This thesis explores the role and impact of Rannóg an Aistriúcháin - the Oireachtas Government Translation section - on English-Irish legal translation and terminology, with particular focus on the period 1922-1937; a period bookended by the establishment of the Irish Free State and the enactment of Bunreacht na hÉireann (the Constitution of Ireland) in 1937. It aims to assess the efficacy and consistency of the translation strategies and Irish legal terms employed by Rannóg an Aistriúcháin, and to investigate how modern translation theory – specifically equivalence theory – may be applied to English-Irish legal translation as a whole. While a semantic study of the English and Irish versions of the amended 1937 Constitution has previously been carried out (Ó Cearúil, 1999), there has yet to be any specific study of other translated English-Irish legislative material within the Irish Free State or, indeed, of any laws translated within the Rannóg. This is an area which holds great research potential as regards assessing the efficacy of a particular body of translations, as the position of the Irish language in the Republic of Ireland is a unique one. Not only is Irish an official language of the European Union, but it enjoys constitutional status as the National and First Official language of the Republic of Ireland, with Article 25.4.6o of the Irish Constitution 1937 providing that: ‘In case of conflict between the texts of a law enrolled under this section in both the official languages, the text in the national language shall prevail’. In other words, should the Irish translation deviate in any way from its English legislative counterpart, it is the Gaelic translated legislation - along with all its construed connotations and associations - which has the upper hand. With this reasoning in mind, this thesis takes a corpus of EN-GA legislative material translated by Rannóg an Aistriúcháin during the period 1922-1937, from which legal terms are chosen for analysis and qualitatively and semantically assessed in the context of Equivalence translation theory and legal translation. Ultimately, this thesis provides a new critical assessment of the reliability of Irish language legal terminology in primary legislation from this period; an analysis of how Equivalence theory may be applied to EN-GA legal translation as a whole; and provides some guidelines for future endeavours in English-Irish legal translation and terminology.

Thesis (Ph.D.)--McMaster University, 2005. / Supervisor: Stephen Heathorn. Includes bibliographical references (leaves 326-338) and filmography (leaves 339-370).

Linguistic identities and ideologies of Irish and Ulster-Scots speakers in Northern Ireland (NI) and the Republic of Ireland (ROI) are examined through a focus on rampant sectarianism during the violent 30 years known as “The Troubles”. Seven historical events are reviewed such as the 1798 Ulster Rebellion, the Great Irish Famine, the failed Easter Rising of 1916 and the political ideology of Orangeism in the geopolitical landscape of NI. John Hewitt’s The Rhyming Weavers (1974) and Feargal Mac Ionnrachtaigh’s work, Language, Resistance, and Revival: Republican Prisoners and the Irish Language in the North of Ireland (2013) represent the development of resistant and covert identities through Irish and Ulster-Scots language “code” and the creation of prison Gaeltachts with fáinnes as symbols of pride and connectivity. The Ulster Weaver Poets affirmed that “death would be welcome” opposed to a life on the weaving loom under British imperialistic rule while the Republican Irish prisoners “preferred to face death rather than be classed as criminals'' by the British hierarchy (Coogan 1980, 159; Mac Ionnrachtaigh 2013, 134). Brian Friel’s Translations (1980), Hugo Hamilton’s The Speckled People (2003), and Ciarán Collins’ The Gamal (2013) highlight unexpected and disheartening consequences of identity loss and entrapment for characters in ROI as Irish discourse usage is a barrier to fulfillment as well as viewed as violent and dangerous. Commonality in narrative expression is the preoccupation with self-sacrifice, martyrship, and death to reinforce the “authentic” citizen true to Ireland’s future. Newspaper articles, editorial comments, and personal opinion narratives from seven news publications from NI and the ROI are discussed. Whom the languages actually “belong” to— political parties such as Sinn Féin or community members is difficult because roles are intricately interwoven. The Troubles and Brexit have emphasized the hybridity of identities of Britishness and Irishness and subsequent linguistic choices and realities for all citizens of Ireland. All narratives firmly establish that understanding the languages as a form of linguistic resistance to a silencing of a traumatic past, regardless of political positioning or linguistic ideology, are foundational in solutions for the future survival and maintenance of these languages, not to mention social, cultural, and personal healing.

Notre thèse porte sur les dictionnaires juridiques et comment on peut les améliorer du point de vue du traducteur au sein des institutions européennes. Les dictionnaires juridiques existants sont lacunaires. On peut surtout leur faire grief de limiter la fonction de décodage par la pluralité des équivalents proposés et de sacrificier complètement celle d’encodage. C’est à partir de ce constat que nous avons voulu élaborer un lexique anglais-gaélique du droit de l’environnement de l’Union européenne pour mieux répondre aux besoins des traducteurs. Le statut de nouvelle arrivée de la langue irlandaise en tant que langue officielle de l’Union européenne (2007) fait d’elle un terrain propice à la recherche. Le droit de l’environnement est un nouveau droit dont la terminologie est en devenir. Notre recherche a surtout voulu mettre en évidence l’utilité des corpus pour l’étude de la terminologie et pour l’élaboration de dictionnaires juridiques. Notre corpus, pleinement représentatif du domaine couvert, allié au système de gestion de corpus Sketch Engine, nous a permis d’identifier les termes les plus fréquemment employés. Une fois la sélection faite, nous avons pu approfondir notre recherche en utilisant la carte combinatoire du logiciel (Word Sketch), qui permet de dresser un portrait du comportement concurrentiel des termes. Des divergences entre les termes utilisés au niveau national et ceux qui sont proposés au niveau européen sont également analysées. / Legal dictionaries are notoriously misleading and a source of confusion for translators. This study aims at improving the quality of those lexicographic products in the context of translation in the European Union. The criticism of existing resources is accompanied by the proposal of a new lexicographical model. An English-Irish dictionary of environmental law in the EU is produced for the target users using a corpus of the key jurisprudence and doctrine. Once created, the corpus was exploited using the tools offered by Sketch Engine. The difficulties posed by the terminology of a minority language and that of a relatively recent legal domain are analyzed. Divergences between terminology used at national level and that used at EU level are also discussed.

This study is devoted to five Irish language texts composed in the period between 9th and 21st centuries: four prose tales, an Old Irish tale Loinges Mac nUislenn (The Exile of the Sons of Uisliu (before 10th c.)), two Middle Irish texts Toruigheacht Dhiarmada agus Ghrainne (The Pursuit of Diarmaid and Grainne (c. 12thc.)) and Tochmarc Etaine (The Wooing of Etain), an 18th century Romance of Mis and Dubh Ruis, and a narrative poem Mis published by the contemporary Irish poet Biddy Jekinson in 2001. It examines the heroines of these texts, Derdrui, Grainne, Etain, and Mis, focusing particularly on their roles in the development of their respective narratives and their influence on the overall message of their texts. The texts share a strong connection in that they all, in a more or less direct way, touch upon the female experience reflected in their leading female characters, yet none of them, except for Jenkinson's poem, focuses expressly on representing female characters. Instead the texts use these characters as a means for the elaboration of male characters, reinforcing at the same time the contemporaneous patriarchal viewpoint, thus creating the ideological scheme of the text. Jenkinson's Mis reveals the underlying narrative force of these traditional female characters. It uses a traditional tale to create a new narrative which is re-centered on its female character, thus narrativizing its inherent strength. Beneath their explicitly assigned roles, the female characters in question serve as powerful narrative agents. Their impact transforms the overt ideologies of their respective narratives so that they diverge from the traditional role of the conveyors of conventional values. The examination of the female characters concentrates particularly on the effect their speech has on the development of the narrative. Although modestly represented in the discussed texts, the female words nevertheless subvert the explicit ideologies of their text by the introduction of skepticism as to the objective values suggested by the texts, thus allowing for a conversation with the prevalent discourses and in the end for the consideration of alternative discourses. The dissertation employs Mikhail Bakhtin's theory of dialogism and heteroglossia, as well as his examination of the Bildungsrom, which allows for the theoretization of the connection between the texts, as well as for their re-interpretation. / Celtic Languages and Literatures

No description available.

Cette thèse analyse les représentations sociolinguistiques de l’irlandais et de son apprentissage chez des élèves dans l’enseignement secondaire à Galway, en République d’Irlande. Le rôle de l’école est central pour la transmission de cette langue minoritaire menacée par l’anglais ; la prise en compte des représentations sociolinguistiques partagées par les jeunes Irlandais est tout indiquée pour comprendre dans quelle mesure l’apprentissage obligatoire peut jouer son rôle et permettre la survie de la langue. La première partie place la situation sociolinguistique irlandaise en perspective diachronique et se poursuit par l’exposition de la théorie des représentations ainsi que de la méthodologie utilisée. L’enquête par questionnaire, réalisée dans quatre établissements auprès de 356 élèves âgés de 12 à 18 ans, est l’objet de la deuxième partie ; elle tente d’identifier les représentations en présence et d’évaluer leur influence potentielle sur les attitudes, la motivation et les pratiques langagières futures des apprenants. En complément de cette enquête principale sont présentées en troisième partie deux enquêtes de type ethnographique qui explorent les relations entre les représentations des élèves et les discours des manuels scolaires, mais aussi entre représentations et certains discours médiatiques (télévisuel et cinématographique). La conclusion est l’occasion de faire, à partir des résultats obtenus, dessuggestions de politique linguistique éducative dans le but d’améliorer les représentations, donc les chances de survie, de l’irlandais. / This thesis analyses the sociolinguistic representations of the Irish language and its learning among secondary school students in Galway, in the Republic of Ireland. The role given to schooling is central for the transmission of this minority language, threatened by English ; thus, it seems particularly appropriate to take into account the sociolinguistic representations shared by the Irish youth in order to understand to which degree compulsory learning can play its role and help the Irish language to survive. The first chapter puts the Irish sociolinguistic situation into a diachronic perspective andgoes on to present the theory of representations as well as the methodology. The questionnaire survey, which took place in four secondary schools and involved 356 students aged 12 to 18 years, is the object of the second chapter ; it tries to identify the representations and to evaluate their potential influence on the attitudes, motivation and future linguistic behaviour of the learners. To complete this main survey, two ethnographic studies are presented in the third chapter : they explore the links between the representations expressed by the studentsand schoolbook discourses, as well as between representations and media discourses (TV andcinema). The conclusion will give the opportunity, on the basis of our results, to makesuggestions concerning educational language policies and aiming to improve therepresentations, and consequently the chances of survival of Irish.

Cette étude de recherche s’intéresse aux attitudes envers la langue gaélique en République d’Irlande. Le gaélique, tout comme l’anglais, est la langue nationale officielle et est enseignée comme matière obligatoire de l’école élémentaire au lycée. Bien que le nombre de personnes utilisant le gaélique dans la vie quotidienne reste faible, il existe depuis les années soixante-dix une résurgence d’intérêt dans cette langue. Celle-ci se traduit, entre autres, par une demande croissante du nombre d’écoles d’immersion en gaélique, tout particulièrement dans les régions où le gaélique n’est pas pratiqué au sein de la communauté. Cette étude cherche à éclaircir ce phénomène en analysant les attitudes envers le gaélique des parents d’élèves d’écoles primaires d’immersion en zone urbaine, et plus précisément, dans le comté de Dublin. En effet, peu de recherches ont été effectuées sur les attitudes envers le gaélique au sein des familles ayant choisi une éducation par immersion pour leurs enfants.Les personnes participant à cette étude se composent de parents d’élèves avec une expérience plus ou moins longue de l’enseignement en immersion, ainsi que d’enseignants des écoles participantes. Les données recueillies pour cette étude proviennent d’un questionnaire auto-administré ainsi que d’entretiens suivis.La question sur la motivation des parents à choisir un enseignement en immersion est centrale au thème des attitudes envers le gaélique, puisque dans ce contexte, l’anglais est la seule langue utilisée dans la communauté ainsi que dans la plupart des foyers. Les résultats d’analyse révèlent que les parents participant ont choisi ce type d’éducation car ils considèrent d’une part que le gaélique est un marqueur d’identité culturelle voire ethnique pour certains, et d’autre part qu’il permet d’acquérir du capital culturel. En effet, les participants s’intéressent de près à la qualité de l’éducation de leurs enfants et valorisent le bilinguisme additif. Ainsi, ils attribuent au gaélique une valeur culturelle importante. Cette étude montre également que les parents d’élèves ont une attitude positive envers la langue gaélique. Ceci s’explique de par leur enclin naturel mais aussi de par leur contact avec ces écoles d’immersion, environnement dans lequel le gaélique est mis en valeur. Cependant, malgré les efforts des parents à intégrer la langue gaélique à la maison ou dans les activités récréatives de leurs enfants, ce milieu ne semble pas être déclencheur de pratiques bilingues au sein de la famille. Néanmoins, cette étude indique que les écoles d’immersion favorisent la création de liens entre quelques familles communiquant entre elles en gaélique. / This study explores attitudes towards the Irish language in the Republic of Ireland. The Irish language—alongside with English—is the national official language and is taught in school as a compulsory subject from primary school through to the end of secondary level. Despite the low percentage of daily Irish-speakers in the country the demand for Irish-medium education as an alternative means of education has been growing since the 1970s, especially in English-speaking areas. This current study focuses on the language attitudes of parents whose child attends an urban Irish-medium primary school in County Dublin and analyses the reasons for choosing such an education. Although there has been a considerable number of research studies conducted on language attitudes towards Irish in the Republic of Ireland, very few have recently concentrated on families involved with Irish-medium education. Participants included parents with both short term and long term experience with immersion education through Irish. The main research instruments included a self-administered questionnaire and follow-up interviews with a sample of questionnaire respondents as well as teachers from the participating schools. One of the main focuses of this study is parental motivation for sending their child to an Irish-medium school. Results reveal that participants selected such education for their child for two main reasons: identity and cultural capital. Firstly, most participants regarded Irish as a strong cultural identity marker while others also considered the language as a strong marker of ethnic identity. Secondly and most importantly, participants expressed a strong interest in both education and additive bilingualism thus attributing a high cultural value to the Irish language. Findings also show that participants have very positive attitudes towards the Irish language. This is mainly due to their natural favourable disposition to Irish but also to their exposure to the Irish-medium school environment which tends to enhance this positive attitude. But despite participants' efforts to include some Irish in their child's life, either during recreational activities or at home, self-reports did not indicate the emergence of bilingual families. However, there is some evidence that the school facilitates the creation of Irish-speaking social networks between a few families.

This thesis examines the ideal of the Anglo-Saxon and Irish ciuitas, c. 500-1050, by considering what Anglo-Saxon and Irish ecclesiastics understood a ciuitas to be, how they used the term in their own writings and what terms were its vernacular equivalent. When looking at early Insular history, there can be no doubt that the locations that were called ciuitates by Anglo-Saxon and Irish ecclesiastics are some of the most important sites in forming a better understanding of the time period. Ciuitates like Armagh, Canterbury, Clonmacnoise, Iona, Kildare, London and Winchester were settlements that attracted large numbers of people, as well as being centres of both secular and religious power. These ecclesiastical centres had a diversity of individuals within their boundaries, from the ecclesiastics of the sacred centre to monastic tenants and various types of visitors. The importance of Anglo-Saxon and Irish ciuitates cannot only be seen in the frequency of the term's use in primary sources, but also in the great extent to which these sites are mentioned in secondary sources on the time period. Although these communities are often used by scholars to prove or disprove different points of history, the term ciuitas has not been examined in a study devoted to the subject. This thesis has been divided into three chapters. Chapter one considers biblical inspiration in the ideal of the ciuitas, chapter two analyzes the Anglo-Saxon ciuitas and word usage, while chapter three reviews the Irish ciuitas and word use. By the end of this study it will become clear what Anglo-Saxon and Irish ecclesiastics thought a ciuitas to be, as well as the different definitions they understood to apply to these sites.

Filozofická fakulta Univerzity Karlovy v Praze DISSERTATION ABSTRACT Daniela Theinová LIMITS AND LANGUAGES in Contemporary Irish Women's Poetry "Irish poetry" is an inherently equivocal concept characterized by two fissures, one linguistic (Irish-English; standard English-Hiberno English) and the other chronological (oral-written; Old Irish-modern Irish). Central to my project is to show how this bifurcate cultural identity, prominent in Irish literature due to Ireland's history and the politicized concept of "national language," figures in poetry by Irish women of the last forty years. While I account for the significance of the hyphen in Anglo-Irish as well as in Gaelic-Irish poets, contradictory tensions are traced not only across and along the linguistic divide. In attending to the shift from feminism (Eavan Boland, Eiléan Ní Chuilleanáin, Paula Meehan, Medbh McGuckian, and Nuala Ní Dhomhnaill) to post-feminism in Irish poetry (Biddy Jenkinson, Vona Groarke, Caitríona O'Reilly, and Aifric Mac Aodha), I illustrate the role that the border between English and Irish has played in these processes. The dissertation falls into two parts each of which consists of two chapters. Part One explores some of the ways in which poets have confronted the inherited tradition and the feminine stereotypes therein. My...