DOCSLIB.ORG

A History of the Irish Language: from the Norman Invasion to Independence Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A History of the Irish Language: from the Norman Invasion to Independence Pdf FREE A HISTORY OF THE IRISH LANGUAGE: FROM THE NORMAN INVASION TO INDEPENDENCE PDF Aidan Doyle | 322 pages | 11 Aug 2015 | Oxford University Press | 9780198724766 | English | Oxford, United Kingdom A Brief History of the Irish Language - Conradh na Gaeilge | Ar son phobal na Gaeilge This post may contain affiliate links. If you make a purchase through a link, I may receive a small commission, at no cost to you. These commissions help keep this website up and running, and I thank you for your support. Read my full disclosure here. Irish used to be the predominant language A History of the Irish Language: From the Norman Invasion to Independence the Irish, but its decline began during the English rule in the seventeenth century. Since then Irish speakers have been a minority, but much effort has been made to preserve and promote the language. For example, it is taught in schools and there is also Irish speaking Radio and TV. Driving around Ireland, you will also see that most signs are bilingual and written in both Irish and English. Although people speak English in Ireland, there are a number of regional communities where Irish is the main language spoken. Try learning a few words in Irish so that you can connect with the locals. Basic Irish Phrases To get you started, here are some basic Irish phrases. Whilst travelling around Ireland, you will notice that the Irish accent varies a lot between regions, especially country versus city areas. This can be the butt of many jokes amongst the Irish people. There are thousands of slang words and sayings used in Ireland, so much so that there are whole websites devoted to it. As well as Irish wide terms, there are also many regional colloquialism. For a full list of Irish slang, read For Focal Sake! Some of my favourite ones that I have come across while living in Ireland are:. Knowing some of the regularly used nouns will A History of the Irish Language: From the Norman Invasion to Independence you from looking so confused during a conversation:. You can listen to them via your radio, TV, phone or computer. They also have podcasts. Your email address will not be published. Sign up to the Relocating to Ireland newsletter. Irish Language. Leave a Reply Cancel reply Your email address will not be published. A History of the Irish Language: From the Norman Invasion to Independence: Posted in The Irish Language. There were other Celtic languages spoken on the European Mainland, but they died out around 1, years ago. The Celtic A History of the Irish Language: From the Norman Invasion to Independence are believed to have come from Common Celtic, which came from Indo-European itself. We cannot be certain when Irish first came to Ireland, but many scholars believe that it was here over 2, years ago. It is certain that there were other languages spoken here before Irish but, by the start of the Christian era, Irish was spoken all over Ireland and was spreading through Scotland, the west coast of Britain and the Isle of Mann. The Romans called the Gaels Scotti and they eventually spread the Gaelic language throughout most of Scotland. The oldest remains of Ancient Irish that we have are inscriptions on Ogham stones from the 5th and 6th centuries. Old Irish was first written in the Roman alphabet before the beginning of the 7th century which makes Irish the oldest written vernacular language north of the Alps. This was a period of strife and conflict but, despite that, the Gaelic literary culture never failed and we have many manuscripts that survive from the Middle Irish era. The Anglo Normans began settling in Scotland at the end of the A History of the Irish Language: From the Norman Invasion to Independence century and in Ireland in the last third of the twelfth century. The Anglo Norman conquest started a period of multilingualism in Ireland, but Irish remained in the ascendancy and, gradually, the Normans began to speak Irish. By the start of the sixteenth century most of the people of Ireland were Irish speakers again. This was not the ordinary speech of the period but a cultivated standardized language developed in the lay schools for scholars and poets throughout Ireland and Scotland. The spoken language of the same period is called Early Modern Irish, but the speech of the people underwent many changes from the start to the end of this period. Although the majority of the people had Irish, English, however, was necessary for administrative and legal affairs. Irish, therefore, never became an administrative language, and the Irish speaking community never achieved political independence again. The status of Irish as a major language was lost. But Irish continued as the language of the greater part of the rural population and, for a time, of the working classes in towns. From the middle of the eighteenth century, as the penal laws were relaxed, and a greater social and economic mobility became possible for the native Irish, the more prosperous members of the Irish-speaking community began to adopt an Anglicized way of life and to take up English. This increased during and after the Great Famine — The language was A History of the Irish Language: From the Norman Invasion to Independence the point of extinction. At the start of the eighteenth century scholars started to become interested in the language and in its literature. Many people understood that Spoken Irish was declining. This terminology was again used in the constitutions of and The Society for the Preservation of the Irish Language, which was established inmanaged to gain recognition for Irish at every level of the education system from primary school level to university. Within a couple of years they managed to create a mass movement of support for the Irish language. A start was made to bringing the grammar of the written language into line with the spoken modern language. A result of these efforts was the Official Standard which the Government of Ireland published in The image of the Irish language has changed a great deal in recent years, which is evident by the number of people who speak and learn the language, not only in Ireland but around the world. The Irish language is the language of the community in Gaeltacht regions and the language is also gaining strength in places outside the Gaeltacht. According to the Census of1. According to the Northern Ireland Census Surveys have long shown a deep affection towards the Irish language amongst the community all over the country and this is not confined to people who speak Irish. Conradh na Gaeilge What is Conradh na Gaeilge? Take Part in Curriculum Resources Doodles. Get a Quote. Associated Organisations of Conradh na Gaeilge. A History of the Irish Language: From the Norman Invasion to Independence - Firstly, there were not enough dedicated Normans to occupy all the land they had acquired. Secondly, afterthe Norman Kings back in England had lost interest in Ireland and no longer sent military assistance to defend the Norman Lords in Ireland. Thirdly, the Normans had begun to be 'Irishised' and many had married Irish people and had learned the Irish language and traditions. Lastly, many Normans who had come to seek their fortune on the 'new frontier' became tired of Ireland and left again. The more anti-Norman Irish lords began to realise that they had a chance against the Normans again. Aided by hired mercenaries from Scotland, called the 'Gallowglasses', they began to attack the property of the Norman Lords. And inthe Normans of Wicklow were defeated. Bylarge chunks of Ireland were once again ruled by the Irish Lords. The Norman King did not regard Ireland as strategically important aside from trading goods and was not prepared to waste his forces protecting the Normans there. Until this point, the Norman kingdom consisted only of England and the lands in Ireland. Inhowever, King Edward 1st of England sought to expand northwards and invaded Scotland. He took control, and removed the Stone of Scone an important royal treasure of the Scottish Royal family that was finally returned years later in For 10 years the English-Normans ruled the Scots. Inhowever, a Scot named Robert Bruce hatched a plot to regain Scottish independence and with help of some Scottish lords, he defeated the English at Bannockburn in The victorious Robert Bruce then became King of Scotland. Robert Bruce knew that the English got many supplies from Ireland so the two sides worked out an agreement whereby Robert's brother, Edward Bruce, would become High King of Ireland in return for military assistance. Edward landed at Larne in Ulster just north of present day Belfast in with a large army, rapidly defeated the Normans of Meath and then continued southwards. However, many Irish didn't like him because he disrespected the Irish peasants and damaged their property by marching through it rather than going around it. Edward, nonetheless, was crowned King of Ireland in May Edward was joined by Robert Bruce later that year, and the brothers marched on the Normans of Limerick, Tipperary and Kilkenny and plundered their property. Robert returned to Scotland but Edward was finally defeated and killed by the Normans on 14 October Although the Bruces were gone, the Normans were weakened and the Irish now felt able to defeat them themselves. The pestilence of the Black Death of merely added to the decline of the Normans. InKing Edward 3rd finally realised that he was on the verge of losing control of the last Norman parts of Ireland and sent his son Lionel to try to reverse the declining trend.
Load more

Recommended publications
  • 180605 Report on the Effectiveness of Apps and Web Games in the Area Of
    A review and report on the effectiveness of apps and web games in the area of education through Irish or in the teaching of Irish Prepared by: Aidan Harney Current Draft: May 2018 Confidentiality Agreement This is a confidential document prepared to review and report on the effectiveness of apps and web games in the area of education through Irish or in the teaching of Irish. The research was carried out with the support of COGG. While all information provided in this document was prepared and developed with the support of COGG, the viewpoint portrayed in it is not one that is held by COGG. COGG has permission to use the results of this research and to upload any or all of this text to their website. It is taken that any other reader of the document agrees not to disclose it without the express written permission of Aidan Harney and/or COGG. Copyright Copyright. All rights reserved. No part of this report may be copied or reproduced by any means without prior written permission from Aidan Harney and/or COGG. Effectiveness of apps and Webgames in the area of education through Irish or in the teaching of Irish TABLE OF CONTENTS EXECUTIVE SUMMARY 1 1 INTRODUCTION & LITERATURE REVIEW 2 1.1 AIMS AND OBJECTIVES 2 1.2 RESEARCH DESIGN AND METHODOLOGY 2 1.3 LITERATURE REVIEW 2 2 DESKTOP RESEARCH 5 2.1 SELECTED WEB GAMES 5 2.2 SELECTED APPS 6 2.3 SELECTED SURVEY AND INTERVIEW POOL 6 3 DATA COLLECTION 8 3.1 SURVEY 8 3.2 INTERVIEW 9 3.3 RESULTS OF INTERVIEWS 9 4 RESEARCH STUDY RESULTS 10 4.1 SUMMARY OF SURVEY RESPONSES 10 4.2 THE GENERAL USE OF WEB
    [Show full text]
  • 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.
    [Show full text]
  • Ad Hoc Committee Bill of Rights on the 15Th April, 10Am Conradh Na Gaeilge
    Ad Hoc Committee Bill of Rights on the 15th April, 10am Conradh na Gaeilge Before I begin this discussion, I should mention, and I'm conscious of my colleagues and fellow activists who have been here in previous weeks giving evidence across a broad range of issues from social housing, the bill of rights, the LGBT community, the women's sector, and others. We are privileged to work alongside them as a part of the equality coalition and support the initiative for a rights-based return to the institutions and in the introduction of a Bill of Rights here in the north. As you know, the focus of our talk, discussion, and submission today relate to the question of language rights here in the context of a bill of rights. In the Good Friday Agreement of 1998, a new era of equality was promised for the Irish language in the north. Specific and strong commitments were given regarding the promotion and protection of the Irish language, including: In the context of active consideration currently being given to the UK signing the Council of Europe Charter for Regional or Minority Languages, the British Government will in particular in relation to the Irish language, where appropriate and where people so desire it: • take resolute action to promote the language; • facilitate and encourage the use of the language in speech and writing in public and private life where there is appropriate demand; • seek to remove, where possible, restrictions which would discourage or work against the maintenance or development of the language; • make provision for liaising
    [Show full text]
  • Maccoinnich, A. (2008) Where and How Was Gaelic Written in Late Medieval and Early Modern Scotland? Orthographic Practices and Cultural Identities
    MacCoinnich, A. (2008) Where and how was Gaelic written in late medieval and early modern Scotland? Orthographic practices and cultural identities. Scottish Gaelic Studies, XXIV . pp. 309-356. ISSN 0080-8024 http://eprints.gla.ac.uk/4940/ Deposited on: 13 February 2009 Enlighten – Research publications by members of the University of Glasgow http://eprints.gla.ac.uk WHERE AND HOW WAS GAELIC WRITTEN IN LATE MEDIEVAL AND EARLY MODERN SCOTLAND? ORTHOGRAPHIC PRACTICES AND CULTURAL IDENTITIES This article owes its origins less to the paper by Kathleen Hughes (1980) suggested by this title, than to the interpretation put forward by Professor Derick Thomson (1968: 68; 1994: 100) that the Scots- based orthography used by the scribe of the Book of the Dean of Lismore (c.1514–42) to write his Gaelic was anomalous or an aberration − a view challenged by Professor Donald Meek in his articles ‘Gàidhlig is Gaylick anns na Meadhon Aoisean’ and ‘The Scoto-Gaelic scribes of late medieval Perth-shire’ (Meek 1989a; 1989b). The orthography and script used in the Book of the Dean has been described as ‘Middle Scots’ and ‘secretary’ hand, in sharp contrast to traditional Classical Gaelic spelling and corra-litir (Meek 1989b: 390). Scholarly debate surrounding the nature and extent of traditional Gaelic scribal activity and literacy in Scotland in the late medieval and early modern period (roughly 1400–1700) has flourished in the interim. It is hoped that this article will provide further impetus to the discussion of the nature of the literacy and literary culture of Gaelic Scots by drawing on the work of these scholars, adding to the debate concerning the nature, extent and status of the literacy and literary activity of Gaelic Scots in Scotland during the period c.1400–1700, by considering the patterns of where people were writing Gaelic in Scotland, with an eye to the usage of Scots orthography to write such Gaelic.
    [Show full text]
  • Gaelic Scotland and Gaelic Ireland in the Later Middle Ages
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Enlighten: Publications MacGregor, Martin (2000) Làn-mara 's mìle seòl ("Floodtide and a thousand sails"): Gaelic Scotland and Gaelic Ireland in the Later Middle Ages. In: A' Chòmhdhail Cheilteach Eadarnìseanta Congress 99: Cultural Contacts Within the Celtic Community: Glaschu, 26-31 July. Celtic Congress, Inverness, pp. 77-97. Copyright © 2000 The Author http://eprints.gla.ac.uk/91505/ Deposited on: 24 February 2014 Enlighten – Research publications by members of the University of Glasgow http://eprints.gla.ac.uk ‘Làn-mara ’s mìle seòl’ (Floodtide and a Thousand Sails): Gaelic Scotland and Gaelic Ireland in the Later Middle Ages Martin MacGregor I Bha thu aig Gaidheil Eirinn Mar fhear dhiubh fhéin ’s de’n dream. Dh’ aithnich iad annad-sa an fhéile Nach do reub an cuan, Nach do mhill mìle bliadhna: Buaidh a’ Ghàidheil buan. [You were to the Gaels of Ireland as one of themselves and their people. They knew in you the humanity that the sea did not tear, that a thousand years did not spoil: the quality of the Gael permanent.]1 The words of Sorley MacLean have become something of a Q-Celtic clarion call in recent years. They commemorate his brother Calum, whose work on each side of the North Channel on behalf of the Irish Folklore Commission and of the School of Scottish Studies, recording the oral tradition of those whom Calum, quoting the Irish poet F. R. Higgins, described as ‘the lowly, the humble, the passionate and knowledgeable stock of the Gael’,2 is as potent a symbol as there could be of the continuing reality of a greater Gaeldom, however attenuated, into our own times.
    [Show full text]
  • The Celtic Languages in Contact
    Late Modern Irish and the Dynamics of Language Change and Language Death Feargal Ó Béarra (National University of Ireland, Galway) 1. Introduction My comments are informed by the experience of the last 20-25 years, as someone who grew up in the Cois Fharraige Gaeltacht in south Conamara, and who has seen the language retreat further and further westwards and inwards as the Gaeltacht continues to dwindle. In these few years, I have also seen the last remaining pockets of Gaeltacht in areas such as Bearna, Na Forbacha, Mionlach, Leamhchoill, and Maigh Cuilinn all but disappear, never to return. There are few things in Ireland as complicated or as controversial as the language question. We agree on very little. Be that as it may, I believe we can all agree that the form of Irish spoken today is not that of 25 years ago, for example. What passes for Irish today would not have passed for Irish 25 years ago. Others will say to me that what passed for Irish 25 years ago would not have passed for Irish in 1958 when An Caighdeán Oifigiúil1 was published and so on. Of course, this should come as no surprise to us as languages are always in a state of flux. In most cases, except in the case of contemporary Irish, as I hope to show in this paper, language change is a fairly natural and unconscious devel- opment which forms an essential part of the life cycle of any language. Each generation creates its own version of the language it acquires from the previous generation.
    [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]
  • The Autonomous and the Passive Progressive in 20Th-Century Irish
    ACTA UNIVERSITATIS UPSALIENSIS Studia Celtica Upsaliensia 5 Karin Hansson The Autonomous and the Passive Progressive in 20th-Century Irish Dissertation for the degree of Doctor of Philosophy in Celtic Languages presented at Uppsala University in 2004 ABSTRACT Hansson, K. 2004. The Autonomous and the Passive Progressive in 20th-Century Irish. Acta Universitatis Upsaliensis. Studia Celtica Upsaliensia 5. 176 pp. Uppsala. ISBN 91-554- 5899-8. The present study deals with the use of two Irish verb constructions, the auto-nomous (e.g. cuireadh litreacha chun bealaigh, ‘letters were dispatched’) and the passive progressive (e.g. bhí m’athair á leigheas acu, ‘my father was being cured by them’), in a corpus of 20th- century texts. From this corpus, 2,956 instances of the autonomous and 467 instances of the passive progressive were extracted and included in the analysis. Dialectal variation concern- ing the use of these two constructions is also surveyed. The study explores and compares the use of the autonomous and the passive progressive. The main aim of the study is to investigate the two constructions with regard to their textual functions. The features studied relate to verb and clause type, as well as the measuring of topicality of patients, implicit agents, and—in the passive progressive only—overt agents. The autonomous tends to be used when the patient is topical, or central, in the text. The passive progressive, on the other hand, is mainly used with an overt agent that is considera- bly more topical than the patient. In agent-less passive progressives, patients and implicit agents are equally low in topicality.
    [Show full text]
  • TFG Utrera.Pdf (380.8Kb)
    Ó LABHRAÍGÍ MÉ!: THE PAST, PRESENT AND FUTURE OF THE IRISH LANGUAGE Author: Mikel Utrera Puelles Tutor: Xabier Zabaltza Pérez-Nievas Degree in English Studies – 2018/2019 Department of Contemporary History 1 Is mise an Ghaeilge I am Irish Is mise do theanga I am your language Is mise do chultúr I am your culture D'Úsáid na Filí mé The poets used me D'Úsáid na huaisle The nobles used me D'Úsáid na daoine mé The people used me Is d'Úsáid na leanaí And the children used me Go bródúil a bhí siad Proud they were Agus mise faoi réim. And I flourished. Ach tháinig an strainséir But the stranger came Chuir sé faoi chois mé He suppressed me Is rud ní ba mheasa Something worse than that was Nior mhaith le mo chlann mé My own people rejected me Anois táim lag Now I am weak Anois táim tréith Now I am feeble Ach fós táim libh But still I am with you Is beidh mé go beo. And I will be forever. Tóg suas mo cheann Raise up my head Cuir áthas ar mo chroí Put joy in my heart Labhraígí mé Speak me Ó labhraígí mé! Oh speak me! — Anonymous 2 ABSTRACT The case of the Irish language could be considered an anomaly – a nation that, in most of its territory, achieved its independence about 100 years ago should, on paper, not speak the language of their colonizers. However, this is not the case in Ireland. The most accepted theory on the poor state of the language is that the nationalists who kick started the Irish national movement gave more importance to religion than to culture and language, thus linking a free Ireland with the Catholic fate and leaving the Gaelic language and culture aside.
    [Show full text]
  • Initial Consonant Mutation in Modern Irish: a Synchronic and Diachronic Analysis Janine Fay Robinson San Jose State University
    San Jose State University SJSU ScholarWorks Master's Theses Master's Theses and Graduate Research Spring 2015 Initial Consonant Mutation in Modern Irish: A Synchronic and Diachronic Analysis Janine Fay Robinson San Jose State University Follow this and additional works at: https://scholarworks.sjsu.edu/etd_theses Recommended Citation Robinson, Janine Fay, "Initial Consonant Mutation in Modern Irish: A Synchronic and Diachronic Analysis" (2015). Master's Theses. 4556. DOI: https://doi.org/10.31979/etd.f5ad-sep5 https://scholarworks.sjsu.edu/etd_theses/4556 This Thesis is brought to you for free and open access by the Master's Theses and Graduate Research at SJSU ScholarWorks. It has been accepted for inclusion in Master's Theses by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. INITIAL CONSONANT MUTATION IN MODERN IRISH: A SYNCHRONIC AND DIACHRONIC ANALYSIS A Thesis Presented to The Faculty of the Department of Linguistics and Language Development San José State University In Partial Fulfillment of the Requirements for the Degree Master of Arts by Janine F. Robinson May 2015 © 2015 Janine F. Robinson ALL RIGHTS RESERVED ii The Designated Thesis Committee Approves the Thesis Titled INITIAL CONSONANT MUTATION IN MODERN IRISH: A SYNCHRONIC AND DIACHRONIC ANALYSIS by Janine F. Robinson APPROVED FOR THE DEPARTMENT OF LINGUISTICS AND LANGUAGE DEVELOPMENT SAN JOSÉ STATE UNIVERSITY May 2015 Dr. Daniel Silverman Department of Linguistics and Language Development Dr. Soteria Svorou Department of Linguistics and Language Development Dr. Kenneth VanBik Department of Linguistics and Language Development iii ABSTRACT INITIAL CONSONANT MUTATION IN MODERN IRISH: A SYNCHRONIC AND DIACHRONIC ANALYSIS by Janine F.
    [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]
  • The Politics of the Irish Language Under the English and British
    112 The Politics of the Irish Language always been very curious to me how Irish sentiment sticks in this halfway house — how it continues to apparently hate Barra Ó Donnabháin Symposium: the English, and the same time continues to imitate them; how it continues to clamour for recognition as a distinct nationality, and at the same time throws away with both The Politics of the Irish hands what would make it so.2 Language Under the English The centrality that Hyde accords to the language in Irish claims to nationhood is typical of the rhetoric of turn of the century cultural and British Governments nationalism. It’s also interesting that those opposed to Irish autonomy Sean Cahill and claims to nationhood posit the weakened state of the language as central to their delegitimizing claims. Clearly Gaelic, though Seán Ó Cathail demographically and even culturally peripheral at this point in time, was symbolically central in debates over the political future of Ireland. In the north of Ireland during and since “The Troubles,” there has been a strong connection between republicans and the Gaelic revival. We’re familiar with the joke, from the time when there were many republicans in prison: “Maybe Gaelic will die in the Gaeltacht, here is a strong connection between the Irish Gaelic language but it will survive in the gaoltacht.” (“Gaol” is the Irish-English 1 Trevival and politics. In the nineteenth century, Douglas Hyde, spelling for “jail.”) Sinn Fein activist Pádraig Ó Maolcraoibhe explains leader of the Gaelic League (Conradh na Gaeilge), portrayed Gaelic as the that for republican prisoners “stripped of everything” — including sine qua non of Irish national identity.
    [Show full text]