DOCSLIB.ORG

Practices and Perceptions Around Breton As a Regional Language of France

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Practices and Perceptions Around Breton As a Regional Language of France DOCTOR OF PHILOSOPHY New speaker language and identity: Practices and perceptions around Breton as a regional language of France Davies-Deacon, Merryn Award date: 2020 Awarding institution: Queen's University Belfast Link to publication Terms of use All those accessing thesis content in Queen’s University Belfast Research Portal are subject to the following terms and conditions of use • Copyright is subject to the Copyright, Designs and Patent Act 1988, or as modified by any successor legislation • Copyright and moral rights for thesis content are retained by the author and/or other copyright owners • A copy of a thesis may be downloaded for personal non-commercial research/study without the need for permission or charge • Distribution or reproduction of thesis content in any format is not permitted without the permission of the copyright holder • When citing this work, full bibliographic details should be supplied, including the author, title, awarding institution and date of thesis Take down policy A thesis can be removed from the Research Portal if there has been a breach of copyright, or a similarly robust reason. If you believe this document breaches copyright, or there is sufficient cause to take down, please contact us, citing details. Email: [email protected] Supplementary materials Where possible, we endeavour to provide supplementary materials to theses. This may include video, audio and other types of files. We endeavour to capture all content and upload as part of the Pure record for each thesis. Note, it may not be possible in all instances to convert analogue formats to usable digital formats for some supplementary materials. We exercise best efforts on our behalf and, in such instances, encourage the individual to consult the physical thesis for further information. Download date: 29. Sep. 2021 New speaker language and identity: Practices and perceptions around Breton as a regional language of France Submitted for the degree of Doctor of Philosophy by Merryn Davies-Deacon B.A., M.A. February, 2020 School of Arts, English, and Languages Abstract This thesis focuses on the lexicon of Breton, a minoritised Celtic language traditionally spoken in western Brittany, in north-west France. For the past thirty years, much work on Breton has highlighted various apparent differences between two groups of speak- ers, roughly equivalent to the categories of new speakers and traditional speakers that have emerged more universally in more recent work. In the case of Breton, the concep- tualisation of these two categories entails a number of linguistic and non-linguistic ste- reotypes; one of the most salient concerns the lexicon, specifically issues around newer and more technical vocabulary. Traditional speakers are said to use French borrowings in such cases, influenced by the dominance of French in the wider environment, while new speakers are portrayed as eschewing these in favour of a “purer” form of Breton, which instead more closely reflects the language’s membership of the Celtic family, in- volving in particular the use of neologisms based on existing Breton roots. This thesis interrogates this stereotypical divide by focusing on the language of new speakers in particular, examining language used in the media, a context where new speakers are likely to be highly represented. The bulk of the analysis presented in this work refers to a corpus of Breton gathered from media sources, comprising radio broadcasts, social media and print publications. Insights are also provided from interviews that were carried out with employees of Breton-language media to gain additional information on speakers’ individual practices and beliefs and complement the linguistic data. The findings show that in these contexts, speakers often avoid some of the more extreme features associated with the new speaker stereotype, and that medium and register can be relevant factors in what sort of lexicon is used; also, notably, the traditional dialects of Breton to a certain extent serve as target varieties for many new speakers, showing that the two groups are not as separate from each other has some research has implied, i Abstract and that the standard new speaker variety is not necessarily the most prestigious. New speakers, and others with new speaker characteristics, do not form a homogeneous community, but instead have diverse ways of speaking and engaging with Breton and the rest of its speaker population. ii Acknowledgements I have been fortunate to be able to undertake my PhD as part of a large multidiscip- linary project, and my first thanks must go to the MEITS team at QUB: especially to Janice Carruthers. I couldn’t have asked for a better supervisor (and choirmate), who has been constantly approachable, extremely easy to work with, and of course instru- mental in a number of major decisions made regarding the structure and direction of this thesis. Particular thanks also to my second supervisor, Mícheál Ó Mainnín, for his constant encouragement and especially for the insightful comments as I approached submission. It’s been a pleasure to work and share an office with the other members of the team, Deirdre, Daniel, and Robbie, as well as the other researchers who have joined us in the “cave” over the past three years. More generally, the insights into other lin- guistic disciplines and the additional opportunities I have been able to benefit from as part of MEITS have been invaluable, notably the chance to discuss my research with Doug Kibbee towards the end of the PhD, and the ability to undertake a placement at HarperCollins in the final stages. I must thank Wendy Ayres-Bennett for her sup- port as PI of MEITS, and without whom many of these opportunities would have been unavailable. Mersi bras/trugarez vras d’ar re am eus komzet ganto diwar-benn ar brezhoneg hag ar mediaoù; I owe a special debt of gratitude to my interview participants, who gra- ciously and enthusiastically gave up their time and invited me into their workplaces. The “minor” part of my research became much more significant (and enjoyable!) than I anticipated: Chapter 5 could have been at least twice as long as it ended up. Trugarez vras ivez da Jérémy Ar Floc’h en deus sikouret gant an treuzskrivañ. Over the past three years I have had the pleasure of discussing my work with other iii Acknowledgements scholars, who have invariably provided crucial information and important alternative perspectives. Many such interactions have taken place at conferences, but these con- nections have also in no small part been facilitated by the internet and the growing ability to share research online. I must therefore especially thank those who have been kind enough to share information by email, including Jean Le Dû, Mélanie Jouitteau, and Holly Kennard; and special thanks to a Twitter contact “on the ground”. At con- ferences, it was especially rewarding to be part of a recurrent panel on minoritised languages in social media, and particular thanks go to the other members of the ori- ginal group, Guillem Belmar Viernes, Maggie Bonsey, and Piotr Szczepankiewicz, and to our chair, Elin Haf Gruffydd Jones. I am also grateful to Fañch Bihan-Gallic forare- mark that was influential during the final editing process, and to Anthony Harveyfor his ongoing support and enthusiasm for my work, particularly those aspects outside the area of this thesis. Undertaking my PhD at QUB has been a delight; the school of AEL, and French Studies in particular, has been the friendliest university department I’ve yet encountered. Spe- cific thanks must go to the approachable and efficient administrative staff, especially Lynne Robinson, Tracy Duffy, and Linda Drain—and to those I got to know as fellow PhD students∗ and friends; in particular, Catherine, Daniel, Lauren, Mathew, Mike, Sarah, and Tom. My mother and grandmother have been constantly supportive, interested in my work, and accommodating of my brief visits home to Redruth. Tas vy, che a wrug desky dhebm fatel ajon ’gan tavajow bian dhe voas pojek; na via gwres gena vy tra veth a’n par ma hep hedna. Joan and David: thank you for welcoming me into the family. Andrew— the most unexpected finding of my PhD—thanks for being my best friend. ∗. Mais pas que [Quigley, 2019] iv Contents 1 Introduction: Research context and questions 14 1.1 Overview of the thesis and structure of the chapter ............. 14 1.2 French policy on regional languages ..................... 15 1.2.1 State language policy at a national level ............... 16 1.2.2 Language policy at the supranational level ............. 19 1.2.3 Language policy at the regional level ................ 20 1.2.4 Language policy, ideology, and approach to the standard ..... 24 1.2.5 Language policy: conclusion ..................... 26 1.3 Previous research on Breton and its varieties ................ 28 1.4 New speakers and “néo-bretonnants” .................... 30 1.4.1 The new speaker in sociolinguistic theory .............. 30 1.4.2 Concepts and stereotypes around the “néo-bretonnant” ...... 34 1.5 Breton-language media ............................. 40 1.6 Research questions ............................... 43 2 Methodology 46 1 2.1 Introduction ................................... 46 2.2 Corpus methodology .............................. 46 2.2.1 Data sources ............................... 47 2.2.1.1 Radio ............................. 48 2.2.1.2 Print journalism ....................... 49 2.2.1.3 Social media ......................... 50 2.2.2 Data collection methodology ..................... 52 2.2.2.1 Ethical considerations relating to online data ...... 54 2.2.3 Identifying words to tag ........................ 55 2.2.4 Outcome of the workflow ....................... 61 2.2.5 Determining validity among lexemes ................ 63 2.2.6 Categorising lexemes .......................... 65 2.2.6.1 Word origin .......................... 66 2.2.6.2 Semantic relationship with source word ......... 66 2.2.6.3 Polymorphemic words and multi-word expressions .. 66 2.2.6.4 Parts of speech .......................
Load more

Recommended publications
  • A New School Year for the Breton Language
    Viviane Helias – one of four new members of the Order of the Ermine – see page 10 No. 108 Nov. 2008 1 BRO NEVEZ 108 November 2008 ISSN 0895 3074 __________________________________________________________________________________________ Lois Kuter, Editor (215) 886-6361 169 Greenwood Ave., B-4 [email protected] Jenkintown, PA 19046 U.S.A. U.S. ICDBL website: www.icdbl.com Also available via: www.breizh.net/icdbl.htm ___________________________________________________________________________________________ The U.S. Branch of the International Committee for the Defense of the Breton Language (U.S. ICDBL) was incorporated as a not-for-profit corporation on October 20, 1981. Bro Nevez ("new country" in the Breton language) is the newsletter produced by the U.S. ICDBL It is published quarterly: February, May, August and November. Contributions, letters to the Editor, and ideas are welcome from all readers and will be printed at the discretion of the Editor. The U.S. ICDBL provides Bro Nevez on a complimentary basis to a number of language and cultural organizations in Brittany to show our support for their work. Your Membership/Subscription allows us to do this. Membership (which includes subscription) for one year is $20. Checks should be in U.S. dollars, made payable to “U.S. ICDBL” and mailed to Lois Kuter at the address above. Ideas expressed within this newsletter are those of the individual authors, and do not necessarily represent ICDBL philosophy or policy. For information about the Canadian ICDBL contact: Jeffrey D. O’Neill, PO Box 14611, 50 Bloor Street East, Toronto, Ontario, M8L-5R3, CANADA (e-mail: [email protected]). Telephone: (416) 264-0475.
    [Show full text]
  • 05/07/17 14:01
    GUIDE DES LOISIRS.indd 2-3 05/07/17 14:01 É DITORIAL Voici l’édition 2017/2018 du guide des associations à Vannes. L’une des forces de la ville de Vannes est son tissu associatif et ce guide en fait l’écho en vous présentant près de 700 associations locales. Je remercie chaleureusement tous les bénévoles engagés dans les associations qui, en donnant de leur temps, de leur enthousiasme, en faisant profiter le public de leurs compétences, font de Vannes une ville dynamique où chacun est assuré de trouver une ou des activités de loisirs à pratiquer tout au long de l’année. J’espère que ce guide vous permettra de trouver l’association qui répondra à vos attentes. David ROBO, Maire de Vannes Setu amañ sturlevr diverrañsoù Gwened 2017/2018. He rouedad kevredigezhioù a ro un tamm mat a vegon da gêr Gwened. Tost 700 kevredigezh zo kinniget deoc’h er sturlevr-mañ. A-greiz kalon e trugarekaan razh an dud a-youl-vat engouestlet er c’hevredigezhioù. Dre roiñ un tamm ag o amzer hag o birvilh, dre ranniñ o barregezhioù gant an dud, e roont lañs da gêr Gwened ma c’hell an holl kavouet un dra bennak pe meur a dra d’ober a-hed ar blez. Esper am eus e kavot er sturlevr-mañ ar gevredigezh a responto d’ho ezhommoù. David Robo Maer Gwened S OMM A IRE A B ACCOMPAGNEMENT SCOLAIRE - SOUTIEN SCOLAIRE 6 BADMINTON 18 ACCUEIL DE LOISIRS SANS HÉBERGEMENT (A.L.S.H) 6 - 7 BASKET-BALL 19 ANIMATION SCIENTIFIQUE ET TECHNIQUE 7 BÉBÉS DANS L’EAU 19 AQUABIKE 7 BÉNÉVOLAT ASSOCIATIF 19 AQUAGYM 8 BIBLIOTHÈQUES / MÉDIATHÈQUES 19 - 21 AQUANATAL 8 BILLARD 21 AQUATRAMPOLINE 8 BMX
    [Show full text]
  • Copyright by Cécile Hélène Christiane Rey 2010
    Copyright by Cécile Hélène Christiane Rey 2010 The Dissertation Committee for Cécile Hélène Christiane Rey certifies that this is the approved version of the following dissertation: Planning language practices and representations of identity within the Gallo community in Brittany: A case of language maintenance Committee: _________________________________ Jean-Pierre Montreuil, Supervisor _________________________________ Cinzia Russi _________________________________ Carl Blyth _________________________________ Hans Boas _________________________________ Anthony Woodbury Planning language practices and representations of identity within the Gallo community in Brittany: A case of language maintenance by Cécile Hélène Christiane Rey, B.A.; M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin December, 2010 Acknowledgements I would like to thank my parents and my family for their patience and support, their belief in me, and their love. I would like to thank my supervisor Jean-Pierre Montreuil for his advice, his inspiration, and constant support. Thank you to my committee members Cinzia Russi, Carl Blyth, Hans Boas and Anthony Woodbury for their guidance in this project and their understanding. Special thanks to Christian Lefeuvre who let me stay with him during the summer 2009 in Langan and helped me realize this project. For their help and support, I would like to thank Rosalie Grot, Pierre Gardan, Christine Trochu, Shaun Nolan, Bruno Chemin, Chantal Hermann, the associations Bertaèyn Galeizz, Chubri, l’Association des Enseignants de Gallo, A-Demórr, and Gallo Tonic Liffré. For financial support, I would like to thank the Graduate School of the University of Texas at Austin for the David Bruton, Jr.
    [Show full text]
  • Language Transmission in France in the Course of the 20Th Century
    https://archined.ined.fr Language transmission in France in the course of the 20th century François Héran, Alexandra Filhon et Christine Deprez Version Libre accès Licence / License CC Attribution - Pas d'Œuvre dérivée 4.0 International (CC BY- ND) POUR CITER CETTE VERSION / TO CITE THIS VERSION François Héran, Alexandra Filhon et Christine Deprez, 2002, "Language transmission in France in the course of the 20th century", Population & Societies: 1-4. Disponible sur / Availabe at: http://hdl.handle.net/20.500.12204/AXCwcStFDxhNsJusqTx6 POPU TTIION &SOCIÉTTÉÉS No.FEBRU ARY37 20062 Language transmission in France in the course of the 20th century François Héran *, Alexandra Filhon ** and Christine Deprez *** “French shall be the only language of education”, pro- Institute of Linguistics’ languages of the world data- claimed the Ministerial Order of 7 June 1880 laying base [4]. The ten most frequently recalled childhood down the model primary school regulations. “The lan- languages are cited by two thirds of the respondents, guage of the Republic is French”, recently added arti- while a much larger number are recalled by a bare cle 2 of the Constitution (1992). But do families follow handful. the strictures of state education and institutions? What The Families Survey distinguishes languages were the real linguistic practices of the population of “usually” spoken by parents with their children (fig- France in the last century? Sandwiched between the ure 1A) from those which they “also” spoke to them, monopoly of the national language and
    [Show full text]
  • REFLECTIONS on LIFE: CREOLES, the INTERSECTION of MANY PEOPLES Growing up As Little People, My Siblings and I, As Well As Our Re
    REFLECTIONS ON LIFE: CREOLES, THE INTERSECTION OF MANY PEOPLES Growing up as little people, my siblings and I, as well as our relatives, friends and neighbors, sponged up everything around us, unaware that a Creole culture was the atmosphere and environment that we lived, breathed and ingested constantly. It was our father who spoke Cajun, the old French from Canada, and our mother who spoke Creole, the oft-fractured French so dear to all who are part of that culture. A many-splendored culture, it has purloined gems of all kinds from other cultures, in the process of creating its own distinctive jewels unlike any in the world. From rich goodness and talent in every walk of life, we are a flavorful gumbo appetizing to all. With an incredible length and breadth, Creoles span all the color spectrum from deep ebony to dark chocolate to milk chocolate to teasing tan to the ambiguous ivory-complected to sepia to the reddish briqué to high yellow to white. Technically, black is not a color, for it is the absence of visible light. Neither is white a color, for it contains all the wavelengths of visible light. So what is this black/white fuss all about? In any case, most of us are of Afro- Euro-Asian (First American) extraction – quite a bit in addition to what we usually call African American. Seizing upon these broad-based commonalities, confessed Creole Georgina Dhillon from the Seychelles, who later moved to London, had a dream to unite the formidable concentrations of Creoles: Antillean Creole, spoken among 100,000 in Dominica, “The nature isle of the Caribbean”; Antillean Creole, among 100,000 in Grenada; Antillean Creole, among 422,496 in Guadeloupe; French Guiana Creole and Haitian Creole, among 157,277 in French Guiana; Haitian Creole, among 7,000,000 in Haiti; Antillean Creole, among 381,441 in Martinique; Mauritian Creole, among 1,100,000 in Mauritius; Réunion Creole, among 707,758 in Réunion; Antillean Creole, among 150,000 in St.
    [Show full text]
  • UC Berkeley UC Berkeley Electronic Theses and Dissertations
    UC Berkeley UC Berkeley Electronic Theses and Dissertations Title The Gascon Énonciatif System: Past, Present, and Future. A study of language contact, change, endangerment, and maintenance Permalink https://escholarship.org/uc/item/12v9d1gx Author Marcus, Nicole Publication Date 2010 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California The Gascon Énonciatif System: Past, Present, and Future A study of language contact, change, endangerment, and maintenance by Nicole Elise Marcus A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Gary Holland, Chair Professor Leanne Hinton Professor Johanna Nichols Fall 2010 The Gascon Énonciatif System: Past, Present, and Future A study of language contact, change, endangerment, and maintenance © 2010 by Nicole Elise Marcus Abstract The Gascon Énonciatif System: Past, Present, and Future A study of language contact, change, endangerment, and maintenance by Nicole Elise Marcus Doctor of Philosophy in Linguistics University of California, Berkeley Professor Gary Holland, Chair The énonciatif system is a defining linguistic feature of Gascon, an endangered Romance language spoken primarily in southwestern France, separating it not only from its neighboring Occitan languages, but from the entire Romance language family. This study examines this preverbal particle system from a diachronic and synchronic perspective to shed light on issues of language contact, change, endangerment, and maintenance. The diachronic source of this system has important implications regarding its current and future status. My research indicates that this system is an ancient feature of the language, deriving from contact between the original inhabitants of Gascony, who spoke Basque or an ancestral form of the language, and the Romans who conquered the region in 56 B.C.
    [Show full text]
  • Managing France's Regional Languages
    MANAGING FRANCE’S REGIONAL LANGUAGES: LANGUAGE POLICY IN BILINGUAL PRIMARY EDUCATION IN ALSACE Thesis submitted in accordance with the requirements of the University of Liverpool for the degree of Doctor in Philosophy by Michelle Anne Harrison September 2012 Abstract The introduction of regional language bilingual education in France dates back to the late 1960s in the private education system and to the 1980s in the public system. Before this time the extensive use of regional languages was forbidden in French schools, which served as ‘local centres for the gallicisation of France’ (Blackwood 2008, 28). France began to pursue a French-only language policy from the time of the 1789 Revolution, with Jacobin ideology proposing that to be French, one must speak French. Thus began the shaping of France into a nation-state. As the result of the official language policy that imposed French in all public domains, as well as extra-linguistic factors such as the Industrial Revolution and the two World Wars, a significant language shift occurred in France during the twentieth century, as an increasing number of parents chose not to pass on their regional language to the next generation. In light of the decline in intergenerational transmission of the regional languages, Judge (2007, 233) concludes that ‘in the short term, everything depends on education in the [regional languages]’. This thesis analyses the development of language policy in bilingual education programmes in Alsace; Spolsky’s tripartite language policy model (2004), which focuses on language management, language practices and language beliefs, will be employed. In spite of the efforts of the State to impose the French language, in Alsace the traditionally non-standard spoken regional language variety, Alsatian, continued to be used widely until the mid-twentieth century.
    [Show full text]
  • Historical Background of the Contact Between Celtic Languages and English
    Historical background of the contact between Celtic languages and English Dominković, Mario Master's thesis / Diplomski rad 2016 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences / Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:142:149845 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-27 Repository / Repozitorij: FFOS-repository - Repository of the Faculty of Humanities and Social Sciences Osijek Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Osijek Diplomski studij engleskog jezika i književnosti – nastavnički smjer i mađarskog jezika i književnosti – nastavnički smjer Mario Dominković Povijesna pozadina kontakta između keltskih jezika i engleskog Diplomski rad Mentor: izv. prof. dr. sc. Tanja Gradečak – Erdeljić Osijek, 2016. Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Odsjek za engleski jezik i književnost Diplomski studij engleskog jezika i književnosti – nastavnički smjer i mađarskog jezika i književnosti – nastavnički smjer Mario Dominković Povijesna pozadina kontakta između keltskih jezika i engleskog Diplomski rad Znanstveno područje: humanističke znanosti Znanstveno polje: filologija Znanstvena grana: anglistika Mentor: izv. prof. dr. sc. Tanja Gradečak – Erdeljić Osijek, 2016. J.J. Strossmayer University in Osijek Faculty of Humanities and Social Sciences Teaching English as
    [Show full text]
  • Celts and Celtic Languages
    U.S. Branch of the International Comittee for the Defense of the Breton Language CELTS AND CELTIC LANGUAGES www.breizh.net/icdbl.htm A Clarification of Names SCOTLAND IRELAND "'Great Britain' is a geographic term describing the main island GAIDHLIG (Scottish Gaelic) GAEILGE (Irish Gaelic) of the British Isles which comprises England, Scotland and Wales (so called to distinguish it from "Little Britain" or Brittany). The 1991 census indicated that there were about 79,000 Republic of Ireland (26 counties) By the Act of Union, 1801, Great Britain and Ireland formed a speakers of Gaelic in Scotland. Gaelic speakers are found in legislative union as the United Kingdom of Great Britain and all parts of the country but the main concentrations are in the The 1991 census showed that 1,095,830 people, or 32.5% of the population can Northern Ireland. The United Kingdom does not include the Western Isles, Skye and Lochalsh, Lochabar, Sutherland, speak Irish with varying degrees of ability. These figures are of a self-report nature. Channel Islands, or the Isle of Man, which are direct Argyll and Bute, Ross and Cromarly, and Inverness. There There are no reliable figures for the number of people who speak Irish as their dependencies of the Crown with their own legislative and are also speakers in the cities of Edinburgh, Glasgow and everyday home language, but it is estimated that 4 to 5% use the language taxation systems." (from the Statesman's handbook, 1984-85) Aberdeen. regularly. The Irish-speaking heartland areas (the Gaeltacht) are widely dispersed along the western seaboards and are not densely populated.
    [Show full text]
  • 106 4 Patterns of Taxation in Eighteenth-Century
    106 4 Patterns of Taxation in Eighteenth-Century Ireland Patrick Walsh Cíos rí, cíos tire, cíos cléire, cíos sróna, cíos tóna, cíos téite, airgead ceann igceanngach féile, airgead teallaigh is bealaigh do réiteach King’s tax, land tax and clerical tax, a nose tax, an arse tax and a heating tax, a poll tax at the end of each gale, hearth money and money for repairing roads1 This verse composed as part of a poem written in Irish in 1697 offers a striking contemporary commentary on the impact of taxation in Ireland in the decade after the 1688–91 Williamite-Jacobite War. The poet, one Seán Ó’Gadhra, describes the variety of taxes imposed by national, local, and clerical authorities while adding in some further fantastical imposts to convey his sense of the cumulative impact of these assessments. Obviously there was no cíos sróna, let alone a cíos tóna, but the implication here is that the number and variety of taxes was increasing and merited commentary in a poem which more generally offered a damning indictment of the Williamite state in Ireland and the nascent Protestant Ascendancy which controlled it. Such commentaries on taxation in the Irish language sources are rare making this an especially valuable source, revealing as it does some insight into popular attitudes to taxation, attitudes that were rarely verbalised in the surviving documentation. Instead historians have been largely obliged to infer popular attitudes to taxation from instances of illicit distillation, protest, riot, or smuggling.2 More broadly these lines raise a number of useful questions for the historian.
    [Show full text]
  • The Cornish Language in Education in the UK
    The Cornish language in education in the UK European Research Centre on Multilingualism and Language Learning hosted by CORNISH The Cornish language in education in the UK | 2nd Edition | c/o Fryske Akademy Doelestrjitte 8 P.O. Box 54 NL-8900 AB Ljouwert/Leeuwarden The Netherlands T 0031 (0) 58 - 234 3027 W www.mercator-research.eu E [email protected] | Regional dossiers series | tca r cum n n i- ual e : Available in this series: This document was published by the Mercator European Research Centre on Multilingualism Albanian; the Albanian language in education in Italy Aragonese; the Aragonese language in education in Spain and Language Learning with financial support from the Fryske Akademy and the Province Asturian; the Asturian language in education in Spain (2nd ed.) of Fryslân. Basque; the Basque language in education in France (2nd ed.) Basque; the Basque language in education in Spain (2nd ed.) Breton; the Breton language in education in France (2nd ed.) Catalan; the Catalan language in education in France Catalan; the Catalan language in education in Spain (2nd ed.) © Mercator European Research Centre on Multilingualism Cornish; the Cornish language in education in the UK (2nd ed.) and Language Learning, 2019 Corsican; the Corsican language in education in France (2nd ed.) Croatian; the Croatian language in education in Austria Danish; The Danish language in education in Germany ISSN: 1570 – 1239 Frisian; the Frisian language in education in the Netherlands (4th ed.) 2nd edition Friulian; the Friulian language in education in Italy Gàidhlig; The Gaelic Language in Education in Scotland (2nd ed.) Galician; the Galician language in education in Spain (2nd ed.) The contents of this dossier may be reproduced in print, except for commercial purposes, German; the German language in education in Alsace, France (2nd ed.) provided that the extract is proceeded by a complete reference to the Mercator European German; the German language in education in Belgium Research Centre on Multilingualism and Language Learning.
    [Show full text]
  • 2014 (Mise À Jour 8 Janvier 2014)
    Championnat des Bagadoù ‐ Saison 2014 (mise à jour 8 janvier 2014) 1e Ordre de Passage Concours de Brest Ordre de passage Concours de Lorient catégorie Bagad Roñsed Mor ‐ Locoal Mendon 1 Bagad Ar Meilhoù Glaz ‐ Quimper Kerlenn Pondi ‐ Pontivy 2 Bagad Cap Caval ‐ Plomeur Bagad Kemper ‐ Quimper 3 Kerlenn Pondi ‐ Pontivy Bagad Brieg ‐ Briec 4 Bagad Sant Nazer ‐ Saint Nazaire Bagad Melinerion ‐ Vannes 5 Bagad Brieg ‐ Briec Bagad Pañvrid ar Beskont ‐ Pommerit le Vicomte 6 Bagad Elven ‐ Elven Bagad Penhars ‐ Quimper 7 Bagad Melinerion ‐ Vannes Bagad Bro Kemperle ‐ Quimperlé (pays de) 8 Bagad Penhars ‐ Quimper Bagad Sant Nazer ‐ Saint Nazaire 9 Bagad Pañvrid ar Beskont ‐ Pommerit le Vicomte Bagad Sonerien An Oriant ‐ Lorient 10 Bagad Kemper ‐ Quimper Kevrenn Alre ‐ Auray 11 Bagad Roñsed Mor ‐ Locoal Mendon Bagad Elven ‐ Elven 12 Bagad Bro Kemperle ‐ Quimperlé (pays de) Bagad Cap Caval ‐ Plomeur 13 Bagad Sonerien An Oriant ‐ Lorient Bagad Ar Meilhoù Glaz ‐ Quimper 14 Bagad Quic en Groigne ‐ Saint Malo Bagad Quic en Groigne ‐ Saint Malo 15 Kevrenn Alre ‐ Auray 2e Ordre de Passage Concours de Vannes Ordre de passage Concours de Lorient catégorie Bagad Glaziked Pouldregad ‐ Pouldergat 1 Bagad Sonerien Bro Dreger ‐ Perros Guirec Bagad Sant Ewan Bubri ‐ Saint Yves Bubry 2 Bagad Glaziked Pouldregad ‐ Pouldergat Bagad Konk Kerne ‐ Concarneau 3 Bagad Plougastell ‐ Plougastel Daoulas Bagad Bro Felger ‐ Fougères (pays de) 4 Bagad Kadoudal ‐ Vern sur Seiche Bagad Saozon‐Sevigneg ‐ Cesson Sevigné 5 Bagad Saozon‐Sevigneg ‐ Cesson Sevigné Bagad Sonerien Bro
    [Show full text]