Teanga最新文献

{"title":"The Corpus of Irish English Speech","authors":"Francesca Nicora","doi":"10.35903/teanga.v29i.2676","DOIUrl":"https://doi.org/10.35903/teanga.v29i.2676","url":null,"abstract":"The past years have witnessed the collection of various corpora for the study of Irish English (IE). Most have been developed and driven by diverse research foci with a specific aim in mind, however, at present data sources consist of unavailable and/or outdated audio files of English spoken primarily in Dublin and Belfast. Additionally, a very limited number of investigations on the prosodic features of IE varieties have been conducted to date. As a result, a comprehensive overview of IE prosodic diversity is still missing and existing speech corpora do not allow for the analysis of intonation patterns, which requires more controlled, purpose-built data sets. A prosodic corpus devoted to the analysis of IE varieties needs to be incorporated into the research agenda. This contribution presents the corpus of Irish English Speech (IES) with the following objectives: to collect recordings of spoken IE across present-day Ireland under a unified protocol in order to guarantee comparisons among different datasets; to obtain an initial phonological inventory of each variety examined; to compare the phonological systems of diverse IE varieties; and to provide researchers with accessible and open data sources. The core of the corpus has been gathered in accordance with the guidelines of the Interactive Atlas of Romance Intonation project (Prieto, Borràs-Comes & Roseano, 2011-2014) via a questionnaire based on the Discourse Completion Task, which was translated and readapted for Irish English speakers, and a Map Dialogue Task designed to obtain spontaneous speech productions. This method has yielded the collection of a wide range of intonation patterns concerning different types of context-specific utterances, such as statements, questions, imperatives and vocatives. After an overview of the segmental phonology of IE, previous studies on the prosodic features of IE varieties and the speech corpora of IE will be examined with the purpose of identifying the gaps in existing literature, which will then be followed by a detailed outline of the development of the corpus of IES. This contribution will provide an illustrative example for fully exploiting the potential of the IES database and call for further in-depth investigations on IE prosody.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88151640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review of Global English and Political Economy by John P. O’Regan","authors":"F. Treanor","doi":"10.35903/teanga.v29i.3776","DOIUrl":"https://doi.org/10.35903/teanga.v29i.3776","url":null,"abstract":"","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85260394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Culture in the French Foreign Language Classroom","authors":"Julie Trobitsch","doi":"10.35903/teanga.v29i.2212","DOIUrl":"https://doi.org/10.35903/teanga.v29i.2212","url":null,"abstract":"In recent years, our globalised world has put the emphasis on improving foreign language learning to make Irish graduates more employable and to make Irish workplaces more welcoming to workers from abroad. However, the achievement of these objectives poses a number of challenges for the Irish education system. In 2022, five years after the publication of Languages Connect: Ireland’s Strategy for Foreign Languages in Education 2017-2026 by the Department of Education and Skills (DES), these challenges have not yet been met. The Institute for Management Development Word Talent Ranking (2021) placed Ireland 37th (out of 64 countries) in relation to foreign language abilities. The uptake of foreign languages at third-level education in Ireland is also low, dropping from a 70% uptake in second-level education to 4% in third-level education (DES, 2017, p.16). In order to gain insights into the place of foreign languages in education in Ireland, this study investigates the place of culture in the French language secondary school Senior Cycle curriculum based on an analysis of selected textbooks, interviews with teachers of French and a survey of pupils studying French at secondary school in Ireland.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88024150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Anailís Dhiacronach Chorpasbhunaithe ar Cheantair Theangeolaíocha na hÉireann [A Diachronic Corpus-based Analysis of Ireland’s Linguistic Regions]","authors":"Katie Ní Loinsigh, Mícheál J. Ó Meachair, Gearóid Ó Cleircín, Úna Bhreathnach, Brian Ó Raghallaigh","doi":"10.35903/teanga.v29i.2564","DOIUrl":"https://doi.org/10.35903/teanga.v29i.2564","url":null,"abstract":"Coimriú\u0000Sa pháipéar seo, baintear leas as modheolaíochtaí corpasbhunaithe chun anailís dhiacronach a dhéanamh ar dhá théarma Gaeilge a thagraíonn do shaincheantair thíreolaíocha in Éirinn, is é sin ‘Gaeltacht’ agus ‘Galltacht’, ag tús an 20ú haois agus arís ag tús an 21ú haois. Chuige sin, cruthaíodh dhá shainchorpas tréimhseachán agus baineadh leas as modheolaíochtaí corpais chun anailís a dhéanamh ar úsáid an dá théarma. Cíortar na bríonna éagsúla a bhaineann leis an dá théarma agus rianaítear na hathruithe suntasacha a tharla ar bhrí na dtéarmaí le linn an 20ú haois. Déantar grinnanailís ar chomhthéacs úsáide na dtéarmaí trí thorthaí na gcuardach corpais a iniúchadh. Cuireann an taighde seo leis an taighde atá curtha i gcrích go nuige seo ar fhorbairt agus ar chonstruáil an dá choincheap, ‘Gaeltacht’ agus ‘Galltacht’, trí mhodheolaíochtaí úra corpais a úsáid.\u0000Eochairfhocail: an teangeolaíocht chorpais, an tsochtheangeolaíocht, Gaeilge, an Ghaeltacht, an téarmaméadracht \u0000Abstract\u0000In this paper, we use corpus-based methods to undertake diachronic analysis of two Irish-language terms, ‘Gaeltacht’ and ‘Galltacht’, which refer to specific linguistic regions in Ireland, at the beginning of the 20th century and again at the beginning of the 21st century. Two specific-purpose corpora of periodicals from these periods were created for the purposes of this research. The various meanings associated with both terms are examined and the major changes in meaning during the intervening period are mapped and discussed. An in-depth analysis of the corpus search results and contextual usages is carried out. This research builds on prior research undertaken in other fields on the development and construction of these two concepts, ‘Gaeltacht’ and ‘Galltacht’ through the application of new corpus-based methodologies.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"479 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77409664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Life-Writing and Virtual Exchange","authors":"Claire L O'reilly, Maik Arnold","doi":"10.35903/teanga.v29i.2786","DOIUrl":"https://doi.org/10.35903/teanga.v29i.2786","url":null,"abstract":"While we find ourselves immersed in a virtual society, the opportunity to use digital technologies for dialogue and understanding is still not well represented at third-level, despite the dramatic move towards teaching online during the Covid-19 pandemic. This paper presents a web-based Virtual Exchange (VE) between Cork (UCC) and the Fachhochschule Dresden (FHD) with a focus on life-writing and biography, developing qualitative research skills and speaking the foreign language (FL). Each student was tasked with conducting three interviews with their designated peer in the FL and producing a website (blog) or e-portfolio to present and reflect on findings. The first iteration of the module took place in 2020-21. This paper discusses students’ learning experiences during the updated, follow-up course in 2021-22. Findings show that they learned most in the interaction with their peers, learning through self-disclosure, sharing meaningful experiences, negotiating (difficult) life experiences and expanding their FL skills. The findings also point to evidence of transformational learning in the sample group. We conclude with some insights regarding the future development of the VE and include important limitations of the study.\u0000 ","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86180764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ó Theoiric go Cleachtas [From Theory to Practice]","authors":"Sylvaine Ní Aogáin, Pádraig Ó Duibhir","doi":"10.35903/teanga.v29i.2520","DOIUrl":"https://doi.org/10.35903/teanga.v29i.2520","url":null,"abstract":"Coimriú\u0000Tá an córas tumoideachais in Éirinn imithe ó neart go neart le leathchéad bliain anuas. Is mór an t-éileamh atá ar an gcineál scolaíochta seo ar fud na tíre, ag leibhéal na bunscoile ach go háirithe. Cé go bhfuil sé tugtha le fios le fada an lá go mbaineann raidhse buntáistí leis an gcóras tumoideachais, is fada an tuiscint againn gur córas casta é le cur i bhfeidhm go rathúil agus maítear go bhfuil dúshláin ar leith le sárú fós sa chóras in Éirinn ar mhaithe leis an tairbhe is fearr a bhaint as. De réir na litríochta, ceann de na gnéithe is dúshlánaí atá roimh mhúinteoirí agus dhaltaí tumoideachais is ea sealbhú na gramadaí agus úsáid chruinn an dara teanga (T2) i measc daltaí. In ainneoin go moltar aiseolas ceartaitheach (AC) a úsáid go córasach sa rang tumoideachais chun botúin ghramadaí na ndaltaí a cheartú, tuairiscítear go mbíonn mearbhall ar mhúinteoirí tumoideachais maidir le conas agus cathain botúin ghramadaí a cheartú, go háirithe le linn theagasc ábharbhunaithe. Ach, is fíorbheag taighde atá curtha i gcrích sa ghort seo i gcomhthéacs na hÉireann. Sa pháipéar reatha, tabharfar léargas ar thaighde cáilíochtúil a rinne iniúchadh ar dhearcthaí múinteoirí agus daltaí maidir le húsáid chórasach AC i suíomhanna tumoideachais lán-Ghaeilge. Bailíodh sonraí taighde ó mhúinteoirí (n=8) trí agallaimh leathstruchtúrtha, ó dhaltaí Rang 5 trí ghrúpaí fócais (n=31) agus bhailigh na taighdeoirí tuilleadh sonraí trí sheisiúin bhreathnóireachta sna seomraí ranga le linn idirghabháil an taighde. Cuirfear na torthaí cáilíochtúla ba shuntasaí i láthair sa pháipéar seo agus pléifear a n-impleachtaí i dtaobh an teagaisc agus an taighde amach anseo. Cuireann an taighde faoi chaibidil le corpas litríochta an ghoirt agus tacóidh sé le múinteoirí agus le daltaí botúin ghramadaí a thapú mar dheiseanna foghlama d’fhonn ardchaighdeán sealbhaithe T2 a chur chun cinn. \u0000Abstract\u0000Immersion education in Ireland has experienced considerable growth over the past number of decades and strong demand currently exists for this type of schooling on the island. While the literature generously celebrates the benefits associated with immersion education, it is understood that it is a complex and multifaceted system which presents many challenges in its effective implementation. It has been acknowledged that one of the greatest challenges, facing both immersion teachers and students, is the accurate acquisition of the students’ second language. Although a growing body of international research presents oral corrective feedback (CF) as a successful pedagogical approach to enhance L2 accuracy among students, it is well documented that teachers remain uncertain of how or when to correct students’ linguistic errors, during content lessons in particular. Given the paucity of research that exists in this field in Ireland, CF warrants further attention within the Irish language immersion context. In light of this, the current paper explores the prominent qualitative findings whic","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80946850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Factors Motivating Parents to Choose Irish Immersion Education for their Child with Special Educational Needs","authors":"S. Nic Aindriú, Pádraig Ó Duibhir, J. Travers","doi":"10.35903/teanga.v29i.2650","DOIUrl":"https://doi.org/10.35903/teanga.v29i.2650","url":null,"abstract":"A dearth of research exists internationally as to why parents choose immersion education for their child with special educational needs (SEN). The literature available on why parents choose immersion education for the child without SEN states that bilingualism, the parent’s own personal experiences, social networks, and their love of languages are motivating factors. Research on the factors that influence how parents select any school for their child with SEN states that an inclusive school environment and access to additional services are the primary motivators. Through semi-structured interviews, this study investigated the reasons why parents of children with autism spectrum disorder (N=3) and specific speech and language disorder (N=2) chose to send their child to an Irish immersion primary school when they had the option of educating their child through the majority language of the community, English. This article presents a discussion on the parents’ motivations to send their child to an Irish immersion school in terms of them wanting their child to attend the same school as their other children, their love for the Irish language and culture, and the positive inclusive school culture of an Irish immersion school. The findings of this research will enable Irish immersion schools to identify the needs of the parents and families and further develop as inclusive learning environments.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83758722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Case Studies in Mediation, Online Interaction and Plurilingualism","authors":"B. North","doi":"10.35903/teanga.v29i.3774","DOIUrl":"https://doi.org/10.35903/teanga.v29i.3774","url":null,"abstract":"The publication Enriching 21st Century Language Education: The CEFR Companion Volume in practice (North et al., 2022) presents a series of case studies with contributions from 15 countries following the launch of the new edition of the Common European Framework of Reference for Languages – the CEFR Companion Volume (Council of Europe, 2020; henceforth CEFR CV) – at the event CEFR Companion Volume: Language Education for Dynamic and Inclusive Societies: Promoting plurilingual and pluricultural education held in Strasbourg in May, 2018, during which the participants (academics, teachers and experts in various fields) were invited to form networks and plan case studies. This short text seeks to place the resulting volume of case studies in context.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81791056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language Explorers","authors":"Soraya Sobrevía","doi":"10.35903/teanga.v29i.3777","DOIUrl":"https://doi.org/10.35903/teanga.v29i.3777","url":null,"abstract":"Inmaculada Gómez Soler (co-editor of Teanga) interviews Soraya Sobrevía, Education Projects Coordinator for the organisation, Mother Tongues. Soraya tells us about Language Explorers, a project that aims to foster multilingualism and a positive attitude towards languages from the early years. In this interview, we learn how the Mother Tongues team accompanies children, parents and teachers in their multilingual journey by engaging the community in multilingual creative workshops.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"551 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77219335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tiomsú Corpais don Taighde Foclóireachta: Corpas Foclóireachta na Gaeilge (CFG2020)","authors":"Mícheál J. Ó Meachair, Brian Ó Raghallaigh, Úna Bhreathnach, Gearóid Ó Cleircín, Kevin Scannell","doi":"10.35903/teanga.v28i.726","DOIUrl":"https://doi.org/10.35903/teanga.v28i.726","url":null,"abstract":"Leagtar amach sa pháipéar seo na céimeanna a leanadh le Corpas Foclóireachta na Gaeilge 2020 (CFG2020), corpas aonteangach 77.3 milliún focal, a thiomsú. Mínítear comhthéacs an tionscadail agus na riachtanais a spreag na cinntí a tógadh lena linn. Déantar cur síos ansin ar chéim an tiomsaithe agus ar na céimeanna próiseála. Tugtar spléachadh ar inneachar an chorpais, ar an acmhainn a cruthaíodh lena chuardach, agus ar an gcineál anailíse agus taighde a cumasaíodh leis seo. Tiomsaíodh CFG2020 ar an tuiscint gur réamhchéim é ar thionscadal níos leithne corpais, is ar an gcúis sin a dhéantar moltaí i dtaca lena fheabhsú agus lena mhéadú.\u0000[This paper sets out the steps followed in the compilation of Corpas Foclóireachta na Gaeilge 2020 (CFG2020), a monolingual 77.3 million word Irish-language corpus. The context and circumstances of the project are explained, along with the motivation for various decisions made. The compilation and processing stages are described in detail. The contents of the corpus are outlined and the resource created to query CFG2020 is presented, along with reference to the kinds of analysis and research which it enables. CFG2020 was created as a first step towards a proposed larger corpus project, and suggestions for improvement and expansion are therefore proposed.]\u0000 \u0000 \u0000 \u0000 ","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72530128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}