Support, transmission, education and target varieties in the Celtic languages: an overview

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

“…However, much of the literature on bilingualism in linguistics, sociology, psychology, and education identifies formal language learning as a transformative experience that can trigger lifelong active use of a second or additional language (e.g., Woolard, 2011). This phenomenon is documented in the case of minority and majority languages alike (Ó Murchadha & Migge, 2017). In outlining the trajectories of Catalan users who develop proficiency outside the home, Pujolar and Puidgevall (2015) describe education as a linguistically transformative life juncture that opens avenues for social actors to become competent and active multilingual subjects.…”

The Gaelic Crisis in the Vernacular Community: a comprehensive sociolinguistic survey of Scottish Gaelic

“…Glyn Williams (2010: 2) has traced the move in the social sciences away from formal structure and from the concept of collective agency, and Williams suggests instead a focus on the perspective of cultural diversity in the knowledge economy. This move from collective structure to individualisation is mirrored in a similar trajectory in sociolinguistics from 'first wave' studies to the current focus of the 'third wave' on stylistic use and semiotic meaning (Eckert 2012: 98;Ó Murchadha and Migge 2017;Smith-Christmas 2016). The development of sociolinguistics has been divided into three interlocking historical developments: a so-called first wave sociolinguistics concentrated on survey type investigations; a second wave focused on ethnographic analysis; and a third wave has concentrated on styles and repertoires and their semiotic meaning as well as identity construction.…”