Immersion Education Outcomes and the Gaelic Community: Identities and Language Ideologies among Gaelic Medium-Educated Adults in Scotland

Autor/in	Dunmore, Stuart S.
Titel	Immersion Education Outcomes and the Gaelic Community: Identities and Language Ideologies among Gaelic Medium-Educated Adults in Scotland
Quelle	In: Journal of Multilingual and Multicultural Development, 38 (2017) 8, S.726-741 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2016.1249875
Schlagwörter	Immersion Programs; Language Usage; Self Concept; Language Minorities; Family Environment; Child Development; Language Acquisition; Second Language Learning; Cultural Influences; Ethnicity; Language Maintenance; Foreign Countries; Indo European Languages; Language Planning; Language Role; English; Code Switching (Language); Online Surveys; Semi Structured Interviews; Qualitative Research; Statistical Analysis; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Immersionsprogramm; Sprachgebrauch; Selbstkonzept; Sprachminderheit; Familienmilieu; Kindesentwicklung; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Cultural influence; Kultureinfluss; Ethnizität; Sprachpflege; Ausland; Indoeuropäisch; Sprachwechsel; English language; Englisch; Qualitative Forschung; Statistische Analyse
Abstract	Scholars have consistently theorised that language ideologies can influence the ways in which bilingual speakers in minority language settings identify and engage with the linguistic varieties available to them. Research conducted by the author examined the interplay of language use and ideologies among a purposive sample of adults who started in Gaelic medium education during the first years of its availability. Crucially, the majority of participants' Gaelic use today is limited, although notable exceptions were found among individuals who were substantially socialised in the language at home during childhood, and a small number of new speakers. In this paper, I draw attention to some of the language ideologies that interviewees conveyed when describing their cultural identifications with Gaelic. I argue that the ideologies that informants express seem to militate against their more frequent use of the language and their association with the wider Gaelic community. In particular, I discuss interviewees' negative perceptions of the traditionally defined, ethnolinguistic identity category "Gael(s)" in their expression of language ideologies and identities, and the implications of this finding for other contexts of minority language revitalisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01