has increasingly sought to examine instances of these protests in global peripheries, and amongst the most studied examples is Northern Ireland. The growth of civil rights protest in Northern Ireland in the late 1960s, which emerged from long-standing feelings of exclusion amongst the Catholic minority of the predominantly Protestant polity, was influenced by a broader international discourse of protest associated with the long 1968, notably the African-American civil rights movement
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14

Ó Murchadha, Noel, and Colin J. Flynn. "Teachers as new speakers of a minority language: Identity, speakerness, and ideologies on variation in Irish." International Journal of Bilingualism, July 21, 2022, 136700692211103. http://dx.doi.org/10.1177/13670069221110384.

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Aims and objectives: This article reports the ideologies on linguistic variation among a cohort of new speaker teachers (NSTs) of Irish. It investigates responses to the three main traditional dialects of Irish and a post-traditional variety common among new speakers. Design and methodology: An experimental design was employed. Participants responded to 15-second samples of four speakers, first on adjective items referring to speakers’ characteristics (speaker phase) and second on statements referring specifically to the type of Irish in the samples (speech phase). Background information was a
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15

Breathnach, C., and S. Hynes. "209 The experiences of native Irish speaking older adults in navigating healthcare services in Ireland: a generic qualitative inquiry." Age and Ageing 52, Supplement_3 (2023). http://dx.doi.org/10.1093/ageing/afad156.290.

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Abstract Background Research on the impact of language barriers in healthcare is well-developed. However, limited evidence includes the patient perspective. Furthermore, there is an absence of qualitative literature on the healthcare experiences of native Irish speaking older adults, despite the population’s recent and predicted growth. This study aims to provide insight into the healthcare experiences of native Irish speaking older adults, who dwell in Gaeltacht areas, and to explore their perspectives on what promotes or hinders their access to healthcare services in Ireland. Methods Partici
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16

Gantley, Michael J., and James P. Carney. "Grave Matters: Mediating Corporeal Objects and Subjects through Mortuary Practices." M/C Journal 19, no. 1 (2016). http://dx.doi.org/10.5204/mcj.1058.

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IntroductionThe common origin of the adjective “corporeal” and the noun “corpse” in the Latin root corpus points to the value of mortuary practices for investigating how the human body is objectified. In post-mortem rituals, the body—formerly the manipulator of objects—becomes itself the object that is manipulated. Thus, these funerary rituals provide a type of double reflexivity, where the object and subject of manipulation can be used to reciprocally illuminate one another. To this extent, any consideration of corporeality can only benefit from a discussion of how the body is objectified thr
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