‘New’ Scottish Gaelic speakers in Glasgow: A phonetic study of language revitalisation

Nance, Claire

doi:10.1017/s0047404515000408

Cited by 104 publications

(42 citation statements)

References 56 publications

(74 reference statements)

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“…While traditional regional and/or societal variation may be present prior to language contact, it is widely documented that post-traditional variation emerges as a matter of course during language shift (Dorian, 2010) and when new populations of speakers develop proficiency through institutional structures outwith the traditional communities. This is attested in the Irish context (e.g., Hickey, 2009;Ó Sé, 2000;Pétervary et al, 2014) and in other minority language contexts (e.g., Jones, 1998;Nance, 2015;Ó Murchadha & Ó hIfearnáin, 2018).…”

Section: Variation In Minority Languages (Especially Irish)mentioning

confidence: 91%

Educators’ Target Language Varieties for Language Learners: Orientation Toward ‘Native’ and ‘Nonnative’ Norms in a Minority Language Context

Murchadha

Flynn

2018

The Modern Language Journal

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Target varieties for language learning are contentious in applied linguistics and sociolinguistics. Debates centre on the nature and utility of alternative norms. Approximation to ‘native speaker’ practices is the hallmark of language education. Thus, policy and pedagogy frequently orient toward achieving native‐like production. While many language learning stakeholders are committed to this model, it is also contested. Opponents point to the ideological assumptions about ‘native’ and ‘nonnative’ speech inherent in the model, and to the unrealistic aims it presents to teachers and learners. While much research focuses on learner preferences, little work exists on teacher attitudes. This article aims to address this dearth in the target variety debate. By focusing on Irish as a minority language, the article supplements the literature on classroom targets for English and other major languages. A thematic analysis of interviews with Irish language pedagogues is presented and reveals their engagement with target varieties for the language.

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Section: Variation In Minority Languages (Especially Irish)mentioning

confidence: 91%

Educators’ Target Language Varieties for Language Learners: Orientation Toward ‘Native’ and ‘Nonnative’ Norms in a Minority Language Context

Murchadha

Flynn

2018

The Modern Language Journal

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“…The data from the older traditional speakers are taken from sociolinguistic interviews conducted by the first author in 2011. These sociolinguistic interviews were collected as part of a wider project and were recorded onto a laptop computer in the participant's home using a Beyerdynamic Opus 55 headset microphone, a RollsLive mixer, and a USB audio interface (for further details, see Nance 2013Nance , 2014Nance , 2015. The data were transcribed and then, for the quantitative analysis described in section 4, tokens of word-final rhotics extracted in ELAN (Sloetjes and Wittenburg 2008).…”

Section: Lewis Gaelicmentioning

confidence: 99%

Identity, accent aim, and motivation in second language users: New Scottish Gaelic speakers’ use of phonetic variation

Nance

McLeod

O’Rourke

et al. 2016

Journal of Sociolinguistics

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This paper examines the use of phonetic variation in word-final rhotics among nineteen adult new speakers of Scottish Gaelic, i.e. speakers who did not acquire the language through intergenerational transmission. Our speakers learned Gaelic as adults and are now highly advanced users of the language. We consider variation in their rhotic productions compared to the productions of six older, traditional speakers. Previous approaches to variation in second language users have either focussed on how variable production will eventually result in native-like 'target' forms (Type 1 study), or have investigated the extent to which second language users reproduce patterns of variation similar to 'native speakers' (Type 2 study). We additionally draw on sociocultural approaches to Second Language Acquisition and apply notions of accent aim, identity construction, and learning motivation in order to fully explore the data. In doing so, we advocate a 'Type 3' approach to variation in second language users.Bheir am p aipear seo s uil air caochlaideachd fh ogharach an cois fhuaimean le ruis (/r/) dheireannach am measg naoi deug luchd-labhairt ura na G aidhlig, i.e. luchd-labhairt nach do thog a' Gh aidhlig tro thar-chur eadarghinealach. Dh'ionnsaich an luchd-labhairt seo a' Gh aidhlig nan inbhich, agus tha iad uile a' cleachdadh na G aidhlig aig ıre ard san latha an-diugh. Sa ph aipear seo bheir sinn s uil air caochlaideachd nan ruisean aig an luchdlabhairt seo ann an coimeas ris a' chleachdadh a tha aig sia luchd-labhairt dualchasach na G aidhlig a tha nas sine. Gu ruige seo tha rannsachadh air caochlaideachd am measg luchd-labhairt d arna c anain air f ocas a chur air mar a dh'fh asas caochlaideachd ch ananach nas fhaisge air cleachdaidhean dualchasach na c anain 'targaid' (sgr udadh Se orsa 1), no air an ıre gus an cleachdar p atranan dualchasach caochlaidh le luchd-labhairt den t-se orsa ud (sgr udadh Se orsa 2). A thuilleadh air sin cleachdaidh sinn bunbheachdan s oisio-chultarach ann an Togail D arna C anain san sgr udadh againn, a' cleachdadh amasan dualchainnt, cruthachadh f ein-aithne agus adhbharan ionnsachaidh airson rannsachadh iomlan a dh eanamh air an d ata. Na l uib, molaidh sinn sgr udadh 'Se orsa 3' airson rannsachadh air Journal of Sociolinguistics 20/2, 2016: 164-191

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“…However, this terminology implicates that the younger generations of Breton speakers, the new speakers, are all non-natives. As noted by Nance (2015), in Brittany, this choice of terminology is in line with the term of neo-Breton speaker as used in Le Dû (1997), who considers explicitly that there is "a ditch separating neo-Breton speakers and speakers of inherited varieties". 10,11 The first problem is that this terminology neglects the social existence and relevance of two types of young native speakers.…”

Section: Some Concrete Examples Of Cultural Erasurementioning

confidence: 87%

The Nativeness of Breton Speakers and Their Erasure

Jouitteau

2019

Studia Celtica Posnaniensia

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I discuss the nativeness of heritage speakers of Breton in the twentieth century. I present a syntactic test designed for Breton that sets apart its native speakers from its late learners, for whom Breton is a second language. Nativeness is revealed by a better tolerance to syntactic overload when sufficient linguistic stress is applied. Both heritage speakers of inherited Breton and early bilinguals whose linguistic input comes exclusively from school answer this test alike, which I take as a sign they are cognitively natives. The syntactic nativeness of children deprived of familial Breton input suggests there is many more young Breton natives among contemporary speakers than previously assumed. Taking stock of these results, I discuss the cultural erasure of Breton native speakers. I compare their cultural treatment with the figure of the ghost. I end by a discussion of the term new speaker.

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‘New’ Scottish Gaelic speakers in Glasgow: A phonetic study of language revitalisation

Cited by 104 publications

References 56 publications

Educators’ Target Language Varieties for Language Learners: Orientation Toward ‘Native’ and ‘Nonnative’ Norms in a Minority Language Context

Educators’ Target Language Varieties for Language Learners: Orientation Toward ‘Native’ and ‘Nonnative’ Norms in a Minority Language Context

Identity, accent aim, and motivation in second language users: New Scottish Gaelic speakers’ use of phonetic variation

The Nativeness of Breton Speakers and Their Erasure

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