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University of Limerick Minority Language Television As A University of Limerick Minority Language Television as a Mechanism of Language Policy: A comparative study of the Irish and Basque sociolinguistic contexts. Author: Mairead Moriarty Thesis presented to the University of Limerick for the award of the Degree of Doctor of Philosophy Supervisors: Dr. David Atkinson and Dr. Tadhg 6 hlfearnain Submitted to the University of Limerick, April 2007 Abstract Minority language television as an effective mechanism of language policy: A comparative study of the Irish and Basque sociolinguistic contexts. The present study brings together the disciplines of sociolinguistics and media studies. In recent years, the availability of media in minority languages has become an area subject to some research within the area of media sociolinguistics. It is widely accepted that the existence of minority language media is important for such languages, but exactly how important the availability of such media is to the efforts to revitalise minority languages has remained relatively unexplored. The current study seeks to compensate for this gap in the research by investigating to what extent minority language television functions as an effective mechanism of language policy. Drawing on the most recent theoretical thinking within the discipline of language policy studies put forward by Spolsky (2004) and Shohamy (2006), this thesis will investigate whether minority language television can function as a mechanism of language policy. The research focuses on university students between the ages of 18 and 25, who are not first language-speakers of two particular minority languages, Irish and Basque. The case research was conducted at the University of Limerick and at the University of the Basque Country and involved the use of both quantitative and qualitative research methods. These included a questionnaire stage, a media/language diary stage, and a focus group stage. The analysis of the emerging data reveals that minority language television, through the influences it has on the language ideology and language practices of the research participants, does function as an effective mechanism of language policy. 11 Acknowledgements During the years that I have spent as a PhD student I have met many people to whom I am truly grateful and who have had a major impact on my thesis, my life or both. My last remaining task is to acknowledge all those people without whose unwavering support none of this would have been possible. This is a difficult task, but I am going to try anyway, and if your name is not listed, rest assured that my gratitude is not less than for those listed below. This thesis would never have come into being without the invaluable advice, guidance and support of my two supervisors, Or. Oavid Atkinson and Or. Tadhg 6 hlfearnain, without whose constant support through the good and bad times alike, comments and constructive criticisms on my numerous 'drafts of drafts' and aboveall patience, I doubt very much that this thesis would have ever been completed. There are a number of colleagues who also deserve a note of gratitude. I owe a particular note of thanks to my colleagues at the Centre for Applied Language Studies. Each of you have helped me in a different way, however Professor Angela Chambers, Or. Jean Conacher and Or. Helen Kelly-Holmes deserve a special note of mention here. To all those members of the Humanities faculty at the University of Limerick who allowed me to administer questionnaires in their class time, thank you. To my Basque colleagues, particularly Edorta, Bea and Josu, who were an invaluable support to me during my field trip to the Basque Country, may I say Mile Esker. I would also like to gratefully acknowledge the vital contribution of the research participants, especially those involved in the second phase of the study and without whom there would be no data. To all those who lived this experience with me I don't think I could of done it without all those well deserved coffee breaks and culinary delights. The burden of writing this thesis was lessened substantially by the support and humor of my very special friends who I met while at the University of Limerick. To Mairead Connelly, Lorraine Kelly, Louise Kingston, Jennifer Moore, Brona Murphy, John O'Callaghan, Ailbhe O'Flatherty and ide O'Sullivan who listened to me and read part of this thesis without even looking bored! Cheers buds!' 11l Closer to home, I'd like to thank my siblings Sean, Brid, Siobhan and David, to my boyfriend Lorcan, thank you all for being there when I needed it most. For knowing when was the right time to mention the 'T' word and for knowing when it wasn't a good time. Finally, my utmost gratitude goes to my parents Michael and Margaret, without whose love and support this would not have happened. Thank you for the gift of learning. For Mags and Mike and their wish of a floppy hat! And, for nan, our angel who has earned her wings. IV Declaration I hereby declare that the dissertation, submitted in fulfilment of the requirements for the degree of Doctorate of Philosophy, represents my own work. / , / i' " / · d ,I ;', ' I ;', S19ne /'", ' ',-L'U, L' ,/ Mairead Moriarty April 2007 v Abstract .ii Acknowledgements iii Declaration v List of Tables xi List of Figures xii Key to Abbreviations xiii List of public presentations xiv Chapter 1: Introduction: Context and Structure 1 1.1 Background to the study 2 l.2 Aims and objectives 3 l.3 Justifications for the comparison A lA General outline of the thesis 6 Chapter 2: Literature Review 9 2.0 Overview 10 2.1 Sociology of Language and Sociolinguistics 10 2.1.1 The linguistic market. 12 2.l.2 Language shift 14 2.1.3 Diglossia IS 2.2 Language Revitalisation and Language Maintenance 17 2.3 Language Policy and Language Planning 24 2.3.1 Language planning 26 2.3.2 Language policy 28 2A Language Ideology and Attitude Research 31 2A.l Language attitude research in sociolinguistics 32 2A.2 Language attitude research and language policy and planning 34 2.5 Mass Media and Sociolinguistics 36 2.S.1 Media and minority languages 36 2.S.2 Minority language media function 37 2.S.3 Media effects research and sociolinguistics AO 2.SA Minority language media and language maintenance .42 2.S.S Minority language television A4 2.6 Conclusion 47 VI Chapter 3: The Irish Language Today 48 3.0 Overview 49 3.1. Historical Background 49 3.2 Irish Language Policy and Language Planning 52 3.2.1 Gaeltacht. 52 3.2.2 Acquisition planning: Irish language revival via the educational system ............................................................................................ 56 3.2.3 Corpus planning 61 3.2.4 Status planning 62 3.3 The Irish Language Today 63 3.3.1 Census data 63 3.3.2 Sociolinguistic survey data 66 3.3.3 Irish RLS 70 3.4 Has Irish language policy been successful? 71 3.5 The Irish Language Mediascape 73 3.5.1 Print media 73 3.5.2 Broadcast media 74 3.5.2.1 Irish language radio , 75 3.5.2.2 Irish on television 78 3.6 TG4 80 3.6.1 The campaign for TG4 81 3.6.2 The TG4 Brand 81 3.6.3 The success ofTG4 82 3.6.4 Programming 84 3.6.5 TG4's language policy 87 3.6.6 TG4 and Irish language revival. 88 3.7 Conclusion 89 vu Chapter 4: The Basque Language Today 91 4.0 Overview ·.··········.···· .92 4.1 Historical Background 92 4.2 Basque Language Policy and Planning 94 4.2.1 Acquisition planning Basque in education 95 4.2.2 Acquisition planning: Basque in administration .10 1 4.2.3 Corpus planning I02 4.2.4 Status planning 103 4.3 The Basque Language Today 104 4.3.1 Census data ·I 05 4.3.2 Sociolinguistic survey data 107 4.4 Basque RLS 111 4.5 The Basque Language Mediascape 113 4.5.1 The print media 113 4.5.2 The broadcast media 114 4.5.2.1 Radio in Basque 115 4.5.2.2 Television in Basque 116 4.6 ETB-I 120 4.6.1 Division of ETB 120 4.6.2 ETB-I programming 120 4.6.3 ETB-l language policy 123 4.6.4 ETB-I and Basque language revitalisation 125 4.7 Conclusion 126 Chapter 5: Methodological Design 127 5.0 Overview 128 5.1 Quantitative and qualitative research methods 129 5.1.1 Triangulation 130 5.2 Research Participants 132 5.2.1 Ethical considerations 133 5.3. The Quantitative Instrument. 135 5.3.1 Research questionnaire 135 5.3.2 Pilot study 142 5.3.3 Questionnaire administration 143 Vlll 5.3A Profile of questionnaire respondents , 145 5.3.5 Supplementary research tool: Informal interview 147 5A. Qualitative Research Instruments ··········· .150 5A.l Media and language diary ,.150 5.4.2 Focus group 152 5A.2.1 Focus group: IRL. .155 5A.2.2 Focus group: Basque 156 5A.2.3 Focus group: Analysis 156 5.5. Reliability and Validity of the Research Methods 157 5.6. Conclusion ········· 158 Chapter 6: Analysis of Results · ·.160 6.0 Overview 161 6.1 Language Ideology and Language Attitudes .161 6.1.1 General language attitudes , 165 6.1.2 Minority languages as markers of ethnic identity 166 6.1.3 Future attitudina1 trends ·.········· 168 6.1A Predictors of positive attitudes to Irish and Basque 169 6.2 Language Practices ··:··· 173 6.2.1 Language use ······ .. ·.. 174 6.2.2 Language use by interlocutor. ··.176 6.2.3 Language use by domain 178 6.3.
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