Acceso usuarios
Aims and objectives:
This paper first aims to examine how young Gaelic-English bilinguals in immersion education produce aspects of Gaelic phonology. We second consider the extent to which they acquire aspects of a traditional dialect. Third, we investigate how young new speakers outside of a traditional community negotiate place identity and authenticity.
Methodology:
Our methodology first consists of quantitative acoustic and auditory phonetic analysis of word list production data, accompanied by mixed effects regression. Second, we employ qualitative analysis of interview data from the same participants.
Data and analysis:
Data are presented from 22 speakers aged 13–14 in Gaelic Medium Education in Glasgow and 15 speakers aged 13–14 in GME on the Isle of Lewis. For comparison with a traditional dialect, we also include three speakers from Lewis aged 65–80. Our quantitative analysis considers 3,605 tokens in total and the qualitative analysis considers interview data with all speakers.
Conclusions:
Our findings show that young speakers reproduce traditional aspects of Gaelic phonology, though generally to a lesser extent that older speakers. Young new speakers in Glasgow recognise that they do not speak a traditional dialect of the language. They are beginning to create a new authenticity associated with belonging to Glasgow, which represents a new acquisition setting.
Originality:
This study is the first to explore acquisition of dialect and phonology among young new speakers of Gaelic. We explore perceptions of dialect and the implications of not coming from a traditional Gaelic-speaking area for the first time in young people.
Implications:
Revitalisation settings can lead to successful language acquisition but may also contribute to dialect levelling. However, institutional support structures can lead to increased confidence and new place identities emerging in young speakers.
