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Revisiting the Insular Celtic Hypothesis Through Working Towards an Original Phonetic Reconstruction of Insular Celtic
Mind Your P's and Q's: Revisiting the Insular Celtic hypothesis through working towards an original phonetic reconstruction of Insular Celtic Rachel N. Carpenter Bryn Mawr and Swarthmore Colleges 0.0 Abstract: Mac, mac, mac, mab, mab, mab- all mean 'son', inis, innis, hinjey, enez, ynys, enys - all mean 'island.' Anyone can see the similarities within these two cognate sets· from orthographic similarity alone. This is because Irish, Scottish, Manx, Breton, Welsh, and Cornish2 are related. As the six remaining Celtic languages, they unsurprisingly share similarities in their phonetics, phonology, semantics, morphology, and syntax. However, the exact relationship between these languages and their predecessors has long been disputed in Celtic linguistics. Even today, the battle continues between two firmly-entrenched camps of scholars- those who favor the traditional P-Celtic and Q-Celtic divisions of the Celtic family tree, and those who support the unification of the Brythonic and Goidelic branches of the tree under Insular Celtic, with this latter idea being the Insular Celtic hypothesis. While much reconstructive work has been done, and much evidence has been brought forth, both for and against the existence of Insular Celtic, no one scholar has attempted a phonetic reconstruction of this hypothesized proto-language from its six modem descendents. In the pages that follow, I will introduce you to the Celtic languages; explore the controversy surrounding the structure of the Celtic family tree; and present a partial phonetic reconstruction of Insular Celtic through the application of the comparative method as outlined by Lyle Campbell (2006) to self-collected data from the summers of2009 and 2010 in my efforts to offer you a novel perspective on an on-going debate in the field of historical Celtic linguistics. -
Laryngeal Features in German* Michael Jessen Bundeskriminalamt, Wiesbaden Catherine Ringen University of Iowa
Phonology 19 (2002) 189–218. f 2002 Cambridge University Press DOI: 10.1017/S0952675702004311 Printed in the United Kingdom Laryngeal features in German* Michael Jessen Bundeskriminalamt, Wiesbaden Catherine Ringen University of Iowa It is well known that initially and when preceded by a word that ends with a voiceless sound, German so-called ‘voiced’ stops are usually voiceless, that intervocalically both voiced and voiceless stops occur and that syllable-final (obstruent) stops are voiceless. Such a distribution is consistent with an analysis in which the contrast is one of [voice] and syllable-final stops are devoiced. It is also consistent with the view that in German the contrast is between stops that are [spread glottis] and those that are not. On such a view, the intervocalic voiced stops arise because of passive voicing of the non-[spread glottis] stops. The purpose of this paper is to present experimental results that support the view that German has underlying [spread glottis] stops, not [voice] stops. 1 Introduction In spite of the fact that voiced (obstruent) stops in German (and many other Germanic languages) are markedly different from voiced stops in languages like Spanish, Russian and Hungarian, all of these languages are usually claimed to have stops that contrast in voicing. For example, Wurzel (1970), Rubach (1990), Hall (1993) and Wiese (1996) assume that German has underlying voiced stops in their different accounts of Ger- man syllable-final devoicing in various rule-based frameworks. Similarly, Lombardi (1999) assumes that German has underlying voiced obstruents in her optimality-theoretic (OT) account of syllable-final laryngeal neutralisation and assimilation in obstruent clusters. -
Dialectal Diversity in Contemporary Gaelic: Perceptions, Discourses and Responses Wilson Mcleod
Dialectal diversity in contemporary Gaelic: perceptions, discourses and responses Wilson McLeod 1 Introduction This essay will address some aspects of language change in contemporary Gaelic and their relationship to the simultaneous workings of language shift and language revitalisation. I focus in particular on the issue of how dialects and dialectal diversity in Gaelic are perceived, depicted and discussed in contemporary discourse. Compared to many minoritised languages, notably Irish, dialectal diversity has generally not been a matter of significant controversy in relation to Gaelic in Scotland. In part this is because Gaelic has, or at least is depicted as having, relatively little dialectal variation, in part because the language did undergo a degree of grammatical and orthographic standardisation in the late eighteenth and early nineteenth centuries, with the Gaelic of the Bible serving to provide a supra-dialectal high register (e.g. Meek 1990). In recent decades, as Gaelic has achieved greater institutionalisation in Scotland, notably in the education system, issues of dialectal diversity have not been prioritised or problematised to any significant extent by policy-makers. Nevertheless, in recent years there has been some evidence of increasing concern about the issue of diversity within Gaelic, particularly as language shift has diminished the range of spoken dialects and institutionalisation in broadcasting and education has brought about a degree of levelling and convergence in the language. In this process, some commentators perceive Gaelic as losing its distinctiveness, its richness and especially its flavour or blas. These responses reflect varying ideological perspectives, sometimes implicating issues of perceived authenticity and ownership, issues which become heightened as Gaelic is acquired by increasing numbers of non-traditional speakers with no real link to any dialect area. -
Learning About Phonology and Orthography
EFFECTIVE LITERACY PRACTICES MODULE REFERENCE GUIDE Learning About Phonology and Orthography Module Focus Learning about the relationships between the letters of written language and the sounds of spoken language (often referred to as letter-sound associations, graphophonics, sound- symbol relationships) Definitions phonology: study of speech sounds in a language orthography: study of the system of written language (spelling) continuous text: a complete text or substantive part of a complete text What Children Children need to learn to work out how their spoken language relates to messages in print. Have to Learn They need to learn (Clay, 2002, 2006, p. 112) • to hear sounds buried in words • to visually discriminate the symbols we use in print • to link single symbols and clusters of symbols with the sounds they represent • that there are many exceptions and alternatives in our English system of putting sounds into print Children also begin to work on relationships among things they already know, often long before the teacher attends to those relationships. For example, children discover that • it is more efficient to work with larger chunks • sometimes it is more efficient to work with relationships (like some word or word part I know) • often it is more efficient to use a vague sense of a rule How Children Writing Learn About • Building a known writing vocabulary Phonology and • Analyzing words by hearing and recording sounds in words Orthography • Using known words and word parts to solve new unknown words • Noticing and learning about exceptions in English orthography Reading • Building a known reading vocabulary • Using known words and word parts to get to unknown words • Taking words apart while reading Manipulating Words and Word Parts • Using magnetic letters to manipulate and explore words and word parts Key Points Through reading and writing continuous text, children learn about sound-symbol relation- for Teachers ships, they take on known reading and writing vocabularies, and they can use what they know about words to generate new learning. -
Understanding Irish Spelling
Understanding Irish Spelling A Handbook for Teachers and Learners Nancy Stenson and Tina Hickey Understanding Irish Spelling A Handbook for Teachers and Learners Nancy Stenson and Tina Hickey i © Stenson and Hickey 2018 ii Acknowledgements The preparation of this publication was supported by a grant from An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta, and we wish to express our sincere thanks to COGG, and to Muireann Ní Mhóráin and Pól Ó Cainín in particular. We acknowledge most gratefully the support of the Marie Skłodowska-Curie Fellowship scheme for enabling this collaboration through its funding of an Incoming International Fellowship to the first author, and to UCD School of Psychology for hosting her as an incoming fellow and later an as Adjunct Professor. We also thank the Fulbright Foundation for the Fellowship they awarded to Prof. Stenson prior to the Marie Curie fellowship. Most of all, we thank the educators at first, second and third level who shared their experience and expertise with us in the research from which we draw in this publication. We benefitted significantly from input from many sources, not all of whom can be named here. Firstly, we wish to thank most sincerely all of the participants in our qualitative study interviews, who generously shared their time and expertise with us, and those in the schools that welcomed us to their classrooms and facilitated observation and interviews. We also wish to thank the participants at many conferences, seminars and presentations, particularly those in Bangor, Berlin, Brighton, Hamilton and Ottawa, as well as those in several educational institutions in Ireland who offered comments and suggestions. -
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 -
Genre and Identity in British and Irish National Histories, 1541-1691
“NO ROOM IN HISTORY”: GENRE AND IDENTIY IN BRITISH AND IRISH NATIONAL HISTORIES, 1541-1691 A dissertation presented by Sarah Elizabeth Connell to The Department of English In partial fulfillment of the requirements for the degree of Doctor of Philosophy in the field of English Northeastern University Boston, Massachusetts April 2014 1 “NO ROOM IN HISTORY”: GENRE AND IDENTIY IN BRITISH AND IRISH NATIONAL HISTORIES, 1541-1691 by Sarah Elizabeth Connell ABSTRACT OF DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in English in the College of Social Sciences and Humanities of Northeastern University April 2014 2 ABSTRACT In this project, I build on the scholarship that has challenged the historiographic revolution model to question the valorization of the early modern humanist narrative history’s sophistication and historiographic advancement in direct relation to its concerted efforts to shed the purportedly pious, credulous, and naïve materials and methods of medieval history. As I demonstrate, the methodologies available to early modern historians, many of which were developed by medieval chroniclers, were extraordinary flexible, able to meet a large number of scholarly and political needs. I argue that many early modern historians worked with medieval texts and genres not because they had yet to learn more sophisticated models for representing the past, but rather because one of the most effective ways that these writers dealt with the political and religious exigencies of their times was by adapting the practices, genres, and materials of medieval history. I demonstrate that the early modern national history was capable of supporting multiple genres and reading modes; in fact, many of these histories reflect their authors’ conviction that authentic past narratives required genres with varying levels of facticity. -
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. -
Corpas Na Gaeilge (1882-1926): Integrating Historical and Modern
Corpas na Gaeilge (1882-1926): Integrating Historical and Modern Irish Texts Elaine Uí Dhonnchadha3, Kevin Scannell7, Ruairí Ó hUiginn2, Eilís Ní Mhearraí1, Máire Nic Mhaoláin1, Brian Ó Raghallaigh4, Gregory Toner5, Séamus Mac Mathúna6, Déirdre D’Auria1, Eithne Ní Ghallchobhair1, Niall O’Leary1 1Royal Irish Academy, Dublin, Ireland 2National University of Ireland Maynooth, Ireland 3Trinity College Dublin, Ireland 4Dublin City University, Ireland 5Queens University Belfast, Northern Ireland 6University of Ulster, Northern Ireland 7Saint Louis University, Missouri, USA E-mail: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]; [email protected], [email protected] Abstract This paper describes the processing of a corpus of seven million words of Irish texts from the period 1882-1926. The texts which have been captured by typing or optical character recognition are processed for the purpose of lexicography. Firstly, all historical and dialectal word forms are annotated with their modern standard equivalents using software developed for this purpose. Then, using the modern standard annotations, the texts are processed using an existing finite-state morphological analyser and part-of-speech tagger. This method enables us to retain the original historical text, and at the same time have full corpus-searching capabilities using modern lemmas and inflected forms (one can also use the historical forms). It also makes use of existing NLP tools for modern Irish, and enables integration of historical and modern Irish corpora. Keywords: historical corpus, normalisation, standardisation, natural language processing, Irish, Gaeilge 1. -
Gàidhlig (Scottish Gaelic) Local Studies Vol
Gàidhlig (Scottish Gaelic) Local Studies Vol. 22 : Cataibh an Ear & Gallaibh Gàidhlig (Scottish Gaelic) Local Studies 1 Vol. 22: Cataibh an Ear & Gallaibh (East Sutherland & Caithness) Author: Kurt C. Duwe 2nd Edition January, 2012 Executive Summary This publication is part of a series dealing with local communities which were predominantly Gaelic- speaking at the end of the 19 th century. Based mainly (but not exclusively) on local population census information the reports strive to examine the state of the language through the ages from 1881 until to- day. The most relevant information is gathered comprehensively for the smallest geographical unit pos- sible and provided area by area – a very useful reference for people with interest in their own communi- ty. Furthermore the impact of recent developments in education (namely teaching in Gaelic medium and Gaelic as a second language) is analysed for primary school catchments. Gaelic once was the dominant means of conversation in East Sutherland and the western districts of Caithness. Since the end of the 19 th century the language was on a relentless decline caused both by offi- cial ignorance and the low self-confidence of its speakers. A century later Gaelic is only spoken by a very tiny minority of inhabitants, most of them born well before the Second World War. Signs for the future still look not promising. Gaelic is still being sidelined officially in the whole area. Local council- lors even object to bilingual road-signs. Educational provision is either derisory or non-existent. Only constant parental pressure has achieved the introduction of Gaelic medium provision in Thurso and Bonar Bridge. -
Reverend Richard Townsend [612] St Cohnan's, Cloyne
Reverend Richard Townsend [612] Killenemer 1799 - 1801 Lackeen 1801 - 1806 Magourney 1801 - 1806 Ballyvourney 1799 - 1801 Cloyne St Cohnan’s, Cloyne Extract from Brady’s Clerical and Parochial Records of Cork, Cloyne and Ross Volume II 1863 Extracts from Samuel Lewis’ Topographical Dictionary 1837 BALLYVOURNEY, a parish, in the barony of WEST MUSKERRY, county of CORK, and province of MUNSTER, 8 miles (W. by N.) from Macroom; containing 3681 inhabitants. St. Abban, who lived to a very advanced age and died in 650, founded a nunnery at this place, which he gave to St. Gobnata, who was descended from O'Connor the Great, Monarch of Ireland. Smith, in his history of Cork, notices the church of this establishment, but it has since fallen into decay. The parish, of which the name signifies "the Town of the Beloved," is chiefly the property of Sir Nicholas C. Colthurst, Bart.; it is situated on the River Sullane, and on the road from Cork to Killarney, and comprises 26,525 statute acres, as applotted under the tithe act, and valued at £6073. 15. per annum. The surface is very uneven, in some parts rising into mountains of considerable elevation, the highest of which is Mullaghanish: about one- half is arable and pasture land, with 70 acres of woodland. Much of the land has been brought into a state of cultivation by means of a new line of road from Macroom, which passes through the vale of the Sullane, and is now a considerable thoroughfare; and great facilities of improvement have been afforded by other new lines of road which have been made through the parish; but there are still about 16,000 acres of rough pasture and moorland, which might be drained and brought into a state of profitable cultivation. -
Universal Dependencies for Manx Gaelic
Universal Dependencies for Manx Gaelic Kevin P. Scannell Department of Computer Science Saint Louis University St. Louis, Missouri, USA [email protected] Abstract Manx Gaelic is one of the three Q-Celtic languages, along with Irish and Scottish Gaelic. We present a new dependency treebank for Manx consisting of 291 sentences and about 6000 tokens, annotated according to the Universal Dependency (UD) guidelines. To the best of our knowledge, this is the first annotated corpus of any kind for Manx. Our annotations generally follow the conventions established by the existing UD treebanks for Irish and Scottish Gaelic, although we highlight some areas where the grammar of Manx diverges, requiring new analyses. We use 10- fold cross validation to evaluate the accuracy of dependency parsers trained on the corpus, and compare these results with delexicalized models transferred from Irish and Scottish Gaelic. 1 Introduction Manx Gaelic, spoken primarily on the Isle of Man, is one of the three Q-Celtic (or Goidelic) languages, along with Irish and Scottish Gaelic. Although the language fell out of widespread use during the 19th and 20th centuries, it has seen a vibrant revitalization movement in recent years. The number of speakers is now growing, thanks in part to a Manx-language primary school on the island. The language also has a strong online presence relative to the size of the community. Several Manx dictionaries were published in the 19th and 20th centuries, and a number of these have been digitized in recent years and published online.1 The full text of the Bible, originally published in the 18th century, is also available and provides an easily-accessible source of parallel text.2 In terms of spoken language, the Irish Folklore Commission recorded fluent speakers on the Isle of Man in 1948, and those recordings are now available digitally as well.3 Outside of these corpus resources, very little advanced language technology exists for Manx.