In WG8 we see new speakers as individuals with little or no home or community exposure to a language but who instead acquire it through formal or informal educational settings, as adult language learners, in the workplace, through revitalization projects or as a consequence of their geographical mobility (migration). We also include speakers who have been passive bilinguals and have started to actively use a minority language through everyday interactions in the new speaker category (Walsh and Lane 2014). Drawing from the different projects in which members of this group are working currently or are planning to work on in the near future we agreed to focus the work of Working Group 8 on three main topics:
- Language trajectories and mudes. This refers to the language-based journeys taken by individuals or groups, both in the process of becoming new speakers, and also in moving beyond the new speaker category. Mudes or linguistic shifts are specific biographical junctures where individuals enact significant changes in their linguistic repertoire.
- Spaces for language learning. These are also at the centre of our interests as we want to know how and where new speakers acquire the language or variety.
- Subjectivities. We want to explore how we get shaped by multilingualism and how people conceptualise themselves as multilinguals. Thus, subjectivities and identities will be taken into account in our explorations of newspeakerness.
+ info: Maite Puigdevall & John Walsh (2017). "WG 8 Report (Period of Phase 2: April 2015 to September 2016). Speakerness: Subjectivities, Trajectories, Spaces". (link)
Maite Puigdevall Serralvo
Communication and Publication Officer
|Estibaliz Amorrortu (Universidad de Deusto)|
|Jannis Androutsopoulos (Universität Hamburg)|
|Tulay Caglitutuncigil (Universitat Oberta de Catalunya)|
|Constadina Charalambous (PhD, King’s College London) is an Assistant Professor of Language Education & Literacy at the European University of Cyprus. Her research interests include language education, interactional sociolinguistics, and language learning in contexts of conflict. She has recently completed a project on investigating the role of language learning in promoting peaceful coexistence (funded by the Levehulme Trust). She has also conducted research on peace education initiatives in Cyprus and has been involved in teacher-training seminars. She has publications in many international peer reviewed journals (eg. Linguistics & Education, Teaching and Teachers Education, Applied Linguistics, Language and Intercultural communication, etc.) and she has recently co-authored a book entitled “Peace education in a conflict-affected context (2016, Cambridge University Press).|
|Panayiota Charalambous (European University of Cyprus)|
|Stuart Dunmore (University of Glasgow)|
|Alicia Fernández Barrera (Universidad de Castilla-La Mancha)|
|Avel·lí Flors-Mas (Universitat Oberta de Catalunya). Currently I am finishing my PhD, where I compare the effects of language-in- education policies in Catalonia and Valencia on the linguistic repertoires and trajectories of secondary-school students with different linguistic backgrounds. I also work in the educational sociolinguistics group at the Research Centre for Sociolinguistics and Communication at the Universitat de Barcelona (CUSC-UB).|
|Maria Rosa Garrido Sardà is a postdoc researcher at the Institute of Multilingualism, University of Fribourg. Her on-going postdoc research explores language, mobility and identity in the trajectories of skilled workers who cross linguistic and national borders for humanitarian work.|
|Jone Goirigolzarri (Universidad de Deusto)|
|Elisa Hidalgo McCabe (Universidad Autonoma de Madrid) is a PhD student from Universidad Autónoma of Madrid. Her research focuses on the sociolinguistic factors affecting students’ trajectories from primary to secondary bilingual education. She is currently a member of the research group UAM-CLIL through her involvement in the project TRANS-CLIL investigating the transition from primary to secondary education in CLIL contexts. During her Master studies in Applied Linguistics at the University of Massachusetts Boston, USA, she participated in the Parent-Teacher Literacy Project on the development of language and literacy skills of migrant adults. Her current research interests include language ideologies, teaching in a foreign language (CLIL) and classroom interaction. She is currently exploring the language trajectories of students attending bilingual public schools in Madrid, Spain, with a focus on the ways in which they become “new speakers” of English. She is also addressing globalization and mobility in relation to multilingual language policies and their impact on bilingual education programmes in Madrid.|
|Kathryn Jones (IAITH: Welsh Centre for Language Planning)|
|Stephen Joyce (Roinn na Gaeilge, Ollscoil na hÉireann, Gaillimh / Department of Irish, National University of Ireland, Galway). Currently I'm working on a doctoral research project examining the motivations, identities and language ideologies of young new speakers of Irish and Basque, focusing on established and emerging urban spaces for language socialisation.|
|Elina Kangas (MultiLing, University of Oslo)|
|Clara Keating (Universidade de Coimbra)|
|Pia Lane (MultiLing, University of Oslo)|
|Janet Laugharne (Cardiff Metropolitan University)|
|Deirdre Ní Loingsigh (University of Limerick/Ollscoil Luimnigh). With regard to WG8, my current research on new speakers relates to the following themes: Language advising and new speakerness; the language support requirements of new speakers of Irish; new speakers of Irish in the organisational context; the spatial practices of new speakers & the deployment and appropriation of physical and virtual spaces for language use; safe space(s); spaces of transformation; language anxiety; new speaker networks and the role of the “cultural architect”; and finally, the scope of participatory action research (PAR) on new speakers.|
Malgorzata Machowska-Kosciak (Trinity College Dublin) completed her Ph.D. in 2015 in the School of Linguistic, Speech and Communication Sciences at Trinity College Dublin. She is working as a lecturer in Marino Institute of Education, an associated college of Trinity College Dublin. In her doctoral thesis she has focused on first and second language socialization among Polish immigrant adolescents living in Ireland. Her research relate to the areas such as: sociology of language, intercultural communication, internationalization of education, language learning and maintenance, multilingualism, integration of migrant minorities, discourse analysis, affective and epistemic stance taking through discourse, identity and power relations inherent in society. Malgorzata Machowska-Kosciak and Karolina Rosiak are recently working on language socialisation and affect in Polish migrants to Ireland and Wales. Subjectivities and identities are taken into account in our explorations of “newspeakerness”.
|Marina Massaguer Comes is a PhD candidate in Sociolinguistics at the Universitat Oberta de Catalunya (UOC). She is interested in the study of bi/multilingualism in Catalonia, language ideologies, and the relationship between language and identity. Her PhD research project, “Non-Catalan Speakers in Catalonia: Power, Belonging, and Legitimacy in the Post-National Era”, focuses on people living in Catalonia who do not speak Catalan or do so very rarely. Marina’s project aims to explore these profiles of speakers precisely in terms of how they position themselves in relation to socially available categorisations connected to language, ethnocultural identity, and other socioeconomic aspects; how they accept, contest or negotiate general assumption regarding these categories, and what the consequences of these processes are both for the individuals and for the community.|
|Máiréad Moriarty (University of Limerick/Ollscoil Luimnigh)|
|Anik Nandi (Heriot-Watt University). I am also a research associate in Galician sociolinguistics at Institute of Galician Language, USC, Spain and external Research Fellow in the UNESCO Chair on World Language Heritage at UBC, Spain. My research interests include language policy and planning, family language policy, intergenerational transmission, Spanish sociolinguistics, Galician language and new speakers.|
Kevin Petit Cahill (Université Lumière Lyon2) is a doctoral student under the supervision of Peter Griggs (Université Lumière Lyon2) et James Costa (Sorbonne Nouvelle University). His doctoral research is entitled Learning Irish through Immersion: A sociolinguistic ethnography of summer colleges. It focuses on language choices and language ritualization in interactions during «immersion» Irish language courses and aims at understanding the role played by language in the social relationships between speakers of Irish with varying degrees of fluency and from different geographic and social backgrounds, through the analysis of interviews, field notes, questionnaires, audio recordings of interactions in class, and official documents.
|Maite Puigdevall Serralvo (Universitat Oberta de Catalyunya). My research focuses on new speakers of Catalan; language trajectories and “mudes”; spaces for language learning and “mudes”; language and emotions.|
|Ana María Relaño Pastor (Universidad de Castilla-La Mancha)|
Facundo Reyna Muniain (Christian-Albrechts-Universität zu Kiel)
|Karolina Rosiak (Uniwersytet im. Adama Mickiewicza w Poznaniu). My research focuses on socialisation and language ideologies of Polish migrants in Wales.|
|Agnese Sampietro. Her dissertation (defended in May 2016) was the first thesis from a linguistic perspective focused on the phenomenon of emoticons and emoji.|
|Nora Schleicher (BKF University of Applied Sciences, Budapest)|
|Minna Suni (Jyväskylän yliopisto / Jyväskylä University)|
|Tom Van Hout (Universiteit Leiden)|
|Ellen Van Praet (Universiteit Gent)|
|Dr. John Walsh is a Senior Lecturer in Irish at the School of Languages, Literatures and Cultures. He teaches sociolinguistics at undergraduate and postgraduate level. In 2012, he was appointed Vice-Dean for Research in the College of Arts, Social Sciences and Celtic Studies. Dr. Walsh’s doctorate on the influence of the Irish language on Ireland socio-economic development was awarded by Dublin City University. Before that, he completed an MA in International Relations (Sociology, Politics, Law) also at DCU. He holds a BA in Irish and Welsh from University College Dublin. Dr. Walsh previously worked as a lecturer in Irish at DCU, with the European Bureau for Lesser Used Languages in Brussels, and as a journalist with Raidió Teilifís Éireann and TG4. His current research focuses on the ideologies and motivations of ‘new speakers’ of minority languages, people who were not raised speaking those languages but who speak them fluently and regularly.|
Books and articles
Androutsopoulos, J., 2017. ‘Soziolinguistische Mehrsprachigkeit, Ressourcen, Praktiken, Räume und Ideologien mehrsprachiger Kommunikation’. Der Deutschunterricht, 4/2017 (Themenheft Soziolinguistik), 53-63.
Androutsopoulos, J., 2017. ‘Gesellschaftliche Mehrsprachigkeit’. In: E. Neuland & P. Schlobinski eds. Handbuch Sprache in sozialen Gruppen, 193-217. Berlin/Boston: de Gruyter.
Fernández Barrera, Alicia, 2017. ‘Language Appropriations, Ideologies and Identities in Bilingual Schools in Castilla-La Mancha (Spain)’. In Sara Young & Emma Brooks (Eds.), Language Ideologies and Teaching in Multilingual Contexts Bellaterra Journal of Teaching & Learning Language & Literature, 10(2), 41-58.
Goirigolzarri, Jone, (2017). ‘Zergaitik dira garrantzitsuak hiztun berrientzat euskal hedabideak XXI. mendean?’ [Why are Basque media important for new speakers in the 21st century?] “Euskal hedabideak itun bila”. (Basque media in search of alliances). Euskaltzaindia [The Academy of the Basque Language]. Bilbao, 22/02/2017.
Petit Cahill, Kevin (2017). ‘Les stages d’immersion d’irlandais comme rite de passage: militantisme et valeur ajoutée’. Actes du colloque Jeunes Chercheurs: Construction / déconstruction des identités linguistiques, Université Paul-Valéry, Montpellier 3. Editions Connaissances et Savoirs: Saint Denis.
Pia Lane & Miki Makihara (2017). ‘Language and indigenous minorities’. In: García, Flores & Spotti (eds.). The Oxford Handbook of Language and Society. Oxford University Press, 299-230.
Lane (2017). Language standardisation as frozen mediated actions – the materiality of language standardisation. In: Lane, Costa ad De Korne (Eds.). Standardizing minority languages: Competing ideologies of authority and authenticity in the global periphery, 101-117.
Lane, Pia; James Costa & Haley De Korne, (2017) (Eds.) Standardizing Minority Languages: Competing Ideologies of Authority and Authenticity in the Global Periphery, Routledge Critical Studies in Multilingualism.
Costa, James, Haley De Korne & Pia Lane (2017). Standardising Minority Languages: Reinventing peripheral languages in the 21st century? In: Lane, Pia, Costa, James & De Korne, Haley (Eds.). Standardizing minority languages: Competing ideologies of authority and authenticity in the global periphery. Routledge, 1-23
O’Rourke, Bernadette, Pujolar, Joan and Walsh, John, 2017. ‘Language education and new speakers of minority languages’. In: McCarty, Teresa (ed.) Encyclopedia of Language and Education (3rd edition). New York: Springer, 1-12.
Relaño Pastor, Ana María, 2017. ‘Bilingual Education and Neoliberal CLIL practices’. En The Oxford Handbook of Language Policy and Planning (Editado por James W. Tollefson y Miguel Pérez-Milans). OUP.
Sabaté Dalmau, Maria; Garrido, Maria Rosa & Codó, Eva (2017). ‘Language-mediated Services for Migrants: Monolingualist Institutional Regimes and Translinguistic User Practices’. In Suresh Canagarajah (Ed.) The Routledge Handbook of Migration and Language (pp. 558-576). London: Routledge.
John Walsh (2017). 'The role of emotions and positionality in the trajectories of "new speakers" of Irish'. International Journal of Bilingualism. Published online 28.07.17.
Walsh, John, 2017. Review of Singular and Plural: Ideologies of Linguistic Authority in 21st Century Catalonia by Kathryn Woolard. Language Policy. Published online 15.06.17.
Máiréad Moriarty (2016). “Developing resources for translanguaging in minority language contexts: A case study of rapping in an Irish primary school”. Language, Culture, Curriculum http://dx.doi.org/10.1080/07908318.2016.1230623
Dunmore, S. 2016. ‘Immersion education outcomes and the Gaelic community: Identities and language ideologies among Gaelic-medium educated adults in Scotland’, Journal of Multilingual and Multicultural Development. DOI: http://dx.doi.org/10.1080/01434632.2016 .1249875
Dunmore, S. 2016. ‘Gàidheil, Goill agus Coimhearsnachd na Gàidhlig: Ideòlasan cànain inbhich a fhuair foghlam tro mheadhan na Gàidhlig’ [Gaels, Lowlanders and the Gaelic Community: Language ideologies among adults who received Gaelic-medium education], Rannsachadh na Gàidhlig 8 (Edinburgh: Dunedin Academic Press).
Claire Nance, Wilson McLeod, Bernadette O’Rourke and Stuart Dunmore (2016). ‘Identity, accent aim, and motivation in second language users: New Scottish Gaelic speakers’ use of phonetic variation, Journal of Sociolinguistics 20: 164-91.
Ortega, A. Amorrortu, E., Goirigolzarri, J. & Urla, J. (2016). Euskal hiztun berriak: esperientziak, jarrerak eta identitateak. [New Speakers of Basque: experiences, attitudes and identities]. Bilbao: University of Deusto and Bizkailab. ISBN. 978-84-15759-95-9. (Spanish version (2007): Nuevos hablantes de euskera: experiencias, actitudes e identidades). This book is the final and comprehensive report of the entire research: https://blogs.deusto.es/euskalgaiak/wp-content/uploads/2016/11/Euskal-hiztun-berriak- 2016-Deustuko-Unibertsitatea.pdf
Lane (2016). Standardising Kven: Participation and the role of users. Sociolinguistica 30, 105-124
McCabe, Anne & Hidalgo, Elisa (2016) Managing learner identity for engaging learning. Selected Papers 2014-2015 TESOL-SPAIN, 230-242.
Petit, K. (2016). “Successful Learners of Irish as an L2: Motivation, Identity and Linguistic Mudes” Studia Celtica Posnaniensia, 1, 39-57. https://www.degruyter.com/view/j/scp.2016.1.issue-1/scp-2016-0003/scp-2016-0003.xml?format=INT
Karolina Rosiak (2016). ‘The Welsh language and social integration from the point of view of the new Polish emigration to Wales’. Zeszyty Łużyckie 50: 315-332.
Karolina Rosiak and Michael Hornsby (2016). ‘Motivational Factors in the Acquisition of Welsh in Poland’. Studia Celtica Posnaniensia 1: 57-72.
Jacqueline Urla, Estibaliz Amorrortu, Ane Ortega and Jone Goirigolzarri (2016). ‘Authenticity and Linguistic variety among New Speakers of Basque’. In: Ferreira, Vera and Bouda, Peter (eds.) Language Documentation and Conservation. Special Publication 9: Language Documentation and Conservation in Europe, 1–12.
Tom Van Hout & Ellen Van Praet (2016). Teaching Case: Lookalike Professional English. IEEE Transactions of professional communication, 59(4), 398-406. doi: 10.1109/TPC.2016.2608198
Lanza, Elizabeth; Røyneland, Unn; Lane, Pia (2016). MultiLing. Center for Multilingualism in Society across the Lifespan: A Center of Excellence in Norway. Sociolinguistica : Internationales Jahrbuch fuer Europaeische Soziolinguistik 2016, 223-231
Wright, Røyneland and Pia Lane (2016) (Eds.) Language planning – the theory and practice of standardisation, Sociolinguistica - Internationales Jahrbuch für europäische Soziolinguistik 2016, De Gruyter Mouton, XX
Fernández Barrera, A. (2015). Bilingual commodification in La Mancha: From language policies to classroom practices. Procedia – Social and Behavoural Sciences, Elsevier. 212C, 80-84.
Máiréad Moriarty (2015). Globalizing language policy and planning: An Irish language perspective. Great Britain: Palgrave MacMillan.
Bernadette O’Rourke and John Walsh (2015). ‘New Speakers of Irish: shifting boundaries across time and space’. International Journal of the Sociology of Language. 231, 63-83.
Walsh, John, 2015. ‘Nuachainteoirí Gaeilge – in Éirinn agus thar lear’ (New speakers of Irish – in Ireland and abroad). In: de Mórdha, M. (ed.) Ceiliúradh an Bhlascaoid 18: Saibhreas agus Dán na Teanga. Dublin: Coiscéim, 49-63.
John Walsh, Bernadette O’Rourke and Hugh Rowland (2015). Tuarascáil Taighde ar Nuachainteoirí na Gaeilge. Baile Átha Cliath: Foras na Gaeilge.
John Walsh, Bernadette O’Rourke and Hugh Rowland (2015). Research Report on New Speakers of Irish. Dublin: Foras na Gaeilge (translation of above).
John Walsh and Bernadette O’Rourke (2015). ‘Mudes teangeolaíocha agus nuachainteoirí na Gaeilge’ (‘Linguistic mudes and new speakers of Irish’). Comhar Taighde (1). Available at: http://www.comhartaighde.com/eagrain/1/walsh-orourke/
John Walsh and Laoise Ní Dhúda (2015). ‘“New Speakers” of Irish in the United States: Practices and Motivations’. Applied Linguistics Review 6 (2):173-192.
Fernández Barrera, A. (accepted, 2018). 'An interview with Thomas Morton on CLIL methodology in Spain'. Bellaterra Journal of Teaching & Learning Language & Literature. Vol. 11.1 (enero 2018)
Garrido Sardà, Maria Rosa, (forthcoming). ‘Language socialisation and muda: The case of two transnational migrants in Emmaus Barcelona’. In Rosina Marquez-Reiter & Luisa Martin-Rojo (Eds.) “Linguistics of participation and exclusion. New speakers’ struggles for mobility in Europe”, Special Issue for International Journal of the Sociology of Language.
Michael Hornsby and Karolina Rosiak (in press). Eastern European Perspectives on Celtic Studies.Cambridge Scholars Publishing.
Malgorzata Machowska-Kosciak (in press). “‘To be like a home extension’- challenges of language learning and language maintenance- lessons from Polish-Irish experience”
Stefan Moal, Noel Ó Murchadha & John Walsh (forthcoming, 2017). ‘New speakers and language in the media: audience design in Breton and Irish broadcast media’. In: Hornsby, Michael, Moriarty, Máiréad, Ó Murchadha, Noel & Smith-Christmas, Cassie (eds.) New Speakers of Minority Languages: Linguistic ideologies and practices. London: Palgrave.
Kevin Petit Cahill (forthcoming). ‘Les stages d’immersion d’irlandais comme rite de passage : militantisme et valeur ajoutée’. Actes du colloque Jeunes Chercheurs: Construction / déconstruction des identités linguistiques, Université Paul-Valéry, Montpellier 3. Editions Connaissances et Savoirs: Saint Denis.
Puigdevall, Maite, Walsh, John, Ortega, Ane and Amorrortu, Estibaliz, forthcoming, 2018. ‘“I’ll be one of them”: Linguistic mudes and new speakers in three minority language contexts’. Journal of Multilingual and Multicultural Development.
Urla, J., Amorrortu, E. , Ortega, A. & Goirigolzarri, J. (in press). ‘Basque Standardization and the New Speaker: Political Praxis and the Shifting Dynamics of Authority and Value’. In P.M.J. Lane & J. Costa (eds). Standardizing Minority Languages: Competing Ideologies of Authority and Authenticity in the Global Periphery. Routledge.
Colin Williams and John Walsh (forthcoming, 2018). ‘The Regulation and Governance of Official Languages’. In: Hogan-Brun, G. & O’Rourke, B. (eds.) The Handbook on Minority Languages and Communities. Basingstoke: Palgrave Macmillan.
Dunmore, S. (in press). ‘New Gaelic Speakers, New Gaels? Language ideologies and ethnolinguistic continuity among Gaelic-medium educated adults’, in Smith-Christmas et al. (eds) New Speakers of Minority Languages: Linguistic Practice and Ideology (Basingstoke: Palgrave), pp tbc.
Dunmore, S. (forthcoming) ‘When school is over and done with: Linguistic practices and socio-demographic profiles of Gaelic-medium educated adults’, in MacLeod et al. (eds) Gaelic in Contemporary Scotland: The Sociolinguistics of an Endangered Language (Edinburgh: Edinburgh University Press), pp. tbc.
Relaño Pastor, A. M., & Fernández Barrera, A.(under revision). Resignifying English in La Mancha Bilingual Schools: Nativist Language Ideologies and Linguistic Practices. Monográfico: Elite multilingualism - discourses, practices, and debate, editado por Barakos, Elisabeth and Charlotte Selleck, Journal of Multilingual and Multicultural Development.
Relaño Pastor, A. M. y Fernández Barrera, A. (accepted, 2018). Competing Bilingual Schools in La Mancha City: Teachers’ Responses to Neoliberal Language Policy and Practice. Foro de Educación, v. 16, n. 25, July-December 2018. Monográfico: Education, Society and Elites / Educación, Sociedad y Élites. (FahrenHouse: Salamanca, España).
Relaño Pastor, Ana María, forthcoming. ‘Understanding bilingualism in Castilla-La Mancha: Emotional and moral stancetaking in parental narratives’. RESLA (Spanish Journal of Applied Linguistics). John Benjamins.
Relaño Pastor, Ana María, 2018. ‘Narrative circularity, disputed transformations, and bilingual appropriations at a public school “somewhere in La Mancha”’. In Patiño-Santos, A. “Special Issue: Storytelling in globalized spaces: a linguistic ethnographic perspective”. International Journal of the Sociology of Language
Codó Eva & Relaño Pastor Ana María, forthcoming. Researching Multilingual Education: Ethnographic Perspectives. In Siry, C. & R. Fernández (Eds.) Methodologies for Research on Teaching and Learning. Luxembourg: Sense Publishers (Bold Visions in Education Research Series).
Tulay Caglitutuncigil (in progress, 2018). ‘Between myth and reality: Language classrooms in Spanish and Catalan social integration programs. Journal of Multilingual and Multicultural Development.
Maite Puigdevall, John Walsh, Ane Ortega and Estibaliz Amorrortu (in progress, 2018). ‘Shame, frustration and pride: Emotions of new speakers of Irish, Basque and Catalan in their process of adopting the languages’. (Journal to be confirmed)
Rosiak, K. (In review). “Polish New Speakers of Welsh: Motivations and Learner Trajectories”. Language, Culture and Curriculum.
Walsh, John & O’Rourke, Bernadette, 2018 (in press). ‘Comparing “new speakers” across language contexts: mobility and motivations’. Thematic edition of Journal of Multilingual and Multicultural Development. This volume contains contributions by several members of the WG.
Lane, Pia & Anna-Kaisa Räisänen, (2019). Heritage language policies: The case of Kven in Norway. In: Seals & Shaw (Eds.). Heritage Language Policies around the World, Routledge.
Maite Puigdevall & John Walsh (2017). "WG 8 Report (Period of Phase 2: April 2015 to September 2016). Speakerness: Subjectivities, Trajectories, Spaces". (link)
Leaflet "Nuachainteoirí san Eoraip Ilteangach/New Speakers in a multilingual Europe" (link)
Events and Stakeholder Engagement
Sociolinguistics Summer School 8-COST Action 1S1306 New Speakers in a Multilingual Europe Training School
WG8 Committee encourages Early Career Researchers working within WG8 to attend and present their preliminary results in this event, taking place at the historical building of the Universitat de Barcelona, 4th-7th July 2017, and co-hosted by COST Action 1S1306, Universitat Oberta de Catalunya, and the Research Centre for Sociolinguistics and Communication at Universitat de Barcelona (CUSC-UB).
Sociolinguistics Summer School is an annual international meeting point organised by and directed to MA and PhD students and early career researchers. SSS provides them a great opportunity to both attend plenary lectures and workshops conducted by leading researchers in the field and to present and discuss their own findings with fellow ECR’s.
Traditionally organised in England, Scotland and Ireland, the 7th edition of SSS disembarked for the first time on the continent to take place in Lyon in 2016. For 2017, the IdentiCat research group of the Universitat Oberta de Catalunya (UOC) offered to host SSS8 in Barcelona as part of the activities of the ISCH COST Action IS1306 New Speakers in a Multilingual Europe. Newspeakerness in relation to globalisation, management of multilingualism, and social identity will be the core theme of the SSS8, although presentations about all the current trends in sociolinguistics will be welcomed.
Panels at conferences
Organised panels at conferences
As a group, the leaders of WG8 organised panels at four main conferences during the report period, following the plans established in our initial meeting in Vigo:
- June 2015: Panel at the 2nd International EDiSo Symposium - Discourses and Societies on the Move, Coimbra.
- May 2016: Two panels at the 2nd Whole Action Conference (WAC) in the University of Hamburg.
- June 2016: Panel at the Sociolinguistics Symposium 21, Murcia.
- September 2017: Panels at the Final Whole Action Conference, Coimbra.
1. Panel at the 2nd International EDiSo Symposium - Discourses and Societies on the Move, University of Coimbra (17-19 June 2015)
a) Title: New speakers’ linguistic status within diasporic trajectories. Social mobility and transformation of linguistic practices
18 June 2015
Co-organisers: Maite Puigdevall (Universitat Oberta de Catalunya, Barcelona), Luisa Martín Rojo (Universidad Autónoma de Madrid).
Discussant: Clara Keating (University of Coimbra)
Luisa Martín Rojo & Maite Puigdevall: Welcome and short presentation of the panel.
Eva Codó: Global mobility, identity and Catalan: New speakers of minority languages in late modern urban contexts.
Adriana Patiño-Santos: New speakers, new language ideologies, new status: the case of Latin American families in Catalonia.
Tulay Caglitutuncigil, & Maite Puigdevall: Temporality and Subjectivity in Language Trajectories: Chronotopes, Mudes and Intersectionality.
Bernadette O’Rourke & Nicola Bermingham: Transforming Linguistic practices amongst ‘new speaker’ Cape Verdean migrants.
Miguel Perez-Milans: ‘I Have to Learn My Own Language, That’s the Problem’: Language, Voice and Mobility in Hong Kong.
Bernardino Tavares & Kasper Juffermans: South-North Trajectories and Language Repertoires
Richard Todd: On Migrant and Diasporic Speech Communities – When Integration is More Apparent than Real.
Discussion: Clara Keating.
2. Panels at the 2nd Whole Action Conference (WAC) in the University of Hamburg
a) Title: Language socialisation and language trajectories of new speakers
12 May, 2016
Co-organisers: Pia Lane (Multiling, University of Oslo) and Maite Puigdevall (Universitat Oberta de Catalunya, Barcelona).
Theme: Language socialisation and language trajectories of new speakers
Panel 1: Language trajectories
John Walsh, Maite Puigdevall, Estibaliz Amorrortu, Jone Goirigolzarri: Emotions and New Speakers of Irish, Basque and Catalan: Suffering, Frustration and Happiness.
Kevin Petit: The Irish summer college rite of passage.
Elina Kangas: ‘New speakers’ of Meänkieli and language standardisation: practices and tensions.
Malgorzata Machowska-Kosciak, Karolina Rosiak, Kathryn Jones: ‘They lie, swear and their weddings are completely different’ – language socialisation and affect in Polish migrants to Ireland and Wales.
Nóra Schleicher, Minna Suni: To go or not to go? The role of language in the migration process of medical workers.
Rosa Maria Garrido: Historicising new speakers of French for humanitarian work: Internationalisation, mobility and multilingualism at the International Committee of the Red Cross.
Panel 2: Spaces of language socialisation
Avel·lí Flors: ‘It’s not that I don’t want to speak Catalan, it’s that you can’t speak it’. Linguistic repertoires and practices of migrant secondary-school students in Castelló de la Plana (Valencia, Spain).
Stephen Joyce: New Speakers of Irish: The Creation of New Spaces of Language Socialisation.
Deirdre Ní Loingsigh: Mandate, risk-taking and meaning-making: the spatial practices of new speakers of Irish in the workplace.
Constadina Charalambous, Panayiota Charalambous, Ben Rampton: Language learning and trajectories of dislocation: insights from learning Turkish in Greek-Cypriot classrooms.
Elena Hidalgo McCabe: Student trajectories in the high and low immersion bilingual classroom
3. Panel at the Sociolinguistics Symposium 21, Murcia (15-18 June 2016)
a) Title: New speakers: Subjectivities, trajectories and spaces
17 June 2016
Co-organisers: Pia Lane (Multiling, University of Oslo) and Maite Puigdevall (Universitat Oberta de Catalunya, Barcelona).
Pia Lane, Multiling Oslo & Maite Puigdevall-Serralvo, Universitat Oberta de Catalunya: Introduction. Speakerness: Subjectivities, Trajectories and Spaces.
John Walsh, National University of Ireland, Galway, Maite Puigdevall-Serralvo, Universitat Oberta de Catalunya, Estibaliz Amorrortu and Jone Goirigolzarri, Universidad de Deusto: ‘Mudes’ and emotions of new speakers of Basque, Gaelic and Catalan.
Clara Keating, University of Coimbra & Pia Lane, MultiLing, University of Oslo: New speakers and life trajectories - an intergenerational nexus analysis of language experiences of Portuguese migrant speakers and Kven heritage speakers.
Małgorzata Machowska-Kosciak, Trinity College, Dublin, Karolina Rosiak, Adam Mickiewicz University in Poznań and Kathryn Jones, IAITH, Welsh Centre for Language Planning: Double new speakerness: Polish migrants in Ireland and Wales.
Ibon Manterola, University of the Basque Country, Facundo Reyna Muniain, University of Kiel and Anik Nandi, Herriot-Watt University: Language attitudes and ‘mudes’ in diasporic Basque and Galician contexts.
4. Panels at the 3rd Whole Action Conference (WAC) in the University of Coimbra (14-16 September 2017)
Panel 4 | Shaping a Language Support Infrastructure for New Speakers Coordinator: Deirdre Ní Loingsigh
This panel discussed a new leadership initiative in Limerick City, Ireland which has been designed with four specific aims in mind: (1) to investigate the language support requirements of new speakers and adult learners of Irish in the local urban context; (2) to explore agendas, strategies and tools for a more vibrant public engagement and networking in relation to Irish language support and language planning; (3) to investigate the organisational structures and leadership required at local level in order to create a sustainable language support framework and boost language vitality; and (4) to reflect on the relationship between language advising initiatives and local language planning and policy. Core values in the project are a Participatory Action Research (PAR) approach; the creation of a “communicative space” as promoted in the field of adult education; strong interconnectivity between “critical colleagues” in language support and planning; the promotion of a multidisciplinary approach; the creation of “experimental language spaces”; and the probing of reflections on minority language for the “public good”. The term “incubation space” is borrowed from business to represent all of the supports that are necessary in the start-up phase of this language project. Therefore, the mentoring, advising and leadership required and ways of promoting public engagement and networking are a key focus. In the first research cycle of the Participatory Action Research (PAR) project, a strategic approach to language planning in tandem with health promotion is explored. The scope of this new and experimental agenda for Irish language networks will be focus of the panel and data from a public consultation - information and Idea Lab event will be presented and analysed (See Idea Lab Agenda, 17 May 2017, Appendix 1). Participants in the event are representatives from Irish language promotion and education groups in Limerick; local contacts involved in Irish language initiatives; and representatives from mental health, student welfare and local sporting partnerships. The potential to steer language policy in new directions and to focus innovations and supports at local level on Language for Wellbeing is the position taken by panel members. We are interested in how this agenda and our experimental practices may inform how the governmental strategy to grow the number of Irish speakers might be realized and the majority of them are new speakers.
- Deirdre Ní Loingsigh, Director, Aonad na Gaeilge, University of Limerick (academic)
- Helena Ní Ghearáin, Tutor, Aonad na Gaeilge, University of Limerick (academic)
- Séamus Barra Ó Súilleabháin, teacher of Irish language classes for adults, slam poet & rap artist (stakeholder)
- Ainle Ó Cairealláin, Director, ACLAÍ (is the Irish word for fit) personal training facility in Cork (stakeholder)
Panel 5 | New Speakers and the European Charter of Regional and Minority Languages Coordinator: Pia Lane
One of the founding principles for the formation of many European nation states was the idea of ‘one nation - one language’, and as a result of this ideology minority languages were regarded with scepticism. In 1992 the European Charter of National and Regional Minority Languages was drawn up. The Charter emphasises the importance of the European national minority and regional languages, stating that these languages contribute to European cultural wealth and diversity. 23 European countries have ratified the Charter, and the Council of Europe frequently has recommended that nation states undertake standardisation efforts and introduce and/or increase the use of minority languages in educational contexts with the aim to strengthen the position of minority languages and also create opportunities for learning and reclaiming such languages. In some cases the recognition of a regional or minority language has encouraged speakers who have been passive bilinguals to start to actively use the minority language through everyday interactions. Such new speakers may present a complex mixed model of revivalist and maintenance strategies (Walsh and Lane 2016).
The goals of the panel are:
- to outline recommendations for standardisation and education by the Committee of Experts for the European Charter of National and Regional Minority Languages
- investigate the relationship between New Speakers and standardisation by discussing how standardisation processes might be both emancipatory and exclusionary
- the majority of new speakers of minority languages begin to acquire the target language outside the home, usually within the education system or in a semi-formal learning situation (Walsh and Lane 2016). Therefore the panel will discuss how the varieties acquired and used by New Speakers are perceived by New Speakers themselves and traditional speakers
- the panel will also discuss what factors may make state parties reluctant to ratify the Charter, the implications treaties like the Charter may have on minority languages and New Speakers and what role researchers and policy makers may have in these processes
- Pia Lane, Professor, MultiLing, University of Oslo
- Sixto Molina, Head of Secretariat, the European Charter of National and Regional Minority Languages
- Aleksandra Oszmiańska-Pagett - Member of the Committee of Experts for the European Charter of National and Regional Minority Languages
- Anna-Kaisa Räisänen, Kven Institute/Kainun Institutti, Norway
- Michael Hornsby, Adam Mickiewicz University in Poznan, Poland
- Talwyn Baudu, University of Aberystwyth, Wales
Panel 9 | New Speakers and language revitalization policies
Coordinator: Vicent Climent and Estibaliz Amorrotu
In this panel we attempt to show how research on New Speakers can be used by policy makers and other stakeholders to promote the use of a minority language among young speakers who learnt the minority language in immersion education. We will present an experience of collaboration between Basque researchers and stakeholders and a list of recommendations for language policy and planning, result of that collaboration. In addition, we will discuss with stakeholders from different minority language situations the convenience of applying those recommendations to their own context.
The panel will be organized in two parts: A representative of the Basque research team will present the most relevant results of the research (Ortega et al. 2016) and some of the recommendations given by Basque stakeholders in light of the results. Afterwards, four stakeholders with experience in the promotion of Basque, Irish, Welsh, and Valencian among young new speakers will do a short presentation of their own experience, and will answer to some questions previously given by the moderator.
- Vicent Climent-Ferrando, Network for the Promotion of Linguistic Diversity, Content Manager
- Estibaliz Alkorta, Head of Research. Language Policy Department, Basque Government
- Sabrina Rasom, Responsible for the Language Policy Department on Ladin. Govern of Fassa, Province of Trento
- Alba Conesa, Consorci Per a la Normalització Lingüística, Catalonia, Government of Catalonia
- Estibaliz Amorrotu, Researcher, University of Deusto
Panel 8 | New speaker subjectivities
Coordinator: Stuart Dunmore
This panel will address key perspectives on new speakers’ identities and their importance to revitalisation initiatives and cultural cohesion in five European contexts, as well as among minority European diasporas in Canada and Argentina. Contributions will be informed by researchers’ participation in the New Speakers network since 2013, as well as by invited key stakeholders’ perceptions and experiences of fostering new speaker identities. Policymakers in Scotland, Wales, Canada, Ireland, Galicia and Catalonia each make frequent reference to the role that new speakers may play in future minority language maintenance and multicultural cohesion more widely. Consequently, second language acquisition has been prioritised as a mechanism in these countries, both as a strategy for revitalising minority languages, and for ensuring intercultural integration in late modernity.
Language advocates and teachers in each of the contexts featuring in our panel focus attention on new speakers’ development of a sense of identity in their new language, whether that is terms of Fishmanian conceptions of the language-identity nexus, or through more multicultural perspectives on language use and community maintenance. The construction and negotiation of identity and interpersonal subjectivity is therefore a crucial consideration for researchers and stakeholders who engage with the new speakers paradigm. Drawing on stakeholders’ prolonged engagements with new speaker identity over many years, as well as researchers’ fine-grained analyses of ethnographic data, our proposed panel will explore the issue of new speaker subjectivities in detail.
Colleagues from working group 8 will present key findings for stakeholders and make suggestions for policymakers based on their participation in the COST New Speakers network, inviting relevant stakeholders to speak about their viewpoints and to participate in a closing roundtable discussion. In addition to working group members’ presentations, therefore, language teachers, new speakers and other stakeholders from Scotland, Nova Scotia, Wales, Ireland, Galicia and Catalonia will participate in our panel, taking part in a closing round table discussion and Q&A.
- Stuart Dunmore, University of Edinburgh
- Nicola Carty, CLAG/University of Glasgow
- Kathleen Reddy, Colaiste na Gàidhlig/Gaelic College, Cape Breton, Nova Scotia
- Facundo Muniain , Kiel University
- Iñigo M. Riobo - New Galician Speaker, University of Santiago de Compostela/ Online Galician Newspaper
- Karolina Rosiak, Adam Mickiewicz University in Poznan
- Anna Rolewska, New Welsh Speaker, Aberystwyth University/Office of Welsh Language Commissioner
- Malgorzata Machowska-Kosciak, Trinity College Dublin/Marino Institute of Education
- Maite Puigdevall-Serralvo, Open University of Catalonia
Amorrortu, A., Ortega, A., Goirigolzarri, J. & Urla, J., 2016. Talk about Basque aimed at stakeholders. Euskararen Nazioarteko Eguna/International Day of the Basque Language. Talk delivered: ‘Hizkuntza transmisio ereduak: hiztun berriak Euskara familian transmititzen ari dira?’ (‘Model of language transmission: are New Speakers transmitting Basque in the family?’), 03.12.2016.
Amorrortu, E, Ortega, A. & Goirigolzarri, J., 2016. Seminar/workshop with stakeholders ‘Zelan aktibatu hiztun berri gazteak?’ (How to activate young new speakers of Basque?), University of Deusto, Bilbao, 17.11.2016. The seminar/workshop gathered 30 participants involved with (young) new speakers of Basque, including school teachers, adult education teachers, Basque promoters in offices for the promotion of Basque from different municipalities, coaches and teachers of extracurricular activities, persons working in youth clubs and leisure activities clubs, and young new speakers themselves.
Amorrortu, E. & Ortega, A., 2017. ‘Hiztun berrien esperientziak herri oso euskaldunetan’ (New Speakers’ experiences in highly Basque-speaking towns). Invited by the Basque Language Department of the municipality of Zumaia, Gipuzkoa. Zumaia, 15.02.2017. At: http://baleike.eus/zumaia/1487243546589
Amorrortu, E., 2016. ‘Euskara familiatik kanpo ikasi: hiztun aktibo bihurtzeko zailtasunak’ (Learning Basque outside the family: difficulties of becoming an active speaker). Invited talk by the Basque Language Department of the municipality of Bakio, Bizkaia. Bakio, 30.11.2016.
Amorrortu, E., 2016. ‘Zelan aktibatu euskal hiztun berri gazteak? Emaitzak eta proposamenak’ (How to activate Basque young new speakers? Results and proposals). Contribution to round table “Young new speakers of minority languages: how to become an "active" speaker” at the European Language Diversity Forum (http://www.donostiaforum.eu/en/education) organized by UNESCO Etxea–UNESCO Centre Basque Country and the Foundation Donostia-San Sebastian European Capital of Culture 2016.). Kursaal Conference Centre, Donostia-San Sebastián, 15-16.12.2016. The Forum, which was organized by COST Action member Ane Ortega, brought together an audience of 250 which included politicians, language planners and technicians, academics, teachers and language activists. The round table also included COST member Joan Pujolar.
Amorrortu, E., 2016. Talk about Basque aimed at stakeholders. ‘Euskara familiatik kanpo ikastea: benetako hiztuna hiztun legitimoa?’ (‘Learning Basque outside the family: an authentic speaker, a legitimate speaker?’). Talk delivered at Summer School of the University of the Basque Country and organised by Etxepare (Basque Language Institute). 08.07.2016.
Amorrortu, E., 2017 (12.05.2017). ‘Hiztun berriak eta hizkuntza-ohitura aldatzea’ (New Speakers and changing the habit of using one language). Udaltop 2017 (Annual Meeting of language planners working in municipalities of the Basque Country and Basque Government).
Amorrortu, E., 2017 (12.05.2017). Talk on ‘Hiztun berriak eta hizkuntza-ohitura aldatzea’ (New Speakers and the change of language habit), UDALTOP Udaletako Euskara Zerbitzuen Topaketak 2017 (2017 Annual Meeting of the Basque Language Services in City Councils), organized by the Office of Language Policy of the Vice-Ministry of Language Policy, Basque Government. http://www.udaltop.eus/eu/bideoak
Amorrortu, E., 2017 (15-16.07.2017) was co-director of the University of the Basque Country (EHU/UPV) Summer Course Nuevos hablantes de lenguas minorizadas: escuela y sociedad (New Speakers of Minority Languages: Education and Society). Bilbao. (COST members Ane Ortega, Maite Puigdevall, Bernadette O’Rourke with Esti Amorrortu were the lecturers in this course.
Amorrortu, E., 2017 (16.07.2017). ‘Euskal hiztun berri gazteen hizkuntza-identitateak’ (The identities of Young New Speakers of Basque). Lecture at the University of the Basque Country (EHU/UPV) Summer Course Nuevos hablantes de lenguas minorizadas: escuela y sociedad [New Speakers of Minority Languages: Education and Society]. Bilbao.
Amorrortu, E., 2017 (21.07.2017). Participation in Round table ‘Euskararen erabilera sustatzeko, datu batzuen argitan’ (Promotion of Basque Language Use in light of some data), offering data on Basque new speakers, Summer Course, University of the Basque Country, 20-21/07/2017. Organized by the Vice-Ministry of Language Policy, Basque Government and Soziolinguistika Klusterra.
Amorrortu, E., 2017 (23.05.2017). Talk on ‘Hiztun berrien erabilera azaltzeko gakoak: hizkuntzaohitura eta beste’ (Keys that explain New Speakers’ Use: language-habit and other keys). Seminar on Basque Language Transmission, organized by Eta Kitto Euskara Elkartea (local advocate association of the town of Eibar, Gipuzkoa). http://etakitto.eus/berriak/kultura/euskarara-hurbiltzeko-gozamena-ezinbestekoada.html
Amorrortu, E., Ortega, A, Goirigolzarri, J., 2016. Presentation of newly published book Euskal Hiztun berriak: esperientziak, jarrerak eta identitateak [New speakers of Basque: experiencies, attitudes and identities) at the annual Durango Basque Book Fair. Durango, 04.12.2016.
Caglitutuncigil, Tulay, 2016. 08.06.2016: “Español para inmigrantes: De la teoría a la práctica”. Getafe, Comunidad de Madrid. Tulay Caglitutuncigil organized this event in Asociación Murialdo (Madrid), in order to share the main results of her PhD Thesis with policy makers. She conducted fieldwork in the same association between 2010 and 2011, in language classrooms oriented to African immigrant women. She volunteered there during this period as a teacher of Spanish. The objective of this meeting was to share the academic knowledge with stakeholders in an understandable way and the participants in this event were project managers and language teachers who worked with immigrant communities.
Charalambous, Constadina & Charalambous, Panayiota, ongoing. Members of ‘Bicommunal Technical Committee on Education’ which is responsible for negotiating issues of education in order to assist the current political negotiations for the resolution of the conflict in Cyprus. Language policies (and provisions for learning the languages of the two communities – Greek and Turkish) are part of the issues we discuss at the Committee.
Charalambous, Constadina & Charalambous, Panayiota, ongoing. Member of stakeholders’ group run by United Nations in Cyprus that also targers intercommunal relations including language.
Dunmore, Stuart, 2016. Assessment of Gaelic Language Plan. Stuart Dunmore was the researcher on an important analysis of the current National Gaelic Language Plan for policymakers this year, with colleagues from Edinburgh and IAITH in Wales. Creating new speakers was a key priority in this plan and the data gathered frequently reflected speakers’ attitudes to that objective.
Dunmore, Stuart, 2016. Seminar for ‘Gaelic Immersion for Teachers’ (Strathclyde University), An t-Alltan Teachers Conference, Aviemore, 27.09.2016.
Dunmore, Stuart, 2016??. Talk to parents’ association on Gaelic education outcomes, Bunsgoil Taobh na Pàirce, Edinburgh [Gaelic-medium Primary School].
Dunmore, Stuart, 2017. Panel 8 organiser, Final Whole Action Conference, Coimbra, Portugal. ‘New speaker subjectivities: Implications for policymakers in Europe and the Americas’, 16.09.2017.
Jones, Kathryn, 2017. Seminar (IAITH: Welsh Centre for Language Planning) in conjunction with Aberystwyth University focusing on Diversity in Education and bringing together practitioners and Policy makers involved in integrating children from other language and cultural backgrounds in Welsh-mediun education. 30.10.2017.
Lane, Pia, 2016. Fleirspråklegheit i nord: språk og identitet [Multilingualism in Northern Norway]. Varanger Mållag - jubileumsseminar om språk og litteratur [Varanger Language Society. Anniversary seminar on language and culture. 29.10.2016.
Lane, Pia, 2016. Meeting with the Department of Sami and Minority Affairs, Ministry of Local Government and Modernisation, 20.06.2016. The objective of this meeting held by Pia Lane at Multiling, University of Oslo was to discuss and provide input for an Action Plan for the Kven language.
Lane, Pia, 2016. The Secret Language, Kven language TV documentary: documentary movie on the Kven language in collaboration with Lightsource Productions. The film was screened at the Kven Institute in Børselv (Northern Norway) in January 2016. Pilot: https://vimeo.com/32546175
Lane, Pia, 2017. Kvensk språk (The Kven Language). Lecture at Ministry of Local Government and Modernisation. 10.03.2017.
Moriarty, Máiréad, 2016. 24-25.11.2016: ESOL Provision for Refugees and Asylum Seekers, University of Limerick. This event brought key stakeholders in the provision of English language to refugees and asylum seekers in Ireland together. The key stakeholders who took part included: (i) refugees and asylum seekers who avail of both formal and informal ESOL provision in Ireland; (ii) ESOL teachers and practitioners and (iii) those who coordinate and manage the provision of these services. The event concentrated on the development of a national language policy which will now be presented to the Irish Department of Education and Skills.There were subsequent events on 24.01.2017 and 09.03.2017.
Moriarty, Máiréad, 2016. Refugees and Asylum Seekers’ Needs Analysis. A needs analysis was conducted from April to July 2016 among recently-arrived refugees and asylum seekers to Ireland on their perspectives on the form on English language training they require.
Puigdevall, Maite, 2016. Talk about Catalan aimed at stakeholders. Maite Puigdevall was invited to give a talk at a meeting organised by a Catalan organisation: ‘Trajectòries lingüístiques i incorporació de nous parlants al català’ (‘Language trajectories and incorporation of new speakers of Catalan’). Organisation: FOLC (Federació d’Organitzacions per la Llengua Catalana - Federation of Organisations for the Catalan Language). 18.05.2016.
Puigdevall, Maite, 2016. Talk about Catalan aimed at stakeholders. Maite Puigdevall was invited to give a talk at a meeting in Madrid on 28.10.2016: ‘Els nous catalans: trajectòries lingüístiques i legitimitats’ (‘New Catalans: Language Trajectories and Legitimacies’) at the event ‘III Jornada Ensenyar català a Espanya i Portugal: idees i experiències’ organised by Institut Ramon Llull (agency for promotion of Catalan language, literature and culture abroad). The seminar was organised with the aim of bringing together Catalan language teachers who teach the language at different universities in Spain and Portugal to debate and learn about teaching methodologies and practices. Apart from the workshops aimed at updating methods and learning from each other’s experiences the organisers also brought together experts on different topics related to Catalan language, literature and culture. The aim of the conference was to focus on the sociolinguistics of Catalan language and the organisers wanted to encourage discussion about including sociolinguistic aspects to the teaching of the language.
Puigdevall, Maite 2017. (27th of May) Participation as an expert at the round of meetings to assess the Direcció General de Política Lingüística de la Generalitat de Catalunya (Language Policy Department of the Government of Catalonia) on his strategy regarding the teaching of Catalan to adults. Maite’s role was to answer the following question: What is the sociolinguistic and sociocultural context that favours a good disposition to learn and use Catalan by new speakers, especially among the immigrant population? From the different inputs by experts they expect to elaborate a specific strategy for language teaching and language promotion among new speakers.
Puigdevall, Maite, 2017. Participation in the V Jornada sobre Llengua i Societat als Territoris de Parla Catalana (Barcelona, 7 July 2017). Round Table. Societat actual i tendències en l’aprenentatge de llengües (Language learning trends in contemporary Catalan society). The event was organised by the Direcció General de Política Lingüística de la Generalitat de Catalunya (Language Policy Department of the Government of Catalonia). The aim of the event was to focus on the teaching of the language in all the territories where Catalan is spoken. The public was mainly language planning and language taching professionals from all the Catalan speaking countries. The focus of Maite’s intervention was the role of new speakers in Catalonia and their spaces for language learning and language socialisation. Here is the video of the session and the link to the general programme. https://www.youtube.com/watch?v=gXCfyfp0w10&feature=youtu.be (min: 2:46:30 to 2:58:21)
Puigdevall, Maite 2017 (15-16.07.2017) “La escuela como momento de muda lingüística en el proceso de convertirse en hablante activo del catalán” (The school as a moment in time in the process of becoming a new speaker of Catalan). Lecture at the University of the Basque Country (EHU/UPV) Summer Course Nuevos hablantes de lenguas minorizadas: escuela y sociedad [New Speakers of Minority Languages: Education and Society]. Bilbao.
Puigdevall, Maite, 2017 (16.07.2017). ‘Los nuevos hablantes de catalán: trayectorias lingüísticas y legitimidades” (New speakers of Catalan: language trajectories and legitimacies). Lecture at the University of the Basque Country (EHU/UPV) Summer Course Nuevos hablantes de lenguas minorizadas: escuela y sociedad [New Speakers of Minority Languages: Education and Society]. Bilbao.
Schleicher, Nora, 2017. I participated in a COST event in Namur in March 2017 in preparation for publication in a special issue of Language Policy and I also organized a COST event in Budapest, in April 2017, in collaboration with Csanad Bodo. This event was hosted by Budapest Metropolitan University and focused on creative technologies for dissemination of scientific work as well as offering opportunity for participants for joint writing sessions (more info on the New speakers web page).
Walsh, John & O’Rourke, Bernadette, 2015. Presentation of research report on Irish to stakeholders. John Walsh and Bernadette O’Rourke presented the Tuarascáil Taighde ar Nuachainteoirí na Gaeilge (Research Report on New Speakers of Irish) to the board of the national language planning agency, Foras na Gaeilge at the annual Oireachtas na Gaeilge Irish language festival in Killarney, Co. Kerry on October 30 2015. The report was launched later that day by the Coimisinéir Teanga (Irish Language Commissioner) Rónán Ó Domhnaill. It was endorsed by the then Chief Executive of Foras na Gaeilge, Ferdie Mac an Fhailigh, in media interviews. The research had been commissioned by Foras na Gaeilge in 2014 and the funding provided allowed for a Research Assistant, Hugh Rowland, to be employed in order to assist with data analysis. At the presentation to the Foras board and the launch, the authors emphasised the policy implications of the findings and made a number of policy recommendations. The report is available in the publications section of the Action’s website and also at: http://www.forasnagaeilge.ie/tuarascail-taighde-ar-nuachainteoiri-na-gaeilge-seolta-ag-oireachtas-na-samhna-2015/
Walsh, John & O’Rourke, Bernadette, 2016. This meeting aimed to provide an opportunity for discussion to groups that are promoting Irish outside the Gaeltacht and that work for the most part with ‘new speakers’ of Irish, people who speak Irish regularly but were not raised with Irish in the Gaeltacht. To that end we invited representative of Irish Language Networks and groups interested in applying for status as Gaeltacht Service Towns to meet and identify and discuss the challenges and opportunities associated with this initiative. Representatives of Foras na Gaeilge and Údarás na Gaeltachta were present to explain the background to the Networks/Gaeltacht Service Towns and to share experience of language planning in the Gaeltacht. Representatives of Glór na nGael and An Droichead in Belfast also addressed the meeting and Prof. Colin Williams of Cardiff University discussed the Welsh experience. The event was endorsed by Dr Gearóid Trimble, Programme Manager, Community and Business, Foras na Gaeilge. A detailed report of the presentations to the meeting, including a summary of the intervention by Prof. Colin Williams, is available at: http://www.nspk.org.uk/images/TCD_Stakeholders_Final_Report.pdf
Walsh, John, 2015. Presentation of research on Irish to stakeholders. On June 8 2015, John Walsh was invited to present research on new speakers of Irish to a meeting organised by the main Irish language voluntary body, Conradh na Gaeilge, in Galway. The meeting was attended by language officers responsible for promoting Irish in the community.
Walsh, John, 2016. Presentation of research on Irish to stakeholders. On June 17 2016, John Walsh was an invited speaker at an event organised by University College Dublin for Irish and Gaelic Language Officers in universities in Ireland and Scotland, ‘Ag Forbairt agus ag Tacú le Pobail Teangacha Mionlaigh; Seimineár do Chleachtóirí Teanga san Ardoideachas ag tagairt go sonrach do Ghaeilge na hÉireann agus na hAlban’ (‘Developing and Supporting Minority Language Communities: Seminar for Language Practitioners in Higher Education with specific reference to Irish and Gaelic’). The paper was entitled ‘New speakers of minority languages: attitudes and motivations’ and the event was held at University College Dublin.