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Academic literature on the topic 'Welsh language materials'
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Journal articles on the topic "Welsh language materials"
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Corcoran, Padraig, Geraint Palmer, Laura Arman, Dawn Knight, and Irena Spasić. "Creating Welsh Language Word Embeddings." Applied Sciences 11, no. 15 (July 27, 2021): 6896. http://dx.doi.org/10.3390/app11156896.
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Word embeddings are representations of words in a vector space that models semantic relationships between words by means of distance and direction. In this study, we adapted two existing methods, word2vec and fastText, to automatically learn Welsh word embeddings taking into account syntactic and morphological idiosyncrasies of this language. These methods exploit the principles of distributional semantics and, therefore, require a large corpus to be trained on. However, Welsh is a minoritised language, hence significantly less Welsh language data are publicly available in comparison to English. Consequently, assembling a sufficiently large text corpus is not a straightforward endeavour. Nonetheless, we compiled a corpus of 92,963,671 words from 11 sources, which represents the largest corpus of Welsh. The relative complexity of Welsh punctuation made the tokenisation of this corpus relatively challenging as punctuation could not be used for boundary detection. We considered several tokenisation methods including one designed specifically for Welsh. To account for rich inflection, we used a method for learning word embeddings that is based on subwords and, therefore, can more effectively relate different surface forms during the training phase. We conducted both qualitative and quantitative evaluation of the resulting word embeddings, which outperformed previously described word embeddings in Welsh as part of larger study including 157 languages. Our study was the first to focus specifically on Welsh word embeddings.
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Espinosa-Anke, Luis, Geraint Palmer, Padraig Corcoran, Maxim Filimonov, Irena Spasić, and Dawn Knight. "English–Welsh Cross-Lingual Embeddings." Applied Sciences 11, no. 14 (July 16, 2021): 6541. http://dx.doi.org/10.3390/app11146541.
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Cross-lingual embeddings are vector space representations where word translations tend to be co-located. These representations enable learning transfer across languages, thus bridging the gap between data-rich languages such as English and others. In this paper, we present and evaluate a suite of cross-lingual embeddings for the English–Welsh language pair. To train the bilingual embeddings, a Welsh corpus of approximately 145 M words was combined with an English Wikipedia corpus. We used a bilingual dictionary to frame the problem of learning bilingual mappings as a supervised machine learning task, where a word vector space is first learned independently on a monolingual corpus, after which a linear alignment strategy is applied to map the monolingual embeddings to a common bilingual vector space. Two approaches were used to learn monolingual embeddings, including word2vec and fastText. Three cross-language alignment strategies were explored, including cosine similarity, inverted softmax and cross-domain similarity local scaling (CSLS). We evaluated different combinations of these approaches using two tasks, bilingual dictionary induction, and cross-lingual sentiment analysis. The best results were achieved using monolingual fastText embeddings and the CSLS metric. We also demonstrated that by including a few automatically translated training documents, the performance of a cross-lingual text classifier for Welsh can increase by approximately 20 percent points.
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TAYLOR, LUCY. "Welsh–Indigenous Relationships in Nineteenth Century Patagonia: ‘Friendship’ and the Coloniality of Power." Journal of Latin American Studies 49, no. 1 (July 27, 2016): 143–68. http://dx.doi.org/10.1017/s0022216x16000353.
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AbstractThis article discusses the colonial encounter of the Welsh and Tehuelche/Mapuche in the Welsh colony (Y Wladfa Gymreig), founded 1865. The Welsh sought to create a Welsh-speaking utopia in the ‘empty’ lands of Patagonia, paradoxically using this colonisation as a way to resist disparagement of the Welsh language and culture by an English-dominated state. The article deploys a ‘coloniality of power’ perspective and explores archive materials that reveal how both the Welsh and the indigenous communities whose land they colonised were caught up in coloniality and expanding capitalist modernity. I conclude that exploring the ambiguous relationship which results from this encounter complicates and deepens our understanding of how the coloniality of power works. Particularly, I argue that stripping away the ‘myth of friendship’ between the Welsh and indigenous is vital, not to diminish moments of genuine mutual affinity but rather to show how these are caught up in processes of colonialisation.
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Lumbley, Coral. "“Venerable Relics of Ancient Lore”." Journal of World Literature 5, no. 3 (July 23, 2020): 372–92. http://dx.doi.org/10.1163/24056480-00503004.
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Abstract As England’s first colony, home to a rich literary tradition and a still-thriving minority language community, Wales stands as a valuable example of how premodern traditions can and should inflect modern studies of postcolonial and world literatures. This study maps how medieval, postcolonial, and world literary studies have intersected thus far and presents a reading of the medieval Welsh Mabinogion as postcolonial world literature. Specifically, I read the postcolonial refrain as a deeply-entrenched characteristic of traditional Welsh literature, manifesting in the Mabinogion tale of the brothers Lludd and Llefelys and a related poetic triad, the “Teir Gormes” (Three Oppressions). Through analysis of the context and reception of Lady Charlotte Guest’s English translation of Welsh materials, I then theorize traditional Welsh material as postcolonial, colonizing, and worlding literature.
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Smith, Rob. "What can the Welsh school music sector learn from the community music movement?" Journal of Popular Music Education 5, no. 1 (April 1, 2021): 55–70. http://dx.doi.org/10.1386/jpme_00043_1.
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This article draws on theories of creative development articulated by Sawyer and Green as well as reflecting upon data from case studies of projects run in Wales with community ensembles Wonderbrass, South Wales Intercultural Community Arts and London-based Kinetica Bloco. It proposes a model of learning for music education in Wales that promotes active creative participation and fosters the speaking of a musical language rather than simply the reading of it. In the context of Welsh Government’s recent education review, the article advocates a music policy of creative engagement, with musical materials that go beyond the pedagogy of imitation. Here I propose a creative engagement method that empowers participants to interact with musical materials by creating their own musical statements within a musical style or language, whether through extemporization, improvisation or composition.
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Luft, Diana. "Locating the British Library Additional 14912 calendar." Studia Celtica 53, no. 1 (December 1, 2019): 103–32. http://dx.doi.org/10.16922/sc.53.7.
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This article advances the argument that the fourteenth-century Welsh medical manuscript British Library Additional 14912 is based on materials which ultimately stem from Llanthony Prima Priory in Monmouthshire, although it may itself have been produced for a patron in the vicinity of Caerleon. The argument is based primarily on the saints' feasts which appear in a calendar which precedes the medical material in the manuscript. The feast which stands out is that of St. Finnian of Clonard, which is noted on December 12, and which is also used to calculate that month's Ember Days. The article traces the close relationship between Llanthony and Finnian's native Westmeath, and argues that Llanthony's status as an Augustinian priory may account for that foundation's apparent interest in Welsh medical material. This interest may also be seen in the closely-related fourteenth-century Welsh medical manuscript Cardiff 3.242, which may also be a product of Llanthony.
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Garza, Ana Alicia, Lois Burke, Christian Dickinson, Helen Williams, Lucy Barnes, and William Baker. "XIII The Victorian Period." Year's Work in English Studies 98, no. 1 (2019): 702–857. http://dx.doi.org/10.1093/ywes/maz015.
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Abstract This chapter has six sections: 1. General and Prose; 2. The Novel; 3. Poetry; 4. Periodicals and Publishing History; 5. Drama; 6. Miscellaneous and Cross-Genre. Section 1 is by Ana Alicia Garza; section 2 is by Lois Burke with assistance from Christian Dickinson, who writes on Dickens; section 3 is by Ana Alicia Garza; section 4 is by Helen Williams; section 5 is by Lucy Barnes; section 6 is by William Baker. Thanks for assistance with this chapter must go to Dominic Edwards, Steven Amarnick, Richard Bleiler, Nancy S. Weyant, the bibliographer of Mrs Gaskell, and Patrick Scott. In a departure from previous years, and in order to avoid confusion as to who has contributed what to this chapter, George Borrow, Thomas and Jane Welsh Carlyle, and Richard Jefferies, previously found in the General and Prose section, and the Brontës, Samuel Butler, Wilkie Collins, George Eliot, George Henry Lewes, George Gissing, and Anthony Trollope, previously found in the Novel section, will be found in section 6, Miscellaneous and Cross-Genre, as will materials that came in too late to be included in other sections.
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Vozel, Domen, Nejc Steiner, Nina Božanić Urbančič, Dejan Mladenov, and Saba Battelino. "Slovenian Cross-Cultural Adaptation and Validation of Health-Related Quality of Life Measures for Chronic Otitis Media (COMQ-12), Vertigo (DHI, NVI) and TINNITUS (THI)." Slovenian Journal of Public Health 59, no. 3 (June 25, 2020): 120–27. http://dx.doi.org/10.2478/sjph-2020-0016.
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AbstractPurposeTo provide physicians and patients with the tools needed to evaluate patients’ problems and health-related quality of life by cross-culturally adapting and validating the Chronic Otitis Media Questionnaire 12 (COMQ-12), the Dizziness Handicap Inventory (DHI), the Neuropsychological Vertigo Inventory (NVI) and the Tinnitus Handicap Inventory (THI).Materials and methodsCOMQ-12, DHI, NVI and THI were translated into the Slovenian language and completed by patients treated at our department for chronic otitis media, vertigo or tinnitus. The control group for each questionnaire consisted of healthy volunteers. Internal consistency, test-retest reliability, discriminant validity, diagnostic accuracy and cut-off value were determined for each questionnaire.ResultsTest-retest reliability was excellent for DHI (ICC A=0.946) and NVI (p=0.315, ICC A=0.975), good to excellent for COMQ-12 (p=0.680, ICC A=0.858) and satisfactory for THI (p=0.120). Discriminant validity was confirmed for each questionnaire (p>0.05) using the Mann-Whitney U test (COMQ-12, DHI, THI) or the Welch t-test (NVI). COMQ-12 had acceptable (α=0.796) and DHI (α=0.910), NVI (α=0.950) and THI (α=0.924) perfect internal consistency. COMQ-12 and DHI had excellent, NVI acceptable and THI perfect diagnostic accuracy (AUC=0.987, AUC=0.999, AUC=0.781 and AUC=1.000 respectively). Cut-off values determined by Youden’s index were 7, 7, 9 and 56 for COMQ-12, THI, DHI and NVI, respectively.ConclusionSlovenian COMQ-12, DHI, NVI and THI are a valid and accurate tool for the diagnosis and measurement of health-related quality of life in patients with chronic otitis media, vertigo and tinnitus. They could aid general practitioners, occupational health specialists, neurologists and otorhinolaryngologists.
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Garza, Ana Alicia, Lois Burke, Sally Blackburn-Daniels, and William Baker. "The Victorian Period." Year's Work in English Studies, August 30, 2021. http://dx.doi.org/10.1093/ywes/maab013.
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Abstract This chapter has five sections: 1. General and Prose, including Dickens; 2. The Novel; 3. Poetry; 4. Periodicals, Publishing History, and Drama; 5. Miscellaneous. Section 1 is by Ana Alicia Garza; section 2 is by Lois Burke; section 3 is by Sally Blackburn-Daniels; sections 4 and 5 are by William Baker. In somewhat of a departure from previous accounts, this chapter concludes with a mixed-genre section that covers Samuel Butler Thomas and Jane Welsh Carlyle, Wilkie Collins, George Eliot and George Henry Lewes, George Gissing, Richard Jefferies, William Makepeace Thackeray, and Anthony Trollope. This is followed by a section containing additional materials that came too late to be included elsewhere. These sections have been contributed by William Baker, who thanks for their assistance Dominic Edwards, Olaf Berwald, Beth Palmer, Sophie Ratcliffe, and Caroline Radcliffe.
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"Bilingual education & bilingualism." Language Teaching 38, no. 2 (April 2005): 95–97. http://dx.doi.org/10.1017/s0261444805262778.
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05–195Colina, Sonia & Sykes, Julie (Arizona State U, USA), Educating parents in the Spanish-speaking community: a look at translated educational materials. Bilingual Research Journal (Tempe, AZ, USA) 28.3 (2004), 299–318.05–196Coupland, Nikolas, Bishop, Hywel, Willams, Angie, Evans, Betsy & Garrett, Peter (Cardiff U, UK; coupland@cardiff.ac.uk), Affiliation, engagement, language use and vitality: secondary school students' subjective orientations to Welsh and Welshness. International Journal of Bilingual Education and Bilingualism (Clevedon, UK) 8.1 (2005), 1–24.05–197Dickinson, D. K. (Education Development Centre, USA; dickindb@bc.ed), Mccabe, A., Clark-Chiarelli, N. & Wolf, A., Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children. Applied Psycholinguistics (Cambridge, UK) 25.3 (2004), 323–347.05–198Dixon, Quentin (Harvard U, USA; Quentin.Dixon@abtassoc.com), Bilingual education policy in Singapore: an analysis of its sociohistorical roots and current academic outcomes. International Journal of Bilingual Education and Bilingualism (Clevedon, UK) 8.1 (2005), 25–47.05–199Hofstetter, Carolyn H. (California U, Berkeley, USA), Effects of a transitional bilingual education program: findings, issues, and next steps. Bilingual Research Journal (Tempe, AZ, USA) 28.3 (2004), 355–377.05–200Mackay, I. R. A. (Ottawa U, Canada) & Flege, J. E., Effects of the age of second language learning on the duration of first and second language sentences: the role of suppression. Applied Psycholinguistics (Cambridge, UK) 25.3 (2004), 323–347.05–201Papadopoulou, Despina (Aristotle U of Thessaloniki, Greece), Reading-time studies of second language ambiguity resolution. Second Language Research (London, UK) 21.2 (2005), 98–120.05–202Tsokalidou, Roula (U of Thessaly, Greece; tsokalid@uth.gr), Raising ‘bilingual awareness’ in Greek primary schools. International Journal of Bilingual Education and Bilingualism (Clevedon, UK) 8.1 (2005), 48–61.
Books on the topic "Welsh language materials"
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Kate, Ruttle, ed. The runaway chapati children's book pack. Cambridge: Cambridge Uniuersity Press, 1999.
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Kate, Ruttle, and Chamberlain Margaret, eds. I went to school this morning. Cambridge: Cambridge University Press, 1998.
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Eric, Hill. Where's Spot?: Dābu Kithe hey? Rudgwick, West Sussex: Roy Yates Books, 1986.
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Eric, Hill. Spot kaha gaya?: Hindi/English. Edited by Jennie Ingham. Cranleigh, Surrey: Baker Books, 1986.
Find full textBook chapters on the topic "Welsh language materials"
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Johnston, Dafydd. "Welsh Bardic Miscellanies." In Insular Books. British Academy, 2015. http://dx.doi.org/10.5871/bacad/9780197265833.003.0011.
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This chapter discusses miscellanies of Welsh-language poetry, focusing on six 15th-century manuscripts from the National Library of Wales, Peniarth collection, MSS 51, 54, 55, 57, 60, and 67, all of which contain material deriving directly from contemporary poets. The formation of these miscellanies was influenced by two key aspects of Welsh bardic practice: the fact that poets and reciters were itinerant meant that numerous contributors could have access to any single manuscript collection on separate occasions, and the prevalence of memorial transmission meant that large quantities of poetry were potentially available for transcription, despite the paucity of written exemplars. Socio-political networks are evident in patrons’ miscellanies, whilst the two manuscripts belonging to poets (51 and 67) are shown to reflect the ideal of the learned bard represented by the legendary Taliesin.