The role of Gallo in the identity of Upper-Breton school pupils of the language variety and their parents

Abstract

Whilst recent studies have provided pivotal insights into the relationship between Bretons and the principle languages of Brittany, Breton and French, this paper aims to shed light on the relationship between Brittany’s northern French near language (Oïl) variety, Gallo, and the identity of the inhabitants of the territory with which it is historically associated, Upper-Brittany. This is done through questionnaires of both a quantitative and qualitative nature and follow-up interviews with school pupils of Gallo and their parents in 2003 and 2004. Results suggest that although Gallo has been historically subject to a highly negative linguistic culture in both the French and Breton language contexts, for many respondents Gallo is perceived as continuing to play a role in their identity. This role, whilst it is restricted to the Upper-Breton region, tradition, the countryside and the family is of a positive nature for many respondents, but particularly for the younger generation. However, this identity role does not necessarily require it to be spoken and Gallo, which has up to recent years been socially marginalised in favour of Breton and French, may find a place for itself in Brittany’s identity consciousness as an ‘associated language’ to Upper-Breton identity.

Representations of Language Identity in Today’s Gallo Community

“…Basse-Bretagne corresponds to the Breton area (Brezhoneg in the Celtic language) and Haute-Bretagne is the region where Gallo varieties are still used. According to previous studies, Nolan (2008b), and Blanchet and Le Coq (2007), Gallo speakers did not express positive representations of the language and culture of Haute-Brittany.…”

Reassessing Gallo as a regional language in France: language emancipation vs. monolingual language ideology

“…This perceived dialectal status is frequently used to deny requests for the opening of new Gallo classes despite activist claims that there exists public demand for this (cf. Nolan 2006Nolan , 2008a. Resources for the provision of such classes have also been placed under severe pressure since the 2002 withdrawal of the Gallo option for trainee teachers at the Institut universitaire de formation des maîtres ('teacher training college', IUFM).…”

“…However, it has equally shown that Gallo's status continues to be a source of debate within the education system and in Breton society in general (cf. Nolan 2006Nolan , 2008aNolan , 2008b …”

“…Its presence in the school system has had the effect of making many young pupils of Gallo aware of the value of their Gallo cultural heritage (cf. Nolan 2006Nolan , 2008aNolan , 2008b. In addition, there are social activities such as theater, poetry and story telling groups and local community summer parties, called festoù-noz (term borrowed from Breton), with singing in Gallo and traditional dancing.…”