Tynwald Committee; Education Bill 2020 Dear Chairperson And

Total Page:16

File Type:pdf, Size:1020Kb

Tynwald Committee; Education Bill 2020 Dear Chairperson And Manx Language Officer, [Contact details redacted] Tynwald Committee; Education Bill 2020 August 6th 2020 Dear Chairperson and committee members, I am writing to you to express my concerns about the Education Bill, specifically the wording around the teaching of Manx Gaelic, (more traditionally known in English as Manx, or the Manx Language). I am a civil servant and my job title is ‘Manx Language Officer’. I have not been asked for any input at any stage of the drafting of the Bill. Having the read the draft bill online I did submit an opinion via my line manager on the 11th of Febraury 2019 to say that the proposed wording did not mention the Manx Language specifically. This was subsequently changed, but then I saw that the new wording of the curricular order in the latest draft was as follows: (3) The curriculum must, in particular, — (a) include education in religion, ethics and values, avoiding proselytising for any particular religion or religious approach; (b) include education about Manx Gaelic, Manx culture and Manx history; I was verbally assured that the word about in clause (b) would be changed to in, but the bill proceeded to its first reading without this change being made. In my opinion the prepositions in in clause (a) and about in clause (b) are in the wrong places. I did not, and will not, comment further on the implications of the wording education in religion, but I did raise my concerns about clause (b) with my line manager as soon as I saw the wording education about Manx Gaelic. I was verbally assured that this was a mistake and that it would be changed. Unfortunately, it was not. Education about the Manx Language is clearly not the same as teaching the language, and would jeopardise the teaching of Manx. If I had been consulted I would have drawn attention to two legislative instruments that would have at least maintained the wording around the teaching of Manx of the 2001 Act. In 1985 Tynwald passed a resolution “That Manx Gaelic should be supported and encouraged by all agencies of Government and Boards of Tynwald so far as they are practically able”. Also, in 2003, the United Kingdom, with the agreement of Tynwald, signed The Council of Europe’s European Charter for Regional or Minority Languages with Part Two protection level for the Manx Language (see Appendix 1). The 47 member Council of Europe was set up after the Second World War to protect human rights, democracy and the rule of law, it is not a branch of the European Union and Brexit does not have any implications for commitment to the charter). Adherence to the charter is overseen by a ‘committee of experts’ who submit regular reports. The key objectives and principles of part two of the charter that you should be aware of is for “the provision of appropriate forms and means for the teaching and study of regional or minority languages at all appropriate stages”. I would therefore suggest that the wording of the new Education Act should be reflective of that objective, and either stay with the wording of the 2001 Act, or incorporate the wording of the Council of Europe Charter, which could be: (3) The curriculum must, in particular, — (b) include education about Manx culture and Manx History, and provide for the teaching and study of the Manx Language. In my role of Manx Language Officer I oversee the Manx Language Unit’s provision for the teaching of Manx in schools, and helping fluent speaking pupils maintain their fluency by teaching a limited number of lessons through the medium of Manx in years 7, 8 and 9. As there are no off-the- shelf resources for teaching Manx the team have to produce all teaching and testing materials to cater for pupils from those starting with no Manx in Year 4 to fluent speaking pupils in Year 13. Living in the Isle of Man in 2020, unless you go looking for Manx you might be oblivious to the vitality of the language. You will see Manx on signage, might hear an occassional phrase, or might know of someone who can speak the language. You will not ever be expected, or required to understand or speak Manx in general life. Manx speakers will almost always switch to English out of politeness if a non-Manx speaker is present. Nevertheless, there is a community of speakers on the Island of many hundreds of fluent speakers, and hundreds more less-fluent speakers, who love the Manx language and care deeply about its survival. There are also many people around the world who, because of government recognition of Manx, consider the Isle of Man as beacon of hope in world of cultural conformity. I have attached a history of the language (Appendix 2) to this submission which may be of interest as it provides some context for the decline and revival of the language, particularly in terms of legislation and education. I would be willing provide oral evidence in support of maintaining legislative protection for the teaching of Manx, rather than teaching about Manx, should that be required. Lhiuish lesh arrym, Rob Teare. Appendix 1. Extract of Part Two of the European Charter for Regional or Minority Languages: The objectives and principles pursued in accordance with Article 2 are: 1. In respect of regional or minority languages, within the territories in which such languages are used and according to the situation of each language, the Parties shall base their policies, legislation and practice on the following objectives and principles: a. the recognition of the regional or minority languages as an expression of cultural wealth; b. the respect of the geographical area of each regional or minority language in order to ensure that existing or new administrative divisions do not constitute an obstacle to the promotion of the regional or minority language in question; c. the need for resolute action to promote regional or minority languages in order to safeguard them; d. the facilitation and/or encouragement of the use of regional or minority languages, in speech and writing, in public and private life; e. the maintenance and development of links, in the fields covered by this Charter, between groups using a regional or minority language and other groups in the State employing a language used in identical or similar form, as well as the establishment of cultural relations with other groups in the State using different languages; f. the provision of appropriate forms and means for the teaching and study of regional or minority languages at all appropriate stages; g. the provision of facilities enabling non-speakers of a regional or minority language living in the area where it is used to learn it if they so desire; h. the promotion of study and research on regional or minority languages at universities or equivalent institutions; i. the promotion of appropriate types of transnational exchanges, in the fields covered by this Charter, for regional or minority languages used in identical or similar form in two or more States. 2. The Parties undertake to eliminate, if they have not yet done so, any unjustified distinction, exclusion, restriction or preference relating to the use of a regional or minority language and intended to discourage or endanger the maintenance or development of it. The adoption of special measures in favour of regional or minority languages aimed at promoting equality between the users of these languages and the rest of the population or which take due account of their specific conditions is not considered to be an act of discrimination against the users of more widely-used languages. 3. The Parties undertake to promote, by appropriate measures, mutual understanding between all the linguistic groups of the country and in particular the inclusion of respect, understanding and tolerance in relation to regional or minority languages among the objectives of education and training provided within their countries and encouragement of the mass media to pursue the same objective. 4. In determining their policy with regard to regional or minority languages, the Parties shall take into consideration the needs and wishes expressed by the groups which use such languages. They are encouraged to establish bodies, if necessary, for the purpose of advising the authorities on all matters pertaining to regional or minority languages. 5. The Parties undertake to apply, mutatis mutandis, the principles listed in paragraphs 1 to 4 above to non- territorial languages. However, as far as these languages are concerned, the nature and scope of the measures to be taken to give effect to this Charter shall be determined in a flexible manner, bearing in mind the needs and wishes, and respecting the traditions and characteristics, of the groups which use the languages concerned. Appendix 2 A Brief History of the Manx Language Manx is a Goidelic language related to Irish and Scottish Gaelic. Celtic was spoken by iron-age tribes in large swathes of Europe in the pre-Roman era. Celtic of the pre-Roman era has been described by scholars as subdivided into ‘Continental Celtic’ and ‘Insular Celtic’. Insular Celtic was spoken in Britain and Ireland. Manx shares a high percentage of its core vocabulary, word order and idiom with the earliest extant examples of Insular Celtic. At some point in history Insular Celtic developed into two distinct branches, Goidelic, spoken in Ireland, Scotland and the Isle of Man, and Brythonic, spoken in Britain as far north as the Clyde. A third branch, Pictish, did not survive and very little is known about it. After the Roman conquest of Britain, Latin became the status language of the occupied areas.
Recommended publications
  • Hub Letter Info Jan 21
    Dear Parents, Wednesday 6th January 2021 Re: Closure of Schools due to Coronavirus We would like to thank you all for your patience at this difficult time. As I am sure you heard yesterday the Chief Minister ordered the closure of most schools for most pupils on the Isle of Man from the end of school today. We know that parents/carers will seek to keep their children safe by keeping them at home and will follow the Government’s advice. We very much appreciate your support in this and know that, if we all work together, we have the best chance of reducing the spread of Covid-19. The Government has asked parents to keep their children at home wherever possible, and asked schools to remain open only for those children who are designated as ‘vulnerable’ or are the children of ‘key workers’. It is important to understand that: • If it is possible for children to stay at home then they should. • Parents/carers should also do all they can to ensure children are not mixing socially in a way that could spread the virus. They should observe the same social distancing principles as adults. • Many parents who are key workers may be able to ensure their child is kept at home. Every child who can be safely at home should be. • The fewer children making the journey to school and the fewer children in educational settings the lower the risk that the virus can spread and infect vulnerable individuals in wider society. • Parents can choose to keep children away from school without any concern of repercussion.
    [Show full text]
  • Nama-2017-88.2
    VOL 88, No.2 To preserve “Whatever is left to us of our ancient heritage.” T.E. Brown Summer 2017 ish passport that you will need to get an Electronic Travel Application (ETA) visa in order to travel to Canada. They are available online at http://www.cic.gc.ca/english/visit/eta.asp) COME ONE, COME ALL I have flown to Seattle and then taken the Victoria Clipper, TO THE 2018 NAMA CONVENTION which takes approximately 3 hours. The advantage to this JUNE 21-25, 2018 IN VICTORIA, method is that the landing port is less than a mile/kilometer from the hotel. Very walkable. BRITISH COLUMBIA! There is a car/people ferry from MESSAGE FROM KATY PRENDERGAST Port Angeles, WA, to Victoria, the company is Black Ball Ferry Line. There are ferries approximately We have so many fun things planned for next year’s Conven- 4 times a day. This is also very tion in Canada, the third country of the North American Manx walkable and the port for this is 100 Association. We are thrilled we will be there during its 150th feet in front of the Victoria Clipper. Anniversary! We have some amazing things planned: including whale watching or a Hop-on Hop-off bus tour; Afternoon Tea There is a car/people ferry from Tsawwassen to Vancouver at the Fairmount Empress; a trip to Butchart Gardens; Manx Island, and you are approximately 20mi/32km outside of Break-out sessions and plenty of opportunities to catch up downtown Victoria. with old friends. I have taken a float plane, which has some advantages in that First though – Have you you fly from Seattle to Victoria Inner Harbor in approximate- asked yourself how to ly 45 minutes.
    [Show full text]
  • School Catchment Areas Order 2017 Article 1
    School Catchment Areas Order 2017 Article 1 Statutory Document No. 2017/0156 Education Act 2001 SCHOOL CATCHMENT AREAS ORDER 2017 Laid before Tynwald: Coming into Operation: 1 September 2017 The Department of Education and Children makes the following Order under section 15( 4) of the Education Act 2001. 1 Title This Order is the SchoolCatchment Areas Order 2017. 2 Commencement This Order comes intooperation on 1 September 20171• 3 Interpretation In this Order - "the order maps" means the 28 maps annexed to thisOrder and entitled "Map No. 1 referred to in the School Catchment Areas Order 2017" to "Map No. 28 referred to in the SchoolCatchment Areas Order 2017 and the "Secondary School Catchments referred to in theSchool CatchmentArea Order 2017"; and "joint catchment area" means an area where there is a choice of schoolsas specified on the relevant order map; and "key to maps" means symbols used to represent educational institutions. 4 Catchment areas of primary schools (1) In relationto each primary school specified in column lof Schedule 1, the area shown edged with a black line on one or more of the order maps and indicated by the corresponding number specified in column 2 of that Schedule is designated as the catchment area of that school. 1 Orders made by the Department under section 58(2) of the Education Act 2001 shall be laid before Tynwald. V01 Page 1 Article 5 School Catchment Areas Order 2017 (2) A joint catchment area is the area shown on one or more maps edged with a red line. (3) The Roman Catholic Parishes of the churches of - (a) St Anthony's, Onchan; (b) St Joseph's, Willaston; and (c) St Mary of the Isle, Douglas are designated as the catchment area for St Mary's Roman Catholic School, Douglas.
    [Show full text]
  • Opportunities in Scots Independence Movement • Breton Cultural Forces Tarred • Cilmeri Rally Reclaimed • Call for Nati
    No. 125 Spring 2004 €3.00 Stg£2.50 • Opportunities in Scots Independence Movement • Breton Cultural Forces Tarred • Cilmeri Rally Reclaimed • Call for National Plan for Irish • Environmental Rights Campaign in Cornwall • Manx in Court • Un Tele Breizhat evit an Holl ALBA: C O M A N N CEILTEACH • BREIZH: KEVRE KELTIEK • CYMRU: UNDEB CELTAIDD • EIRE: CONRADH CEILTEACH • KERNOW: KESUNYANS KELTEK • MANN1N: COMMEEYS CELTIAGH 62 r Fuadach nan Gaidheal Gura mise titrsach. A ' caoidh cor na ditthcha, A lbo <3 Bha cliuiteach is treun; Rinn uachdrain am fuadach IL _l Gu fada null thar chuuntan. Am fearann chaidh thoirt uapa 'S thoirt suas do na feidli. AR BÀRDACHD "...agus eaoraich cuideachd!" arsa sinne. amt an ceithir duanairean Tha na tri leabhraichean seo ri lhaotainn bho GÀIR NAN CLÀRSACH...tliagh Culm Ó An targainteachd dhùainn - - Birlinn Ltd. West Newington House. 10 Baoill sco agus dh'eadar-theangaich Meg Bras meanmnach Fir Alba Newington Road. Dim Eideann EH9 IQS. no Bateman e. Tlia dà fhichead is tri dàin Le' n armaibh air thùs an leabhar-reiceadair agaibh. Gàidhlig ami eadar na bliadlinachan I 600 gu Nuair a dh'eires gach treunlaoch 1648. Cha d'rinn neach an aon rud riamh. Le-n èideadh glan ùr. AN TU IL... dheasaich Raghnall Mac ille Dliuibh an leahhar seo agus dh’ fhoillsich Sco agaiblt linn gaisgeil nuair a bha an ceann ... Gur rrtairg nàmhaid a tharladh Polygon. 22 George Square. Diin Eideann e. einnidh ann an talla aige: far an robh na ledis Ri ànriainn ino rùin; Seo agaibh Duanaire Gtiidhlig an 20mh no torches a" nochdadh an Inchdleannihainn Ceud.
    [Show full text]
  • For Reference REPORT of the STANDING COMMITTEE on CONSTITUTIONAL MATTERS
    For Reference /vAl 0602z, 1 Not to be taken from this room REPORT OF THE STANDING COMMITTEE ON CONSTITUTIONAL MATTERS THE APPOINTMENT PROCESS OF THE LIEUTENANT GOVERNOR OF THE ISLE OF MAN REPORT OF THE STANDING COMMITTEE ON CONSTITUTIONAL MATTERS THE APPOINTMENT PROCESS OF THE LIEUTENANT GOVERNOR OF THE ISLE OF MAN • INTRODUCTION a 0 1. Terms of Reference of the Inquiry At its July 2000 sitting Tynwald Court resolved: "This hon Court - (1) regrets that the Crown has not, on this occasion, appointed as the next Lieutenant Governor a Manx person or a person of Manx descent, but acknowledges that the decision is one for the Crown to make; and (2) requests the Standing Committee on Constitutional Matters to consider the circumstances leading to the appointment of the Lieutenant Governor Designate not of Manx origin, contrary to the expressed wishes of Tynwald, and recommend a course of action which would be likely to meet those wishes". C/CONM/mlg 2. Evidence Written evidence was received from His Hon Deemster J W Corrin CBE; Sir Miles Walker CBE MHK; Sir David Omand KCB, Permanent Secretary at the Home Office; Hon D J Gelling MHK, enclosing a letter from Mr M Kermode, the chairman of Mec Vannin, addressed to him. Oral evidence was taken from His Hon Deemster J W Corrin CBE; Hon D J Gelling MHK and Sir Miles Walker CBE MHK. The nature of this enquiry is such that the oral evidence was taken in private and we consider • • that, in the main, it is not appropriate to publish the written evidence.
    [Show full text]
  • P R O C E E D I N G S
    T Y N W A L D C O U R T O F F I C I A L R E P O R T R E C O R T Y S O I K O I L Q U A I Y L T I N V A A L P R O C E E D I N G S D A A L T Y N HANSARD Douglas, Tuesday, 17th September 2019 All published Official Reports can be found on the Tynwald website: www.tynwald.org.im/business/hansard Supplementary material provided subsequent to a sitting is also published to the website as a Hansard Appendix. Reports, maps and other documents referred to in the course of debates may be consulted on application to the Tynwald Library or the Clerk of Tynwald’s Office. Volume 136, No. 19 ISSN 1742-2256 Published by the Office of the Clerk of Tynwald, Legislative Buildings, Finch Road, Douglas, Isle of Man, IM1 3PW. © High Court of Tynwald, 2019 TYNWALD COURT, TUESDAY, 17th SEPTEMBER 2019 PAGE LEFT DELIBERATELY BLANK ________________________________________________________________________ 2092 T136 TYNWALD COURT, TUESDAY, 17th SEPTEMBER 2019 Business transacted Questions for Written Answer .......................................................................................... 2097 1. Zero Hours Contract Committee recommendations – CoMin approval; progress; laying update report ........................................................................................................... 2097 2. GDPR breaches – Complaints and appeals made and upheld ........................................ 2098 3. No-deal Brexit – Updating guide for residents before 31st October 2019 ..................... 2098 4. No-deal Brexit – Food supply contingency plans; publishing CoMin paper.................... 2098 5. Tax returns – Number submitted April, May and June 2018; details of refunds ............ 2099 6. Common Purse Agreement – Consideration of abrogation ...........................................
    [Show full text]
  • A Brief History of the Cornish Language, Its Revival and Its Current Status
    See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/329525331 A Brief History of the Cornish Language, its Revival and its Current Status Article · December 2013 CITATIONS READS 6 277 1 author: Siarl Ferdinand University of Wales Trinity Saint David 10 PUBLICATIONS 10 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: The Cornish revitalisation project in Cornwall and the Basque revitalisation project in Trebiñuko Barrendegia: Establishing parallels and common strategies View project All content following this page was uploaded by Siarl Ferdinand on 10 December 2018. The user has requested enhancement of the downloaded file. A Brief History of the Cornish Language, its Revival and its Current Status Siarl Ferdinand, University of Wales Trinity Saint David Abstract Despite being dormant during the nineteenth century, the Cornish language has been recently recognised by the British Government as a living regional language after a long period of revival. The first part of this paper discusses the history of traditional Cornish and the reasons for its decline and dismissal. The second part offers an overview of the revival movement since its beginnings in 1904 and analyses the current situation of the language in all possible domains. Keywords Cornish, Kernewek, language shift, language revitalization, linguistic background, Celtic. Overview of Historical Background The Cornish language, unlike the Anglo-Cornish dialect, which is an English dialect spoken in Cornwall, is one of the three living members of the Brythonic family, the other two being Welsh and Breton. The appearance of Cornish as a distinct language dates to about 600 AD as a result of the evolution of the Brythonic language spoken in the south-western region of Great Britain.
    [Show full text]
  • Yps44-Layout 1
    The Free Manx Paper Earroo / Issue 44 - Jerrey geuree / January 2010 Published by Mec Vannin Laa cooinaghtyn Illiam Dhone Oraid Ghaelgagh Liorish Markys y Kermitt Gow-jee my leshtal dy vel eh erriu Ta shenn vuggane doo da'n vyn- Ta Mec Vannin er v'eh gobbraghey geashtagh rhym reeshtagh, agh t'eh reiltys er aa-hroggal e chione, olk as bunnys rish lhieh cheead bleeaney feer doillee dy jarroo geddyn sleih ta aggle dy chur urree, er y phabyr nish as ta fys mie aym pene dy vel arryltagh shassoo seose as gra red naight as er ny meoiryn shee shin er chosney ram reddyn agh ta ennagh dy fosley. neesht. As c're ta ny sleih gerrymyn mee dy bollagh toiggal peiagh erbee ta goll er screeu? "Mannin Aboo" as ta geearee jannoo ymmyd jeh Nurree, loayr mee mychione yn "Mannin Seyr". Cre'n fa ta greie yn caggeeaght jeeragh. Tra ta shin ommidjys as yn litcherys jeh'n vyn- stait goaill aggle roish ny fockleyn fakin yn aght ta Tynvaal gobbraghey reiltys ayns Mannin, va lhiggey da shoh? Lhissagh da'n vyn-reiltys myr ard-vuggane dy chur tostid er Sostyn cur olk as aggle urree. Er geeck da sleih shen y screeu dy oltey erbee nagh vel goaill arrane dyn y tra shen, ta shin er chlashtyn oikoil! T'eh foddey ny share na'n lesh yn un choraa, cha nod shin gra olteynyn jeh'n vyn-reiltys shen loayrt voghtynid neu-Vanninagh "Freedom dy vel deynlaght ayns Mannin. Shen mychione seyrsnys Vannin. Shoh yn to Flourish".
    [Show full text]
  • January 2016 (PDF)
    EARROO / ISSUE 1 | JERREY GEUREE / JANUARY 2016 www.mecvannin.im Robertshaw Pulls Out before Finding the Spot Chris Robertshaw, the former Minister for Policy and Reform noted for disappoint- ingly pulling out ahead of completion, thinks he may now know where things went wrong. Mr Robertshaw had previously indicated that he had evacuated prematurely because other parties involved were taking too long to get there, saying "it was defi- nitely their fault, I mean, other people have told me how good I am, but satisfying these guys seemed impossible". He added "I don't remember hearing any complaints when I was finished with the Sefton, which I assume means everyone was satisfied". With a big election expected to occur in 2016 many have wondered whether a concerned Mr Robertshaw is just saying the things he thinks people want to hear. One reader commented "I think Mr Robertshaw may be worrying about his potential to rise to the expectations of a big election. When I attended the Government's "Big Debate" sessions last year he was obsessed with defending his small government and seemed to get very agitated at even the thought of a big one. Anyway, I figured it's not the size of a man's government that counts but the way he thrusts his policies. I thought he'd at least have the stamina to go for a bit longer when it came to actually performing". Responding to this, Mr Robertshaw said "I'll admit I may have gone soft when con- fronted with the reality of replacing a big government, but the point here is whether my government is running for other people, or is it running for itself.
    [Show full text]
  • Isla De Man 1
    Isla de Man 1. PERFIL FISICO Características físicas de la localidad El terreno de la isla es variado. Hay áreas montañosas en el norte y en el sur, dividas por un valle central, que corre entre las ciudades de Douglas y Peel. El extremo norte es excepcionalmente plano, consistiendo principalmente en depósitos aumentados por la deposición de avances glaciales. Hay playas de grava, depositadas más recientemente, en la Punta de Ayre. El punto más alto de la isla es el monte Snaefell, que alcanza 621 msnm de altura en su punto más alto. Mapa de la localidad La isla de Man es una isla en el noroeste del continente Europeo, situada en el mar de Irlanda, entre las islas de Gran Bretaña e Irlanda. Extensión territorial La isla mide aproximadamente 22 km de ancho y 52 km de largo, con un área total de 572 km².17 Sus coordenadas geográficas corresponden a 54°15′N 4°30′O. La isla de Man posee un total de 160 km de costa, sin tener ningún cuerpo de agua de tamaño significativo dentro de la misma. La isla reclama 12 M de mar patrimonial, pero solo tiene derechos exclusivos de pesca en las primeras 3 M. En torno a ella se ubican algunas islas pequeñas como Calf of Man, St Patrick y St Michael. 2. GOBERNANZA LOCAL Población Según el censo intermedio de 2011 la isla de Man tiene 84.497 habitantes, de los cuales 27.935 residen en la capital de la isla, Douglas. La mayoría de la población es originaria de las Islas Británicas, con el 47,6% de la población nacida en la isla de Man, el 37.2% en Inglaterra, 3,4% en Escocia, 2,1% en Irlanda del Norte, 2,1% en la República de Irlanda, 1,2% en Gales y 0,3% en las Islas del Canal.
    [Show full text]
  • School Catchment Areas Order 2019 Index
    School Catchment Areas Order 2019 Index c SCHOOL CATCHMENT AREAS ORDER 2019 Index Article Page 1 Title ................................................................................................................................... 3 2 Commencement .............................................................................................................. 3 3 Interpretation ................................................................................................................... 3 4 Catchment areas of primary schools ............................................................................ 3 5 Catchment areas of secondary schools ........................................................................ 4 6 Key to maps .................................................................................................................... 4 7 Revocation ....................................................................................................................... 4 SCHEDULE 1 7 CATCHMENT AREAS OF PROVIDED PRIMARY SCHOOLS 7 SCHEDULE 2 9 CATCHMENT AREAS OF SECONDARY SCHOOLS 9 SCHEDULE 3 11 KEY TO SCHOOLS INDICATED ON MAPS 11 SCHEDULE 4 13 SECONDARY SCHOOL JOINT CATCHMENT AREAS 13 c V03 Page 1 School Catchment Areas Order 2019 Article 1 Statutory Document No. 2019/0153 c Education Act 2001 SCHOOL CATCHMENT AREAS ORDER 2019 Laid before Tynwald: Coming into Operation: 1 September 2019 The Department of Education, Sport and Culture makes the following Order under section 15(4) of the Education Act 20011. 1 Title This Order
    [Show full text]
  • Manx Language Revitalization and Immersion Education Marie Clague Centre for Manx Studies, University of Liverpool
    e-Keltoi: Journal of Interdisciplinary Celtic Studies Volume 2 Cultural Survival Article 5 6-12-2009 Manx Language Revitalization and Immersion Education Marie Clague Centre for Manx Studies, University of Liverpool Follow this and additional works at: https://dc.uwm.edu/ekeltoi Part of the Celtic Studies Commons, English Language and Literature Commons, Folklore Commons, History Commons, History of Art, Architecture, and Archaeology Commons, Linguistics Commons, and the Theatre History Commons Recommended Citation Clague, Marie (2009) "Manx Language Revitalization and Immersion Education," e-Keltoi: Journal of Interdisciplinary Celtic Studies: Vol. 2 , Article 5. Available at: https://dc.uwm.edu/ekeltoi/vol2/iss1/5 This Article is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in e-Keltoi: Journal of Interdisciplinary Celtic Studies by an authorized administrator of UWM Digital Commons. For more information, please contact open- [email protected]. Manx Language Revitalization and Immersion Education Marie Clague, Centre for Manx Studies, SACE, University of Liverpool Abstract The Manx language is currently enjoying a period of revitalization. The decline of the Manx language as the native vernacular language of the Isle of Man and the subsequent language shift to English are discussed in the first part of this paper. The paper then goes on to consider the revitalization of the language, with the emphasis on Manx-medium immersion education. The results of a questionnaire enquiring into parental motivations for choosing immersion education, and the linguistic backgrounds of the children are then examined in some detail. Keywords Language shift, Language revitalization, Immersion education, Parental motivation, Linguistic background.
    [Show full text]