From Email Patrick O'Sullivan

For information...

L'Évolution Psychiatrique

Volume 64, Issue 2
6 April 1999
Pages 271-279

PII: S0014-3855(99)80065-6

Nostalgia and exile

A. Ayouch Boda

Reçu le: 14 Avril 1996; accepté le: 16 Novembre 1998. Available online 27
July 2001.

Abstract
Nostalgia is a universal experience that exile can revive and exacerbate.
The way in which the subject develops his nostalgia, the relationship that
he maintains with this state and the use to which he puts it in his relation
to the outside world are conditioned by his attitude towards the need for
and loss of the object. Nostalgia occupies that space which the subject
makes between his real birthplace and the place of origin, which he
fabricates day after day and which is of his own invention. Nostalgia is
more easily focussed on the homeland and the childhood home when those
places retain characteristic traces of primordial images. It is a sort of
localisation of that desire which favours the reassuring illusion of return.
There are different types of nostalgic space: some are fixed and closed, the
object is immobile, idealised and often specular; others are open, and
provide the possibility for creative and dynamic regression which allows the
subject to delve into and draw strength from the archaic, without being
overcome by it. Nostalgia is not only that state of mind which is for the
most part perceived as negative, and into which one `falls' or `escapes'.
The inability to experience nostalgia is as problematical as is the capacity
to be overome by that state. The initial motivations are often inherent in
the form of nostalgia that the subject develops: it is possible to determine
what these are when the subject talks about his relationship toward his
nostalgic objects (homeland, language, etc.), which constitute the
metaphoric expression of the lost object.

Résum
La nostalgie est une expérience universelle que l'exil peut raviver et
alimenter. La manière dont le sujet élabore sa nostalgie, la relation qu'il
entretient avec elle, l'utilisation qu'il en fait dans sa relation au monde
procèdent de son rapport au manque et à la perte de l'objet. La nostalgie se
situe dans l'espace que le sujet creuse entre son lieu de naissance, réel,
et le lieu d'origine qu'il construit jour après jour et qui est sa création
singulière. La nostalgie se fixe d'autant plus facilement sur la terre et la
maison natales que les lieux gardent l'empreinte des images primordiales. Il
s'agit d'une sorte de localisation pour le désir qui se prête à l'illusion
d'un retour possible. Il existe différents types d'espaces nostalgiques :
certains sont clos et fixes, l'objet y est immobile, idéal, souvent
spéculaire ; d'autres sont ouverts et offrent une régression créatrice et
dynamique qui puise dans l'archaïque sans y sombrer. La nostalgie n'est pas
uniquement cet état le plus souvent présenté comme négatif, dans lequel on
« tombe » ou on « fuit ». L'incapacité à éprouver la nostalgie est aussi
pathologique que d'y sombrer. Les motivations du départ sont souvent
inscrites dans la forme de nostalgie que le sujet va élaborer, et nous
pouvons les déceler quand le sujet parle de son rapport à ses objets
nostalgiques (terre, langue, etc.) qui sont des métaphores de l'objet perdu.

Mots-clé: exile; need; migration; nostalgia; origin; lossMots-clé: exil;
manque; migration; nostalgie; origine; perte

L'Évolution Psychiatrique
Volume 64, Issue 2
6 April 1999
Pages 271-279

From Email Patrick O'Sullivan

And this...

For information...

P.O'S.



Journal name Language in Society
ISSN 0047-4045 electronic:0047-4045
Publisher Cambridge University Press
Issue 1998 - volume 27 - issue 2
Page 260 - 267

SUE WRIGHT (ed.), Language and the state: Revitalization and revival in
Israel and Eire. (Current Issues in Language and Society, 2:3.) Clevedon
(UK) & Philadelphia: Multilingual Matters, 1996. Pp. 75. Hb $59.00.

Reviewd by
Dorian, Nancy C.

Abstract
Language and the state contains two formal papers, plus the questions and
answers that followed each. The occasion was a Current Issues in Language
and Society seminar held at the University of Birmingham in September 1995;
the speakers were Bernard Spolsky of the Language Policy Research Center,
Bar-Ilan University, Israel ("Conditions for language revitalization: A
comparison of the cases of Hebrew and Maori"), and Muiris Ó Laoire of the
Irish Language Department, University College Galway, Ireland ("An
historical perspective on the revival of Irish outside the Gaeltacht,
1880-1930, with reference to the revitalization of Hebrew"). Perhaps because
Israel and Ireland constitute a rare pair of cases in which the energies and
resources of the state have been devoted to the promotion of a language
spoken by relatively few at the time of the state's official formation, the
volume's title is framed in terms of those two cases alone. But this
seriously downplays the value of Spolsky's discussion of Maori
revitalization efforts, which greatly enhances the book's contribution, and
in fact makes this a book that no one deeply concerned with small-language
revitalization efforts should miss.

From Email Patrick O'Sullivan

This is the gist of my first message to Seumas Watson, Cape Breton...

Dear Seumas,

I am not at all sure how much I can help...

I am not a linguist. I do have a general interest in the development of
Irish Diaspora Studies. And within that area of study I have long thought
that we could do more to understand the history of the Irish language
outside Ireland...

In my series The Irish World Wide I published one chapter, to get the theme
on the agenda...

?I gcuntas Dé múin Béarla do na leanbháin?: eismirce agus an Ghaeilge sa
naoú aois déag
?For God?s sake teach the children English?: emigration and the Irish
language in the nineteenth century
by Karen P. Corrigan

in
Patrick O?Sullivan, ed., The Irish in the New Communities

Volume 2 of The Irish World Wide
Leicester University Press, London & Washington

first published 1992 0 7185 1427 0
paperback edition 1997, ISBN 0 7185 0116 0

Full information on my subsidiary web site
Irish Diaspora Net Archive http://www.irishdiaspora.net

Karen Corrigan's title says a lot...

Also on that web site look in the folder called Irish Diaspora Studies -
Projects.

Reg Hindley caused some controversy a decade ago with The Death of the Irish
Language - A Qualified Obituary (London: Routledge, 1990). See for example
a response by Éamon Ó Ciosáin, a pamphlet, Buried Alive: a Reply to `The
Death of the Irish Language' (Baile Átha Cliath: Dáil Uí Chadhain, 1991).

There is a lot of technical work about the Irish language but really
comparatively little about your themes, and about the Irish language outside
Ireland. There are now numerous Irish language enthusiast web sites, and
courses - and it would be possible to construct a bibliography.

The Irish state is in theory committed to maintaining the Irish language -
but a number of commentators have wondered how serious that committment is.
Compare the Czech Republic or Israel, and their re-invention of a national
language. Irish government policy seems to give the task to two groups of
people - schoolteachers and school children. With the result, it has been
said, that generations of Irish children are taught to hate classic Irish
language texts...

I do run the Irish-Diaspora list, our email discussion forum for Irish
Diaspora scholars throughout the world. If you and I could frame a question
we could involve the language experts amongst our membership, and see what
they have to say.

Patrick O'Sullivan

- --
Patrick O'Sullivan
Head of the Irish Diaspora Research Unit

Email Patrick O'Sullivan
Email Patrick O'Sullivan
Personal Fax 0044 (0) 709 236 9050

Irish-Diaspora list
Irish Diaspora Studies http://www.brad.ac.uk/acad/diaspora/
Irish Diaspora Net Archive http://www.irishdiaspora.net

Irish Diaspora Research Unit
Department of Interdisciplinary Human Studies
University of Bradford
Bradford BD7 1DP
Yorkshire
England

From Email Patrick O'Sullivan

We have been contacted by Seumas Watson (Jim Watson) who is a Scots Gaelic
teacher/activist in Cape Breton, Nova Scotia...

Seumas writes that 'there was in Cape Breton a large Scottish Gaelic
speaking community up to the 1950s. The effects of assimilation at the
individual and community affective level have been a social disaster. Its
characteritics are not unlike those faced by natives in the area and across
Canada...'

I have corresponded with Seumas, giving my own first thoughts on his theme,
and clarifying his wishes. In the first instance he wants 'references to
research on similar situations'. I guess that, as a language activist, he
is looking primarily for hope... And maybe a route forward...

I am by no means an expert on language issues, and I think that Seumas
Watson would value comments and guidance from our language experts and
enthusiasts...

Paddy O'Sullivan


- --
Patrick O'Sullivan
Head of the Irish Diaspora Research Unit

Email Patrick O'Sullivan
Email Patrick O'Sullivan
Personal Fax 0044 (0) 709 236 9050

Irish-Diaspora list
Irish Diaspora Studies http://www.brad.ac.uk/acad/diaspora/
Irish Diaspora Net Archive http://www.irishdiaspora.net

Irish Diaspora Research Unit
Department of Interdisciplinary Human Studies
University of Bradford
Bradford BD7 1DP
Yorkshire
England

From Email Patrick O'Sullivan

Coincidentally, since we are discussing language, the following item fell
into our nets...

P.O'S.

Journal name Language in Society
ISSN 0047-4045 electronic:0047-4045
Publisher Cambridge University Press
Issue 1999 - volume 28 - issue 1
Page 127 - 130

PADRAIG Ó RIAGáIN, Language policy and social reproduction: Ireland
1893-1993. (Oxford studies in language contact.) Oxford: Clarendon Press;
New York: Oxford University Press, 1997. Pp. xi, 297. Hb £42.50, $80.00.

Reviewd by
Dorian, Nancy C.

Abstract
Ó Riagáin has produced the sort of book that many have wished for but
doubted they would see: a scrupulously dispassionate, comprehensive account
of Irish language fortunes since the late 19th century, and of Irish
language policies and outcomes since independence in 1922. Reading his
careful, low-key book, one could easily forget that he is writing from and
about a country where language issues rouse strong feelings, and also about
the single most discussed case of attempted language maintenance and
restoration in our time. His meticulous study allows efforts on behalf of
Irish to be seen, appropriately, within a broad general framework of
national development, in which the effectiveness of language policies is
dependent in good part on their fit or lack of fit with the economic and
social conditions of a given period.

From: KP Corrigan


Dear Padraig,
There are many similar cases such as the one described by Seamus
and a number of these (including a chapter by O' Riagáin on Ireland) have
recently been revisited in a new volume by Joshua Fishman, one of the main
players in this subject area (known as the 'sociology of language'). It was
published in 2000 in Clevedon by Multilingual Matters and is entitled "Can
Threatened Languages Be Saved? Reversing Language Shift, Revisited: A 21st
Century Perspective." As you know this is one of my pet subject areas too
and I have a very extensive book-list that I am willing to share with Seamus
if he lets me know a little more about exactly what it is he is seeking
within the literature on language shift/death.

Best wishes,

Karen.



****************************************************************************
Dr. Karen P. Corrigan,
Deputy Director, Centre for Research in Linguistics,
Department of English Literary and Linguistic Studies,
Percy Building,
University of Newcastle,
Newcastle-upon-Tyne,
NE1 7RU
Telephone: 0191 222 7757
Fax: 0191 222 8708
E-mail: k.p.corrigan[at]ncl.ac.uk
http://www.newcastle.ac.uk/english/staff/corrigan.htm
http://www.newcastle.ac.uk/crl/
http://www.newcastle.ac.uk/english/research/linguistics/npecte.htm

From Email Patrick O'Sullivan

Further to Karen Corrigan's message...

A copy of the latest Multilingual Matters Email Newsletter has been
forwarded to us...

It gives web site and contact information, and a flavour of their
activities...

See also the web site at www.multilingual-matters.com

P.O'S.


- --- Begin Forwarded Message ---
Date: Tue, 26 Feb 2002 13:47:01 +0000
From: Multilingual Matters
Subject: Multilingual Matters Book News Issue 2 2002
Sender: Multilingual Matters

Multilingual Matters Book News Issue 2 2002

CONTENTS OF THIS NEWSLETTER

(1) Welcome from Multilingual Matters

(2) Forthcoming conferences

(3) Details of books published recently
(i) Language Minority Students in the Mainstream Classroom (2nd edition)
by Angela Carrasquillo & Vivian Rodriguez
(ii) Minority Language Broadcasting: Breton & Irish by Helen Kelly-Holmes
(iii) Teaching for Understanding Across the Primary Classroom by Lynn Newton
(3) Ordering information and special offer
____________________________________________________________________________
_______

(1) WELCOME FROM MULTILINGUAL MATTERS
Welcome to the second issue of 2002 of Multilingual Matters' books
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____________________________________________________________________________
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(2) Forthcoming conferences.
Multilingual Matters staff will be attending and displaying our
publications at the following conferences early this year:
NABE, Philadelphia PA
AERA, New Orleans
Sociolinguistics, Gent
AAAL, Salt Lake City, UT
TESOL, Salt Lake City, UT
Do come and see us!

Our publications will also be on display at:
TESOL-SPAIN 25th Annual Convention March 15-17, 2002
Madrid, Spain
Theme: Access Europe: Language as a Common Currency
Contact: Holly Vass, Convention Coordinator
e-mail: holly.vass[at]wanadoo.es
address: Padre Oltra, 63-3:Bm 28019 Madrid, Spain
Further information: www.tesol-spain.org

Changing Japanese Identities in Multicultural Canada
The conference will be held at the University of Victoria, Victoria, B.C.,
Canada, on August 22-24, 2002. The conference will examine the history and
current status of the Japanese identity in Canada as well as in Japan. This
will be an interdisciplinary conference, potentially drawing academic and
non-academic participants working in fields as varied as history,
literature, linguistics, psychology, political science, and cultural aspects
of Japanese studies.
The Organizing Committee: Michiko Ayukawa, Joseph F. Kess, Hiroko Noro
Website: http://web.uvic.ca/~capijfk


(3) Books recently published

(iii) Language Minority Students In The Mainstream Classroom
2nd Edition

Angela L. Carrasquillo (Fordham University, New York)
Vivian Rodriguez (Elizabeth Public School, New Jersey)

This is the second edition of an easily readable text that
provides first-hand information on culturally and linguistically diverse
students as well as instructional strategies in the content areas of
reading, writing, science, social studies and maths, using simple and
direct language. It provides theory and practical strategies to make
content of lessons relevant and understandable to students. This new
edition includes updated information on current educational programs and
local and national standards for English language learners in United
States. The book will be of interest to researchers, professionals, under-
and postgraduate students interested in the teaching of ethnic minorities.

Contents
1. Limited-English-Proficient Students in the Mainstream Classroom
2. Limited-English-Proficient Students/ English Language Learners: Who
are they?
3. Cultural and Linguistic Diversity in the Classroom
4. Alternatives to Mainstreaming
5. The Integrated Development of Oral and Written Language
6. Instructional Strategies for LEP/ELL Students' Oral and Written
English
Language Development
7. Integrating Language and Social Studies Learning
8. Integrating Language and Science Learning
9. Integrating Language and Mathematics Learning
10. The Role of Teachers in the Development of Linguistic, Cognitive,
and Academic Skills of LEP/ELL Students.

Angela L. Carrasquillo is a professor of TESOL and Bilingual Education
at Fordham University Graduate School of Education. She is nationally
known in the area of second language and bilingual education and has
published extensively on these areas. Her books include Teaching English
to Speakers of Other Languages (Garland, 1994) and Parents and School
(with L. London, Garland, 1993).

Vivian Rodriguez is a high school assistant principal in charge
of curriculum and instruction in Elizabeth Public School in New Jersey.
She completed her doctorate in Language Literacy and Learning at Fordham
University and she has extensive experience with the instruction of
language minority students.

January 2002 Bilingual Education and Bilingualism 33 xvi.+ 200pp
Hbk ISBN 1-85359-565-9 GBP39.95 / USD59.95 / CAND79.95
Pbk ISBN 1-85359-564-0 GBP12.95 / USD19.95 / CAND25.95

----------------------------------------------------------------------------
----------------------------------

(ii) Minority Language Broadcasting: Breton and Irish

Edited by Helen Kelly-Holmes
(Aston University, Birmingham)

This volume examines the historical context, current state of and
future prospects for broadcasting in minority languages, taking Irish and
Breton as case studies. Practitioners and academics from a variety of
disciplines come together to identify and debate the key issues that will
mean success or failure for minority language broadcasting in the new
millennium.

Contents
Foreword - Helen Kelly-Holmes (Aston University, Birmingham)
1. Irish Language Broadcast Media: The Interaction of State Language
Policy, Broadcasters and their
Audiences - Tadhg S hIfearnain (University of Limerick)
2. Broadcast Media in Breton: Dawn at last? - Stefan Moal (IUFM,
Teacher Training College of Brittany)
3. The Debate
4. Language Policy and the Broadcast Media: A Response - Muiris S
Laoire (Institute of Technology, Tralee, Ireland)
5. Competence and Minority Language Broadcasting: A Response - Maire Nm
Neachtain (University of Limerick)
6. The Irish Language and Radio: A Response - Rosemary Day (Mary
Immaculate College, Limerick)
7. The Role of Screen Translation: A Response -Eithne O'Connell (Dublin
City University)
Glossary

Helen Kelly-Holmes is a lecturer in German and European Studies at
Aston University, Birmingham, UK. Her main research interests include
intercultural aspects of market and media discourses.

February 2002 80p
Hbk ISBN: 1-85359-568-3 GBP26.00/ USD44.95/ CAND52.95

(This book is also available as Vol.7:2 Current Issues in Language
and Society)

----------------------------------------------------------------------------
----------------------------------------

(iii) Teaching for Understanding Across the Primary Classroom

Edited by Lynn Newton
(University of Durham)
Description
The book discusses the complex nature of understanding and what it means to
teach for understanding. The processes and strategies that can support
teaching for understanding are then exemplified in the context of different
areas of the primary / elementary (4-11 years) school curriculum.

Contents
Editorial Introduction Lynn D. Newton (University of Durham)
1. Helping Children to Understand Douglas Newton (University of Newcastle)
2. Whatever Happened to Primary English Knowledge and Understanding? Sue L.
Beverton (University of Durham)
3. Teaching for Understanding in Primary Mathematics Andrew David
(University of Durham)
4. Teaching for Understanding in Primary Science Lynn D. Newton (University
of Durham)
5. Developing Young Children's Understanding: An Example from Earth Science
Tony Blake (University of Newcastle)
6. ICT and Teaching for Understanding Steve Higgins (University of
Newcastle)
7. Teaching for Understanding in Primary Geography John Halocha (Bishop
Grosseteste College)
8. Encouraging Historical Understanding in the Primary Classroom Lynn D.
Newton (University of Durham)
9. Expression in the Visual Arts P.Millward and A. Parton (University of
Durham)
10. Teaching for Understanding - Curriculum Guidance for the Foundation
Stage Eve English (University of Durham)

Editor Information
Lynn Newton taught for many years in the North East of England, initially as
a primary teacher and then as an advisory teacher for primary science. She
moved to Newcastle University in 1987, where she was Director of the Primary
PGCE programme. She is now Director of Primary Programmes at Durham
University and the tutor in charge of primary science. Her most recent
publications are Co-ordinating Science Across the Primary School (Falmer,
1998) and Meeting the Standards in Primary Science (Routledge-Falmer, 2000).

February 2002 vi +. 90pp
Pbk ISBN 1-85359-596-9 GBP9.95 / USD14.95/ CAND19.95

(This book is also available as Vol.15: 3 Evaluation and Research in
Education)




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From Email Patrick O'Sullivan

Further to Bill Mulligan's message...

The following item from the Irish Times has been forwarded to us...

The item seems to not mention the title of the Adrian Kelly book.

P.O'S.


Irish Times Tuesday, February 26,

Policy of compulsory Irish a spectacular failure for generations,
book says
By Emmet Oliver, Education Correspondent

Generations of pupils were failed by the education system and
sacrificed on the altar of nationalist ideology because of the
compulsory Irish policy in schools, a new book has claimed.
The book on compulsory Irish by Dr Adrian Kelly, which draws on
recently released State papers, says the education of thousands of
students was compromised by the policy, which was supported by all
the main political parties and most of the academic establishment.
He says the State's policy from 1922 onwards was to revive the
language via the primary schools, but this spectacularly failed and
was detrimental to educational standards generally.
Dr Kelly is a graduate of NUI Maynooth and has also studied at the
University of Helsinki. He has spent several years on the project.
"The policy increasingly became associated in the public mind with
compulsion and examination and resentment built up over the
necessity of passing Irish in order to be awarded school Leaving
Cert examinations or to qualify for state employment," says the
book.

Dr Kelly says the emphasis on Irish led to "intellectual and
educational wastage" because it weakened pupils' achievement in
other subjects, limited the scope of the curriculum and took the
focus away from other areas of the education system.
The book, Compulsory Irish - Language and Education in Ireland 1870s
to 1970s, says the policy was mistaken because it failed to interest
people in the language.

The books also charts the history of the Language Freedom Movement
and other critics who in the mid-1960s challenged the compulsory
policy.
"Opposition to the method of revival was neatly equated with
opposition to the language, and it was claimed that opposition to
the Irish language was opposition to the very idea of the Irish
nation," says the book.
"Critics of the methods used to revive the language were labelled
anti-Irish, anti-Gaelic and anti-everything else."
He said even writers such as John B. Keane, an Irish speaker who
questioned the policy in the 1960s, were described as "west Brits"
for their stance.
In the foreword to the book, which is due to be published next
month, the general secretary of the Irish National Teachers'
Organisation, Senator Joe O'Toole, says Dr Kelly is going to need "a
suit of mail to prepare for the certain onslaught". "There is no
doubt that the publication of this book will bring the zealots out
of the woodwork once again," he says.
The book is published by Irish Academic Press.

From: =?iso-8859-1?q?Dymphna=20Lonergan?=
Subject: Re: Ir-D Language Loss

I am almost at the end of my research into the Irish
language in Australia and I would be happy to help
other researchers through my personal email:
Dymphna_1[at]Yahoo.com
or my university one:
Dymphna.Lonergan[at]flinders.edu.au

slán
Dymphna Lonergan
Flinders University of South Australia

=====
Go raibh tú daibhir i mí-áidh/May you be poor in ill-luck
Agus saibhir i mbeannachtaí/rich in blessings
Go mall ag déanamh namhaid/slow to make enemies
go luath a déanamh carad/quick to make friends

From: "William H. Mulligan, Jr"
Subject: Re: Ir-D Language policy, Ireland 1893-1993

The on-line version of the Irish Times has an article about a book due out
next month on the failure of compulsory Irish in schools as a policy to
preserve the language.

William H. Mulligan, Jr.
Associate Professor of History
Murray State University

From Email Patrick O'Sullivan

New Book Announced...

Please distribute...

P.O'S.

Forwarded on behalf of Bill Rolston
wj.rolston[at]ulst.ac.uk,
co-author of a new book from Beyond the Pale Publications entitled
Encounters: How Racism Came to Ireland...

Encounters: How racism came to Ireland
by Bill Rolston and Michael Shannon

The Irish have been encountering people of colour both inside and outside
Ireland for over a millennium. The Vikings traded North African slaves in
Dublin in the 9th century while later Irish peasants travelled with Norman
lords on the crusades against Islam. The Scotch-Irish of the north and later
the famine Irish migrated in their tens of thousands to America where they
quickly came to learn that owning slaves and engaging in racist practices
was the passport to being considered white. In Australia, Irish immigrants
wrote letters home saying that ?nigger hunting? was the only pastime
available to them in the bush. And the British Empire could not have
operated without the loyal service of countless Irish administrators and
soldiers, all of whom were implicated directly or otherwise in the task of
subjugating, ruling and often slaughtering people with black, brown or
yellow skin.

Of course, this was not the only legacy of that long history. Ireland?s own
experience of colonization led many to see the links between the cause of
Ireland and that of other colonized peoples. Irish indentured servants and
slaves, sent by Cromwell to the Caribbean, joined forces with African slaves
in rebellions. Daniel O?Connell was one of the foremost opponents of slavery
in the Europe of his day. The Fenians sought to arm the Zulus against the
British army in South Africa.

The shared colonial experience was recognized from outside Ireland, with the
struggles of Irish nationalists and republicans admired by people such as
Frederick Douglass, Marcus Garvey, Mahatma Gandhi, Ho Chi Minh and countless
others. But sadly, more often than not the admiration was not reciprocated.
The experience of encountering people of colour from a position of power
slave owner, soldier, bureaucrat, missionary ? often meant that racism won
out over solidarity.

Consequently, racism is not new in Ireland. It may take on new forms as
ill-founded fears about immigrants and refugees are fanned. But the roots of
Irish racism are much deeper and older than the present experience.

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· the intense dislike of Australian aborigines of anything to do with
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ISBN: 1-900960-15-X Publication date: March 2002

For details of this and all Beyond the Pale books, including online sales,
please visit the website: www.btpale.ie

From:
Subject: Re: Ir-D Language policy, Ireland 2

A piece by Emmet Oliver, Education Correspondent, in the Irish Times of
Tuesday February 26, gives the title as:
Compulsory Irish - Language and Education in Ireland 1870s to 1970s (sic),
and the author as Dr. Adrian Kelly.

In the Foreword, by Senator Joe O'Toole, he apparently writes: 'There is no
doubt that the publication of this book will bring the zealots out of the
woodwork once again'.

With another crowd of zealots already at large, pursuing the
copper-fastening of the State's denial to women of the right to choose,
we'll soon be well on our way back to 'The Good Old Days'. What a lot of
fascists...

Ultan Cowley
















irish-diaspora[at]Bradford.ac.uk wrote:


<
< Further to Bill Mulligan's message...
<
< The following item from the Irish Times has been forwarded to us...
<
< The item seems to not mention the title of the Adrian Kelly book.
<
< P.O'S.
<
<
< Irish Times Tuesday, February 26,
<
< Policy of compulsory Irish a spectacular failure for generations,
< book says
< By Emmet Oliver, Education Correspondent
<
< Generations of pupils were failed by the education system and
< sacrificed on the altar of nationalist ideology because of the
< compulsory Irish policy in schools, a new book has claimed.
< The book on compulsory Irish by Dr Adrian Kelly, which draws on
< recently released State papers, says the education of thousands of
< students was compromised by the policy, which was supported by all
< the main political parties and most of the academic establishment.
< He says the State's policy from 1922 onwards was to revive the
< language via the primary schools, but this spectacularly failed and
< was detrimental to educational standards generally.
< Dr Kelly is a graduate of NUI Maynooth and has also studied at the
< University of Helsinki. He has spent several years on the project.
< "The policy increasingly became associated in the public mind with
< compulsion and examination and resentment built up over the
< necessity of passing Irish in order to be awarded school Leaving
< Cert examinations or to qualify for state employment," says the
< book.
<
< Dr Kelly says the emphasis on Irish led to "intellectual and
< educational wastage" because it weakened pupils' achievement in
< other subjects, limited the scope of the curriculum and took the
< focus away from other areas of the education system.
< The book, Compulsory Irish - Language and Education in Ireland 1870s
< to 1970s, says the policy was mistaken because it failed to interest
< people in the language.
<
< The books also charts the history of the Language Freedom Movement
< and other critics who in the mid-1960s challenged the compulsory
< policy.
< "Opposition to the method of revival was neatly equated with
< opposition to the language, and it was claimed that opposition to
< the Irish language was opposition to the very idea of the Irish
< nation," says the book.
< "Critics of the methods used to revive the language were labelled
< anti-Irish, anti-Gaelic and anti-everything else."
< He said even writers such as John B. Keane, an Irish speaker who
< questioned the policy in the 1960s, were described as "west Brits"
< for their stance.
< In the foreword to the book, which is due to be published next
< month, the general secretary of the Irish National Teachers'
< Organisation, Senator Joe O'Toole, says Dr Kelly is going to need "a
< suit of mail to prepare for the certain onslaught". "There is no
< doubt that the publication of this book will bring the zealots out
< of the woodwork once again," he says.
< The book is published by Irish Academic Press.
<
<
<
<

From: McCaffrey
Subject: Re: Ir-D Language Loss 5

Paddy,
The below article can be found in the Irish Times archive search for 26th
February.


On an anecdotal level, I was one of the students in an Irish school at the
time when
the Irish language was first introduced to us at age 4. We were Dublin kids
and it meant absolutely nothing to us. The texts used held no relationship
to
our own lives. Set in remote rural areas in times past we considered the
characters therein to be nothing but a bunch of 'culchies' and no way did we
want to speak their language. This was probably the biggest mistake the
Department of Education made. We felt totally alien from the reading
material. By the time we got to Leaving Cert, Irish was seen by us as
nothing
but a large pain. On the day we finally finished our final Irish paper
(after
going through the orals) a bunch of us went down to the Tolka (river) and
threw the Irish books in. In full school uniform we knew we were
untouchable
- - boy, were we so outta there! I don't think we were untypical either.
Since
then I have come to appreciate the heritage and its influence on
Hiberno-English but it still does not surprise me that the language revival
failed. It was taught in such a way that it represented an 'idealized' and
'stolen' past - the vision of which was not shared, and I believe it still
not, by the young Irish.
Carmel


irish-diaspora[at]Bradford.ac.uk wrote:

> From: "William H. Mulligan, Jr"
> Subject: Re: Ir-D Language policy, Ireland 1893-1993
>
> The on-line version of the Irish Times has an article about a book due out
> next month on the failure of compulsory Irish in schools as a policy to
> preserve the language.
>
> William H. Mulligan, Jr.
> Associate Professor of History
> Murray State University

From: Patricia Walls
WallsAMP[at]aol.com
Subject: irish language


Dear Paddy,

A northern angle..

Having read Carmel's account of her experience of having to learn Irish, I
wonder if any study has been done comparing the situation in the north with
that in the south. I know there has been work done on the increase in
interest among northerners in the Irish language and the increasing numbers
of Irish schools in the north and how there have been some conflicts around
different agendas for such schools.

My understanding is that the Irish language was compulsory too in Catholic
schools in the north, in the grammar sector anyhow. When I was at secondary
school (74-81) but I don't think this is the case anymore, everyone had to
do an Irish 0 level and other languages if desired, but Irish was
compulsory. I don't recall any hostility towards either the language or this
practice. I loved learning Irish and reading books in the original and
although many of the texts were of an Ireland that did not mirror our
contempory experiences, the general perception was of finding out something
of Ireland's history as well, through various texts. Although learning Irish
was largely of no obvious later career value, this was not something which
anyone seemed to consider at the time, as I suppose learning Irish was
implicitly considered a part of our identities as Irish northern
disenfranchised Catholics and we were getting an opportunity which our
parents had been denied. I was struck when I moved to do a degree in Dublin
then in 1981 to find that southerners had a downer on the language and
seemed to have internalised notions of the inferiority of the language which
was not the case among my northern peer group. As teenagers we couldn't get
enough of going to the Donegal gaeltacht. We also felt our (Ulster) Irish
was superior to the language of southerners... And the only book I was ever
tempted to throw in a river was Wordsworth's Lyrical Ballads..

So I wonder what this adds, if anything to this discussion?

Paddy (de Bhal, this time)

From: ppo[at]aber.ac.uk
Subject: Re: Ir-D Language Loss

Its good to see that comparisons of language shift in Ireland with other
language groups are being made. One area that might yield fruitful
comparative insights is with the Welsh language. Recently there has been a
major interdisciplinary research project based at Aberystwyth and part
funded by the ESRC on the social history of the language. The following
books of essays and statistical resources have been published so far (all
by University of Wales Press). The book on language and community in the
19th century includes essays on Irish and on eastern European languages.

Paul O'Leary


The Welsh Language before the Industrial Revolution (ISBN 0-7083-1418-X )
Edited by Geraint H. Jenkins (2000)

Statistical Evidence Relating to the Welsh Language(ISBN 0-7083-1460-0 )
Dot Jones (1998)

Language and Community in the Nineteenth Century(ISBN 0-7083-1467-8 )
Edited by Geraint H. Jenkins (1998)

?Let?s do our best for the ancient tongue?: The Welsh Language in the
Twentieth Century (2000)
edited by Geraint H. Jenkins and Mari A. Williams

The Welsh Language and the 1891 Census(1999)
Eds. Mari A. Williams and Gwenfair Parry

The Welsh Language and its Social Domains, 1801-1911(2000)
Ed. Geraint H. Jenkins








At , you wrote:
>
>>From Email Patrick O'Sullivan
>
>We have been contacted by Seumas Watson (Jim Watson) who is a Scots Gaelic
>teacher/activist in Cape Breton, Nova Scotia...
>
>Seumas writes that 'there was in Cape Breton a large Scottish Gaelic
>speaking community up to the 1950s. The effects of assimilation at the
>individual and community affective level have been a social disaster. Its
>characteritics are not unlike those faced by natives in the area and across
>Canada...'
>
>I have corresponded with Seumas, giving my own first thoughts on his theme,
>and clarifying his wishes. In the first instance he wants 'references to
>research on similar situations'. I guess that, as a language activist, he
>is looking primarily for hope... And maybe a route forward...
>
>I am by no means an expert on language issues, and I think that Seumas
>Watson would value comments and guidance from our language experts and
>enthusiasts...
>
>Paddy O'Sullivan
>
>
>--
>Patrick O'Sullivan
>Head of the Irish Diaspora Research Unit
>
>Email Patrick O'Sullivan
>Email Patrick O'Sullivan
>Personal Fax 0044 (0) 709 236 9050
>
>Irish-Diaspora list
>Irish Diaspora Studies http://www.brad.ac.uk/acad/diaspora/
>Irish Diaspora Net Archive http://www.irishdiaspora.net
>
>Irish Diaspora Research Unit
>Department of Interdisciplinary Human Studies
>University of Bradford
>Bradford BD7 1DP
>Yorkshire
>England
>
>
>
>
>
>
>
>

From: "Richard Jensen"
Subject: maps of Irish history

http://www.livgenmi.com/gardinertoc.htm

from fine 1892 historical atlas.

From: =?iso-8859-1?q?Dymphna=20Lonergan?=
Subject: Re: Ir-D Language policy, Ireland 4

I was also a 'Dublin kid' who had experienced the
language from aged four. I loved it from the start and
have never lost my interest. Ultimately,however, I
seem have the language 'gene', as my father had and
one of my children has. On one of my visits home some
years ago I was looking for a particular story I had
remembered from my school days and was surprised to
find it in my Irish language school book. I was sure I
had read it in an English language book, but there it
was, with the same pictures that had captivated me as
a child. This shows how easily the language was
absorbed by me as a child and moreover, the Irish
language was written in Gaelic script!
I would still recommend its introduction at the
earliest stages, even at kindergarten level. Research
has shown that children have no difficulty absorbing
two and three languages at an early age. It may be
that the association of the irish language with
difficult exams or irate teachers may be the main
cause of people's negative responses to its teaching.
If so, then in recognition that not everyone has the
language 'gene' it may be better to remove the exam
and testing aspect of it.

Dymphna Lonergan
Flinders University of South Australia

=====
Go raibh tú daibhir i mí-áidh/May you be poor in ill-luck
Agus saibhir i mbeannachtaí/rich in blessings
Go mall ag déanamh namhaid/slow to make enemies
go luath a déanamh carad/quick to make friends

From: "Anne-Maree Whitaker"
Subject: Re: Ir-D Language policy, Ireland 2

Paddy

From the Irish Academic Press website
http://www.iap.ie/sochist.htm

Compulsory Irish
Language and Education in Ireland, 1870s?1970s
Adrian Kelly

Language and education are both defining elements of a nation. In
independent Ireland, the attempt to revive the Irish language was the single
most important policy in shaping the education system, with significant
negative consequences for both ther standard of education and the perceived
status of the language.

This ground-breaking work, which draws on previously unused government
files, is the first detailed account of how the promotion of Irish, the
central defining factor in moulding the education system and curriculum, was
detrimental tothe quality of education given and received. It examines why
the schools were choosen as the chief instrument of Gaelicisation, why it
was thought necessary and acceptable to trade educational achievement for
linguistic ability, and why the policy was a significant failure of what it
set out to achieve.

Apart from highlighting the clash between the demands of nationalism and the
role of the education system, the volume shows how criticism of the
compulsory Irish policy was stifled; the resultant effect on the education
system and the levels of attainment of pupils; and the attempts to apply
compulsion more widely, including in competitions for public sector
employment. In assessing the long-term costs of the strategy, both social
and economic, Adrian Kelly illustrates the dangers in allowing ideology to
win over prgamatism in the formulation of policy.
2001 || 192 pages illus || ISBN 0 7165 2693 X cloth £32.50/$47.50/?49.50 ||
0 7165 2747 2 paper £18.50/$/?27.50




>From: irish-diaspora[at]Bradford.ac.uk
>Reply-To: irish-diaspora[at]Bradford.ac.uk
>To: irish-diaspora[at]Bradford.ac.uk
>Subject: Ir-D Language policy, Ireland 2
>Date: 27 February 2002 06:00
>
>From Email Patrick O'Sullivan
>
>Further to Bill Mulligan's message...
>
>The following item from the Irish Times has been forwarded to us...
>
>The item seems to not mention the title of the Adrian Kelly book.
>
>P.O'S.
>
>

Dr Anne-Maree Whitaker FRHistS
P O Box 63
Edgecliff NSW 2027
Australia
ph (+61-2) 9356 4929 fax (+61-2) 9356 2065
mobile 0408 405 025
email ahcwhitaker[at]hotmail.com
website http://www.geocities.com/joseph_foveaux

From: Hilary Robinson
Subject: Re: Ir-D Language Loss 3

Paddy - has Seumas Watson been in touch with the Sabhal Mòr Ostaig (Colaisde
Ghàidhlig na h-Alba), Sleat, Isle of Skye, IV44 8RQ, Scotland. They
are responding to a situation not widly different, I guess, in some
respects, and have a remit for attention to gaelic culture
(primarily, language, music & literature), and are part of the
Universtiy of the Highlands and Islands project. They have a BA in
Gaelic with North Atlantic Studies, which makes links with Nova
Scotia, I believe, and they have research projects. The Director is
Tormod N. MacGilliosa (Norman Gillies), who is very approachable.

best,

hilary

_______________________________

Dr. Hilary Robinson
School of Art and Design
University of Ulster at Belfast
York Street
Belfast BT15 1ED
Northern Ireland
UK


direct phone/fax: (+44) (0) 28 9026.7291

From Email Patrick O'Sullivan

I am not easily shocked...

I am the most easygoing person...

But let me make one thing absolutely clear...

On this list there will be no more talk of throwing books into rivers...

P.O'S.

- --
Patrick O'Sullivan
Head of the Irish Diaspora Research Unit

Email Patrick O'Sullivan
Email Patrick O'Sullivan
Personal Fax 0044 (0) 709 236 9050

Irish-Diaspora list
Irish Diaspora Studies http://www.brad.ac.uk/acad/diaspora/
Irish Diaspora Net Archive http://www.irishdiaspora.net

Irish Diaspora Research Unit
Department of Interdisciplinary Human Studies
University of Bradford
Bradford BD7 1DP
Yorkshire
England