Minority language ownership and authority: perspectives of native speakers and new speakers

Fhlannchadha, Siobhán Nic; Hickey, Tina

doi:10.1080/13670050.2015.1127888

Cited by 101 publications

(6 citation statements)

References 31 publications

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“…Our intervention did not confirm the design's effectiveness at improving the target context's ideal L2 self; however we believe this may be due to the possibility that the questionnaires are demonstrating a lack of awareness among the participants in their L2 language ability rather than representing their motivation and confidence to interact with the L2 community. Larger scale studies for adult Irish language learners have found that a lack of native Irish speakers makes learners question their authority in language ownership (Nic Fhlannchadha & Hickey, 2018). This creates a situation whereby Irish language speakers have a passive positive motivation for the language rather than a proactive motivation to become fluent speakers (Ó Laoire, 2007).…”

Section: Discussionmentioning

confidence: 99%

GaeltechVR: Measuring the Impact of an Immersive Virtual Environment to Promote Situated Identity in Irish Language Learning

Collins¹,

Vaughan²,

Cullen³

et al. 2019

JVWR

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This study investigates how a design-based research methodology is best suited to measuring the impact of a designed virtual reality experience to improve situated identity in Irish learners focusing on their attitudes, motivation, and confidence as Irish language learners. This paper describes the design of GaeltechVR: an immersive Irish language VR experience designed for the VIVE Pro. It also gives the results of a mixed-methods study to measure the impact in a local adult Irish language learner context. A questionnaire on situated attitudes and motivation to language learning (Ushioda & Dörnyei, 2009) was adapted for the Irish context to investigate a small scale sample of the local context's attitudes to Irish language learning. The participant's gameplay was recorded for analysis along with questionnaires on presence (Witmer & Singer, 1998), simulator sickness and an adapted questionnaire on their attitudes after the intervention.Using best practice in design-based research experiments (Nelson, Ketelhut, Clarke, Bowman, & Dede, 2013) the study had two main goals: To investigate the usability of the design of GaeltechVR and to measure the impact of the intervention on attitudes, identity and motivation in the local Irish language learning context.

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Section: Discussionmentioning

confidence: 99%

GaeltechVR: Measuring the Impact of an Immersive Virtual Environment to Promote Situated Identity in Irish Language Learning

Collins¹,

Vaughan²,

Cullen³

et al. 2019

JVWR

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“…The majority of these children are from English-only homes and the variety of Irish they speak has been described as a 'creole ' (Nic Pháidín 2003) or as an 'interlanguage' (Ó Duibhir 2009) that is marked by grammatical inaccuracies with frequent borrowing and code-mixing from English. Despite these features, this variety had been claimed to have higher status, by dint of association with an urban young elite, than the native speaker variety associated with rural older speakers (Nic Fhlannchadha and Hickey 2016;Nic Pháidín 2003). Most Irish speakers come from rural areas in the west of Ireland known as 'an Ghaeltacht', or officially designated Irish-speaking communities, although even within these communities, home use of Irish varies and has been declining in recent years (Hickey 2005;Ó Giollagáin et al 2007;Péterváry et al 2014).…”

Section: The Sociolinguistic Situation Of Irelandmentioning

confidence: 95%

Bilingual language acquisition in a minority context: using the Irish–English Communicative Development Inventory to track acquisition of an endangered language

O’Toole

Hickey

2016

International Journal of Bilingual Education and Bilingualism

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This study investigated the role of language exposure in vocabulary acquisition in Irish, a threatened minority language in Ireland which is usually acquired with English in a bilingual context. Using a bilingual Irish-English adaptation of the MacArthur-Bates Communicative Development Inventories) [Fenson, L., V. A. Marchman, D. J. Thal, P. S. Dale, J. S. Reznick, and E. Bates. 2007. The MacArthur-Bates Communicative Development Inventories. 2nd ed. Baltimore: Brookes], longitudinal parent report data were collected from 34 children (19 girls and 15 boys) at 4-monthly intervals, resulting in 61 data points between the ages of 17-36 months. Language exposure estimates indicated that while the caregivers 'always' spoke Irish to the children, both languages were used in most households, with/among siblings and extended family. The children's vocabulary indicated that they were Irish-dominant in this age range, with more Irish words than English for all vocabulary categories. The analysis also showed no difference in Irish vocabulary scores between children who were 'usually' exposed to Irish compared to those with lower exposure rates to Irish. However, there was a significant effect for caregivers' reported use of English on children's English scores. The results are discussed in terms of the language input needed to maintain an endangered language and factors to take into account for establishing good estimates of language exposure in a minority language context. ARTICLE HISTORY

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“…For example, in Aotearoa (New Zealand) being Māori is identified by a person's whakapapa (genealogy), and therefore, the connection with te reo Māori (the Māori language) (Albury, 2014; King, 2014). In this sense, native speakers are seen as the most ‘legitimate’ speakers (Nic Fhlannchadha & Hickey, 2016; O'Rourke, 2011). This typically includes an affiliation with a specific language community.…”

Section: Language Ownership Legitimate Speaker and Language Ideologymentioning

confidence: 99%

The discursive construction of language ownership and responsibility for Indigenous language revitalisation

Ting

2023

Journal of Sociolinguistics

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Unpacking the possible ramification of how ownership of language and the responsibility of language revitalisation is perceived and how this may impact language revitalisation, this study uses a critical discourse studies approach to examine how the speakers negotiate their language ownership, which eventually leads to the question ‘who is responsible for language revitalisation’. The data of this study comes from semi‐structured interviews with 11 Indigenous participants in Taiwan. The findings suggest that, when deciding who can ‘do’ language revitalisation, only those who are deemed legitimate by the speakers have the power to act. However, the speakers view the non‐Indigenous speakers as potential speakers and, thus, were also assigned language revitalisation responsibility. Thus, by encouraging non‐Indigenous speakers to become speakers of an Indigenous language via language acquisition, language ownership is shared. This study shows the complexity of how the speakers negotiate language ownership and how this has an impact on language revitalisation efforts.

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Minority language ownership and authority: perspectives of native speakers and new speakers

Cited by 101 publications

References 31 publications

GaeltechVR: Measuring the Impact of an Immersive Virtual Environment to Promote Situated Identity in Irish Language Learning

GaeltechVR: Measuring the Impact of an Immersive Virtual Environment to Promote Situated Identity in Irish Language Learning

Bilingual language acquisition in a minority context: using the Irish–English Communicative Development Inventory to track acquisition of an endangered language

The discursive construction of language ownership and responsibility for Indigenous language revitalisation

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