Endangered Languages: the Case of Irish Gaelic Endangered Languages: the Case of Irish Gaelic by Peter Mcgee by Peter Mcgee World of Its Speakers
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Language Projections: 2010 to 2020 Presented at the Federal Forecasters Conference, Washington, DC, April 21, 2011 Hyon B
Language Projections: 2010 to 2020 Presented at the Federal Forecasters Conference, Washington, DC, April 21, 2011 Hyon B. Shin, Social, Economic, and Housing Statistics Division, U.S. Census Bureau Jennifer M. Ortman, Population Division, U.S. Census Bureau This paper is released to inform interested parties of BACKGROUND ongoing research and to encourage discussion of work in progress. Any views expressed on statistical, The United States has always been a country noted for methodological, technical, or operational issues are its linguistic diversity. Information on language use and those of the authors and not necessarily those of the proficiency collected from decennial censuses shows U.S. Census Bureau. that there have been striking changes in the linguistic landscape. These changes have been driven in large ABSTRACT part by a shift in the origins of immigration to the United States. During the late 19th and early 20th Language diversity in the United States has changed centuries, the majority of U.S. immigrants spoke either rapidly over the past three decades. The use of a English or a European language such as German, Polish, language other than English at home increased by 148 or Italian (Stevens, 1999). Beginning in the middle of percent between 1980 and 2009 and this increase was the 20th century, patterns of immigration shifted to not evenly distributed among languages. Polish, countries in Latin America, the Caribbean, and Asia German, and Italian actually had fewer speakers in 2009 (Bean and Stevens, 2005). As a result, the use of compared to 1980. Other languages, such as Spanish, Spanish and Asian or Pacific Island languages began to Vietnamese, and Russian, had considerable increases in grow. -
Exploring the Economic Geography of Ireland1
Working Paper No. 271 December 2008 www.esri.ie Exploring the Economic Geography of Ireland1 Edgar Morgenroth Subsequently published as "Exploring the Economic Geography of Ireland", Journal of the Statistical and Social Inquiry Society of Ireland, Vol. 38, pp.42-73, (2008/2009). Abstract: Only a few research papers have analysed the spatial distribution of economic activity in Ireland. There are a number of reasons for this, not least the fact that comprehensive data on the location of economic activity by sector across all sectors has not been available at the highly disaggregated spatial level. This paper firstly establishes the geographic distribution of employment at the 2 digit NACE level, using a novel approach that utilises a special tabulation from the CSO 2006 Census of Population Place of Work Anonymised Records (POWCAR). It then analyses the spatial patterns of this distribution using maps and more formal methods such measures of spatial concentration and tests for spatial autocorrelation. The paper considers the locational preferences of individual sectors, the degree to which specific sectors agglomerate and co-agglomerate, and thus will uncover urbanisation effects and differences across urban and rural areas regarding economic activity. Keywords: Economic geography, employment distribution JEL Classification: R12, R14, R30. Corresponding Author: [email protected] 1 The author would like to thank the CSO, and particularly Gerry Walker, for making available the data used in the analysis. ESRI working papers represent un-refereed work-in-progress by members who are solely responsible for the content and any views expressed therein. Any comments on these papers will be welcome and should be sent to the author(s) by email. -
Register of Current Social Science Research in Ireland, 1988
ISBN 07070 0101 3 APRIL 1989 REGISTER OF CURRENT SOCIAL SCIENCE RESEARCH IN IRELAND, 1988 Compiled by Florence O’Sullivan THE ECONOMIC AND SOCIAL RESEARCH INSTITUTE REGISTER OF CURRENT SOCIAL SCIENCE RESEARCH IN IRELAND, 1988 Complied by Florence O’Sullivan Copies may be obtained from The Economic. and Soczal Research Institute (Limited Company No. 18269) Registered Office: 4 BurlinEton Road, Dublin 4 Price IR£3.00 ~) The Economic and Social Research Institute, Dublin. 1988 ISBN 0 7070 0102 3 This register, which is based on replies to a questionnaire sent out in March 1988, provides information on research in progress in Irish universities, colleges and other institutions. The Institute and the compiler gratefully acknowledge the help received from the contributor’s in submitting entries and thus making possible the publication of the register. Users are reminded that entries in the register are those provided by respondents and, hence, responsibility cannot be taken for the accuracy of the information presented. For further details of the research listed, direct approach should be made to the research worker(s) engaged on a particular project. CONTENTS Alphabetical List of Subject Heads I,’.il Names and Addresses of Contributing Organisations Research in Progress Index of Researchers 69 ALPHABETICAL LIST OF SUBJECT HEADS Agriculture; Natural Resources 1 Business, Industrial & Management Studies Crime; Law; Deviance Demography i0 Economic & Social History ii Economics 15 Education 23 Human Geography; Planning 30 Language: Communications 33 Manpower; Labour; Industrial Relations 36 Politics; International Relations; Public Administration 42 Psychology; Social Psychology; Applied Psychology 47 Regional Studies 5O Social Administration; Social Medicine 55 Sociology; Social Anthropology 61 Statistics 67 (The numbers cited refer to the page(s) on which an organisation’s project(s) appears. -
Gaelic Scotland in the Colonial Imagination
Gaelic Scotland in the Colonial Imagination Gaelic Scotland in the Colonial Imagination Anglophone Writing from 1600 to 1900 Silke Stroh northwestern university press evanston, illinois Northwestern University Press www .nupress.northwestern .edu Copyright © 2017 by Northwestern University Press. Published 2017. All rights reserved. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication data are available from the Library of Congress. Except where otherwise noted, this book is licensed under a Creative Commons At- tribution-NonCommercial-NoDerivatives 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/. In all cases attribution should include the following information: Stroh, Silke. Gaelic Scotland in the Colonial Imagination: Anglophone Writing from 1600 to 1900. Evanston, Ill.: Northwestern University Press, 2017. For permissions beyond the scope of this license, visit www.nupress.northwestern.edu An electronic version of this book is freely available, thanks to the support of libraries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high-quality books open access for the public good. More information about the initiative and links to the open-access version can be found at www.knowledgeunlatched.org Contents Acknowledgments vii Introduction 3 Chapter 1 The Modern Nation- State and Its Others: Civilizing Missions at Home and Abroad, ca. 1600 to 1800 33 Chapter 2 Anglophone Literature of Civilization and the Hybridized Gaelic Subject: Martin Martin’s Travel Writings 77 Chapter 3 The Reemergence of the Primitive Other? Noble Savagery and the Romantic Age 113 Chapter 4 From Flirtations with Romantic Otherness to a More Integrated National Synthesis: “Gentleman Savages” in Walter Scott’s Novel Waverley 141 Chapter 5 Of Celts and Teutons: Racial Biology and Anti- Gaelic Discourse, ca. -
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 -
The Irish Language in Education in Northern Ireland 2Nd Edition
Irish The Irish language in education in Northern Ireland 2nd edition This document was published by Mercator-Education with financial support from the Fryske Akademy and the European Commission (DG XXII: Education, Training and Youth) ISSN: 1570-1239 © Mercator-Education, 2004 The contents of this publication may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to Mercator- Education: European network for regional or minority languages and education. Mercator-Education P.O. Box 54 8900 AB Ljouwert/Leeuwarden The Netherlands tel. +31- 58-2131414 fax: + 31 - 58-2131409 e-mail: [email protected] website://www.mercator-education.org This regional dossier was originally compiled by Aodán Mac Póilin from Ultach Trust/Iontaobhas Ultach and Mercator Education in 1997. It has been updated by Róise Ní Bhaoill from Ultach Trust/Iontaobhas Ultach in 2004. Very helpful comments have been supplied by Dr. Lelia Murtagh, Department of Psycholinguistics, Institúid Teangeolaíochta Éireann (ITE), Dublin. Unless stated otherwise the data reflect the situation in 2003. Acknowledgment: Mo bhuíochas do mo chomhghleacaithe in Iontaobhas ULTACH, do Liz Curtis, agus do Sheán Ó Coinn, Comhairle na Gaelscolaíochta as a dtacaíocht agus a gcuidiú agus mé i mbun na hoibre seo, agus don Roinn Oideachas agus an Roinn Fostaíochta agus Foghlama as an eolas a cuireadh ar fáil. Tsjerk Bottema has been responsible for the publication of the Mercator regional dossiers series from January 2004 onwards. Contents Foreword ..................................................1 1. Introduction .........................................2 2. Pre-school education .................................13 3. Primary education ...................................16 4. Secondary education .................................19 5. Further education ...................................22 6. -
Attitudes Towards the Safeguarding of Minority Languages and Dialects in Modern Italy
ATTITUDES TOWARDS THE SAFEGUARDING OF MINORITY LANGUAGES AND DIALECTS IN MODERN ITALY: The Cases of Sardinia and Sicily Maria Chiara La Sala Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds Department of Italian September 2004 This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. The candidate confirms that the work submitted is her own and that appropriate credit has been given where reference has been made to the work of others. ABSTRACT The aim of this thesis is to assess attitudes of speakers towards their local or regional variety. Research in the field of sociolinguistics has shown that factors such as gender, age, place of residence, and social status affect linguistic behaviour and perception of local and regional varieties. This thesis consists of three main parts. In the first part the concept of language, minority language, and dialect is discussed; in the second part the official position towards local or regional varieties in Europe and in Italy is considered; in the third part attitudes of speakers towards actions aimed at safeguarding their local or regional varieties are analyzed. The conclusion offers a comparison of the results of the surveys and a discussion on how things may develop in the future. This thesis is carried out within the framework of the discipline of sociolinguistics. ii DEDICATION Ai miei figli Youcef e Amil che mi hanno distolto -
Minority-Language Related Broadcasting and Legislation in the OSCE
University of Pennsylvania ScholarlyCommons Other Publications from the Center for Global Center for Global Communication Studies Communication Studies (CGCS) 4-2003 Minority-Language Related Broadcasting and Legislation in the OSCE Tarlach McGonagle Bethany Davis Noll Monroe Price University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/cgcs_publications Part of the Critical and Cultural Studies Commons Recommended Citation McGonagle, Tarlach; Davis Noll, Bethany; and Price, Monroe. (2003). Minority-Language Related Broadcasting and Legislation in the OSCE. Other Publications from the Center for Global Communication Studies. Retrieved from https://repository.upenn.edu/cgcs_publications/3 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/cgcs_publications/3 For more information, please contact [email protected]. Minority-Language Related Broadcasting and Legislation in the OSCE Abstract There are a large number of language-related regulations (both prescriptive and proscriptive) that affect the shape of the broadcasting media and therefore have an impact on the life of persons belonging to minorities. Of course, language has been and remains an important instrument in State-building and maintenance. In this context, requirements have also been put in place to accommodate national minorities. In some settings, there is legislation to assure availability of programming in minority languages.1 Language rules have also been manipulated for restrictive, sometimes punitive ends. A language can become or be made a focus of loyalty for a minority community that thinks itself suppressed, persecuted, or subjected to discrimination. Regulations relating to broadcasting may make language a target for attack or suppression if the authorities associate it with what they consider a disaffected or secessionist group or even just a culturally inferior one. -
Language Endangerment: Problems and Solutions
Language Endangerment: Problems and Solutions Author(s): Julia Sallabank Source: eSharp , Special Issue: Communicating Change: Representing Self and Community in a Technological World (2010), pp. 50-87 URL: http://www.gla.ac.uk/esharp ISSN: 1742-4542 Copyright in this work remains with the author. _______________________________________________________ eSharp is an international online journal for postgraduate research in the arts, humanities, social sciences and education. Based at the University of Glasgow and run by graduate students, it aims to provide a critical but supportive entry to academic publishing for emerging academics, including postgraduates and recent postdoctoral students. [email protected] eSharp Special Issue: Communicating Change Language Endangerment: Problems and Solutions Dr. Julia Sallabank (Endangered Languages Academic Programme, School of Oriental and African Studies, London) How do we count languages? Overviews of the study of language endangerment usually start with a list of statistics about the number of languages in the world, the proportion considered endangered, etc. The usual source of statistics concerning the number of languages and their users is Ethnologue , subtitled ‘An encyclopaedic reference work cataloguing all of the world’s 6,909 known living languages’ (Lewis 2009). Many people are surprised to hear that there are so many languages in the world. However, this headline figure masks inherent problems in the counting of languages, as the Introduction to Ethnologue itself recognises. Many linguists use the criterion of mutual comprehensibility to distinguish languages: if users of two language varieties cannot understand each other, the varieties are considered to be different languages. If they can understand each other, the varieties are considered mutually comprehensible dialects of the same language. -
Vidunda (G38) As an Endangered Language?
Vidunda (G38) as an Endangered Language? Karsten Legère University of Gothenburg 1. The position of Swahili and other Tanzanian languages Tanzania is a multi-ethnic and, as a consequence, multi-lingual country. This fact is reflected in the existence of approximately 120 ethnonyms according to the 1967 population census (Tanzania 1971). The most recent edition of Ethnologue (Gordon 2005) lists 128 languages (of which one is extinct) and glossonyms accordingly. This number recently grew even bigger when the results of a country-wide survey under the auspices of LoT1 were released (LoT 2006). Thus, the survey added approximately 80 more glossonyms to the existing lists published by, for example, Polomé & Hill (1980) and Ethnologue. As known, many glossonyms refer to language varieties which are mutually intelligible with those spoken mainly by neighboring ethnic groups or nationalities. People who claim to speak a language of their own frequently understand that of their neighbors, although the latter’s variety is terminologically distinct from the former.2 Hence, the high number of glossonyms is linguistically not relevant for adequately describing the factual situation, which is often characterized by a dialect continuum. In other words, dialect clusters which are comprised of “languages” (as expressed by particular glossonyms) may definitely reduce the number of Tanzanian languages. However, to which number a necessary linguistic and terminological recategorization may ultimately lead is still an open question. The informal and formal spread of Swahili (henceforth called L2) as a language of wider distribution/lingua franca (the national and co-official3 language; see Legère 2006b for discussion) has increasingly limited the use of all other Tanzanian languages (henceforth referred to as L1s). -
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. -
Minority Language Rights: the Irish Language and Ulster Scots
MINORITY LANGUAGE RIGHTS The Irish language and Ulster Scots Briefing paper on the implications of the European Charter for Regional or Minority Languages, European Convention on Human Rights and other instruments June 2010 © Northern Ireland Human Rights Commission Temple Court, 39 North Street Belfast BT1 1NA Tel: (028) 9024 3987 Fax: (028) 9024 7844 Textphone: (028) 90249066 SMS Text: 07786 202075 Email: [email protected] Website: www.nihrc.org 1 2 CONTENTS page Introduction 5 1. Development of minority language rights in international human rights law 6 1.1 The European Charter for Regional or Minority Languages 7 1.2 Indigenous languages and the Charter, and obligations relating to ‘non-indigenous’ languages 8 1.3 The Irish language and Ulster Scots 10 2. Duties framework for public authorities 12 2.1 Duties in relation to the Irish language under Part III of the Charter 12 2.2 Policy Objectives and Principles for Irish and Ulster Scots under Part II of the Charter 13 2.3 The Belfast (Good Friday) and St Andrews Agreements 14 2.4 Minority language rights in UN and other Council of Europe instruments, including the European Convention on Human Rights 15 2.5 Duties and the policy development process 17 3. Non-discrimination on grounds of language 18 3.1 Human rights law obligations 18 3.2 Discrimination against English speakers? 19 3.3 Differential treatment of Irish and Ulster Scots 20 3.4 Banning or restricting minority languages 21 4. Positive action: promotion through corporate identity 25 4.1 Promotion of minority languages and the rights of others 25 4.2 Freedom of expression and ‘sensitivities’ 26 Appendix 1: The Charter, Article 10 29 Appendix 2: The Charter, Part II, Article 7 30 3 4 INTRODUCTION The Northern Ireland Human Rights Commission (the Commission) is a statutory body created by the Northern Ireland Act 1998.