This thesis examines ways in which literacy practices are shaped by local norms in all-Irish immersion schools, as evidenced in storybook reading events in Irish and English. Within a sociocultural framing, the thesis takes as presuppositions that (i) reading is not a set of autonomous, transferable skills but is embedded in social settings; (ii) contexts and literacy practices co-emerge; (iii) children learn ways of being readers through participation in classroom literacy events; and (iv) language, literacy and identity are inextricably linked in all-Irish immersion programmes. In a classroom the teacher and pupils co-construct their own particular models, understandings, and definitions of literacy through their actions and the events they engage in. In the present study literacy is theorized as a performative accomplishment co-constructed by the participants in the event including those not directly present such as authors and illustrators. A micro-ethnographic case study approach was used to examine literacy practices in infant classes in all-Irish schools. Taking a phenomenological approach data were gathered using video-recording, observation, and pupil and teacher interviews and data were analysed using inductive analysis and interpretive discourse analysis. Key findings from the study are that (1) local norms, filtered through teachers' intentions and motivations, shaped the storybook reading events; (2) classroom literacy practices constructed during the Irish events were being transferred to the English events; and (3) children selected from their first and second language linguistic resources during storybook reading events to support their reading development. These three processes together were part of how children negotiated their socially situated identities as bilinguals and bilingual readers. Parental support for speaking Irish as well as social proximity to the Gaeltacht community, were factors closely associated with positive attitudes to speaking Irish and to reading in Irish. One implication of the findings is that teachers in all-Irish schools will need to make explicit their views of knowledge and of what it means to be a reader in an all-Irish school as they consider young children's agency in constructing their interpretations of texts.

This thesis explores a number of topics centred around the theme of memory in relation to medieval Irish literature roughly covering the period 600—1200 AD but considering, where necessary, material later than this date. Firstly, based on the current scholarship in memory studies focused on the Middle Ages, the relationship between medieval thought on memory in Ireland is compared with its broader European context. From this it becomes clear that Ireland, whilst sharing many parallels with European thought during the early Middle Ages based on a shared literary inheritance from the Christian and late-classical worlds, does not experience the same renaissance in memory theory that occurred in European universities from the thirteenth century onwards. Next, a detailed semantic study of memory terms in Old and Middle Irish is provided with the aim of clarifying, supplementing and revising the definitions found in the Royal Irish Academy’s Dictionary of the Irish Language. Whilst the two principal memory nouns, cuimne and mebair, appear largely synonymous, the verb mebraigid appears to lean towards favouring the sense of ‘committing to memory,’ whereas cuimnigid(ir) encompasses this sense in addition to that of ‘recalling from memory.’ The third part of this thesis re-evaluates the dichotomous tension between notions of orality and literacy which some scholars have found in medieval Irish literature, arguing that this aspect has perhaps been exaggerated and that memory was a fluid concept in medieval Ireland embracing and merging both oral and textual forms. Following this, an assessment is made as to the importance and function of memory within the learned culture of the filid emphasising its necessary significance in a culture still partly based in an oral world. A wide range of sources including legal texts, grammatical tracts and tale literature is explored to show that the filid’s idealisation of memory was, largely, as a broad, comprehensive source supplying the knowledge necessary to acquire prestige through its performance and expression in a social context. The last part of this thesis investigates the notion that memory of the past could be used for the purposes of propaganda in medieval Ireland through the case study of the Ulster Cycle tales. Summarising and criticising some of the key prior scholarship in this area, this final section advocates for a much more cautious approach when claiming Ulster Cycle tales demonstrate political leanings, and that these must include or reconcile other more literary based interpretations of the themes and characters in these texts in order to remain successful as critical readings.

This thesis examines a corpus of vernacular wisdom literature from early Ireland that is often referred to as tecosca ríg ‘instructions for kings’, or specula principum ‘mirrors for princes’. It reappraises some of the major theories and perceptions relating to this corpus in an effort to bring scholarly understanding up to date. The thesis begins by examining how and why modern scholars have read this corpus as wisdom literature for kings. It then looks at the development of modern theories of early Irish kingship and kingship ideology in relation to changing perceptions of vernacular literature. Special attention is paid to the concept of sacred kingship, with which this corpus been associated. Finally, this thesis examines the evidence of the tecosca against some of the major themes and debates raised in relation to the perception that these texts constitute advice for kings.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 395-405). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--Catholic University of America, 1938. / Vita. "Corrections" leaf inserted facing p. 27. Author's name is incorrectly spelled Gaulterus, due to faulty copying of the title of Diepgen's edition of his "Summa medicinalis." Photoprinted. Irish and English on opposite pages. On half-title: Translated into Irish by Cormac MacDuinnthshlebi. "Abbreviations": p. 17-19; Bibliography: p. 181-183.

Thesis (M.A.)--University of Georgia, 1969.

Language practices around the world have experienced a significant shift in the last number of years (McDermott, 2011; Walsh, 2005). Communities that continue to speak minority or heritage languages, such as Irish Gaelic, have felt the effects of the various social, political and economic pressures that have gone hand in hand with globalization, resulting in a breakdown in intergenerational transmission (Anderson, 2011; Hornberger, 1998; Norris, 2004). In the Republic of Ireland, the education system has been set as the corner stone of Irish language revitalization efforts since the 1920s, thereby assigning much responsibility to Irish language teachers. Yet, there is a dearth of existing research that gives voice to Irish teachers, and their experiences and motivations to teach a language that just 1.8% of the population speak on a daily basis remain unclear (National Census of Ireland, 2011). In this study, I engage with teachers from both Gaeltacht (where Irish is spoken as a first language) and primarily English speaking parts of Ireland, in order to give a broader account of Irish teachers’ experiences in different educational settings. In addition, I look to identify what implications a better understanding of teacher motivation could have for Continuing Professional Development (CPD) programs offered to Irish teachers, and situate these recommendations within the current educational policies that exist within the Irish education system. / February 2017

No description available.

No description available.

Finn mac Cumaill (Fionn Mac Cumhaill) has always been a popular figure in Gaelic tradition, coming to full prominence during the Early Modern period, as Fenian stories (tales of Finn and his fían, or fianna, known as fianaigecht in Old Irish and fiannaíocht in Modern Irish) become ever more popular in manuscript form. Despite the popularity that both Finn and the Finn Cycle have enjoyed in Gaelic literature, mentions of Finn's death are scant and tales recounting the event are even rarer. In the extant medieval Irish literature, the pinnacle of the corpus, Acallam na Senórach, not only holds the events in relative obscurity but its presentation of the circumstances of Finn's death may even be said to be conflicting. In looking at other tales in the fíanaigecht corpus, while we find a number of references to the fact than Finn dies, only a few depict his demise, namely Aided Finn and Tesmolta Cormaic ocus Aided Finn. To this short list of narratives detailing Finn's death and the events preceding it, we can add the tale designated 'The Chase of Síd na mBan Finn and the Death of Finn' (henceforth 'The Chase') preserved in a single manuscript, London, British Library, MS Egerton 1782. Although the tale breaks off with Finn still alive, albeit weary and bloodied and standing alone encircled by his adversaries, his death is a logical next element in the narrative, not least because there is repeated mention of a prophecy of his demise throughout the tale. This tale, which spans eight manuscript pages, seems to be the longest engagement with the idea of Finn's death in the medieval and Early Modern Irish corpora, yet has been the subject of very little scholarly investigation to date. This regrettable lacuna in scholarship on Fenian literature is the starting point for this thesis, which presents a three-pronged investigation of 'The Chase'. Following a fuller introduction to the topic in Chapter 1, the history of the manuscript is examined afresh in Chapter 2 as new evidence, particularly from the works of the scribe Muiris Ó Gormáin, has shed new light on the manuscript's history and on the tale of 'The Chase'. This is then employed to examine the section of the manuscript in which 'The Chase' is to be found, a section consisting of four tales thought to be from the now lost manuscript, Cín Dromma Snechtai, and four fíanaigecht tales. It is investigated if the unit may be considered a deliberate anthology and whether thematic and/or other concerns motivated the unit's compilation. Next, the study turns to the tale of 'The Chase' itself, examining its place within a continuum of traditions found in Old, Middle and Early Modern Irish treatments of Finn's death. Based on my own linguistic work on 'The Chase', a semi-diplomatic edition of which is included as an appendix to this thesis, it is demonstrated in Chapter 3 that the author of 'The Chase' seems to have been aware of several accounts of Finn's death, either those which are now extant or sources akin to them, and sought to bring together many of the elements present in other accounts of Finn's death in a single tale, perhaps in what was intended to be a comprehensive death tale for Finn. The various elements of the tale which resonate with the event of or events leading up to Finn's death, however, have not merely been cobbled together. Rather it is illustrated that the composition skilfully treats of the themes of death, prophecy and youth versus age, making regular allusion to the audience's presumed knowledge of other tales of the Fenian corpus, while adhering to the norms of earlier written fíanaigecht literature, a trait not always found in Early Modern tales of the Finn Cycle. The last study which forms part of this thesis, Chapter 4, arose from the recognition that although 'The Chase' appears to be the longest extant engagement with Finn's death, there exists no study that details what material on Finn's death has circulated in the modern period. This section provides a comprehensive overview of modern engagements with Finn's death in post-1650 manuscripts and folklore collections. All the modern accounts that I have found to date in which Finn's death is recounted or in which it is presumed that Finn is dead, which are usually mentions of Finn's grave, are therefore identified, presented, and where applicable, translated. While it becomes clear that no other engagement with Finn's demise across the eleven centuries during which his death excited the Gaelic imagination is as long or as complex as 'The Chase', common or notable motifs in the modern accounts are identified, and similarities between the different treatments of Finn's death in the modern narratives are discussed. It is shown that a small number of the motifs and events treated in the medieval accounts of Finn’s death and in 'The Chase' are also treated in the modern tales of his demise, thus indicating some thematic continuity between medieval and modern approaches to relating how Finn died. With this in mind, some further relationships between the modern accounts of Finn's death and other medieval and modern Fenian literature are explored.