DOCSLIB.ORG

Modern Irish

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Modern Irish Irish Studies MODERN IRISH By N OLLAIG MAc C ONGAIL, Department ofModem Irish, University College, Galway LANGUAGE I. GENERAL P. A. Breatnach, 'A note on the syntax of the particle dar', Eigse, 27, I993: I 30-32, discusses a syntactic feature of a Classical Irish eulogy. T. de Bhaldraithe, 'N6tai arfhocail', ib., I33-38, tackles the meaning, spelling, and origin of the words pliardca, ceairliciu, geaileas, and rabUn, all of which derive from English words. D. McManus, 'An Nua­ Ghaeilge Chlasaiceach', Stair na Gaeilge, ed. Kim McCone et al. (henceforth Stair), Roinn na Sean-Ghaeilge, Colaiste, Phadraig, xxiv + 905 pp., has a series of contributions. Maigh Nuad (335-445), outlines the sources and terms of reference he uses when discussing Classical Modern Irish before presenting a very detailed discussion of its various characteristics. ld., 'Teanga an Dana agus teanga an phr6is', LCC, 24: I I4-35, discusses the particular conflict between the standard language of the Dan Direach and the linguistic freedom of the other literary genres as,well as the general conflict between old and new linguistic forms. C. 0 Baoill, 'Gaelic ichthyonymy: studying the terms used for fish in Irish, Scottish Gaelic and Manx', ZCP, 46: I 64-99, highlights the need to record the old local names for fish and, to stimulate interest in this area, sets out the names of some fish and examines their history and distribution in Irish, Scottish Gaelic and Manx. A. 6 Canainn, 'Reamhaithriseoireacht, cainniochtaiocht agus briseadh gaoithe', Comhar, 53· I I : 4-I 2, reviews the history and present unsatisfactory state of specialized Irish terminology and recommends h9w this important area of research could be better addressed. C. 0 Hainle, '0 chaint na ndaoine go dti an Caighdean Oifigiuil', Stair, 745-93, traces the long and tortuous history of the Irish language from its oral, regional state to its literate, literary, standardized, more homogeneous state in the present day. G. Stockman, 'An Chopail II', An tUltach, 71.I: I6, 'Gaeilge v an Ghaeilge', ib., 71. 2:II-I2, 'Is e mo bharuil/thuairim', ib., 3:26, 'Meid agus oiread', ib., 71. 5: I g-2o, discusses the aforementioned topics which are often misunderstood or misused by learners, native speakers or writers oflrish. 2. DIALECT STUDIES J. J. Duran, 'The Irish language in Aran', pp. 253-60 of The Book of A ran: the Aran Islands, Co. Galway, ed. John Waddell et al., Tir Eolas, Modern Irish Co. Galway, 334 pp., surveys some of the internal characteristics of the dialect of the Aran islands, compares the dialect spoken there with that of the mainland and assesses the present state of Irish on the islands. A. Hughes, 'Gaeilge Uladh', Stair, 6w-6o, discusses the history and substance of the Ulster dialect debate and proceeds to give a detailed overview of Ulster Irish. Id., 'A phonetic glossary of Tyrone Irish', ZCP, 46: I I ~3, presents a glossary which appears to reflect the Irish dialect of Tyrone as spoken in the first half of this century. He further outlines the history of the ownership and provenance of the material while adding a cautionary note about its t9tal authenticity. W. Mahon, 'First plural mar in Connacht Irish', Eigse, 27, I993: 8I-88, cites some early examples of mar as a pronoun in Connacht Irish and explores how common -(e),amaris as a preterite, synthetic termination in the present century. B. 0 Cathain, 'N6ta ar r in ait n i nGaeilge Arann', ib., 98-IOo, notes that H. Pedersen attests to the fact that he ~eard n pronounced as r in certain consonant clusters in Aran. R. 0 h Uiginn, 'Gaeilge Chonnacht', Stair, 53~09, presents a general survey of the main characteristics of Connacht Irish based mainly on dialect monographs and other secondary sources. G. Stockman, 'The sounds of Ulster Irish: a guide for non-Irish speakers', Ulster Folklift, 40:39-48, provides an approxi­ mate guide to the pronunciation ofUlster Irish which is based mainly on the sounds of Ulster English. S. Ua Suilleabhain, 'Gaeilge na Mumhan', Stair, 479-538, presents a detailed account of the Irish dialects ofMunster. N. Williams, 'Na canuinti a theacht chun Solais', ib., 446-78, examines in detail that corpus of Irish literature which was written in the period I6oo-I85o to establish what evidence of dialect it affords. He also examines that same source for evidence on Leinl)ter dialects. 3· SociOLINGUISTics ]. Blake, 'Tuarascail ar theanga: language report', Eire-Ireland, 29.4: I6I-68, assesses the present state of the Irish language with particular reference to the educational system and the media in general. Diarmuid Breathnach and Maire Ni ¥hurchu, J882-1982: Beathaisneis a Ceathair, An Cl6chomhar, Baile Atha Cliath, I9I pp., present this fourth part in the series of short biographies of people connected with the Gaelic world in Ireland during the past century. P. Breatnach, 'Gaelphobail an clara cead agus an clara hAliyah', Comhar, 53· I: 22-27, warns that the centenary celebrations of the Gaelic League might well presage its wake unless action is taken immediately to address the League's original aims. M. Cronin, 'Movie-shows from Babel: translation and the Irish language', lrR, .
Load more

Recommended publications
  • "The Given Note": Traditional Music and Modern Irish Poetry
    Provided by the author(s) and NUI Galway in accordance with publisher policies. Please cite the published version when available. Title "The Given Note": traditional music and modern Irish poetry Author(s) Crosson, Seán Publication Date 2008 Publication Crosson, Seán. (2008). "The Given Note": Traditional Music Information and Modern Irish Poetry, by Seán Crosson. Newcastle: Cambridge Scholars Publishing. Publisher Cambridge Scholars Publishing Link to publisher's http://www.cambridgescholars.com/the-given-note-25 version Item record http://hdl.handle.net/10379/6060 Downloaded 2021-09-26T13:34:31Z Some rights reserved. For more information, please see the item record link above. "The Given Note" "The Given Note": Traditional Music and Modern Irish Poetry By Seán Crosson Cambridge Scholars Publishing "The Given Note": Traditional Music and Modern Irish Poetry, by Seán Crosson This book first published 2008 by Cambridge Scholars Publishing 15 Angerton Gardens, Newcastle, NE5 2JA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2008 by Seán Crosson All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-84718-569-X, ISBN (13): 9781847185693 Do m’Athair agus mo Mháthair TABLE OF CONTENTS Acknowledgements .................................................................................
    [Show full text]
  • A Miscellany of Irish Proverbs
    H^-lv- Aj^ HcJtjL^SM, 'HLQ-f- A MISCELLANY OF IRISH PROVERBS A MISCELLANY IRISH PROVERBS COLLRCTED AND RDITKD BY THOMAS F. O'RAHILLY, M.A. M.R.I. A.; PROFESSOR OF IRISH IN THE UNIVERSITY OF DUBLIN DUBLIN THE TAIvBOT PRESS LIMITED 85 TALBOT STREET J 922 Sapientiam omnium antiquorum exquiret sapiens, et in prophetis vacabit. Narrationem virorum nominatornmi con- servabit, et in veisutias parabolarum simul introibit, Occulta proverbiorum exquiret, et in ab- sconditis parabolarum conversabitur. —ECCI,I. xxxix. 1-3. ' * IT PREFACE In the present book I have made an at- tempt, however modest, to approach the study of Irish proverbs from the historic and comparative points of view. Its princi- pal contents are, first, the proverbs noted by Mícheál Og Ó Longain about the year 1800, and, secondly, a selection of proverbs and proverbial phrases drawn from the literature of the preceding thousand years. I have added an English translation in every case. Sometimes, as will be observed, the Irish proverbs corre-spoud closely to English ones. When this is so, I have given (between quo- tation marks) the English version, either instead of or in addition to a translation. While it is probable that most of the pro- verbs thus common to the two languages have been borrowed into Irish from English, still it should be borne in mind that many of them possess an international character, and are as well known in Continental languages as they are in English or Irish. I have, however, refrained from quoting these Continental versions ; any reader who is interested in them will find what he wants elsewhere, and it would have been a waste of space for me to attempt to give them here.
    [Show full text]
  • Brian Friel's Translations in Irish-Language Performance
    Translating In? Translating In? Brian Friel’s Translations in Irish-language Performance Nóra de Buiteléir (National University of Ireland, Galway) “The sad irony, of course, is that the whole play is written in English. It ought to be written in Irish …” (Friel, “In Interview” 80) Should a text that is itself a translation – albeit a fictional one – be easier to translate? What happens when a play that supposedly stages the death of a language is re- enacted in that very language? Set in the Donegal Gaeltacht on the eve of the Famine and premiered in Derry in 1981, Brian Friel’s Translations has come to establish itself as a classic of modern Irish theatre. The reasons for its commercial and critical success are relatively clear: to any audience experiencing it for the first time, Translations seems, superficially at least, a remarkably simple piece of theatre. It establishes for itself an easily recognisable historical and geographical setting. It seamlessly combines the comic with the philosophical. It draws on the established model of Romeo and Juliet in setting up two lovers in the face of cultural conflict. Its dialogue is easily flowing and (apparently) naturalistic, packing a strong plot into the reassuringly familiar form of the Three-Act play. It is reasonable to assume that Translations owes much of its popular success to the fact that is easily accessible – traditional , almost. Underneath the naturalistic speech at the surface, however, is a language riddled with contradictions and ironies, a meeting place of Irish, English, Greek and Latin where translation is imperative and irresistible yet vulnerable and relentlessly destabilized.
    [Show full text]
  • Coming Out, Queer Sex, and Heteronormativity in Two Irish
    Firenze University Press https://oajournals.fupress.net/index.php/bsfm-sijis Coming Out, Queer Sex, and Heteronormativity Citation: S. Mac Risteaird (2020) Coming Out, Queer in two Irish-language Novels Sex, and Heteronormativity in two Irish-language Novels. Sijis 10: pp. 63-75. doi: http:// Seán Mac Risteaird dx.doi.org/10.13128/SIJIS- Dublin City University (<[email protected]>) 2239-3978-11752 Copyright: © 2020 S. Mac Ris- teaird. This is an open access, peer-reviewed article published Abstract: by Firenze University Press It has been nearly 30 years since Teresa de Lauretis coined the term “Queer (https://oajournals.fupress.net/ Th eory” in a special edition of Diff erences: A Journal of Feminist Cultural Studies index.php/bsfm-sijis) and distrib- (1991). Since then, Queer Th eory has evolved and changed, becoming an uted under the terms of the Cre- interdisciplinary in-vogue “methodology” that questions the subversive and the ative Commons Attribution - Non diff erent.Th e social, cultural, and literary landscape of Ireland has also changed Commercial - No derivatives in those 30 years, a country that was once seen as a place where “homosexuality 4.0 International License, which permits use, distribution and has occupied an uncomfortable place” (Conrad 2001, 124). Th is paper will reproduction in any medium, discuss the literary texts of two Irish-language writers, Micheál Ó Conghaile provided the original work is and Pádraig Standún, who both refl ect these shifts in attitudes in contemporary properly cited as specifi ed by modern Ireland. Both writers unpack public and private expressions of identity, the author or licensor, that is not sex, and heteronormativity in their work.
    [Show full text]
  • Public Funding Review of Public Service Broadcasters
    LEGALLY PRIVILEGED AND CONFIDENTIAL PUBLIC FUNDING REVIEW OF PUBLIC SERVICE BROADCASTERS A report submitted to the Minister for Communications, Energy and Natural Resources further to section 124(4) of the Broadcasting Act, 2009 for the Broadcasting Authority of Ireland prepared by Oliver & Ohlbaum Associates Ltd July 2014 Ireland Public Service Broadcaster Funding Review 2014 LEGALLY PRIVILEGED AND CONFIDENTIAL Contents 1 EXECUTIVE SUMMARY ....................................................................................................................... 9 1.1 2009 Broadcasting Act – review framework ............................................................................. 9 1.2 Developments in the Irish broadcast media sector ................................................................. 10 1.3 Review of the performance of TG4 in 2013 ............................................................................ 11 1.4 Review of the performance of RTÉ in 2013 ............................................................................ 14 1.5 Recommendations for future reviews ..................................................................................... 17 1.6 Funding modification recommendations ................................................................................. 18 1.6.1 TG4: increase funding in line with inflation ............................................................................. 18 1.6.2 RTÉ: increase funding in line with inflation ............................................................................
    [Show full text]
  • The Irish Language in Education in Northern Ireland
    The Irish language in education in Northern Ireland European Research Centre on Multilingualism and Language Learning hosted by IRISH The Irish language in education in Northern Ireland | 3rd 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 Ladin; the Ladin language in education in Italy (2nd ed.) and Language Learning with financial support from the Fryske Akademy and the Province Latgalian; the Latgalian language in education in Latvia of Fryslân. Lithuanian; the Lithuanian language in education in Poland Maltese; the Maltese language in education in Malta Manx Gaelic; the Manx Gaelic language in education in the Isle of Man Meänkieli and Sweden Finnish; the Finnic languages in education in Sweden © Mercator European Research Centre on Multilingualism Nenets, Khanty and Selkup; The Nenets, Khanty and Selkup language in education and Language Learning, 2019 in the Yamal Region in Russia North-Frisian; the North Frisian language in education in Germany (3rd ed.) ISSN: 1570 – 1239 Occitan; the Occitan language in education in France (2nd ed.) 3rd edition Polish; the Polish language in education in Lithuania Romani and Beash; the Romani and Beash languages in education in Hungary The contents of this dossier may be reproduced in print, except for commercial purposes, Romansh: The Romansh language in education in Switzerland provided that the extract is proceeded by a complete reference to the Mercator European Sami; the Sami language in education in Sweden Research Centre on Multilingualism and Language Learning.
    [Show full text]
  • Education Area for Action 1: Education No
    Table of Actions – Area for Action 1: Education Area for Action 1: Education No. Action Lead Org. Timescale EDUCATION IN THE GAELTACHT Implementation of the Gaeltacht Education Policy will be overseen in order that all participating schools provide high-quality Irish-medium education to their learners. Key areas will include: offer all schools in Gaeltacht language-planning areas the opportunity to participate in Gaeltacht School Recognition Scheme foster linkages between schools and Language Planning Committees through the Recognition foster linkages between schools and naíonraí in Gaeltacht areas as part of the Recognition DES 2018-2022 1.1 provide advisory and support visits from Inspectorate along with additional Continuing COGG Professional Development (CPD) via COGG in conjunction with other support services to support immersion education in schools in the Scheme provide additional teaching and other supports, as resources permit, to support implementation of Irish-medium education in schools in the Scheme monitor, evaluate and report on the effectiveness of provision in schools in the Gaeltacht School Recognition Scheme. Educational provision of existing Aonaid Lán- 2019-2020 1.2 Ghaeilge in Gaeltacht schools, as provided for in the DES Policy on Gaeltacht Education, will be reviewed. It will be ensured that all professionals and agencies DES working with Gaeltacht schools in a support capacity NEPS endeavour to engage with members of the school 2018-2022 1.3 PDST community through the medium of Irish and support JCT the maintenance of Irish as the community NCSE language. Proposals will be developed and implemented to DES 2018-2022 1.4 provide a number of differentiated supports to help ETBs address specific needs of island schools.
    [Show full text]
  • COMHAR Ar Na Ceisteanna Sa Doiciméad
    Doiciméad Comhairliúcháin Fhoras na Gaeilge Athbhreithniú ar Mhaoiniú Fhoras na Gaeilge d’Earnáil na Meán Gaeilge clóite agus ar líne Freagra COMHAR ar na ceisteanna sa doiciméad C 1 An bhfuil tú i bhfabhar /i gcoinne an chur chuige nua atá molta nó aon ghné de. Mínigh an chúis: Níl COMHAR i bhfabhar an chur chuige atá molta. Ní léirítear in aon áit sa doiciméad, ná sa réamhthaighde a ndéantar tagairt dó sa doiciméad, cén bunús atá leis an chur chuige atá molta, cé is fearr mar lucht léitheoireachta a ghnóthódh as mar chur chuige, cén ghné den iriseoireacht idir fhíorasach agus chriticiúil is fearr a thiocfadh i dtír dá thairbhe ná cén buntáiste do phobal na Gaeilge i gcoitinne a d’eascródh as a leithéid. Ina theannta seo, b’údar díomá agus iontais do COMHAR nárbh fhiú le Foras na Gaeilge dul i gcomhairle ar bhonn cúirtéise leis na soláthróirí reatha faoin mbeartas go léir sula raibh próiseas comhairliúcháin ar bith fógartha don ghnáthphobal. Anuas air sin, is dóigh linn go bhfuil an próiseas comhairliúcháin seo mantach sa mhéid is nach dtugtar aghaidh ann ar dhlús na bhfoilseachán éagsúla a tháirgtear faoi bhrat COMHAR. “Léiríonn an tuairisc anailíse, a ullmhaíodh d’Fhoras na Gaeilge i Nollaig 2018 ar fheidhmíocht na dtrí scéim reatha d’Earnáil na Meán Gaeilge clóite agus ar líne , ‘Tuairisc ar an anailís ar na meáin Ghaeilge atá maoinithe ag Foras na Gaeilge‘ (Tuarascáil Dhaltúin) na mórdhúshláin éagsúla roimh na trí dheontaí agus níl na trí fhoilseacháin indéanta (sic), ar chúiseanna éagsúla, faoin gcreat teoranta tacaíochta is féidir le Foras na Gaeilge a chur ar fáil faoi láthair don earnáil seo”.
    [Show full text]
  • The Irish Folklore Commission and Illiterate Linguistics
    Estudios Irlandeses, Issue 13, March 2018-Feb. 2019, pp. 127-142 __________________________________________________________________________________________ AEDEI “The Vocative Case on People’s Mouths”: The Irish Folklore Commission and Illiterate Linguistics Seaghan Mac an tSionnaigh University of Notre Dame, Indiana, USA Copyright (c) 2018 by Seaghan Mac an tSionnaigh. This text may be archived and redistributed both in electronic form and in hard copy, provided that the author and journal are properly cited and no fee is charged for access. Abstract. Seán Mac Criomhthain (1875 – 1955) is not to be confused with Seán Ó Criomhthain, author of Lá Dár Saol and son of Tomás Ó Criomhthain whose famous chronicle of life on the Great Blasket Island was published under the title An tOileánach. Mac Criomhthain’s importance stems rather from his mastery of the oral tradition which led Seosamh Ó Dálaigh to place him on a par with Peig Sayers as two of the best informants he had encountered. Ó Dálaigh himself was one of the most prolific collectors of the Irish Folkore Commission whose contribution to what is now the National Folkore Collection must be considered as one of the great cultural achievements of Irish history. Nonetheless, the institutional frames influencing the collection process meant that ultimately the IFC lacked what Ó Giolláin calls an “reflexive ethnology” (141), and this issue therefore merits some discussion. The present paper is intended to advance the discussion with reference to the presence, or not, of linguistic essentialism on the part of the Irish state as well of other sectors of society, taking as central texts Seán Ó Riada’s famous poem “Fill Arís” as well as a recently completed critical edition of Seán Mac Criomhthain’s folkloric repertoire.
    [Show full text]
  • DOCUMENT RESUME Journal of Celtic Language Learning
    DOCUMENT RESUME ED 403 760 FL 024 383 AUTHOR Ihde, Thomas W., Ed.; Stenson, Nancy, Ed. TITLE Journal of Celtic Language Learning, Volume 2. INSTITUTION North American Association for Celtic Language Teachers. REPORT NO ISSN-1078-3911 PUB DATE 96 NOTE 90p.; This is the only issue published in 1996. For volume 1, 1995, see ED 395 450. PUB TYPE Collected Works Serials (022) JOURNAL CIT Journal of Celtic Language Learning; v2 1996 EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Book Reviews; College Second Language Programs; Computer Assisted Instruction; Educational History; Foreign Countries; Higher Education; Immersion Programs; Instructional Materials; *Irish; Language Maintenance; 'Language Role; Learning Motivation; Morphology (Languages); Program Descriptions; *Scots Gaelic; Secondary Education; Second Language Instruction; Second Languages; Sex Differences; *Uncommonly Taught Languages; *Welsh IDENTIFIERS Antioch College OH; *Celtic Languages; Saint Francis Xavier University (Canada) ABSTRACT The journal for teachers of Celtic languages in the United States and Canada contains six articles. "Motivation and Gender: A Welsh Case Study" (Christine M. Jones) examines data on characteristics of one group of students of Welsh, focusing on gender-related motivational differences. "Morphological Objects" (Annette McElligott, Gearoid 0 Neill) models the morphology of Irish inflectional verbs for the purpose of computer-assisted language instruction. In "The Status of Scottish Gaelic in Scotland" (Pamela S. Morgan), recent developments supporting the maintenance and revival of Scots Gaelic are described. "Developing Language Awareness in the Irish Language Classroom: A Case Study" (Muiris 0 Laoire) reports a study of Irish instruction in a class of secondary school children, in which a number of classroom instructional strategies were used to improve motivation and language awareness.
    [Show full text]
  • Annual Report2014
    Annual Report 2014 Annual Report 2014 Mission, Vision and Core Values 3 TG4’s Commitments for 2014 5 KeyTG4 Performance Highlights of 2014 9 The Board ofTeili fís na Gaeilge and Other Information 21 Chairman’s Report 22 Director General’s Report 25 Corporate Governance 29 Finance Review 2014 30 Financial Statements 31-50 Mission, Vision and Core Values TG4’s mission is “to provide an attractive and innovative TG4’s Core Values television and content service that celebrates Irish “TG4 continues to creativity and identity – language, culture, music and Connection: impress with some G sport – and to connect to, and entertain, audiences in To provide a daily link for the Irish language to every really interesting household in the country. Ireland and worldwide”. innovative G To put our audiences at the centre of everything we do. TG4’s vision is “to promote successfully Irish language programming.” and culture and ensure a central place for TG4 in Irish G To offer an alternative viewpoint on national and people’s lives, both in Ireland and abroad”. international affairs. Marketing Magazine TG4’s vision and mission can be encapsulated inTG4’s Quality and Value-for-Money: motto súil eile , which recognises the need to stay G mainstream with niche programming through the To provide a high quality programme schedule. G commissioning/acquisition and broadcasting of high To operate a cost effective and efficient structure. quality programmes, capable of competing for, achieving Creativity: and maintaining strong viewership levels. G To be creative in our output and everything we do. TG4’s values influence the way in which its strategy G To continue to deliver innovative and unique will be achieved, the style in which it operates and programmes.
    [Show full text]
  • Beaslai Final List
    Leabharlann Náisiúnta na hÉireann National Library of Ireland Collection List No. 44 Piaras Béaslaí Papers (MSS 33,911-33,987; MSS 49,546-49,547) (Accession No. 2541 & 2584) Personal and professional papers of Piaras Béaslaí (1881-1965), Irish revolutionary, Gaelic League activist, author and journalist. Compiled by Marie Coleman, Ph.D. (Holder of the Studentship in Irish History provided by the National Library of Ireland in association with the Irish Committee of Historical Sciences, 1998-1999). 2 TABLE OF CONTENTS Biographical note on Piaras Béaslaí (1881-1965)........................................................... 5 Principal writings of Piaras Béaslaí ................................................................................ 8 Group Description ............................................................................................................ 9 I. Irish Revolution ........................................................................................................... 10 I.i. An tÓglach............................................................................................................... 10 I.ii. Sinn Féin, Dáil Éireann, and IRA........................................................................... 12 I.iii. Civil War and censorship ...................................................................................... 32 I.iv. Michael Collins Papers.......................................................................................... 40 I.v. Correspondence .....................................................................................................
    [Show full text]