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The University of Edinburgh Gaelic Language Plan:Questionnaire Report [PDF]

, 2012
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4. New Gaelic Speakers’ Language Acquisition and Use

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Underlying Language Use: Gaelic Language Ideologies and Attitudes

Language Revitalisation in Gaelic Scotland, 2019
This chapter considers the role that participants’ ideological and attitudinal stances play in determining their current language practices. Language practices among former-GME students – both the overall extent and nature of interviewees’ Gaelic use ...
Stuart S. Dunmore
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5 Underlying Language Use: Gaelic Language Ideologies and Attitudes

Language Revitalisation in Gaelic Scotland, 2019

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A tartan weave: connecting the experience of flow in traditional music and Gaelic language in pursuit of heritage language survival

Journal of Multilingual and Multicultural Development, 2023
Gaelic is an endangered language, but the traditional music associated with it thrives. Among individuals committed to learning Gaelic as a heritage language who also engage in traditional music-making, intense experiences shape the connection between ...
H. Sparling, P. MacIntyre
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A good return on investment? Cultural identification through learning traditional music and language in Gaelic Nova Scotia

Journal of Multilingual and Multicultural Development, 2023
Language is often used to demonstrate group membership and to establish cultural identity. When the language is not readily available or is at risk, individuals tend to turn to other markers to develop their cultural identity.
S. Baker, H. Sparling, P. MacIntyre
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Going for a Song: supporting language acquisition in Gaelic 0–3 groups

Journal of Multilingual and Multicultural Development, 2022
This study considered the songs currently in use in Gaelic groups for 0–3 year olds in Scotland, whilst investigating how practitioners use them in the groups.
Lisa MacDonald
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The Edinburgh Companion to the Gaelic Language

Choice Reviews Online, 2012
W. Gillies
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Motivating Traditional Musicians to Learn a Heritage Language in Gaelic Nova Scotia

Ethnomusicology, 2022
It is urgent that we learn how to motivate learners of threatened heritage languages. Motivational theories, however, are weakened when they consider heritage languages in isolation from the rest of the culture in which they are enmeshed. By drawing on
H. Sparling, P. MacIntyre, S. Baker
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