Shaun Nolan is a PhD in sociolinguistics and has a gymnasiepædagogikum (Denmark) in upper-secondary English and French language teaching. Shaun’s research focus is in sociolinguistics in educational contexts and in the impact of Visual Thinking Strategies (VTS) in language education. Phone: +46 70-083 13 64 Address: Room B33, Culture, Languages and Media, Faculty of Education and Society, Malmö University, Sweden
From 1992 to 2004, various external and internal pressures forced the French government, state an... more From 1992 to 2004, various external and internal pressures forced the French government, state and people to reflect on and debate the position held by the French language and regional languages in their society, as well as the way that they see themselves from a politico-linguistic perspective. Whilst this debate did not produce any finality, there is a state-level realpolitik which steadily defined itself during this period. In both parameter years, events occurred in the international context which had important consequences for France’s language policy. In 1992, the acceptance of the Maastricht treaty had as a consequence the insertion into the Constitution, for the first time, of explicit reference to French as the official language of the Republic. And in 2004, the European Union integrated ten new eastern European members which, even before coming about, made its impact felt from a politico-linguistic point of view at all levels of France’s language policy. The conflicts between opposing forces in the French language policy debate led to covert contradictions between France’s external and internal language policy: where the first essentially proposed plurilingualism in defence of diversity and the latter diversity in defence of monolingualism. These contradictory covert political practices were based on conflicting strategies that were inter-related and were ultimately aimed at maintaining and promoting the position of French in France and in the world. The aim of this thesis is to examine the French state’s reaction to the changing context in relation to language diversity in the national and international arenas and to analyse how this is reflected in the regions of France.
With this objective in mind, Chapters 1 and 2 of this thesis explain its background, its structure, and lay its methodological foundation by analysing developments in approach to language policy studies and examining the conceptualisation of language’s place in identity structures. From this basis, Chapters 3 and 4 utilise the most recent theoretical approaches to language policy studies (e.g. Schiffman 1996; Spolsky 2004; Shohamy 2006) to analyse France’s language policy in the international and national arenas from 1992 to 2004 in the context of an historical examination of the development of language attitudes and ideology in France. Chapter 5 takes this study of language attitudes and ideology from the national level to the regional level through a case study of language policy in practice in the region of Upper-Brittany focussing on attitudes toward its endogenous Gallo language variety. This case study, carried out from November 2003 to September 2004, is based on fieldwork and has produced a significant amount of original data on the synthesis between language policy, language attitudes and identity strategies which proves a valuable contribution to scholarship in language policy studies. Chapter 6 concludes this thesis with an appraisal of the state of language policy in France at the close of the twentieth century and during the opening years of the twenty-first.
The position in this paper is that Visual Thinking Strategies (VTS) are very relevant for childre... more The position in this paper is that Visual Thinking Strategies (VTS) are very relevant for children's education in Sweden, and that their practice makes them highly adaptable to English language teaching. The rationale for this position is that this elicitation and communication technique has proven very effective in nurturing the abilities and skills which are identified in the Swedish curriculum for compulsory schooling. The impact of VTS in the Swedish education system could be significant. First, once known and understood by teachers, VTS can be a very efficient technique in the English language classroom and can directly help to fulfil several of the ambitions of the curriculum and the English language syllabus. Second, abilities and sensitivities developed by VTS correspond to the core values of Swedish society in its promotion of democratic values, which are espoused in the compulsory school curriculum. Third, VTS lends itself to being actively used across school subjects and therefore supports an interdisciplinary sensitivity in students. VTS can help student performance and confidence across subject areas, thus again fulfilling the wider ambitions of the compulsory school curriculum and encourage these students in their growing independence as individuals and as active members of society.
... Add Dissertation. Author: John Shaun Nolan, Update Dissertation. Email: click here to access ... more ... Add Dissertation. Author: John Shaun Nolan, Update Dissertation. Email: click here to access email. Degree Awarded: University of Limerick , PhD in Sociolinguistics. Degree Date: 2006. Linguistic Subfield(s): Sociolinguistics. Subject Language(s): French. ...
... Blanchet, Philippe, and André Le Coq (2007). ... In Opportunities and Challenges of Bilingual... more ... Blanchet, Philippe, and André Le Coq (2007). ... In Opportunities and Challenges of Bilingualism, Li Wei, Jean-Marc Dewaele, and Alex Housen (eds.), 89104. ... Simon, Crisstof (2003).'Le gallo, un patois ou une langue?'Paper presented at 130e Congrès: Histoire, arts et lettres ...
International Journal of the Sociology of Language, 2011
Abstract The indigenous Sámi languages of the Nordic countries and North-West Russia have gained ... more Abstract The indigenous Sámi languages of the Nordic countries and North-West Russia have gained official recognition after a long period of neglect and assimilation policies. In the context of positive changes in state or macro level indigenous policy and especially ...
This paper sheds light on the attitudes that eastern or Upper Breton school pupils have toward th... more This paper sheds light on the attitudes that eastern or Upper Breton school pupils have toward their heritage language, Gallo, in the context of recent favourable changes to its socio-political status. Gallo is Brittany's Romance language and, more precisely, its Oïl language variety. Situated in the application of language emancipation and in considera- tions regarding attitudes and ideology and their importance to language policy, this is an analysis which provides an example of how the Gallo sociolinguistic situation is a case of ‘nascent’ language emancipation. This is done through a study of how the status and the future of Gallo are perceived in the context of its inclusion in Brittany’s language education policy. This comparative attitudinal study suggests that although there continues to be negative language attitudes towards Gallo, there are clear indications of a favourable generational alteration in respondent attitudes with regard to it. This is indicative of a certain limited success enjoyed by Gallo promotional organisations, and is testimony to their role in the language policy environment as a bottom-up force of some tangible worth with potential in the future.
International Journal of Sociology of Language., 2011
This paper discusses the applicability of language emancipation to the regional languages of Fran... more This paper discusses the applicability of language emancipation to the regional languages of France and shows that, from a historical and contemporary perspective, it is very relevant for these languages. In particular, Gallo, Eastern Brittany's Oïl language variety, provides a pertinent grass roots illustration of many of the issues addressed through the concept of language emancipation. However, the historical and contemporary entrenchment of a monolingual and centralist language ideology which is vehemently opposed to pluralist language ideology in France means that, if language emancipation is to be socio-politically acceptable, some degree of care has to be exercised in the manner in which it is presented and what facets are emphasized in the French context. Indeed, through their long established activism in favor of regional languages in the education system, regional language movements and not least the Gallo movement are already well-positioned to promote one of the main and most compelling arguments for contemporary language emancipation: this is that an active knowledge of two or more languages, including a regional language, is beneficial to the individual and to society in general. Only a “language attitudes shift” can create the conditions for genuine language emancipation in France.
The indigenous Sámi languages of the Nordic countries and North-West Russia have gained official ... more The indigenous Sámi languages of the Nordic countries and North-West Russia have gained official recognition after a long period of neglect and assimilation policies. In the context of positive changes in state or macro level indigenous policy and especially that regarding language policy, this paper investigates what subsequently happens at the grassroots or micro level. This investigation shows that despite more positive policies, there is a strong sentiment of defeatism with regard to Sámi. Sámi speakers face problems because of the lack of implementation of nationally decided laws at the local level, they encounter prejudice and neglect from other people, even in their families, and as a result they often experience difficulty in transmitting Sámi to their children. Nevertheless, they also express belief in Sámi and feel a need for this transmission, not only for affective reasons and for the sake of cultural maintenance, but also for instrumental reasons, i.e. to give their children better opportunities in the labor market where knowledge of Sámi is necessary.
Whilst recent studies have provided pivotal insights into the relationship between Bretons and th... more Whilst recent studies have provided pivotal insights into the relationship between Bretons and the principle languages of Brittany, Breton and French, this paper aims to shed light on the relationship between Brittany’s northern French near language (Oïl) variety, Gallo, and the identity of the inhabitants of the territory with which it is historically associated, Upper-Brittany. This is done through questionnaires of both a quantitative and qualitative nature and follow-up interviews with school pupils of Gallo and their parents in 2003 and 2004. Results suggest that although Gallo has been historically subject to a highly negative linguistic culture in both the French and Breton language contexts, for many respondents Gallo is perceived as continuing to play a role in their identity. This role, whilst it is restricted to the Upper-Breton region, tradition, the countryside and the family is of a positive nature for many respondents, but particularly for the younger generation. However, this identity role does not necessarily require it to be spoken and Gallo, which has up to recent years been socially marginalised in favour of Breton and French, may find a place for itself in Brittany’s identity consciousness as an ‘associated language’ to Upper-Breton identity.
Le but de cette recherche basée sur la Francophonie n’a pas pour prétention de prescrire une redé... more Le but de cette recherche basée sur la Francophonie n’a pas pour prétention de prescrire une redéfinition de la Francophonie, mais plutôt de mettre en lumière la manière dont le concept de « Francophonie », connu de la plupart des francophones et des francophiles, est en train de se redéfinir depuis à peu près quarante ans ou même cent-vingt ans (si on tient compte de l’année que le terme « francophonie » a été inventé). Si la Francophonie leur est en effet familière, ce n’est souvent que de nom et le concept reste fréquemment méconnu, parfois même traité avec un certain mépris.
Cette méconnaissance de la Francophonie est surtout courante en Europe. La Francophonie y est souvent conçue comme étant davantage pertinente pour le Canada ou pour l’Afrique. Cette attitude prend probablement sa source dans l’idée que c’est dans ces régions que l’on profite le plus d’une Organisation internationale de la Francophonie ; par exemples, comme bouclier contre l’anglais pour les francophones Québécois ou dans la coopération financière pour certains pays africains. Il y a sûrement un élément de vérité dans ce dernier point, néanmoins, l’enjeu pour la langue française en Europe est aussi crucial. Alors que le sort de la langue française en dehors de l’Europe est une préoccupation récurrente, sa force dans l’avenir dépendra, en grande partie, de sa capacité à maintenir son influence au sein de cette nouvelle Europe en construction. Dans le but de maintenir sa force, la langue française lutte simultanément et paradoxalement sur deux fronts vastes et ambigus: en Europe, à travers par exemple la politique d’éducation et dans l’accueil des pays de l’Europe de l’Est (qui sont candidats de l’Union européenne) ; et dans le reste du monde, pour maintenir sa position comme deuxième langue géopolitique mondiale. L’ampleur des manœuvres pour favoriser le positionnement du français en Europe et l’importante influence qu’ont ces manœuvres sur le sort de la progression de la campagne pour le français dans le monde n’ont pas échappé aux dirigeants de la Francophonie.
Donc, dans le cadre de cette étude, nous apprendrons que la Francophonie se redéfinit en continue dans les domaines linguistique, culturel, et politique. Nous verrons aussi qu’elle a dû faire face à de nombreux défis, comme par exemples, l’accusation de n’être qu’un instrument néo-colonialiste utilisé par la France ou la réticence du Canada à laisser le Québec se représenter à titre individuel dans les hautes instances. Nous verrons également que le paradoxe idéologique du franco-centrisme et de la pluralité culturelle est au cœur même de la Francophonie et qu’elle a réussi, malgré les difficultés, à faire fonctionner ensemble, tant bien que mal, ces deux tendances opposées.
Le fait que la Francophonie subsiste et que sa forme politique se développe ne signifie pas pour autant qu’elle ait réussi à surmonter tous ses problèmes et à faire taire ses critiques. Quoi qu’il en soit, son existence et son développement indiquent qu’elle tente de s’attaquer à ses problèmes, ce qui mène à entrevoir l’évolution positive de son rôle sur la scène internationale.
La France promeut le plurilinguisme en Europe et dans le monde face à la langue anglaise qui est ... more La France promeut le plurilinguisme en Europe et dans le monde face à la langue anglaise qui est perçue comme une menace dans le contexte actuel de la «mondialisation». Cependant, la France a depuis plusieurs siècles mis en œuvre une politique monoculturelle et monolingue à l’intérieur de ses propres frontières. La pression européenne pour la protection de la diversité linguistique et culturelle exercée à travers la Charte européenne des langues régionales ou minoritaires, a fait s’embraser un débat interne surtout intense pendant les années 1990 sur le droit des langues autochtones françaises à coexister à titre officiel avec la langue nationale française, et sur leur statut au sein du système de l’éducation nationale. La charte, signée par la France le 7 mai 1999, n’a pas encore été ratifiée à cause du verdict rendu le 15 juin 1999 par le Conseil constitutionnel, saisi par le Président Jacques Chirac, déclarant que la charte était contraire à la Constitution de la République. Dans l’optique de ces exigences internes et externes visant surtout à introduire dans le curriculum scolaire les langues régionales à pied d’égalité avec les langues étrangères et même avec le français, cette communication propose une présentation détaillée de la situation sociolinguistique du «gallo». Le gallo est la variété linguistique autochtone de la Haute-Bretagne, la partie orientale de la Bretagne. Suite à un exposé initial du phénomène linguistique qui est le gallo, l’auteur montrera comment le gallo continue à maintenir une présence dans la vie de la communauté haute-bretonne et commence même à faire ressentir sa présence au niveau politique dans la région. Ensuite, il analysera la situation du gallo au sein du système éducatif et les conséquences de sa présence dans l’école en s’appuyant sur les résultats d’une étude de cas récemment réalisée en Haute-Bretagne. Finalement, et en prenant compte des analyses précédentes et en visant à répondre à la question posée dans le titre de cette présentation, l’auteur présentera ses conclusions sur les conséquences de l’introduction du gallo dans le système scolaire de la région et comment cette enseignement pourrait influer sur la situation du gallo dans l’avenir.
Based on original data on the synthesis between language policy, language attitudes and identity ... more Based on original data on the synthesis between language policy, language attitudes and identity strategies in a highly minorised sociolinguistic situation, this paper will analyse the affects of introducing Gallo in the education system in Upper-Brittany (eastern Brittany), and how this may influence the future vitality of this language variety. Gallo is the Oïl linguistic variety of Upper-Brittany which has had credibility problems in popular opinion as a result of its close linguistic relationship to French. This has not stopped its promotion within Upper-Breton society, as it benefits from a well-organised and determined activist network which has proved itself most effective particularly in the education system since the early 1980s. Following an initial presentation of Gallo, the author will show how activist groups’ strategies in favour of Gallo in the education system has helped it maintain a presence in the life of the Upper-Breton community, and helped it even start making its impact felt at a political level in the region. The consequences of this education strategy will be examined based on the quantitative and qualitative results of a study recently carried out in Upper-Brittany.
This project seeks to explore through fieldwork the attitudes of Upper Bretons towards Gallo, the... more This project seeks to explore through fieldwork the attitudes of Upper Bretons towards Gallo, the historical language of the Upper Breton region, which is being replaced by French, and the place of Gallo in education in Upper Brittany. A considerable amount of research (Le Coadic 1998; Broudic 1995; Blanchet and Walter 1999; Hoare 2000) has been devoted to the analysis of the sociolinguistic situation in Brittany, in particular vis-à-vis the situation of Breton, the Celtic language of the region which is associated with Breton identity. However, Gallo has presented difficulties because of its linguistic relationship to French as a langue d'oïl. These difficulties were such that Hoare (2000: 329) had to forego inclusion of Gallo in her research on language attitudes related to identity in Brittany because she found that many Upper Bretons appeared confused as to what Gallo was, treating it as a patois, a mere dialect of French or even a deformed variant of French, with the result that the Gallo-related results did not reflect views on Gallo as a language. Yet, the language is recognised as a regional language by the French Ministry of Education and is taught in Upper Breton schools, the only langue d'oïl to have such a statute within its region, besides of course French, the national language.
This poster session will describe the Upper Breton sociolinguistic situation and give the results of this ongoing fieldwork. I will particularly elucidate the real position of Gallo in the Upper Breton education system.
This research project will form part of my PhD thesis entitled “French language policy and the multilingual challenge: a study of developments from 1992 to 1999”. Subsequent to chapters on the historical context and the relevant theoretical and methodological issues in sociolinguistics, the thesis will include an analysis of the status and situation of Gallo through the above described fieldwork providing core data upon which it will be based.
Bibliography
Blanchet, P. and H. Walter. 1999. Dictionnaire du français régional de Haute-Bretagne. Paris: Bonneton.
Broudic, F. 1997. A la recherche de la frontière : la limite linguistique entre Haute et Basse-Bretagne aux XIXe et XX siècles. Brest: Ar Skol Vrezoneg.
Broudic, F. 1995. La pratique du breton : de l’ancien régime à nos jours. Rennes: Presses Universitaires de Rennes.
Boutier, J and C. Simon. ‘Entretien avec André Le Coq.’ Le Liaun, no. 143, September-October 2000, Bertaeyn Galeizz, pp. 17-19.
Dorian, N.C. 1999. ‘Linguistic and Ethnographic Fieldwork’. In J.A. Fishman (ed.). Language and Ethnic Identity. Oxford: Oxford University Press.
Euromosaic.1996. The production and reproduction of the minority language groups in the European Union. As used in Brittany. Luxembourg: Office for Official Publications of the European Communities.
Hoare, R. ‘An integrative approach to language attitudes and identity in Brittany’. Journal of Sociolinguistics, Vol. 5: 1, 2001, Blackwell Publishers, pp. 71-84.
Hoare, R. ‘Attitudes and Perception of Identity in Brittany’. Journal of Multilingual and Multicultural Development, Vol. 21: 4, 2000. Multilingual Matters, pp. 324-346.
Johnstone, B. 2000. Qualitative Methods in Sociolinguistics. Oxford: Oxford University Press.
Le Boétté, I. ‘Langue bretonne et autres langues : pratique et transmission.’ Octant, no. 92, January, 2003, INSEE, pp. 18-22.
Le Coadic, R. 1998. L'identité Bretonne. Rennes: Éditions Terre de Brume et Presses Universitaires de Rennes.
Tables
Table 1: ‘Situation du bilinguisme: Enseignement optionnel 2003-2004.’ Dos/Rectorat 17/11/2003, Académie de Rennes.
Table 2: Le Boétté, I. ‘Langue bretonne et autres langues : pratique et transmission.’ Octant, no. 92, January, 2003, INSEE, p. 18.
Institut national de la statistique et des études économiques (INSEE) http://www.insee.fr/fr/home/home_page.asp
Maps
Map 1. Hoare, R. ‘An integrative approach to language attitudes and identity in Brittany’. Journal of Sociolinguistics, Vol. 5: 1, 2001. Blackwell Publishers, p. 74.
From 1992 to 2004, various external and internal pressures forced the French government, state an... more From 1992 to 2004, various external and internal pressures forced the French government, state and people to reflect on and debate the position held by the French language and regional languages in their society, as well as the way that they see themselves from a politico-linguistic perspective. Whilst this debate did not produce any finality, there is a state-level realpolitik which steadily defined itself during this period. In both parameter years, events occurred in the international context which had important consequences for France’s language policy. In 1992, the acceptance of the Maastricht treaty had as a consequence the insertion into the Constitution, for the first time, of explicit reference to French as the official language of the Republic. And in 2004, the European Union integrated ten new eastern European members which, even before coming about, made its impact felt from a politico-linguistic point of view at all levels of France’s language policy. The conflicts between opposing forces in the French language policy debate led to covert contradictions between France’s external and internal language policy: where the first essentially proposed plurilingualism in defence of diversity and the latter diversity in defence of monolingualism. These contradictory covert political practices were based on conflicting strategies that were inter-related and were ultimately aimed at maintaining and promoting the position of French in France and in the world. The aim of this thesis is to examine the French state’s reaction to the changing context in relation to language diversity in the national and international arenas and to analyse how this is reflected in the regions of France.
With this objective in mind, Chapters 1 and 2 of this thesis explain its background, its structure, and lay its methodological foundation by analysing developments in approach to language policy studies and examining the conceptualisation of language’s place in identity structures. From this basis, Chapters 3 and 4 utilise the most recent theoretical approaches to language policy studies (e.g. Schiffman 1996; Spolsky 2004; Shohamy 2006) to analyse France’s language policy in the international and national arenas from 1992 to 2004 in the context of an historical examination of the development of language attitudes and ideology in France. Chapter 5 takes this study of language attitudes and ideology from the national level to the regional level through a case study of language policy in practice in the region of Upper-Brittany focussing on attitudes toward its endogenous Gallo language variety. This case study, carried out from November 2003 to September 2004, is based on fieldwork and has produced a significant amount of original data on the synthesis between language policy, language attitudes and identity strategies which proves a valuable contribution to scholarship in language policy studies. Chapter 6 concludes this thesis with an appraisal of the state of language policy in France at the close of the twentieth century and during the opening years of the twenty-first.
The position in this paper is that Visual Thinking Strategies (VTS) are very relevant for childre... more The position in this paper is that Visual Thinking Strategies (VTS) are very relevant for children's education in Sweden, and that their practice makes them highly adaptable to English language teaching. The rationale for this position is that this elicitation and communication technique has proven very effective in nurturing the abilities and skills which are identified in the Swedish curriculum for compulsory schooling. The impact of VTS in the Swedish education system could be significant. First, once known and understood by teachers, VTS can be a very efficient technique in the English language classroom and can directly help to fulfil several of the ambitions of the curriculum and the English language syllabus. Second, abilities and sensitivities developed by VTS correspond to the core values of Swedish society in its promotion of democratic values, which are espoused in the compulsory school curriculum. Third, VTS lends itself to being actively used across school subjects and therefore supports an interdisciplinary sensitivity in students. VTS can help student performance and confidence across subject areas, thus again fulfilling the wider ambitions of the compulsory school curriculum and encourage these students in their growing independence as individuals and as active members of society.
... Add Dissertation. Author: John Shaun Nolan, Update Dissertation. Email: click here to access ... more ... Add Dissertation. Author: John Shaun Nolan, Update Dissertation. Email: click here to access email. Degree Awarded: University of Limerick , PhD in Sociolinguistics. Degree Date: 2006. Linguistic Subfield(s): Sociolinguistics. Subject Language(s): French. ...
... Blanchet, Philippe, and André Le Coq (2007). ... In Opportunities and Challenges of Bilingual... more ... Blanchet, Philippe, and André Le Coq (2007). ... In Opportunities and Challenges of Bilingualism, Li Wei, Jean-Marc Dewaele, and Alex Housen (eds.), 89104. ... Simon, Crisstof (2003).'Le gallo, un patois ou une langue?'Paper presented at 130e Congrès: Histoire, arts et lettres ...
International Journal of the Sociology of Language, 2011
Abstract The indigenous Sámi languages of the Nordic countries and North-West Russia have gained ... more Abstract The indigenous Sámi languages of the Nordic countries and North-West Russia have gained official recognition after a long period of neglect and assimilation policies. In the context of positive changes in state or macro level indigenous policy and especially ...
This paper sheds light on the attitudes that eastern or Upper Breton school pupils have toward th... more This paper sheds light on the attitudes that eastern or Upper Breton school pupils have toward their heritage language, Gallo, in the context of recent favourable changes to its socio-political status. Gallo is Brittany's Romance language and, more precisely, its Oïl language variety. Situated in the application of language emancipation and in considera- tions regarding attitudes and ideology and their importance to language policy, this is an analysis which provides an example of how the Gallo sociolinguistic situation is a case of ‘nascent’ language emancipation. This is done through a study of how the status and the future of Gallo are perceived in the context of its inclusion in Brittany’s language education policy. This comparative attitudinal study suggests that although there continues to be negative language attitudes towards Gallo, there are clear indications of a favourable generational alteration in respondent attitudes with regard to it. This is indicative of a certain limited success enjoyed by Gallo promotional organisations, and is testimony to their role in the language policy environment as a bottom-up force of some tangible worth with potential in the future.
International Journal of Sociology of Language., 2011
This paper discusses the applicability of language emancipation to the regional languages of Fran... more This paper discusses the applicability of language emancipation to the regional languages of France and shows that, from a historical and contemporary perspective, it is very relevant for these languages. In particular, Gallo, Eastern Brittany's Oïl language variety, provides a pertinent grass roots illustration of many of the issues addressed through the concept of language emancipation. However, the historical and contemporary entrenchment of a monolingual and centralist language ideology which is vehemently opposed to pluralist language ideology in France means that, if language emancipation is to be socio-politically acceptable, some degree of care has to be exercised in the manner in which it is presented and what facets are emphasized in the French context. Indeed, through their long established activism in favor of regional languages in the education system, regional language movements and not least the Gallo movement are already well-positioned to promote one of the main and most compelling arguments for contemporary language emancipation: this is that an active knowledge of two or more languages, including a regional language, is beneficial to the individual and to society in general. Only a “language attitudes shift” can create the conditions for genuine language emancipation in France.
The indigenous Sámi languages of the Nordic countries and North-West Russia have gained official ... more The indigenous Sámi languages of the Nordic countries and North-West Russia have gained official recognition after a long period of neglect and assimilation policies. In the context of positive changes in state or macro level indigenous policy and especially that regarding language policy, this paper investigates what subsequently happens at the grassroots or micro level. This investigation shows that despite more positive policies, there is a strong sentiment of defeatism with regard to Sámi. Sámi speakers face problems because of the lack of implementation of nationally decided laws at the local level, they encounter prejudice and neglect from other people, even in their families, and as a result they often experience difficulty in transmitting Sámi to their children. Nevertheless, they also express belief in Sámi and feel a need for this transmission, not only for affective reasons and for the sake of cultural maintenance, but also for instrumental reasons, i.e. to give their children better opportunities in the labor market where knowledge of Sámi is necessary.
Whilst recent studies have provided pivotal insights into the relationship between Bretons and th... more Whilst recent studies have provided pivotal insights into the relationship between Bretons and the principle languages of Brittany, Breton and French, this paper aims to shed light on the relationship between Brittany’s northern French near language (Oïl) variety, Gallo, and the identity of the inhabitants of the territory with which it is historically associated, Upper-Brittany. This is done through questionnaires of both a quantitative and qualitative nature and follow-up interviews with school pupils of Gallo and their parents in 2003 and 2004. Results suggest that although Gallo has been historically subject to a highly negative linguistic culture in both the French and Breton language contexts, for many respondents Gallo is perceived as continuing to play a role in their identity. This role, whilst it is restricted to the Upper-Breton region, tradition, the countryside and the family is of a positive nature for many respondents, but particularly for the younger generation. However, this identity role does not necessarily require it to be spoken and Gallo, which has up to recent years been socially marginalised in favour of Breton and French, may find a place for itself in Brittany’s identity consciousness as an ‘associated language’ to Upper-Breton identity.
Le but de cette recherche basée sur la Francophonie n’a pas pour prétention de prescrire une redé... more Le but de cette recherche basée sur la Francophonie n’a pas pour prétention de prescrire une redéfinition de la Francophonie, mais plutôt de mettre en lumière la manière dont le concept de « Francophonie », connu de la plupart des francophones et des francophiles, est en train de se redéfinir depuis à peu près quarante ans ou même cent-vingt ans (si on tient compte de l’année que le terme « francophonie » a été inventé). Si la Francophonie leur est en effet familière, ce n’est souvent que de nom et le concept reste fréquemment méconnu, parfois même traité avec un certain mépris.
Cette méconnaissance de la Francophonie est surtout courante en Europe. La Francophonie y est souvent conçue comme étant davantage pertinente pour le Canada ou pour l’Afrique. Cette attitude prend probablement sa source dans l’idée que c’est dans ces régions que l’on profite le plus d’une Organisation internationale de la Francophonie ; par exemples, comme bouclier contre l’anglais pour les francophones Québécois ou dans la coopération financière pour certains pays africains. Il y a sûrement un élément de vérité dans ce dernier point, néanmoins, l’enjeu pour la langue française en Europe est aussi crucial. Alors que le sort de la langue française en dehors de l’Europe est une préoccupation récurrente, sa force dans l’avenir dépendra, en grande partie, de sa capacité à maintenir son influence au sein de cette nouvelle Europe en construction. Dans le but de maintenir sa force, la langue française lutte simultanément et paradoxalement sur deux fronts vastes et ambigus: en Europe, à travers par exemple la politique d’éducation et dans l’accueil des pays de l’Europe de l’Est (qui sont candidats de l’Union européenne) ; et dans le reste du monde, pour maintenir sa position comme deuxième langue géopolitique mondiale. L’ampleur des manœuvres pour favoriser le positionnement du français en Europe et l’importante influence qu’ont ces manœuvres sur le sort de la progression de la campagne pour le français dans le monde n’ont pas échappé aux dirigeants de la Francophonie.
Donc, dans le cadre de cette étude, nous apprendrons que la Francophonie se redéfinit en continue dans les domaines linguistique, culturel, et politique. Nous verrons aussi qu’elle a dû faire face à de nombreux défis, comme par exemples, l’accusation de n’être qu’un instrument néo-colonialiste utilisé par la France ou la réticence du Canada à laisser le Québec se représenter à titre individuel dans les hautes instances. Nous verrons également que le paradoxe idéologique du franco-centrisme et de la pluralité culturelle est au cœur même de la Francophonie et qu’elle a réussi, malgré les difficultés, à faire fonctionner ensemble, tant bien que mal, ces deux tendances opposées.
Le fait que la Francophonie subsiste et que sa forme politique se développe ne signifie pas pour autant qu’elle ait réussi à surmonter tous ses problèmes et à faire taire ses critiques. Quoi qu’il en soit, son existence et son développement indiquent qu’elle tente de s’attaquer à ses problèmes, ce qui mène à entrevoir l’évolution positive de son rôle sur la scène internationale.
La France promeut le plurilinguisme en Europe et dans le monde face à la langue anglaise qui est ... more La France promeut le plurilinguisme en Europe et dans le monde face à la langue anglaise qui est perçue comme une menace dans le contexte actuel de la «mondialisation». Cependant, la France a depuis plusieurs siècles mis en œuvre une politique monoculturelle et monolingue à l’intérieur de ses propres frontières. La pression européenne pour la protection de la diversité linguistique et culturelle exercée à travers la Charte européenne des langues régionales ou minoritaires, a fait s’embraser un débat interne surtout intense pendant les années 1990 sur le droit des langues autochtones françaises à coexister à titre officiel avec la langue nationale française, et sur leur statut au sein du système de l’éducation nationale. La charte, signée par la France le 7 mai 1999, n’a pas encore été ratifiée à cause du verdict rendu le 15 juin 1999 par le Conseil constitutionnel, saisi par le Président Jacques Chirac, déclarant que la charte était contraire à la Constitution de la République. Dans l’optique de ces exigences internes et externes visant surtout à introduire dans le curriculum scolaire les langues régionales à pied d’égalité avec les langues étrangères et même avec le français, cette communication propose une présentation détaillée de la situation sociolinguistique du «gallo». Le gallo est la variété linguistique autochtone de la Haute-Bretagne, la partie orientale de la Bretagne. Suite à un exposé initial du phénomène linguistique qui est le gallo, l’auteur montrera comment le gallo continue à maintenir une présence dans la vie de la communauté haute-bretonne et commence même à faire ressentir sa présence au niveau politique dans la région. Ensuite, il analysera la situation du gallo au sein du système éducatif et les conséquences de sa présence dans l’école en s’appuyant sur les résultats d’une étude de cas récemment réalisée en Haute-Bretagne. Finalement, et en prenant compte des analyses précédentes et en visant à répondre à la question posée dans le titre de cette présentation, l’auteur présentera ses conclusions sur les conséquences de l’introduction du gallo dans le système scolaire de la région et comment cette enseignement pourrait influer sur la situation du gallo dans l’avenir.
Based on original data on the synthesis between language policy, language attitudes and identity ... more Based on original data on the synthesis between language policy, language attitudes and identity strategies in a highly minorised sociolinguistic situation, this paper will analyse the affects of introducing Gallo in the education system in Upper-Brittany (eastern Brittany), and how this may influence the future vitality of this language variety. Gallo is the Oïl linguistic variety of Upper-Brittany which has had credibility problems in popular opinion as a result of its close linguistic relationship to French. This has not stopped its promotion within Upper-Breton society, as it benefits from a well-organised and determined activist network which has proved itself most effective particularly in the education system since the early 1980s. Following an initial presentation of Gallo, the author will show how activist groups’ strategies in favour of Gallo in the education system has helped it maintain a presence in the life of the Upper-Breton community, and helped it even start making its impact felt at a political level in the region. The consequences of this education strategy will be examined based on the quantitative and qualitative results of a study recently carried out in Upper-Brittany.
This project seeks to explore through fieldwork the attitudes of Upper Bretons towards Gallo, the... more This project seeks to explore through fieldwork the attitudes of Upper Bretons towards Gallo, the historical language of the Upper Breton region, which is being replaced by French, and the place of Gallo in education in Upper Brittany. A considerable amount of research (Le Coadic 1998; Broudic 1995; Blanchet and Walter 1999; Hoare 2000) has been devoted to the analysis of the sociolinguistic situation in Brittany, in particular vis-à-vis the situation of Breton, the Celtic language of the region which is associated with Breton identity. However, Gallo has presented difficulties because of its linguistic relationship to French as a langue d'oïl. These difficulties were such that Hoare (2000: 329) had to forego inclusion of Gallo in her research on language attitudes related to identity in Brittany because she found that many Upper Bretons appeared confused as to what Gallo was, treating it as a patois, a mere dialect of French or even a deformed variant of French, with the result that the Gallo-related results did not reflect views on Gallo as a language. Yet, the language is recognised as a regional language by the French Ministry of Education and is taught in Upper Breton schools, the only langue d'oïl to have such a statute within its region, besides of course French, the national language.
This poster session will describe the Upper Breton sociolinguistic situation and give the results of this ongoing fieldwork. I will particularly elucidate the real position of Gallo in the Upper Breton education system.
This research project will form part of my PhD thesis entitled “French language policy and the multilingual challenge: a study of developments from 1992 to 1999”. Subsequent to chapters on the historical context and the relevant theoretical and methodological issues in sociolinguistics, the thesis will include an analysis of the status and situation of Gallo through the above described fieldwork providing core data upon which it will be based.
Bibliography
Blanchet, P. and H. Walter. 1999. Dictionnaire du français régional de Haute-Bretagne. Paris: Bonneton.
Broudic, F. 1997. A la recherche de la frontière : la limite linguistique entre Haute et Basse-Bretagne aux XIXe et XX siècles. Brest: Ar Skol Vrezoneg.
Broudic, F. 1995. La pratique du breton : de l’ancien régime à nos jours. Rennes: Presses Universitaires de Rennes.
Boutier, J and C. Simon. ‘Entretien avec André Le Coq.’ Le Liaun, no. 143, September-October 2000, Bertaeyn Galeizz, pp. 17-19.
Dorian, N.C. 1999. ‘Linguistic and Ethnographic Fieldwork’. In J.A. Fishman (ed.). Language and Ethnic Identity. Oxford: Oxford University Press.
Euromosaic.1996. The production and reproduction of the minority language groups in the European Union. As used in Brittany. Luxembourg: Office for Official Publications of the European Communities.
Hoare, R. ‘An integrative approach to language attitudes and identity in Brittany’. Journal of Sociolinguistics, Vol. 5: 1, 2001, Blackwell Publishers, pp. 71-84.
Hoare, R. ‘Attitudes and Perception of Identity in Brittany’. Journal of Multilingual and Multicultural Development, Vol. 21: 4, 2000. Multilingual Matters, pp. 324-346.
Johnstone, B. 2000. Qualitative Methods in Sociolinguistics. Oxford: Oxford University Press.
Le Boétté, I. ‘Langue bretonne et autres langues : pratique et transmission.’ Octant, no. 92, January, 2003, INSEE, pp. 18-22.
Le Coadic, R. 1998. L'identité Bretonne. Rennes: Éditions Terre de Brume et Presses Universitaires de Rennes.
Tables
Table 1: ‘Situation du bilinguisme: Enseignement optionnel 2003-2004.’ Dos/Rectorat 17/11/2003, Académie de Rennes.
Table 2: Le Boétté, I. ‘Langue bretonne et autres langues : pratique et transmission.’ Octant, no. 92, January, 2003, INSEE, p. 18.
Institut national de la statistique et des études économiques (INSEE) http://www.insee.fr/fr/home/home_page.asp
Maps
Map 1. Hoare, R. ‘An integrative approach to language attitudes and identity in Brittany’. Journal of Sociolinguistics, Vol. 5: 1, 2001. Blackwell Publishers, p. 74.
A considerable amount of research has analysed the sociolinguistic situation in Brittany, most of... more A considerable amount of research has analysed the sociolinguistic situation in Brittany, most of it concentrating on Breton, the Celtic language of western Brittany which is strongly associated with a Breton ‘national’ or ‘regional’ identity (Hoare 2000; Le Coadic 1998; Broudic 1995; McDonald 1989). This paper will discuss the results of fieldwork in Upper Brittany, the eastern part of the region where Gallo is spoken. Gallo, the historical language of Upper Brittany, continues to be replaced by French, and is even under threat from the Breton language revival which provides a more obvious vehicle for regional identity (Blanchet and Walter 1999). From both a language revival and shift perspective, Gallo has both the advantages and disadvantages of being a langue d'oïl, with a consequently close linguistic relationship to standard French. There is wide confusion in public opinion as to whether it should be termed a patois, a dialect or even a deformed variant of French, or as a language in its own right. Unique amongst the langues d'oïl, however, Gallo is recognised as a regional language by the French Ministry of Education and is taught in many secondary schools in Upper Brittany. This paper draws essentially on research on the ambiguous presence of Gallo in the school system and its effect on the life of the language in the community.
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With this objective in mind, Chapters 1 and 2 of this thesis explain its background, its structure, and lay its methodological foundation by analysing developments in approach to language policy studies and examining the conceptualisation of language’s place in identity structures. From this basis, Chapters 3 and 4 utilise the most recent theoretical approaches to language policy studies (e.g. Schiffman 1996; Spolsky 2004; Shohamy 2006) to analyse France’s language policy in the international and national arenas from 1992 to 2004 in the context of an historical examination of the development of language attitudes and ideology in France. Chapter 5 takes this study of language attitudes and ideology from the national level to the regional level through a case study of language policy in practice in the region of Upper-Brittany focussing on attitudes toward its endogenous Gallo language variety. This case study, carried out from November 2003 to September 2004, is based on fieldwork and has produced a significant amount of original data on the synthesis between language policy, language attitudes and identity strategies which proves a valuable contribution to scholarship in language policy studies. Chapter 6 concludes this thesis with an appraisal of the state of language policy in France at the close of the twentieth century and during the opening years of the twenty-first.
Cette méconnaissance de la Francophonie est surtout courante en Europe. La Francophonie y est souvent conçue comme étant davantage pertinente pour le Canada ou pour l’Afrique. Cette attitude prend probablement sa source dans l’idée que c’est dans ces régions que l’on profite le plus d’une Organisation internationale de la Francophonie ; par exemples, comme bouclier contre l’anglais pour les francophones Québécois ou dans la coopération financière pour certains pays africains. Il y a sûrement un élément de vérité dans ce dernier point, néanmoins, l’enjeu pour la langue française en Europe est aussi crucial. Alors que le sort de la langue française en dehors de l’Europe est une préoccupation récurrente, sa force dans l’avenir dépendra, en grande partie, de sa capacité à maintenir son influence au sein de cette nouvelle Europe en construction. Dans le but de maintenir sa force, la langue française lutte simultanément et paradoxalement sur deux fronts vastes et ambigus: en Europe, à travers par exemple la politique d’éducation et dans l’accueil des pays de l’Europe de l’Est (qui sont candidats de l’Union européenne) ; et dans le reste du monde, pour maintenir sa position comme deuxième langue géopolitique mondiale. L’ampleur des manœuvres pour favoriser le positionnement du français en Europe et l’importante influence qu’ont ces manœuvres sur le sort de la progression de la campagne pour le français dans le monde n’ont pas échappé aux dirigeants de la Francophonie.
Donc, dans le cadre de cette étude, nous apprendrons que la Francophonie se redéfinit en continue dans les domaines linguistique, culturel, et politique. Nous verrons aussi qu’elle a dû faire face à de nombreux défis, comme par exemples, l’accusation de n’être qu’un instrument néo-colonialiste utilisé par la France ou la réticence du Canada à laisser le Québec se représenter à titre individuel dans les hautes instances. Nous verrons également que le paradoxe idéologique du franco-centrisme et de la pluralité culturelle est au cœur même de la Francophonie et qu’elle a réussi, malgré les difficultés, à faire fonctionner ensemble, tant bien que mal, ces deux tendances opposées.
Le fait que la Francophonie subsiste et que sa forme politique se développe ne signifie pas pour autant qu’elle ait réussi à surmonter tous ses problèmes et à faire taire ses critiques. Quoi qu’il en soit, son existence et son développement indiquent qu’elle tente de s’attaquer à ses problèmes, ce qui mène à entrevoir l’évolution positive de son rôle sur la scène internationale.
This poster session will describe the Upper Breton sociolinguistic situation and give the results of this ongoing fieldwork. I will particularly elucidate the real position of Gallo in the Upper Breton education system.
This research project will form part of my PhD thesis entitled “French language policy and the multilingual challenge: a study of developments from 1992 to 1999”. Subsequent to chapters on the historical context and the relevant theoretical and methodological issues in sociolinguistics, the thesis will include an analysis of the status and situation of Gallo through the above described fieldwork providing core data upon which it will be based.
Bibliography
Blanchet, P. and H. Walter. 1999. Dictionnaire du français régional de Haute-Bretagne. Paris: Bonneton.
Broudic, F. 1997. A la recherche de la frontière : la limite linguistique entre Haute et Basse-Bretagne aux XIXe et XX siècles. Brest: Ar Skol Vrezoneg.
Broudic, F. 1995. La pratique du breton : de l’ancien régime à nos jours. Rennes: Presses Universitaires de Rennes.
Boutier, J and C. Simon. ‘Entretien avec André Le Coq.’ Le Liaun, no. 143, September-October 2000, Bertaeyn Galeizz, pp. 17-19.
Dorian, N.C. 1999. ‘Linguistic and Ethnographic Fieldwork’. In J.A. Fishman (ed.). Language and Ethnic Identity. Oxford: Oxford University Press.
Euromosaic.1996. The production and reproduction of the minority language groups in the European Union. As used in Brittany. Luxembourg: Office for Official Publications of the European Communities.
Hoare, R. ‘An integrative approach to language attitudes and identity in Brittany’. Journal of Sociolinguistics, Vol. 5: 1, 2001, Blackwell Publishers, pp. 71-84.
Hoare, R. ‘Attitudes and Perception of Identity in Brittany’. Journal of Multilingual and Multicultural Development, Vol. 21: 4, 2000. Multilingual Matters, pp. 324-346.
Johnstone, B. 2000. Qualitative Methods in Sociolinguistics. Oxford: Oxford University Press.
Le Boétté, I. ‘Langue bretonne et autres langues : pratique et transmission.’ Octant, no. 92, January, 2003, INSEE, pp. 18-22.
Le Coadic, R. 1998. L'identité Bretonne. Rennes: Éditions Terre de Brume et Presses Universitaires de Rennes.
Tables
Table 1: ‘Situation du bilinguisme: Enseignement optionnel 2003-2004.’ Dos/Rectorat 17/11/2003, Académie de Rennes.
Table 2: Le Boétté, I. ‘Langue bretonne et autres langues : pratique et transmission.’ Octant, no. 92, January, 2003, INSEE, p. 18.
Institut national de la statistique et des études économiques (INSEE) http://www.insee.fr/fr/home/home_page.asp
Maps
Map 1. Hoare, R. ‘An integrative approach to language attitudes and identity in Brittany’. Journal of Sociolinguistics, Vol. 5: 1, 2001. Blackwell Publishers, p. 74.
Map 2: Centre de documentation pédagogique d’Ille-et-Vilaine. http://www2.ac-rennes.fr/crdp/35/doc/dossiers/gallo/images/litterature/scolaire.jpg
Gallo promotion organisations
Bertaeyn Galeizz - 2, rue du Contour de la Motte, 35000 Rennes. http://www.bertaeyn-galeizz.com
Maézoe - 18, rue de Brest (B 232), -F-35000 Rennes. http://www.maezoe.com
Gallo Teachers Organisation
Association des Enseignants de Gallo - 86, rue de Châtillon, 35000 Rennes.
With this objective in mind, Chapters 1 and 2 of this thesis explain its background, its structure, and lay its methodological foundation by analysing developments in approach to language policy studies and examining the conceptualisation of language’s place in identity structures. From this basis, Chapters 3 and 4 utilise the most recent theoretical approaches to language policy studies (e.g. Schiffman 1996; Spolsky 2004; Shohamy 2006) to analyse France’s language policy in the international and national arenas from 1992 to 2004 in the context of an historical examination of the development of language attitudes and ideology in France. Chapter 5 takes this study of language attitudes and ideology from the national level to the regional level through a case study of language policy in practice in the region of Upper-Brittany focussing on attitudes toward its endogenous Gallo language variety. This case study, carried out from November 2003 to September 2004, is based on fieldwork and has produced a significant amount of original data on the synthesis between language policy, language attitudes and identity strategies which proves a valuable contribution to scholarship in language policy studies. Chapter 6 concludes this thesis with an appraisal of the state of language policy in France at the close of the twentieth century and during the opening years of the twenty-first.
Cette méconnaissance de la Francophonie est surtout courante en Europe. La Francophonie y est souvent conçue comme étant davantage pertinente pour le Canada ou pour l’Afrique. Cette attitude prend probablement sa source dans l’idée que c’est dans ces régions que l’on profite le plus d’une Organisation internationale de la Francophonie ; par exemples, comme bouclier contre l’anglais pour les francophones Québécois ou dans la coopération financière pour certains pays africains. Il y a sûrement un élément de vérité dans ce dernier point, néanmoins, l’enjeu pour la langue française en Europe est aussi crucial. Alors que le sort de la langue française en dehors de l’Europe est une préoccupation récurrente, sa force dans l’avenir dépendra, en grande partie, de sa capacité à maintenir son influence au sein de cette nouvelle Europe en construction. Dans le but de maintenir sa force, la langue française lutte simultanément et paradoxalement sur deux fronts vastes et ambigus: en Europe, à travers par exemple la politique d’éducation et dans l’accueil des pays de l’Europe de l’Est (qui sont candidats de l’Union européenne) ; et dans le reste du monde, pour maintenir sa position comme deuxième langue géopolitique mondiale. L’ampleur des manœuvres pour favoriser le positionnement du français en Europe et l’importante influence qu’ont ces manœuvres sur le sort de la progression de la campagne pour le français dans le monde n’ont pas échappé aux dirigeants de la Francophonie.
Donc, dans le cadre de cette étude, nous apprendrons que la Francophonie se redéfinit en continue dans les domaines linguistique, culturel, et politique. Nous verrons aussi qu’elle a dû faire face à de nombreux défis, comme par exemples, l’accusation de n’être qu’un instrument néo-colonialiste utilisé par la France ou la réticence du Canada à laisser le Québec se représenter à titre individuel dans les hautes instances. Nous verrons également que le paradoxe idéologique du franco-centrisme et de la pluralité culturelle est au cœur même de la Francophonie et qu’elle a réussi, malgré les difficultés, à faire fonctionner ensemble, tant bien que mal, ces deux tendances opposées.
Le fait que la Francophonie subsiste et que sa forme politique se développe ne signifie pas pour autant qu’elle ait réussi à surmonter tous ses problèmes et à faire taire ses critiques. Quoi qu’il en soit, son existence et son développement indiquent qu’elle tente de s’attaquer à ses problèmes, ce qui mène à entrevoir l’évolution positive de son rôle sur la scène internationale.
This poster session will describe the Upper Breton sociolinguistic situation and give the results of this ongoing fieldwork. I will particularly elucidate the real position of Gallo in the Upper Breton education system.
This research project will form part of my PhD thesis entitled “French language policy and the multilingual challenge: a study of developments from 1992 to 1999”. Subsequent to chapters on the historical context and the relevant theoretical and methodological issues in sociolinguistics, the thesis will include an analysis of the status and situation of Gallo through the above described fieldwork providing core data upon which it will be based.
Bibliography
Blanchet, P. and H. Walter. 1999. Dictionnaire du français régional de Haute-Bretagne. Paris: Bonneton.
Broudic, F. 1997. A la recherche de la frontière : la limite linguistique entre Haute et Basse-Bretagne aux XIXe et XX siècles. Brest: Ar Skol Vrezoneg.
Broudic, F. 1995. La pratique du breton : de l’ancien régime à nos jours. Rennes: Presses Universitaires de Rennes.
Boutier, J and C. Simon. ‘Entretien avec André Le Coq.’ Le Liaun, no. 143, September-October 2000, Bertaeyn Galeizz, pp. 17-19.
Dorian, N.C. 1999. ‘Linguistic and Ethnographic Fieldwork’. In J.A. Fishman (ed.). Language and Ethnic Identity. Oxford: Oxford University Press.
Euromosaic.1996. The production and reproduction of the minority language groups in the European Union. As used in Brittany. Luxembourg: Office for Official Publications of the European Communities.
Hoare, R. ‘An integrative approach to language attitudes and identity in Brittany’. Journal of Sociolinguistics, Vol. 5: 1, 2001, Blackwell Publishers, pp. 71-84.
Hoare, R. ‘Attitudes and Perception of Identity in Brittany’. Journal of Multilingual and Multicultural Development, Vol. 21: 4, 2000. Multilingual Matters, pp. 324-346.
Johnstone, B. 2000. Qualitative Methods in Sociolinguistics. Oxford: Oxford University Press.
Le Boétté, I. ‘Langue bretonne et autres langues : pratique et transmission.’ Octant, no. 92, January, 2003, INSEE, pp. 18-22.
Le Coadic, R. 1998. L'identité Bretonne. Rennes: Éditions Terre de Brume et Presses Universitaires de Rennes.
Tables
Table 1: ‘Situation du bilinguisme: Enseignement optionnel 2003-2004.’ Dos/Rectorat 17/11/2003, Académie de Rennes.
Table 2: Le Boétté, I. ‘Langue bretonne et autres langues : pratique et transmission.’ Octant, no. 92, January, 2003, INSEE, p. 18.
Institut national de la statistique et des études économiques (INSEE) http://www.insee.fr/fr/home/home_page.asp
Maps
Map 1. Hoare, R. ‘An integrative approach to language attitudes and identity in Brittany’. Journal of Sociolinguistics, Vol. 5: 1, 2001. Blackwell Publishers, p. 74.
Map 2: Centre de documentation pédagogique d’Ille-et-Vilaine. http://www2.ac-rennes.fr/crdp/35/doc/dossiers/gallo/images/litterature/scolaire.jpg
Gallo promotion organisations
Bertaeyn Galeizz - 2, rue du Contour de la Motte, 35000 Rennes. http://www.bertaeyn-galeizz.com
Maézoe - 18, rue de Brest (B 232), -F-35000 Rennes. http://www.maezoe.com
Gallo Teachers Organisation
Association des Enseignants de Gallo - 86, rue de Châtillon, 35000 Rennes.