Celtic Languages and Sociolinguistics: A Very Brief Overview of Pertinent Issues

Autor/in	Edwards, John
Titel	Celtic Languages and Sociolinguistics: A Very Brief Overview of Pertinent Issues
Quelle	In: Language, Culture and Curriculum, 30 (2017) 1, S.13-31 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2016.1230618
Schlagwörter	Indo European Languages; Language Maintenance; Language Variation; Activism; Sociolinguistics; Social Change; Self Concept; Language Attitudes; Language Usage; Irish + Suchen Sie Ihr Suchwort? Indoeuropäisch; Sprachpflege; Sprachenvielfalt; Aktivismus; Politischer Protest; Soziolinguistik; Sozialer Wandel; Selbstkonzept; Sprachverhalten; Sprachgebrauch; Irisch
Abstract	The present and future situation of the Celtic languages is intrinsically interesting. Two are moribund, while the other four possess varying degrees of strength and institutional support. From the weakest to the strongest, however, there are pressing concerns about stability and maintenance, to say nothing of possible revitalisation. All are faced with powerful linguistic neighbours, and all have heartlands under pressure from the surrounding non-Celtic-speaking "mainstream". The activist community remains small and sometimes internally fragmented, and it struggles to transform a broad but passive societal goodwill--one that has, quite importantly, grown in recent years--into energised support for the language. But the Celtic languages also have a real and generalisable significance for other "small"-language settings, inasmuch as the features that bear upon their health and development are commonly found elsewhere. This article focuses mainly upon the difficulties besetting these varieties. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01