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Journal articles on the topic 'Irish langage'
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1
Ó Duibhir, Pádraig, and Laoise Ní Thuairisg. "Young immersion learners’ language use outside the classroom in a minority language context." AILA Review 32 (December 31, 2019): 112–37. http://dx.doi.org/10.1075/aila.00023.dui.
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Abstract There has been a long history of early Irish language learning in Ireland as a result of Government policy to promote greater use of Irish. All children learn Irish in school from age 4–18 years. The majority learn Irish as a subject, typically for 30–40 minutes per day, and the levels of competence achieved are mostly disappointing. Approximately 6.7% of primary school children learn Irish in an immersion context, however, and these children achieve a high standard of communicative competence. In this paper we examine the impact of Government policy on the transfer of linguistic competence from the classroom to wider society in the context of a minority language that is becoming increasingly marginalised. We draw on data from three studies to explore the relationship between Irish-medium school attendance and the desire and opportunity to use Irish outside of school while attending school, and later as an adult. The first study also investigated students’ attitudes towards learning and using Irish. All three studies examined parents use of Irish in the home and the influence that the language spoken in their home during childhood and the language of their schooling had on their current language practices. Overall, Irish-medium schools are very successful in educating proficient speakers of Irish who have very positive attitudes towards Irish. These positive attitudes and proficiency do not necessarily transfer to use of Irish in the home. While attendance at an Irish-medium school as a child has a positive effect on later use of Irish, when former students become parents, the effect is quite small. The perennial challenge persists in transferring competence in a minority language acquired in school to the home and community.
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O'Rourke, Bernadette. "Language Revitalisation Models in Minority Language Contexts." Anthropological Journal of European Cultures 24, no. 1 (March 1, 2015): 63–82. http://dx.doi.org/10.3167/ajec.2015.240105.
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This article looks at the historicisation of the native speaker and ideologies of authenticity and anonymity in Europe's language revitalisation movements. It focuses specifically on the case of Irish in the Republic of Ireland and examines how the native speaker ideology and the opposing ideological constructs of authenticity and anonymity filter down to the belief systems and are discursively produced by social actors on the ground. For this I draw on data from ongoing fieldwork in the Republic of Ireland, drawing on interviews with a group of Irish language enthusiasts located outside the officially designated Irish-speaking Gaeltacht.
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Conchubhair, Brian Ó. "Capturing the Trenches of Language: World War One, the Irish Language and the Gaelic League." Modernist Cultures 13, no. 3 (August 2018): 382–98. http://dx.doi.org/10.3366/mod.2018.0218.
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While the dominant narrative of Irish nationalism occludes Irish-speakers’ participation in the First World War, the war is a key component of the story of the Irish language in the early twentieth century and is the critical element in understanding Conradh na Gaeilge/the Gaelic League's politicization, radicalization and ultimate demise as one of the most powerful forces in Irish cultural politics. Controversies concerning recruitment and conscription played critical roles in shaping public attitudes within Irish-language discourse. The war not only created the conditions for the League's radicalization but also triggered Douglas Hyde's departure as president in 1915. The Great War politicized the Gaelic League and the British reaction to the Rising helped to establish the relationship between physical force nationalism and the Irish language that has become a familiar feature of the cultural memory of the revolutionary era in early twentieth-century Irish history.
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Brennan, Sara, and Bernadette O'Rourke. "Commercialising thecúpla focal: New speakers, language ownership, and the promotion of Irish as a business resource." Language in Society 48, no. 1 (October 16, 2018): 125–45. http://dx.doi.org/10.1017/s0047404518001148.
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AbstractThis article draws on ethnographic fieldwork in two Irish towns to examine the mobilisation of the Irish language as a resource for business by new speakers of Irish. We examine how local community-level Irish language advocacy organisations have implemented initiatives to specifically promote the use of Irish in business, primarily as visual commercial engagement with the language paired with the use of thecúpla focal. The article explores how new speakers of Irish understand what might be perceived as the tokenistic mobilisation of Irish and what value they invest in their efforts to use thecúpla focal. We explore tensions over language ownership that emerge as more fluent proprietors of ‘bilingual businesses’ position themselves in relation to the ‘newness’ of these speakers. (Irish, commodification, language ownership, language advocacy, language policy, commercialisation, language in business, new speakers)*
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Moriarty, Máiréad. "The effects of language planning initiatives on the language attitudes and language practices of university students." Language Problems and Language Planning 34, no. 2 (June 21, 2010): 141–57. http://dx.doi.org/10.1075/lplp.34.2.03mor.
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This paper seeks to gauge the success of language planning initiatives in reversing language shift in Ireland and the Basque Autonomous Community (BAC) amongst Irish and Basque university students who are not first-language speakers of either minority language. By examining data elicited through questionnaires on the students’ language attitudes and practices, the paper aims to uncover the attitudinal support the students exhibit to Irish and Basque respectively and the extent to which these levels of attitudinal support are transferred to actual language use. The resulting data suggest a favourable attitudinal perspective based largely on relevance to ethnic identity. While the data indicate less favourable results with respect to language practices, there are some positive conclusions to be made particularly in terms of the domains in which Irish and Basque language use occurs and the interlocutors involved. For example, the Irish and Basque languages may not form part of the students’ active linguistic repertoire, but there are examples of code-switching in domains from which these languages were traditionally absent.
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Ó Giollagáin, Conchúr. "From revivalist to undertaker." Language Problems and Language Planning 38, no. 2 (September 12, 2014): 101–27. http://dx.doi.org/10.1075/lplp.38.2.01gio.
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This is the second of a two-part article which examines the implications of the changing relationship between those who exercise political and State power in Ireland and those who adhere to the minority Irish language culture. Building on the analysis in the first article (Ó Giollagáin, 2014) in relation to the evolution of language policy in the Irish State since independence in 1922, this paper offers an analysis of current language policy reform. The analysis here contends that the aim of the current language policy reform process is to give a superficial aura of renewal, while at the same time enshrining the marginalization of the Irish language reducing it to an institution-based identity rather than a sociocultural phenomenon. Rather than intervening proactively against the imminent social collapse of Irish, the Irish State, through the mechanisms of the 20 Year Strategy for Irish and the amended Gaeltacht Act 2012, is instead adopting a palliative care approach to the sociocultural demise of Irish. The first paper contended that the Irish State effectively abandoned the language revival in the early 1970s and this paper asserts that the current reform process marks a completion of the abandonment process by which the Irish State is divesting itself of practical responsibility for the remaining Irish-language (Gaelic) autochthony in the Gaeltacht in favor of a visionless and institutionally-circumscribed L2 language culture for Irish. The Irish state is now effectively consigning the living culture of Irish to history, while at the same time attempting to disguise this significant shift in policy by subcontracting its new policy of encouraging L2 language networks to language agencies with inadequate institutional capacities and resources for the task.
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Ó Raghallaigh, Brian, Michal Boleslav Měchura, Aengus Ó Fionnagáin, and Sophie Osborne. "Developing the Gaois Linguistic Database of Irish-language Surnames." Names 69, no. 1 (February 15, 2021): 10–19. http://dx.doi.org/10.5195/names.2021.2251.
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It is now commonplace to see surnames written in the Irish language in Ireland, yet there is no online resource for checking the standard spelling and grammar of Irish-language surnames. We propose a data structure for handling Irish-language surnames which comprises bilingual (Irish–English) clusters of surname forms. We present the first open, data-driven linguistic database of common Irish-language surnames, containing 664 surname clusters, and a method for deriving Irish-language inflected forms. Unlike other Irish surname dictionaries, our aim is not to list variants or explain origins, but rather to provide standard Irish-language surname forms via the web for use in the educational, cultural, and public spheres, as well as in the library and information sciences. The database can be queried via a web application, and the dataset is available to download under an open licence. The web application uses a comprehensive list of surname forms for query expansion. We envisage the database being applied to name authority control in Irish libraries to provide for bilingual access points.
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O’Malley, Mary-Pat, and Stanislava Antonijevic. "Adapting MAIN to Irish (Gaeilge)." ZAS Papers in Linguistics 64 (August 31, 2020): 127–38. http://dx.doi.org/10.21248/zaspil.64.2020.565.
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Irish (Gaeilge) is the first official language of the Republic of Ireland. It is a fast-changing, endangered language. Almost universal bilingualism (i.e. almost all Irish speakers also speak English), frequent code-switching to English, and loan words are features of the sociolinguistic context in which the language is spoken. This paper describes the adaptation of the Language Impairment Testing in Multilingual Settings - Multilingual Assessment Instrument for Narratives (LITMUS-MAIN, Gagarina et al., 2019) to Irish. Data was collected using the retell mode (Cat story) and the comprehension questions. Eighteen children participated ranging in age from 5;3 to 8;7 (six female and 12 male). Results suggest that story structure is not sensitive to exposure to Irish at home and indicate that MAIN Gaeilge (Irish) is a promising tool for assessing language in Irish- speaking children from a range of Irish language backgrounds.
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Ní Riain, Isobel. "Drama in the Language Lab – Goffman to the Rescue." Scenario: A Journal of Performative Teaching, Learning, Research VIII, no. 2 (July 1, 2014): 115–23. http://dx.doi.org/10.33178/scenario.8.2.11.
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Between 2011 and summer 2014 I taught Irish in the Modern Irish Department of University College Cork (UCC). I spent one hour a week with each of my two second year groups in the language lab throughout the academic year. Ostensibly, my task was to teach the students to pronounce Irish according to Munster Irish dialects. It was decided to use Relan Teacher software for this purpose. My main objective was to teach traditional Irish pronunciation and thus to struggle against the tide of the overbearing influence of English language pronunciation which is becoming an increasing threat to traditional spoken Irish. Achieving good pronunciation of Irish language sounds, where there is strong interference from English, is not easy. For many students there is no difference between an English /r/ and an Irish /r/. Irish has a broad and slender /r/ depending on the nearest vowel. Many students do not even acknowledge that Irish has to be pronounced differently and this is a tendency that seems to be gathering momentum. The question I asked at the beginning of my research was how could I cultivate a communication context in which students would start to use sounds they had been rehearsing in ...
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Walsh, John, and Laoise Ní Dhúda. "‘New speakers’ of Irish in the United States: practices and motivations." Applied Linguistics Review 6, no. 2 (June 1, 2015): 173–93. http://dx.doi.org/10.1515/applirev-2015-0009.
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AbstractThis paper examines the experiences and motivations of ‘new speakers’ of Irish in the United States. ‘New speakers’ of Irish refer to those whose first language is not Irish but who use the language regularly and fluently. Based on ethnographic fieldwork carried out among Irish speakers in five locations across the United States, the paper begins by describing the language backgrounds of participants. It goes on to analyse their use of Irish and their motivations for learning it and considers the links between practice and ideology. Although Irish heritage and culture are often strong motivating factors for Americans to learn Irish, not all learners are Irish American and only some advance to a level of competence high enough to adopt Irish as family or home language and/or attempt to influence the language ideologies of others. High and active competence is linked to deep personal dedication and is achieved despite significant obstacles facing those who wish to become new speakers of Irish in the United States. This research is part of a broader European project about the practices and ideologies of ‘new speakers’ from a range of languages.
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O'Reilly, Camille C. "The Irish Language — Litmus Test for Equality? Competing Discourses of Identity, Parity of Esteem and the Peace Process." Irish Journal of Sociology 6, no. 1 (May 1996): 154–78. http://dx.doi.org/10.1177/079160359600600108.
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This paper analyses the entry of the Irish language into the political debate on the peace process in Northern Ireland. The background to the Irish language revival in terms of the representations provided by West Belfast Gaeilgeoirí (Irish speakers and learners) themselves and the competing discourses associated with the Irish language are discussed. Finally, the issue of rights for Irish speakers and parity of esteem are dealt with as part of the peace process debate.
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Antonijevic, Stanislava, Ruth Durham, and Íde Ní Chonghaile. "Language performance of sequential bilinguals on an Irish and English sentence repetition task." Linguistic Approaches to Bilingualism 7, no. 3-4 (April 5, 2017): 359–93. http://dx.doi.org/10.1075/lab.15026.ant.
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Abstract Currently there are no standardized language assessments for English-Irish bilingual school age children that would test languages in a comparable way. There are also no standardized language assessments of Irish for this age group. The current study aimed to design comparable language assessments in both languages targeting structures known to be challenging for children with language impairments. A sentence repetition (SRep) task equivalent to the English SRep task (Marinis, Chiat, Armon-Lotem, Piper, & Roy, 2011) was designed for Irish. Twenty-four typically developing, sequential bilingual children immersed in Irish in the educational setting performed better on the English SRep task than on the Irish SRep task. Different patterns were observed in language performance across sentence types with performance on relative clauses being particularly poor in Irish. Similarly, differences were observed in error patterns with the highest number of errors of omission in Irish, and the highest number of substitution errors in English.
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Blake, James J. "Irish-Language Cultural Communities." Éire-Ireland 30, no. 2 (1995): 162–72. http://dx.doi.org/10.1353/eir.1995.0046.
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Briody, Mícheál. "'Dead Clay and Living Clay': Máirtín Ó Cadhain's criticisms of the work of the Irish Folklore Commission." Approaching Religion 4, no. 1 (May 7, 2014): 55–65. http://dx.doi.org/10.30664/ar.67537.
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In Ireland the creation of one of the world’s largest collections of oral traditions by the Irish Folklore Commission (1935−70) was intimately bound up with the declining fortunes of the Irish language as a spoken vernacular and the young independent Irish state’s efforts to revive that language. This paper deals not with the Trojan achievements of the Commission, but with certain criticisms of its work levelled against it by someone with impeccable Irish-language credentials and someone who was also steeped in the Irish-language oral tradition since childhood; namely the creative writer and intellectual Máirtín Ó Cadhain. In this paper I will outline some of Ó Cadhain’s criticisms of the work of the Irish Folklore Commission as well as place them in context.
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Nic Fhlannchadha, Siobhán, and Tina M. Hickey. "Where Are the Goalposts? Generational Change in the Use of Grammatical Gender in Irish." Languages 6, no. 1 (February 22, 2021): 33. http://dx.doi.org/10.3390/languages6010033.
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The Irish language is an indigenous minority language undergoing accelerated convergence with English against a backdrop of declining intergenerational transmission, universal bilingualism, and exposure to large numbers of L2 speakers. Recent studies indicate that the interaction of complex morphosyntax and variable levels of consistent input result in some aspects of Irish grammar having a long trajectory of acquisition or not being fully acquired. Indeed, for the small group of children who are L1 speakers of Irish, identifying which “end point” of this trajectory is appropriate against which to assess these children’s acquisition of Irish is difficult. In this study, data were collected from 135 proficient adult speakers and 306 children (aged 6–13 years) living in Irish-speaking (Gaeltacht) communities, using specially designed measures of grammatical gender. The results show that both quality and quantity of input appear to impact on acquisition of this aspect of Irish morphosyntax: even the children acquiring Irish in homes where Irish is the dominant language showed poor performance on tests of grammatical gender marking, and the adult performance on these tests indicate that children in Irish-speaking communities are likely to be exposed to input showing significant grammatical variability in Irish gender marking. The implications of these results will be discussed in terms of language convergence, and the need for intensive support for mother-tongue speakers of Irish.
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Kelly-Holmes, Helen. "Irish on the World Wide Web." Journal of Language and Politics 5, no. 2 (September 15, 2006): 217–38. http://dx.doi.org/10.1075/jlp.5.2.05kel.
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This paper reports on the process of searching with Irish words on the Irish language version of the Google Internet search engine. Five words from ‘typical’ and ‘non-typical’ domains for Irish are used, and the results are analysed in terms of the “authenticity” of the search process and results, the language usage in the sites found through the search process, and the domains represented by the results. The study identifies a number of problems encountered when searching for results in a ‘small’ language. It also indicates that the ‘official’ sector and other sectors closely related to language policy and planning are the main providers of monolingual Irish texts on the Internet, with a variety of mixed Irish and English approaches favoured by other providers.
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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 preparatory approach involving the teaching of Esperanto in primary and middle school in Ireland in particular and Europe in general.
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Barra, Caoimhín De. "A gallant little ‘tírín’: the Welsh influence on Irish cultural nationalism." Irish Historical Studies 39, no. 153 (May 2014): 58–75. http://dx.doi.org/10.1017/s002112140000362x.
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Throughout the Irish cultural revival of the later nineteenth and early twentieth centuries, Wales was held up as an example by some Irish nationalists of how a nation could revive its traditional culture and language. These writers told their audience of the heroic deeds of the Welsh in restoring their language to show Irish language revivalists that their task was not impossible. The Welsh example was studied by enthusiasts to see what steps were needed to improve the position of Irish. Organisations such as the Society for the Preservation of the Irish Language (S.P.I.L.) and the Gaelic League noted with envy the levels of literacy among Welsh speakers. Revivalists believed that literacy had prevented Welsh from disappearing, and they hoped to boost literacy rates in Irish to save that language. They noted how successful the eisteddfodau were in instilling pride among the Welsh people in their culture. Accordingly, members of the Gaelic League established the Oireachtas to encourage the people of Ireland to celebrate their own distinctive characteristics. Yet while the example of the Welsh language was regularly discussed, this did not reflect a deep understanding of linguistic developments in Wales.
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Harris, Mary N. "Beleaguered but Determined: Irish Women Writers in Irish." Feminist Review 51, no. 1 (November 1995): 26–40. http://dx.doi.org/10.1057/fr.1995.31.
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A growing number of Irish women have chosen to write in Irish for reasons varying from a desire to promote and preserve the Irish language to a belief that a marginalized language is an appropriate vehicle of expression for marginalized women. Their work explores aspects of womanhood relating to sexuality, relationships, motherhood and religion. Some feel hampered by the lack of female models. Until recent years there were few attempts on the part of women to explore the reality of women's lives through literature in Irish. The largely subordinate role played by women in literary matters as teachers, translators, and writers of children's literature reflected the position of women in Irish society since the achievement of independence in the 1920s. The work of earlier women poets has, for the most part, lain buried in manuscripts and is only recently being excavated by scholars. The problems of writing for a limited audience have been partially overcome in recent years by increased production of dual-language books. The increase in translation has sparked off an intense controversy among the Irish language community, some of whom are concerned that both the style and content of writing in Irish are adversely influenced by the knowledge that the literature will be read largely in translation. Nevertheless, translation also has positive implications. Interest in women's literature is helping to break down the traditional barriers between Irish literature in Irish and in English. The isolation of Irish literature in Irish is further broken down by the fact that women writers in Irish and their critics operate in a wider international context of women's literature.
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O'Keeffe, Anne. "Teaching and Irish English." English Today 27, no. 2 (June 2011): 58–64. http://dx.doi.org/10.1017/s0266078411000228.
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The first decade of the twenty-first century has been characterised in Irish English studies by a diversification of research agendas. Whereas studies before 2000 were largely concerned with internal issues in the development of Irish English, more recent research has been marked by the desire to view Irish English in the context of international varieties of English, as demanded by Barker and O'Keeffe (1999). Much has changed in the study of Irish English in the last decade or so. This is in part due to a broader perspective adopted by researchers and also to the emergence of new ways of looking at Irish English: see Barron and Schneider (eds) 2005; Hickey, 2005, 2007a; Corrigan, 2010; Amador-Moreno, 2006, 2010. There seems to be a less exclusive concern with Irish English within the strict orbit of British English and the effects of contact with the Irish language. This is perhaps aided by looking at Irish English in the context of English as a global language (Kirkpatrick ed. 2010). A function of this globalisation is variation and that in itself brings richness and diversity. In the context of English language teaching, Irish English is one of many types of English.
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Dalton, Gene, and Ann Devitt. "Gaeilge Gaming." International Journal of Game-Based Learning 6, no. 4 (October 2016): 22–38. http://dx.doi.org/10.4018/ijgbl.2016100102.
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In the 2011 census almost one in three Irish teenagers claimed to be unable to speak Irish (Central Statistics Office, Ireland, 2012), despite the language being taught daily in school. The challenges facing the Irish language in schools are complex and multifaceted. The research reported here attempts to address some of these challenges by adopting a novel approach to teaching Irish to primary school children using an online detective game. This paper details how a group of 10 year old children (n = 17) report their experience of the game, and how this compares to its proposed affordances for language learning. Overall, the children responded very positively, and identified significant motivational factors associated with the game, such as rewards, positive team interactions, challenge and active learning. Their feedback demonstrates that this use of gaming technology has the potential to support children's language learning through creating a language community where users are motivated to use Irish in a meaningful way.
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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 (June 30, 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 EU status for Irish has been depicted in the Republic of Ireland’s English-language print media. By performing a qualitative content analysis of the online archives of the country’s three major English-language newspapers, the aim is to illustrate how official EU status for Irish has been portrayed, paying specific attention to political, cultural and economic factors.
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Frag, Asst Prof Dr Amal Nasser. "Irish Poets: Keepers of National Lore." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 58, no. 1 (March 15, 2019): 43–54. http://dx.doi.org/10.36473/ujhss.v58i1.834.
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This paper discusses three noteable Irish poets: Augustine Joseph Clarke (1896-1974), Richard Murphy (1927- ), and Patrick Kavanagh (1904–1967), who are considered as keepers of national lore of Irland. It explains these poets’ contribution to world literature through the renewal of Irish myths, history, and culture. Irish poets tackle the problems of Irish people in the present in a realistic way by criticising the restrictions imposed on the Irish people in their society.Augustine Joseph Clarke’s poems present a deep invocation of Irish past and landscape. While Richard Murphy offers recurring images of islands and the sea. He explores the personal and communal legacies of history, as many of his poems reveal his attempts to reconcile his Anglo-Irish background and education with his boyhood desire to be, in his words, “truly Irish”. Patrick Kavanagh was not interested in the Irish Literary Renaissance Movement that appeared and continued to influence many Irish writers during the twentieth century which called for the revival of ancient Irish culture, language, literature, and art. He, unlike the Irish revivalists who tried to revive the Gaelic language as the mother tongue of the Irish people like Dillon Johnston and Guinn Batten, uses a poetic language based on the day-to-day speech of the poet and his community rather than on an ideal of compensation for the fractures in his country’s linguistic heritage. The paper conculdes with the importance of the role of the Irish poet as a keeper and a gurdian of his national lore and tradition
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GOODLUCK, HELEN, EITHNE GUILFOYLE, and SÍLE HARRINGTON. "Merge and binding in child relative clauses: the case of Irish." Journal of Linguistics 42, no. 3 (October 13, 2006): 629–61. http://dx.doi.org/10.1017/s002222670600421x.
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This study investigates whether children learning Irish as a first language show a preference for one or other of the two mechanisms for relative clause formation used in the adult language (movement and binding), and what details of the grammar of Irish relative clauses children are sensitive to. Our results suggest that Irish-speaking children have acquired both a movement and a binding mechanism for relativization by age five, and that they additionally have a non-movement mechanism for forming subject relatives, one that is not licensed in adult Irish. The data is discussed in the context of other studies of relativization in child language, cross-linguistic evidence and the computation of binding structures in language production and processing.
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Ó Duibhir, Pádraig. "Foghlaim chomhtháite ábhar agus teanga i gclár oideachais tosaigh do mhúinteoirí bunscoile." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 56–69. http://dx.doi.org/10.35903/teanga.v24i0.43.
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Content and language integrated learning (CLIL) has been defined as an educational approach where content is taught through the medium of a second language. The focus is on the learning of content rather than on the language. Much of the underlying theory for CLIL draws on the research from immersion education. The Irish Government’s 20-Year Strategy for the Irish Language 2010-2030 proposes to improve the proficiency in Irish of primary school pupils by offering CLIL to all pupils. This paper examines the role of CLIL in initial teacher education and the contribution that it can make to improving student teachers’ proficiency in Irish and in preparing the student teachers to teach in Irish-medium schools. While a CLIL approach has become quite common at school level in many countries, the number of empirical studies on the effectiveness of CLIL approaches on learners’ language achievement is relatively small. This paper reports on a study in St Patrick’s College, Dublin City University, where 29 Postgraduate Diploma in Education (Primary) students opted to study a number of curricular areas through the medium of Irish utilising a CLIL approach.
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Slatinská, Anna. "The Irish Language – a Unique Part of Irish Life and Cultural Revitalisation and Protection." Intercultural Relations 1, no. 2(2) (November 30, 2017): 53–70. http://dx.doi.org/10.12797/rm.01.2017.02.04.
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The present paper is devoted to the topic of the Irish language and its relation to Irish identity in the modern world, taking into account crucial aspects of the language’s revitalisation and protection. The focus is predominantly on particular ways of achieving the ambitious goal of societal bilingualism in Ireland in the long term. The notion that language and identity are interrelated is the leitmotif of this chapter. Approaching the issue from socio-linguistic and ethnographic perspectives, the revitalisation of the Irish language may trigger the interest of the wider public, assuming that language is an invaluable part of spiritual, nonmaterial culture. Indeed, we consider that the death of the Irish language would be a serious loss not only in the sphere of Ireland’s cultural and national heritage, but also in the wider European sphere.
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Ó Giollagáin, Conchúr. "Unfirm ground." Language Problems and Language Planning 38, no. 1 (July 21, 2014): 19–41. http://dx.doi.org/10.1075/lplp.38.1.02gio.
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This is the first of a two-part article which examines the implications of the transformations in the relationship between those who exercise political and State power in Ireland and those who adhere to the minority Irish language culture. The evolution of language policy in the Irish State since independence in 1922 is considered from the perspective of linguistic sustainability, as opposed to the well-established trend in language policy discourse in Ireland which primarily focuses on institutional provision. The analysis here delineates the various policy phases which defined the official approach of the Irish State to its national but minority language. This analysis provides the basis for the examination in the second article of the process of contemporary language policy reform in Ireland. From the joint perspective of legacy issues in language policy and planning and the current transformations in relevant State policy, these two papers contend that the Irish State effectively abandoned the language revival in the early 1970s and that the current reform process marks an equally significant policy watershed in that the independent State is now preparing to abandon its policy concerning the small surviving Irish-speaking districts (Gaeltacht).
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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 (May 6, 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 these schools on nationally-standardised tests of English reading and mathematics. Their scores are compared to those of students attending schools in areas of disadvantage nationally. Immersion students in Grade 3 achieved lower mean scores on both English reading and mathematics when compared with their low-SES English-medium peers. However, Grade 6 students achieved at about the same level in mathematics and outperformed their low-SES peers nationally in English reading.
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Graham, Alan. "‘So much Gaelic to me’: Beckett and the Irish Language." Journal of Beckett Studies 24, no. 2 (September 2015): 163–79. http://dx.doi.org/10.3366/jobs.2015.0134.
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This essay explores the ways in which Ireland's sacralised national language figures in Beckett's work. Oblique references to Irish in the Beckett oeuvre are read against a history of Anglo-Irish investment in the language as a mode of ‘impatriation’, a means by which to circumscribe anxieties surrounding an identity fraught with socio-political anomalies. In addition, the suspicion of ‘official language’ in Beckett's work is considered in light of his awareness of the ‘language issue’ in his native country, particularly in relation to the powerful role of the Irish language in the reterritorialisation of the civic sphere in post-independence Ireland.
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Nic Eoin, Máirín. "Re-Imagining Academic and Professional Irish Language Programmes in Initial Teacher Education: Implications of a New Third Level Irish Language Syllabus." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 20–33. http://dx.doi.org/10.35903/teanga.v24i0.40.
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In 2008, a national working group was established in Ireland with the objective of producing a new third level Irish-language syllabus based on the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Council of Europe, 2001). The need for such a syllabus was widely acknowledged by third level teachers of Irish, in particular by those working in Irish Departments in the Colleges of Education. This article documents the progress of the Syllabus Project initiated by the national working group, and addresses in particular the question of linguisticdiversity among student teachers preparing for a career in the primary school sector. The author considers language teaching in the debate about initial teacher education models, the policy background to the Syllabus Project, pedagogy and practice in piloting the new syllabus, and future perspectives on third level Irish-language course provision.
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McDermott, Philip. "‘Irish isn't spoken here?’ Language policy and planning in Ireland." English Today 27, no. 2 (June 2011): 25–31. http://dx.doi.org/10.1017/s0266078411000174.
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A 2003 Irish short film called Yu Ming is Ainm Dom (My name is Yu Ming) by director Daniel O'Hara describes the experiences of a young Chinese man called Yu Ming who comes to Ireland in search of work. As he prepares to leave China he reads in a travel guide that Gaeilge (or Irish) is the first official language of Ireland and therefore sets out on an intensive learning course. On his arrival in Dublin Yu Ming is delighted to see public signage in Irish that he can understand. At the airport he finds his bealach amach (Way Out) and catches a bus to an lár (the city centre). However, his initial communication with local people in perfect Irish is met with strange looks and confusion with many Dubliners under the impression that they are listening to Chinese. Yu Ming eventually begins a conversation in Irish with an old man in a pub who explains to a perplexed Yu Ming that “Ní labhraítear Gaeilge anseo, labhraítear Béarla anseo – ó Shasana!” (“Irish isn't spoken here – English is spoken here, from England!”). Yu Ming leaves Dublin and finds work in rural western Ireland where the old man has suggested he should go.
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Almuways, Yasir Sulaiman. "The History of Irish and Canadian Englishes: A Comparative Historical Overview." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 58–64. http://dx.doi.org/10.32996/ijels.2021.3.2.8.
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This article aims to compare and provide the historical linguistic background of Irish and Canadian Englishes in terms of their language history and lexicon. This research adopted the comparative historical research method which looks into the language history of one variety in comparison to another variety within the same language. Thus, this article discusses the history of Canadian English in comparison to the history of Irish English as well as the lexicon and vocabulary of Canadian English comparatively to the lexicon and vocabulary of Irish English which results in how the historical background in terms of culture and language and the geographical location of these two varieties have shaped, over time, what we now call Canadian English and Irish English which contain some differences and similarities to one another. This article results in the stages and the factors by which the lexicon of Irish English and Canadian English have been shaped and impacted.
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Southern, Neil. "The politics of language in a deeply divided society." Pragmatics and Society 4, no. 2 (June 18, 2013): 158–76. http://dx.doi.org/10.1075/ps.4.2.03sou.
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Language plays an important role in fashioning the identity of ethnic groups. This article explores a minority language – Irish – in Northern Ireland. Given the society’s longstanding ethnic divisions, matters revolving around the Irish language are capable of generating heated debate. However, unlike some other minority languages, Irish is somewhat peculiar in that it is not used as a form of linguistic communication between speakers on a daily basis. Hence it lacks instrumental (but not symbolic) relevance in this sense and supporters of the language can be observed trying to create rather than maintain a community of speakers. This fact sets Irish apart from some other minority languages which have generated emotive political debate, for example, Afrikaans in South Africa and French in Canada. The article considers the language debate that has emerged in Northern Ireland in the light of such factors.
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Huber, Werner, and Loreto Todd. "The Language of Irish Literature." Modern Language Review 87, no. 1 (January 1992): 157. http://dx.doi.org/10.2307/3732333.
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Ní Ríordáin, Clíona. "Translating Contemporary Irish Language Poetry." Wasafiri 25, no. 2 (June 2010): 20–25. http://dx.doi.org/10.1080/02690051003651662.
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WALSHE, SHANE. "The language of Irish films." World Englishes 36, no. 2 (June 2017): 283–99. http://dx.doi.org/10.1111/weng.12259.
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Geaney, Declan. "Metaphor and the Irish language." Irish Studies Review 4, no. 13 (December 1995): 30–32. http://dx.doi.org/10.1080/09670889508455514.
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Blake, James J. "Present-day Irish Language Fiction." New Hibernia Review 5, no. 3 (2001): 128–41. http://dx.doi.org/10.1353/nhr.2001.0042.
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Nic Fhlannchadha, Siobhán, and Tina M. Hickey. "Acquiring an opaque gender system in Irish, an endangered indigenous language." First Language 37, no. 5 (April 20, 2017): 475–99. http://dx.doi.org/10.1177/0142723717702942.
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An in-depth examination of the acquisition of grammatical gender has not previously been conducted for Irish, an endangered indigenous language now typically acquired simultaneously with English, or as L2. Children acquiring Irish must contend with the opacity of the Irish gender system and the plurifunctionality of the inflections used to mark it, while also experiencing early exposure to the majority language and variability in amount and consistency of adult input in Irish. Data were collected from 306 participants aged 6–13 years, including information on home language background which allowed children to be categorised as being from homes which were Irish-dominant, bilingual, or English-dominant. Novel measures of receptive and productive use of grammatical gender were developed to test children’s understanding and production of gender marking. A standard multiple regression conducted which accounted for 39.5% of the variance showed that language background was the strongest predictor of accuracy in marking grammatical gender assignment and agreement. The later stages of acquisition of semantic and grammatical gender have not previously been investigated in Irish, and the implications for researchers, policy makers, educators and parents are discussed.
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Kelly-Holmes, Helen. "Sex, lies and thematising Irish." Thematising Multilingualism in the Media 10, no. 4 (December 5, 2011): 511–34. http://dx.doi.org/10.1075/jlp.10.4.03kel.
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Thematising Irish in the media reflects the complex and contradictory sociolinguistic and language-ideological situation in Ireland. This article explores some of that complexity by investigating a thread on an online discussion forum on the subject of the first ever party leaders’ debate in Irish that took place during the 2011 general election in Ireland. In the discussion thread, three particular discourses emerge: a “discourse of truth” about Irish as lacking both authority as a national language and authenticity as a minority language of a recognizable ethnic group; a discourse of “them and us”; involving a differentiation between “Irish speakers” and “non-Irish speakers”, largely based on notions of competence; and, finally, a newly emerging discourse of “sexy Irish”, which signals a commodification of Irish speakers as young, beautiful and mediatisable. The features of the forum and the online, real-time evolution of the discussion thread impact in a number of ways upon these discourses and ideologies. However, despite the possibilities afforded by the forum, which are utilized by posters for performing Irish in different ways, these everyday practices are effectively erased and invalidated by the prevailing discourses, which rely strongly on the notion of bilingualism as parallel and discrete monolingualisms.
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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 long-term decline in pupil success in learning Irish (speaking and listening) in ‘ordinary’ schools. Proficiency in Irish in all-Irish immersion schools in English-speaking areas have held up well despite rapid expansion. Reasons for the decline in ordinary schools include time pressures in the curriculum, a reduction in Irish-medium teaching, changing teacher attitudes and a lack of engagement by parents. The changing role of the Department of Education and Science in relation to Irish and the rapid evolution of new educational structures, have also have had negative effects. Implications for the revitalisation of Irish are discussed.
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Prendergast, Mary. "Training and developing non-Irish workers." European Journal of Training and Development 40, no. 6 (July 4, 2016): 446–67. http://dx.doi.org/10.1108/ejtd-12-2014-0080.
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Purpose This paper aims to explore the challenges facing Irish organisations in the training and development of non-Irish workers. It analyses the importance of fluency in the host country’s language and the approach taken by organisations in relation to language training. In-depth semi-structured interviews provide significant insights for the policies and practices of multiple stakeholders. Design/methodology/approach The empirical research comprised 33 in-depth interviews conducted with employers, employees, trade unions and regulatory bodies, and an objective content analysis provided insights into the challenges Irish organisations face in the training and development of non-Irish workers. Findings The results indicate that Irish organisations are given little advice or support regarding the development of non-Irish workers. The study concludes that organisations should re-consider current approaches to cultural diversity training and development of these workers, prioritising the provision of English language training for these workers. The study maintains that an understanding of cultural differences is a vital component in the training of this cohort of workers. Research limitations/implications Further research is required in this area. This could include an investigation into the levels of transfer of learning upon completion of training programmes for non-Irish workers, and an evaluation of the understanding of cultural learning styles among trainers. Practical implications Learning and development (L&D) initiatives are dependent on English language supports, which will ultimately be central to the successful training and development of non-Irish workers, and provision of affordable high-quality English language classes is crucial. An understanding of cultural differences, diversity and inclusion is equally important if this cohort of workers is to thrive in an Irish working environment. Social implications The government's role must be considered a priority, assisting organisations in relation to their strategies for L&D. Originality/value There has been a paucity of research on the issue of L&D for migrant workers in an Irish context. This paper contributes to the discussion and provides guidelines for employers and opinions for policymakers.
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Barnard, T. C. "Protestants and the Irish Language, c. 1675–1725." Journal of Ecclesiastical History 44, no. 2 (April 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 Protestant with the elect, justified devoting its sparse resources to them. In contrast, the Catholic Irish, because irredeemably reprobate, together with their language, could be ignored.
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Ruane, Aileen R. "Language, translation, and the Irish Theatre Diaspora in Quebec." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, no. 2 (May 25, 2020): 63–83. http://dx.doi.org/10.5007/2175-8026.2020v73n2p63.
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This article argues for the inclusion of contemporary Québécois translations of twentieth-century Irish plays as part of the Irish theatrical diaspora. The presence of an Irish diaspora in North America was mainly the result of massive waves of immigration, in large part due to the Great Famine, peaking during the mid-nineteenth century before gradually abating. This diaspora in Quebec has resisted full linguistic assimilation, yet was also integrated into many aspects of its culture, a fact that was facilitated by similar political, religious, and even linguistic parallels and elements. Interest in Irish culture, especially in its theatrical output, remains high, with many theatre companies in the province commissioning seasons based on Celtic Tiger-era dramas, translated by Québécois playwrights who also happen to be translators. In tracing and analysing the reason for this interest, despite diminished recent immigration, this article provides the basis for continued research into the performative force of proactive translations across varying diasporic traditions.
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Dorian, Nancy C. "Purism vs. compromise in language revitalization and language revival." Language in Society 23, no. 4 (September 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 entirely extinct language, rival authenticities can prove a severe problem (the Cornish revival movement in Britain). Evidence from obsolescent Arvanitika (Greece), from Pennsylvania German (US), and from Irish in Northern Ireland (the successful Shaw's Road community in Belfast) suggests that structural compromise may enhance survival chances; and the case of English in the post-Norman period indicates that restructuring by intense language contact can leave a language both viable and versatile, with full potential for future expansion. (Revival, purism, attitudes, norms, endangered languages, minority languages, contact)
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Lyddy, Fiona, and Catherine Roche-Dwyer. "A bilingual word superiority effect in Irish speakers." Written Language and Literacy 11, no. 1 (October 1, 2008): 1–14. http://dx.doi.org/10.1075/wll.11.1.02lyd.
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The present study employed a dual-language version of the Reicher-Wheeler task to examine the word superiority effect (WSE) in Irish-English bilinguals and L1 English speakers with some Irish language proficiency. Superior skills in written English would be expected in both groups. Forty-nine participants completed a word–letter WSE forced-choice task in both Irish and English. For both languages, and for both groups, an advantage was found for words over letters. The word–letter difference for English stimuli exceeded that for Irish stimuli, at 9% and 4% respectively; however this difference between the languages did not reach statistical significance. Performance did not differ significantly between the two groups, despite a trend suggesting a lower WSE in English for the bilingual group. The lack of difference based on proficiency may reflect the high frequency words employed or similar exposure to written Irish in the two groups, given the dominance of the English language.
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Parry, R. Gwynedd. "Is Ireland a bilingual state?" Northern Ireland Legal Quarterly 66, no. 3 (August 17, 2018): 199–221. http://dx.doi.org/10.53386/nilq.v66i3.150.
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This article is a critique of the recent judgments of the Irish Supreme Court on the subject of bilingual juries in Ireland. By ruling that to allow Irish speakers to be tried by a jury that speaks Irish would be unconstitutional, despite the constitutional status of the Irish language as a national and the first language of the state, it has undermined the bilingualism of the Irish state and betrayed the principal function of the state that the founders had envisaged. The article argues that the issue of bilingual juries in Ireland has left the state on a crossroads, but in a position where it must act. It concludes by offering two alternatives: either to abandon its commitment to bilingualism or to honour it fully.
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Bennett, Ronan. "Divided by the same language." Index on Censorship 26, no. 3 (May 1997): 25–29. http://dx.doi.org/10.1177/030642209702600306.
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O’Toole, Ciara, Darina Ní Shíthigh, Aisling Molamphy, and Eibhlin Walsh. "Findings from the first phase of developing a receptive vocabulary test for the Irish language." International Journal of Bilingualism 24, no. 4 (May 15, 2019): 572–87. http://dx.doi.org/10.1177/1367006919848142.
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Aims and objectives: The aim of this study was to develop and pilot a test of receptive vocabulary for bilingual Irish-English-speaking children, based on a model from Welsh. Design/Methodology/Approach: 310 typically developing children aged five, six and seven years took part. The children were all attending Irish-medium education in Irish-dominant Gaeltacht regions and in immersion education schools outside of these regions. Data and Analysis: Participants were identified as being from either bilingual Irish- and English-speaking homes or English-dominant homes. A mixed-factorial analysis of variance found a significant main effect of age and language background, but no interaction. Post hoc comparisons revealed that those from Bilingual-speaking homes had significantly higher Irish receptive vocabulary scores than those from English-dominant homes. Linear regression models showed that the receptive vocabulary scores of children in immersion schools grew by an average of 21 words per year between the ages of five and seven, compared to almost 12 words per year in Gaeltacht schools. Findings/Conclusions: The findings demonstrate the advantages of immersion education and the need for vocabulary enrichment of children in the Gaeltacht. However, the complexities of developing assessments for first language speakers of a minority language that is in conflict with a second language variety of that language and the majority English language are also highlighted. Significance/Implications: The implications of this study are that immersion schooling is advantageous to the Irish vocabulary of children, but that children from Gaeltacht schools may require vocabulary enrichment that is sufficiently complex to address their needs. Limitations: Limitations to this study include the uneven number of children from each language background/school location and incomplete background details from the children, such as socio-economic status and language use amongst peers.
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Fitzsimons, Andrew. "The English Language Issue: Irish Studies in Japan." Irish University Review 50, no. 1 (May 2020): 206–14. http://dx.doi.org/10.3366/iur.2020.0447.
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This essay seeks to give an overview of Irish Studies in Japan. I outline the institutional context and climate within which Irish Studies scholars operate in Japan, present a brief account of the history and achievements of, and specific challenges faced by, IASIL Japan, and finally, look very briefly at the problems posed in Japan by the primacy of an English-language, Anglo-American paradigm in academic discourse.