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The Call of the Wild Geese: an Ethnography of Diasporic Irish Language Revitalization in Southern and Eastern Ontario

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The Call of the Wild Geese: an Ethnography of Diasporic Irish Language Revitalization in Southern and Eastern Ontario CORE Metadata, citation and similar papers at core.ac.uk Provided by Scholarship@Western Western University Scholarship@Western Electronic Thesis and Dissertation Repository 8-20-2013 12:00 AM The Call of the Wild Geese: An Ethnography of Diasporic Irish Language Revitalization in Southern and Eastern Ontario Jonathan R. Giles The University of Western Ontario Supervisor Dr. Tania Granadillo The University of Western Ontario Graduate Program in Anthropology A thesis submitted in partial fulfillment of the equirr ements for the degree in Master of Arts © Jonathan R. Giles 2013 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Linguistic Anthropology Commons Recommended Citation Giles, Jonathan R., "The Call of the Wild Geese: An Ethnography of Diasporic Irish Language Revitalization in Southern and Eastern Ontario" (2013). Electronic Thesis and Dissertation Repository. 1448. https://ir.lib.uwo.ca/etd/1448 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. THE CALL OF THE WILD GEESE: AN ETHNOGRAPHY OF DIASPORIC IRISH LANGUAGE REVITALIZATION IN SOUTHERN AND EASTERN ONTARIO Monograph by Jonathan Giles Graduate Program in Anthropology and Collaborative Graduate Program in Migration and Ethnic Relations A thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Jonathan Giles 2013 Abstract This research examines the ideological and social dynamics that govern the use of the Irish language by a network of speakers and learners in Southern and Eastern Ontario. In what follows, I investigate the invocation of powerful historical discourses and symbolic references that has resulted in the creation of a vibrant network dedicated to reviving Irish in a diasporic setting through immersion. Using Irish at language immersion events is informed by diverse factors – levels of participant fluency, the prevalence of language- specific acquisition and socialization strategies, as well as by the need of attendees to talk about their stories and identities. While the institutional goals of using Irish wherever possible is relatively straightforward, this research explores the complicated ideological landscape that informs the language choices that individuals make in their negotiation of these events in order to highlight factors that complicate the goal of language revitalization by a community in diaspora. Keywords: Irish language, language revitalization, language ideologies, linguistic anthropology, language and ethnicity, identity, diaspora, transnationalism, Gaeltacht Thuaisceart an Oileáin Úir, Gaeilge, Oireachtas Gaeilge Cheanada ii Acknowledgments This work has been made possible with the help of many hands – friends, family, mentors, colleagues, and the Irish community in Ontario. Nothing can be more powerful to someone trying to realize a goal than to have someone visualize it with you, as they help you work out the kinks and knots in each step. To my family, thank you for bringing me up with a strong sense of identity and with a belief that I could pursue any intellectual endeavour that I wished. I have my late Grandmother, Kathleen O’Brien to thank for anchoring me with a worldview very different from the one with which I was surrounded growing up, and for her stories and tales of her upbringing in Ireland, which often came in exchange for a trip to the corner store to buy a pack of cigarettes or a pound of butter. I am grateful to my friends, who always listened actively and with interest, even when this project was in its infancy, and to my partner, Holli-Lynne, who has been a foundational support through the minutiae of challenges that come with overseeing a large project like this. The Anthropology Department at Western University has provided a place for me to develop my ideas in a diversity of venues – in class, in the hallways of the graduate student offices, and in supervisor’s and advisor’s offices. It has shown me that it sometimes takes a community to help form ideas that can at times act like a tempest that needs to be calmed inside a scholar’s mind. My supervisor and long-time mentor Dr. Tania Granadillo first encountered me as an earnest nineteen year-old in her discourse analysis class, and through her guidance I have embarked on a journey that has had me think deeply about the situation facing not only my language, but the plight of endangered languages in general. I have benefited immeasurably from the feeling that I could always discuss an idea with her, and I finish this work knowing that I had a venue to explore ideas in a manner befitting the ideals of a university education. To the Irish language community, thank you for putting up with my questions, and for your shared passion that has enabled us to come together to use our language. To the organizers of the Irish language community, your tireless efforts have turned the tide for our language here, and I am forever grateful to you for that. Go raibh mille maith agaibh, a chairde. Tá súil agam go mbeidh mo thaighde úsáideach dúinn. iii Table of Contents Abstract ............................................................................................................................... ii Acknowledgments.............................................................................................................. iii Table of Contents ............................................................................................................... iv List of Appendices ............................................................................................................. iv Introduction ......................................................................................................................... 1 Genealogies of Irish Language Revitalization ................................................................2 Contemporary Irish Language Networks in Canada .......................................................4 Field Sites and Methodology ..........................................................................................8 Theoretical Approaches .................................................................................................10 The Global Picture ........................................................................................................20 Summary of Chapters ....................................................................................................20 Chapter 1 ............................................................................................................................... Communities of Practice, and the Creation of a Diasporic Gael Identity ........................ 22 Synchronicity and the Syncretic Discourses of Traditionalism ....................................23 The Diaspora of Keywords ...........................................................................................24 Communities of Practice as a Site of Ideological Heterogeneity ..................................30 Collaboration and Consecration ....................................................................................34 Discussion .....................................................................................................................35 Conclusion ....................................................................................................................38 Chapter 2 ............................................................................................................................... Invoking Irishness: Language Ideologies and Claiming a Gaelic Identity ....................... 39 Speech Genres ...............................................................................................................41 The Ethnographic Examples .........................................................................................43 Fluent Speaker Strategies ..............................................................................................50 Institutional Language Ideologies: SnaG ......................................................................56 The importance of Having a Connection ......................................................................59 Non-Irish Participants ...................................................................................................62 Conclusion ....................................................................................................................65 Chapter 3 ............................................................................................................................... Re-thinking Immersion: Pedagogy and Language Socialization during Irish Language Events in Ontario .............................................................................................................. 70 Examples .......................................................................................................................73 Classroom Interaction at the Diereadh Seachtaine Lán-Gaeilge, Keswick ..................73 English Language Metalinguistic Talk, in Context .......................................................80 Existing Strategies at Immersion Events .......................................................................81
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