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Artykuły w czasopismach na temat "Breton languages"
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Rottet, Kevin J. "Translation and contact languages". Babel. Revue internationale de la traduction / International Journal of Translation 63, nr 4 (20.11.2017): 523–55. http://dx.doi.org/10.1075/babel.63.4.04rot.
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In this study we use a translation corpus of English novels translated into two closely related Celtic languages, Welsh and Breton, as one way of shedding light on the extent to which languages can influence each other over time: Welsh has a long history of contact with English, and Breton with French. Ever since the work of Leonard Talmy (1991, 2000 etc.), linguists have recognized that languages fall into a small number of types with respect to how they prefer to talk about motion events. English is a good exemplar of the satellite-framed type, whereas French exemplifies the verb-framed type. Translation scholars have observed that translating between languages of two different types raises interesting questions (Slobin 2005; Cappelle 2012), and the topic is also of interest from the perspective of language contact: is it possible for a language of one type, in a situation of prolonged and intense bilingualism with a language of another type, to be influenced or perhaps even to change its own rhetorical preferences? The translation corpus provides a body of data which holds constant the starting point – the cue in each case was an English motion event in the source text. We do indeed find that Welsh and Breton have diverged in important ways in terms of their preferences for encoding motion events: Breton is revealed to have moved significantly in the direction of French with respect to these preferences.
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Muradova, Anna. "Some Breton Words in the Dictionary of the Russian Empress". Studia Celto-Slavica 1 (2006): 143–48. http://dx.doi.org/10.54586/dbzc7654.
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The first mention of the Breton language in the Russian linguistical literature was made in the XVIII century when the Empress Catherine II decided to make a wide research in order to compose a dictionary where all the languages in the world would be represented. This work was carried out by a German scientist Peter Simon Pallas (1741–1811). He was the head of the Russian Academy of Sciences in the years 1768–1774, and he also took part in several expeditions in which he studied many regions of Russia, including Southern Siberia. The languages of the peoples living in different parts of Russia were largely represented in his study, and the European languages were also collected, assembled into different groups. The first edition of the dictionary, Vocabularia Linguarum Totius Orbis (“Сравнительные словари всех языков и наречий, собранные десницею Всевысочайшей Особы”) was published in 1787–1789. This edition contained 185 entries from 142 Asiatic and 51 European languages. The second edition was published in 1790–1791, and it contained the information on 272 languages and dialects, and 273 entries were represented in this edition. The Celtic languages were well represented in both editions as follows: Celtic (it is not clear what were the specifically Celtic languages), Breton, Irish, Scottish Gaelic, Welsh and Cornish. The information for the Breton language was made available by several intermediaries: some Russian words were translated into Latin, after that – into French and transmitted to the ambassador of France, Le Compte de Segur. He sent the French words list to Baron de Breteuil, who employed the Intendant of Brittany Antoine-François Bertrand de Moleville. De Mollevile was not a Breton speaker and his task was to find someone who could do this job. Even in the XVIII century it seemed difficult to find anyone who was capable of providing a translation. This was a paradox: the Breton language was largely spoken by that time in the Western part of the peninsula (Lower Brittany). One of the difficulties was the absence of a “standard” Breton, and of a “standard” Breton spelling, the four dialects being too different from one another (therefore each author who was writing in Breton used his own variant of spelling). De Mollevile seemed to have had some difficulties to find out which of the dialects was the “correct” one. So he sent the list to Le Goazre in Qimper (where the Cornouaille dialect was spoken) and to Le Bricquir Dumezir in Lannoin (the Tregor dialect). Meanwhile, in order to find out the “correct” forms, the translators seemed to use Gregor Rostrenen’s dictionary (1732). The two versions (from Lannion or from Qimper) were sent to Pallas, and the differences between them made it possible to indicate two Breton forms for one Russian word. It is impossible to use Vocabularia Linguarum Totius Orbis for modern Celtic studies as all the foreign words used in the dictionary were transcribed into Cyrillic. Therefore we cannot make any conclusions with regard to the authentic spelling of these words. Meanwhile, this document is precious as it provides the first mention of Breton in Russia.
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Kennard, Holly. "Morphosyntactic and morphophonological variation in Breton: a cross-generational perspective". Journal of French Language Studies 29, nr 2 (lipiec 2019): 235–63. http://dx.doi.org/10.1017/s0959269519000115.
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AbstractLike France’s other regional languages, Breton has seen a steep decline, followed by a period of revitalization in recent decades. Today there are two largely separate communities of speakers: older, traditional speakers who grew up speaking Breton at home, and younger speakers, generally from French-speaking homes, most of whom have learnt Breton through immersion schooling. It is claimed that this ‘Neo-Breton’ differs from the language of older speakers, lexically, phonologically and grammatically. This article examines morphosyntactic (impersonal) and morphophonological (mutation) data to explore exactly how Neo-Breton differs from that of traditional speakers, and how the variability in the data might be explained. The data show that contrary to what might be expected, new speakers do not differ greatly from older, traditional speakers in these areas. Influence from French is more subtle than might be supposed. Children and teenagers who attend Breton-medium schooling seem to show an extended period of acquisition, but the data from adult new speakers suggests that with enough Breton input, these young speakers can reach full proficiency. However, as the number of older speakers decreases, Breton seems likely to see more widespread language change.
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Blanchard, Nelly. "Évolution du phénomène de traduction dans le domaine littéraire de langue bretonne". Nottingham French Studies 60, nr 2 (lipiec 2021): 206–22. http://dx.doi.org/10.3366/nfs.2021.0317.
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Arguing that the concept of littérature-monde conceals unequal relations between literary cultures, this article examines the socio-economic contexts of literary translation from and into Breton from the fifteenth to the twenty-first century. The value of translation across the corpus of 1025 texts lies primarily in creating intercultural relationships and promoting cultural diversity. Translation into Breton represents a vital defence of a language with dwindling speaker numbers: in the late 1970s it increases dramatically, with littérature de jeunesse spearheading a change in state policy allowing regional languages to be taught in schools. Yet translation can also reinforce an existing power imbalance, highlighting the central role played by French in the linguistic and literary construction of Breton society. Poetry, songs and contes translated from Breton often perpetuate stereotypes of a bardic, oral culture, while nationalist writers reject self-translation into French as capitulation before the dominant culture. Since the 1980s, many have chosen to bypass French by translating into languages such as Welsh, Scottish, Irish or Catalan, creating a network of minority literatures. Since the market for Breton translation is so small, however, such texts serve as valuable identity markers, a symbolic, affective force articulating a quest for socio-political legitimacy via literature.
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Jouitteau, Mélanie. "The Brythonic Reconciliation". Linguistic Variation Yearbook 2007 7 (31.12.2007): 163–200. http://dx.doi.org/10.1075/livy.7.06jou.
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I argue that despite their traditional verb-first vs. verb second partition, Welsh and Breton both instantiate a ban on verb-first and I present an analysis of these two languages as fundamentally verb second. In this view, so-called verb first orders prototypically illustrated byWelsh result from inconspicuous strategies to fill in the preverbal position, whereas traditional verb second prototypically illustrated by Breton results from conspicuous strategies to fill in the preverbal position. I show that both conspicuous and inconspicuous verb second orders are present in bothWelsh and Breton. The difference in word order between Welsh and Breton is reduced to (i) a lexical parameter, that is availability of a free preverbal expletive particle inWelsh, and (ii) a syntactic parameter: Breton allows for the creation of expletives by short movement, a parameter shared with Icelandic and other languages instantiating stylistic fronting.
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Dołowy-Rybińska, Nicole, i Hanna Popowska-Taborska. "Czy współcześnie powstający kaszubski język literacki oraz obecnie tworzony język neobretoński mogą stanowić przedmiot dociekań badaczy językowego obrazu świata?" Studia z Filologii Polskiej i Słowiańskiej 50 (31.12.2015): 270–79. http://dx.doi.org/10.11649/sfps.2015.016.
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Can the presently created Kashubian literary language and the currently formed new Breton language be objects of consideration for researchers of the linguistic picture of the world?The influence of the Polish language in conjunction with education and the mass media have brought about in the second half of the 20th century a growth of Polish-Kashubian bilingualism and a decline of Kashubian dialects. Simultaneously, work on the creation and promotion of the literary Kashubian language has begun. The standard Kashubian language is new to all users as is the new Breton language standardized in the last decades of the 20th century. Intergenerational transmission of the Breton language was severed after WWII. The ethnic revival of the 1970s led to the revalorization of the Breton culture and language, taught since then in a number of schools and at adult courses. Normalized Kashubian and Breton languages are full of neologisms. But at the same time they have also been considerably purified of those traits which make them similar to the respective dominant language (Polish and French). Furthermore, the range of use to which these minority languages are put is very different from one user to another. All these specifics result in the near impossibility of researching the linguistic picture of the world of contemporary normalized minority languages. Czy współcześnie powstający kaszubski język literacki oraz obecnie tworzony język neobretoński mogą stanowić przedmiot dociekań badaczy językowego obrazu świata?Wpływ polszczyzny związany ze szkołą i mediami masowymi spowodował wzrost w drugiej połowie XX wieku dwujęzyczności kaszubsko-polskiej i zanikanie dialektów kaszubskich. Jednocześnie rozpoczęły się prace nad stworzeniem i upowszechnieniem kaszubskiego języka literackiego. Standardowy język kaszubski jest nowy dla wszystkich użytkowników, podobnie jak standaryzowany w drugiej połowie XX wieku język bretoński. Międzypokoleniowa transmisja bretońskiego została przerwana w połowie XX wieku. Odrodzenie etniczne lat 70. XX wieku doprowadziło do rewaloryzacji kultury i języka bretońskiego, którego dzieci zaczęły się uczyć w szkołach, a dorośli – na kursach. Znormalizowane języki kaszubski i bretoński pełne są neologizmów, podlegają również procesom puryfikacji mającym oczyścić je z cech upodobniających do języka dominującego (polskiego i francuskiego). Zakres posługiwania się nimi u poszczególnych ich użytkowników jest silnie zróżnicowany. Wszystkie te fakty sprawiają, że badanie językowego obrazu świata normalizowanych obecnie języków mniejszościowych nie wydaje się możliwe.
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Eichhorn, Sarah. "Conceptualizing Linguistic and Cultural Identity among Breton and Arabic Users in Brittany". Nottingham French Studies 63, nr 2 (lipiec 2024): 176–91. http://dx.doi.org/10.3366/nfs.2024.0411.
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The linguistic diversity of France is a highly discussed topic, particularly in relation to the French state's (lack of) support for regional and minority languages (RMLs). There are approximately 200,000 speakers of the regional language Breton, while Arabic is the second-most widely spoken language in France with an estimated 3–4 million speakers. Recent studies have called for comparative analyses and this research seeks to fill this gap, focusing on individual speakers and their social experiences as they relate to language(s), diversity, and identity. This paper discusses findings of fieldwork conducted in Brittany with Breton and Arabic language users, examining how Breton and Arabic language users describe their language experiences, and how identity can be shaped by language practices. This research also explores how such language practices relate to diversity and multilingualism across France more broadly, and how individuals understand the multifaceted nature of identity using terms such as ‘double culture’ and ‘mélange’.
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Stark, Elisabeth, i Paul Widmer. "Breton a-marking of (internal) verbal arguments: A result of language contact?" Linguistics 58, nr 3 (26.05.2020): 745–66. http://dx.doi.org/10.1515/ling-2020-0089.
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AbstractWe discuss a potential case of borrowing in this paper: Breton a- ‘of’, ‘from’ marking of (internal) verbal arguments, unique in Insular Celtic languages, and reminiscent of Gallo-Romance de/du- (and en-) arguments. Looking at potential Gallo-Romance parallels of three Middle Breton constructions analyzed in some detail (a with indefinite mass nominals in direct object position, a-marking of internal arguments under the scope of negation, a [allomorphs an(ez)-/ahan-] with personal pronouns for internal arguments, subjects (mainly of predicative constructions) and as expletive subjects of existential constructions), we demonstrate that even if there are some semantic parallels and one strong structural overlap (a and de under the scope of negation), the amount of divergences in morphology, syntax and semantics and the only partially fitting relative chronology of the different constructions do not allow to conclude with certainty that language-contact is an explanation of the Breton facts, which might have come into being also because of internal change (bound to restructuring of the pronominal system in Breton). More research is necessary to complete our knowledge of a-marking in Middle Breton and Modern Breton varieties and on the precise history of French en, in order to decide for one or the other explanation.
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Le Dû, Jean. "The Celtic Element in Gallo-Romance Dialect Areas". Studia Celto-Slavica 11 (2020): 23–50. http://dx.doi.org/10.54586/sfww3511.
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The history of the French language was initially marked by Celtomania, which saw Celtic roots everywhere. When this doctrine was discredited and discarded in the XIXth century, the role of the Germanic superstrate became hypertrophied, the more so that Breton, long considered a direct descendant of the native Gaulish, was ranked in the same period as an alien language imported from Great Britain into the Armorican peninsula. Relying on modern geolinguistics, I compare ALF (Atlas Linguistique de la France) maps with Breton ones, using the data recorded in Le Roux’s Atlas Linguistique de la Basse-Bretagne and Le Dû’s Nouvel Atlas Linguistique de la Basse-Bretagne. I shall try to show that several of theses maps reveal the presence of ALF data whose origin is clearly Celtic and not Germanic. The study of the Atlas Linguarum Europae and of the Atlas Linguistique Roman has shown that borders between languages and even language families are not waterproof. It is high time to develop such comparisons to bring about a new vision of the history of languages.
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Valdman, Albert. "Jean Bernabé, La graphie créole. Martinique: Ibis Rouge Editions, 2001. Pp. 142. Pb. €15.00." Language in Society 32, nr 1 (24.12.2002): 134–38. http://dx.doi.org/10.1017/s0047404503291053.
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A signal event in the history of language policy in France was the recognition in 2000 of French-lexifier creoles as languages that students in secondary schools could select as subject matter. This decision by the ministry of education placed these languages on an equal footing with the heretofore officially recognized regional languages, such as Breton or Corsican. For these languages to be taught in French secondary schools, teachers needed to be certified by an examination, the CAPES (Certificat d'Aptitude au Professorat de l'Enseignement Secondaire). This book by the leading creolist of the French Antilles is part of a series of handbooks for prospective candidates for that diploma.
Rozprawy doktorskie na temat "Breton languages"
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Alcibar, Michaël. "Histoire et enjeux de l'enseignement des langues régionales dans les écoles primaires publiques : le cas du basque et du breton". Thesis, Bordeaux 3, 2016. http://www.theses.fr/2016BOR30045.
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Cette thèse souhaite expliquer et analyser les conditions historiques, sociolinguistiques et politiques ayant accompagné la mise en place de l’enseignement des langues régionales en France et plus particulièrement l’enseignement public bilingue du basque et du breton. Elle aborde également la question des enjeux qui ont jalonné ce processus et qui continuent de se poser aujourd’hui. La thèse est structurée en trois grandes parties. La première, « Un aperçu historique », est centrée sur la période de la Révolution française ; puis sur la période du XIXème siècle jusqu’à la IIIème République - lois Guizot puis Ferry sur l’imposition du français – avec en parallèle les propositions basques et bretons pour le maintien ou laide des langues régionales dans l’apprentissage du français ; la période vichyste – marginalisation des langues régionales – et la période de la IVème République sont développées avec, en regard, l’engagement des députés basques et bretons pour obtenir un enseignement et une reconnaissance de leur langue au sein de l’école publique, action qui aboutira à l’adoption de la loi Deixonne. La deuxième partie de la thèse, « De la loi Deixonne à l’enseignement bilingue du basque et du breton dans les écoles primaires publiques aujourd’hui (2015) », développe les prises de position de Jaurès sur les avantages pédagogiques, économiques et sociaux d’un apprentissage intégré des langues, les revendications locales pour une intégration du basque et du breton à l’école commencées dès le début du XXème siècle et se poursuivant jusqu’aux années quarante. Puis, à partir de la loi Deixonne, les avancées, les insuffisances du gouvernement socialiste sir la question de l’enseignement des langues et les expérimentations bilingues aux Pays Basque et en Bretagne. La troisième partie, intitulée « Les enjeux sociolinguistiques de l’enseignement du basque et du breton aujourd’hui », démontre la politisation de la question des langues régionales à l’école publique : « l’absence de cadre légal ayant pour conséquence une tolérance de l’enseignement des langues régionales plutôt que d’un droit établi ». Globalement, ce travail de recherche montre que l’école et les langues régionales ont eu et ont encore aujourd’hui une longue histoire commune ou tout du moins entrecroisée, avec des changements dans l’appréhension des langues régionales. Pour autant, malgré les nouvelles considérations sociales à l’égard du basque ou du breton, subsistent des blocages politiques tout comme des freins organisationnels. Pratique ancienne, la politisation de la question linguistique à l’école primaire qui, conditionnée par le rapport hiérarchique entre le français et les autres langues, se perpétue encore aujourd’hui. Au final la pérennisation de cette politisation dans le temps est surtout représentative de la grande incompréhension existant entre les défenseurs des langues régionales et l’Etat françaisThis thesis aims to explain and analyze the historical, sociolinguistic and political conditions that have accompanied the implementation of the teaching of regional languages in France and more specifically the bilingual public education of Basque and Breton. It also addresses the issues that have marked this process and continue to arise today. The thesis is structured in three main parts. The first, "A Historical Overview," focuses on the period of the French Revolution; Then on the period from the 19th century to the 3rd Republic - Guizot and Ferry laws on the imposition of French - along with the Basque and Breton proposals for maintaining or helping regional languages in learning french ; the Vichy period – the marginalization of regional languages - and the period of the Fourth Republic were developed, with the commitment of Basque and Breton deputies to obtain teaching and recognition of their language in the public school, action which will lead to the adoption of the Deixonne law. The second part of the thesis, "From the Deixonne law to the bilingual teaching of Basque and Breton in public primary schools today (2015)", develops the positions taken by Jaures on the pedagogical, economic and social advantages integrated to the local language learning, local demands for the integration of Basque and Breton into school, which began in the early 20th century and continued into the 1940s. Then, starting from the Deixonne law, the progresses, insufficiencies of the socialist government on the question of language teaching and bilingual experiments in the Basque Country and Brittany. The third part, entitled "Sociolinguistic issues in the teaching of Basque and Breton today", demonstrates the politicization of the issue of regional languages in public schools : "the absence of a legal framework resulting in tolerance. The teaching of regional languages rather than an established right". Overall, this research shows that the school and the regional languages have had and still have today a long common history or at least intertwined, with changes in the understanding of regional languages. Nevertheless, despite the new social considerations with regard to the Basque or the Breton, there remain political blockages as well as organizational brakes. An old practice, the politicization of the linguistic question in primary school, which, conditioned by the hierarchical relationship between French and other languages, is still perpetuated today. In the end, the perpetuation of this politicization over time is mainly representative of the great lack of understanding between the defenders of regional languages and the French state
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Bishop, Elizabeth C. "Brittany and the French State: Cultural, Linguistic, and Political Manifestations of Regionalism in France". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282009176.
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Tristram, Hildegard L. C. "Wie weit sind die inselkeltischen Sprachen (und das Englische) analytisiert?" Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2010/4125/.
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Der gemeinsame Wandel der inselkeltischen Sprachen wie auch des Englischen vom vorwiegend synthetischen Typus zum vorwiegend analytischen Typus läßt sich vermutlich auf einen ca. 1500 Jahre dauernden intensiven Sprachenkontakt zwischen diesen Sprachen zurückführen. Heute ist das Englische die analytischste Sprache der Britischen Inseln und Irlands, gefolgt vom Walisischen, Bretonischen und Irischen. Letzteres ist von den genannten Sprachen noch am weitesten morphologisch komplex.I discuss the joint shift of the Insular Celtic languages and of the English language from, typologically speaking, predominantly synthetic languages c. 1500 years ago to predominantly analytical languages today. The demise of the inflectional morphology is most advanced in Present Day English. Welsh follows suit. Then come Breton and Irish. Intensive linguistic interaction across the boundaries of the Germanic and the Insular Celtic languages are proposed to have been instrumental for this type of linguistic convergence.
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Carson, Kristina. "La survie du breton en France par l'education, The Survival of Breton in France through Education". Ohio University Honors Tutorial College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1418232061.
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Morvan, Malo. "Définir la "langue bretonne" : discours concurrentiels d'origination et d'identification dans les paratextes des dictionnaires bretons". Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB118/document.
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Si l'on connaît les dictionnaires comme lieu des définitions, ils en fournissent une que l'on ne perçoit pas toujours : celle de la langue elle-même. Au sein de l'hétérogène et du mouvant des usages linguistiques quotidiens, ceux-ci en circonscrivent et délimitent un certain nombre, qui se verront alors consacrés, dotés d'une certaine officialité. Les critères de sélection par lesquels les éléments lexicaux sont retenus ou écartés dépendent, entre autres contraintes, des convictions de leurs auteurs concernant les usages linguistiques qu'ils considèrent comme plus représentatifs de la langue que d'autres. Souvent conscients tant du pouvoir social de tels ouvrages que de la sélection qu'ils impliquent, leurs auteurs s'en justifient parfois dans des paratextes introductifs où sont alors explicités leurs convictions linguistiques. Les discours que l'on y trouve peuvent se fonder sur des définitions, associations d'idées, et valorisations que les auteurs peuvent tenir pour acquis, ou au contraire les détourner, subvertir, contester ; quoiqu'il en soit, ils tentent souvent de fonder performativement une définition de la langue que la liste lexicale mettra ensuite en pratique. Dans certains contextes de conflictualité politique où la définition de la langue ne va pas de soi, les préfaces de dictionnaires peuvent alors devenir de véritables arènes où s'affronteront des définitions concurrentes de la langue que chacun tentera de faire reconnaître. En travaillant sur un corpus constitué des paratextes de dictionnaires bretons publiés de 1499 à 2015, nous analysons l'évolution des discours sur la langue en fonction des situations historiques, sociales, et politiques, où se trouvent les auteurs. Nous mettons l'accent en particulier sur différents processus discursifs, notamment ceux d'identification et de différenciation, par lesquels les auteurs délimitent les frontières entre les pairs et les autres, ainsi que ceux d'origination, par lesquels ils ancrent leur situation actuelle au sein de continuités et ruptures perpétuellement redessinées. Nous abordons ainsi en particulier la manière dont la définition des "Celtes" a évolué en fonction des différents contextes discursifs : désignant d'abord, dans le discours celtomane, une langue mère de toutes les autres dont la bretonne était la seule forme restée pure, l'usage du terme s'orientera progressivement vers une fonction distinctive envers leurs voisins français, ceci en accord avec l'émergence d'un cadre de pensée nationaliste. C'est à la même période, vers le XIXe siècle siècle, qu'apparaîtra l'interceltisme, comme thèse d'un cousinage ethnique entre les populations de certains territoires en petite et Grande-Bretagne. Nous étudions la manière dont ce discours, né de nécessités de différenciation politique, se transfère dans les catégorisations savantes, véhiculant en même temps son lot de concepts et méthodes implicites concernant la définition de la langue. Par ailleurs, les changements sociaux survenant au XXe siècle en Bretagne auront également pour conséquence un progressif clivage entre différents profils de locuteurs : à ceux pratiquant la langue dans un contexte surtout oral, pratique, et quotidien, dont le nombre diminue, se substituent progressivement des locuteurs l'apprenant dans une démarche volontariste et militante, à partir d'un rapport scriptural-scolaire à la langue. Cette cohabitation de locuteurs ayant appris et pratiquant la langue dans des situations différentes aura mettra en concurrence les définitions de la langue. Si les différents courants auront en commun une volonté de distinction envers le français héritée du discours différentialiste ayant émergé au XIXe siècle, chacun investira la nécessité de s'en distinguer dans des dimensions différentes de la langue, cohérentes par rapport à leurs modes de socialisation linguistique. (...)Dictionaries are often seen a the place of the definitions, but very often the most important definition they give is not seen : the one concerning the language itself. Thus, while making their work, the authors have to make a selection of the words which will be retained and those which will not be taken in account. These choices rely on broader stances, related to their own convictions about what is "correct" language and what is not. The authors' convictions are themself influenced by the socio-historical context in which the dictionary is written, but they also shape the further definitions of the language, given the reliability granted to those kind of books. This work aims to seek the way in which the definition of breton language is given in the paratext (forewords, introductions, prefaces, postfaces) of breton dictionaries published between 1499 and 2015. In particular, we focus on some discursive processes such as identifications, differentiations, and originations, which are used by the authors in order to reconfigure the language's definition. A particular importance is given to the evolving use made of "Celts" in those definitions, and to the conflictuality in which they are set
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Goyat, Gilles. "Description morphosyntaxique du parler breton de Plozévet (Finistère)". Phd thesis, Université Rennes 2, 2012. http://tel.archives-ouvertes.fr/tel-00763530.
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La commune de Plozévet est située à l'extrémité sud-ouest de la Bretagne, au bord de la baie d'Audierne. Son parler breton conserve des formes archaïques révélant une ancienne continuité méridionale qui allait des bords de la baie d'Audierne au Vannetais, continuité perceptible dans certains aspects de la phonologie, de la morphologie et du lexique. Il garde également des traits communs aux trois presqu'îles occidentales (Léon, Crozon, Cap Sizun et Cap Caval), caractéristiques aussi de la périphérie du domaine bretonnant.Mais des innovations, venues d'abord du centre de ce domaine (région de Carhaix), puis du Léon, toutes diffusées par Quimper, ont brisé ces anciennes continuités. Ce parler présente bien sûr des traits communs à tout le sud-ouest de la Cornouaille, mais aussi des spécificités : ainsi, la réalisation [-ŋ] des groupes historiques " -r n " et " -l n ", l'ouverture du second élément de la diphtongue /ew/ en /ea/, réalisée [eaɔ] en finale absolue, la prédilection pour les syllabes composées de voyelle brève suivie de consonne forte, y compris dans les monosyllabes, et aussi la neutralisation de l'opposition entre les morphèmes des deuxièmes personnes du singulier et du pluriel. L'étude du lexique breton du cadastre napoléonien (1828) révèle que, si certains lexèmes sont tombés en désuétude, le parler a peu évolué au cours des XIXe et XXe siècles. Au XIXe siècle, les maires de Plozévet ont réclamé des maîtres d'école, d'abord pour enseigner le français aux enfants, qui ne savaient que le breton. Celui-ci est resté la langue la plus parlée jusque dans les années 1960, mais a ensuite très vite décliné
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Le, Nevez Adam. "Language diversity and linguistic identity in Brittany : a critical analysis of the changing practice of Breton /". Electronic version, 2006. http://adt.lib.uts.edu.au/public/adt-NTSM20060905.165032/index.html.
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Faby-Audic, Armelle. "La langue bretonne à Arradon au XXe siècle : réflexion sociolinguistique sur l'histoire du breton à travers un exemple particulier". Phd thesis, Université de Bretagne occidentale - Brest, 2013. http://tel.archives-ouvertes.fr/tel-00869047.
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Arradon est une commune littorale du sud de la Bretagne, située aux portes de Vannes. Le breton a été la langue de la quasi totalité de sa population jusqu'au XXe siècle. Les témoignages recueillis auprès de quelques bretonnants locaux montrent la vitalité de sa pratique jusqu'à la seconde guerre mondiale ; récits de vie, recueil de littérature orale (contes, chansons, comptines ...) et plus rares exemples d'utilisation à l'écrit l'attestent. Dès la fin de la première guerre mondiale cependant, se produit une rupture dans la transmission de la langue. Dès lors le clivage linguistique, auparavant sociologique, devient aussi générationnel. Le breton est connoté négativement : corrélé dès le début du siècle avec la pauvreté car les élites économiques sont francophones et avec l'ignorance car le français est la seule langue admise à l'école, il semble désormais lié au passé et à une civilisation paysanne traditionnelle qui disparaît Après la seconde guerre mondiale, seules les personnes âgées parlent breton et le bond démographique de la commune à partir de 1965 accentue encore cette marginalisation. À la fin du XXe siècle, le breton suscite un regain d'intérêt mais la distance entre le parler local et la norme standard ne favorise pas le lien entre anciens et nouveaux locuteurs, entre pratique populaire souvent confinée à l'oralité et pratique scolaire influencée par l'écrit. La mise en perspective historique et la confrontation de différents regards sur cette mutation linguistique permettent d'en analyser les causes et les processus, et aussi d'étendre la réflexion à la place des langues à l'heure de la mondialisation.
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Milin, Rozenn. "Du sabot au crâne de singe : histoire, modalités et conséquences de l'imposition d'une langue dominante : Bretagne, Sénégal et autres territoires". Thesis, Rennes 2, 2022. http://www.theses.fr/2022REN20028.
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L’une des plus grandes mutations que la Basse-Bretagne a connues au XXe siècle consiste en un changement complet de langue. En l’espace de quelques décennies, en effet, les habitants brittophones du Finistère et de la moitié ouest du Morbihan et des Côtes-d’Armor ont cessé de transmettre le breton à leurs enfants, mettant ainsi en péril le devenir de leur propre langue maternelle. Cette mutation profonde, qui est souvent considérée aujourd’hui comme un phénomène naturel, suscite pourtant maintes interrogations. L’objet de cette thèse est de tenter de déterminer les tenants et les aboutissants de ce processus de substitution linguistique, qui n’est pas propre à la Bretagne. L’école a joué un rôle fondamental, et l’on commencera donc par retracer l’histoire de l’imposition de langues dominantes en milieu scolaire via des pratiques telles que le recours au signum des écoles latines, qui deviendra le « symbole » et se répandra à travers l’Europe et au-delà, jusqu’aux anciennes colonies d’Afrique subsaharienne francophone. Une étude de cas menée pendant plusieurs années en Bretagne et au Sénégal permettra, grâce aux centaines de témoignages réunis, de comparer les méthodes mises en oeuvre et leurs conséquences. Des comparaisons seront également établies avec divers endroits du monde, y compris au sein de pays sous domination autre que française, où l’on a pu observer l’application de méthodes similaires. L’ensemble de ces données, historiques et contemporaines, en Bretagne, en Europe, au Japon et en Afrique, permettra de constater que des pratiques identiques ne produisent pas partout les mêmes effets, les objectifs poursuivis par l’État-nation n’étant pas les mêmes en métropole et dans les anciennes colonies. De fait, la diversité des langues ne semble pas menacée au Sénégal aujourd’hui, alors que les Bretons ont été poussés à commettre un véritable « suicide linguistique »One of the greatest changes that Western Brittany experienced in the 20th century is a complete change of language. In the space of a few decades, the Breton-speaking inhabitants of Finistère and the western half of Morbihan and Côtes-d'Armor ceased to pass on Breton to their children, thus endangering the future of their own mother tongue. This profound transformation, which today is often considered to be a natural phenomenon, nevertheless raises many questions. The purpose of this thesis is to try to determine the whys and wherefores of this process of linguistic substitution, which is not specific to Brittany. Schools played a fundamental role, and we will therefore begin by tracing the history of the imposition of dominant languages in the school environment, through practices such as the use of the signum in Latin schools, which later became the "symbole" and spread throughout Europe and beyond, as far as the former colonies of French-speaking sub-Saharan Africa. A case study conducted over several years in Brittany and Senegal will allow, thanks to the hundreds of testimonies gathered on both sides, to compare the methods implemented and their consequences. Comparisons will also be made with various places in the world, including countries under domination other than French, where similar methods have been observed. All of this data, historical and contemporary, in Brittany, Europe, Japan and Africa, will allow us to see that identical practices do not produce the same effects everywhere, the objectives pursued by the nation-state not being the same in metropolitan France and in the former colonies. As a matter of fact, the diversity of languages does not seem to be threatened in Senegal to this day, whereas the Bretons have been pushed to commit a real "linguistic suicide"
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Donneky, Claire Miranda. "Language ideologies and language practices in France and Spain : the case of Breton, Occitan, Catalan and Galician". Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1302.
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The aim of this dissertation is to investigate the situation of minoritised languages in France and Spain, by developing a comparative framework for the analysis, and taking into account the theoretical and empirical sociolinguistic research context with regard to language planning and language ideologies. To date, theoretical and empirical studies have tended to focus on one region, have adopted a comparative approach that focuses on individual languages without an explorative comparison of the regimes behind those languages, or have preferred to adopt a generalised theoretical approach that does not discuss in great detail the specifics of any one region. In my comparison of languages spoken in France and Spain that are not the state language, I explore the impact of contrasting political regimes on language planning to discover if state regime is an important factor behind the long-term survival of minoritised languages. The subject matter for this investigation concentrates on two languages from each country: Breton and Occitan for France, and Catalan and Galician for Spain. The empirical data for my investigation consists of questionnaire responses by native, non-native and non-speakers of the languages in question that covers an age-range from eighteen to eighty-five, rural and urban dwellers and lifelong residents and incomers. In addition, I have obtained data from language planners and I have analysed language plans and surveys via means of the Internet. The Internet has formed a key part of the research for this PhD, so that the methodology has taken advantage of new technology that could provide a change of direction for future research programmes.
Książki na temat "Breton languages"
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Wmffre, Iwan. Central Breton. München: Lincom Europa, 1998.
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Conroy, Joseph F. Breton-English/English-Breton: Dictionary and phrasebook. New York: Hippocrene Books, 1997.
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Herrieu, Mériadeg. Dictionnaire français-breton (vannetais). Brest: Emgleo Breiz, 1999.
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Morvannou, Fanch. Le breton: La jeunesse d'une vieille langue. Wyd. 3. Brest: Presses populaires de Bretagne, 1994.
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McKenna, Malachy. A handbook of modern spoken Breton. Tübingen: M. Niemeyer, 1988.
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Besco, Patrick Le. Parlons breton: Langue et culture. Paris: L'Harmattan, 1997.
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Delaporte, Raymond. Elementary Breton-English dictionary =: Geriadurig Brezhoneg-Saozneg. Cork: Cork University Press, 1992.
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Delaporte, Raymond. Elementary Breton-English dictionary =: Geriadurig Brezhoneg-Saozneg. [Cork]: Cork University Press, 1986.
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Gléau, René Le. Etudes syntaxiques bretonnes. Wyd. 2. Brest: R. Le Gléau, 1999.
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Bienvenu, André. Quand gallo et breton se rencontrent--. Ploudalmézeau: Label LN, 2009.
Znajdź pełny tekst źródłaCzęści książek na temat "Breton languages"
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Hornsby, Michael. "Legitimate Speakers of Authentic Breton: Who Decides?" W Revitalizing Minority Languages, 34–63. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137498809_3.
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Jouitteau, Mélanie. "Verb doubling in Breton and Gungbe". W The Morphosyntax of Reiteration in Creole and Non-Creole Languages, 135–74. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/cll.43.04jou.
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Kennard, Holly. "Transmission of Breton Among Immersion-School Students: The Impact of Home Language". W Transmitting Minority Languages, 247–75. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87910-5_10.
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Kennard, Holly J. "Verbal Lenition Among Young Speakers of Breton: Acquisition and Maintenance". W New Speakers of Minority Languages, 231–52. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-57558-6_12.
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Chantreau, Katell, i Stefan Moal. "The Transmission of Breton in the Family: The Effect of Family Rupture and Recomposition". W Transmitting Minority Languages, 77–103. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87910-5_4.
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Moal, Stefan, Noel P. Ó Murchadha i John Walsh. "New Speakers and Language in the Media: Audience Design in Breton and Irish Broadcast Media". W New Speakers of Minority Languages, 189–212. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-57558-6_10.
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Baudry, Hervé. "Publishing in a Regional Language: The Case of Breton in the Twenty-First Century". W French Language Policies and the Revitalisation of Regional Languages in the 21st Century, 221–42. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95939-9_10.
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Judge, Anne. "Regional Languages Not Official Elsewhere: Breton, Corsican, Franco-Provençal, Occitan and the Langues d’oïl". W Linguistic Policies and the Survival of Regional Languages in France and Britain, 93–119. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230286177_7.
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Hewitt, Stephen. "Mood in Breton". W Studies in Language Companion Series, 292–308. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/slcs.120.16hew.
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Kullberg, Christina. "Other Tongues". W Points of Entanglement in French Caribbean Travel Writing (1620-1722), 161–227. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23356-2_4.
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AbstractThis chapter examines languages as a third point of entanglement that has both spatial and temporal ramifications while at the same time being sites where domination is both sustained and disrupted. It starts by describing the linguistic reality of the islands in the seventeenth century discussing how the plurilingualism that existed caused challenges for the narratives, which had to abide to contemporary aesthetics. The analysis show that travelers engaged with languages as praxes and were forced into conceiving languages as processual constantly changing in relation to other languages, existing languages as well as languages in the making. Focusing principally on Breton’s dictionary, it demonstrates how travelogues testify to the inherent creativity in language crossings. The second section looks at the inclusion of direct speech in travelogues as framed within codes of representation that dramatized Indigenous and enslaved peoples, staging them for particular purposes and following rhetorical conventions. The final section challenges these formal forms of representation looking at scenes of exchanges in everyday life asking how this expression of control over other peoples’ expression also turned into sites where others would “talk back.” Throughout the chapter, Glissant’s thoughts on the role of language in the shaping of French Caribbean Baroque as well as Sarduy’s reading of Baroque language will be made operative together with theories around hetero- and translingualism.
Streszczenia konferencji na temat "Breton languages"
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Jouitteau, Mélanie. "Community Internally-driven Corpus Buildings. Three Examples from the Breton Ecosystem". W 2nd Annual Meeting of the ELRA/ISCA SIG on Under-resourced Languages (SIGUL 2023). ISCA: ISCA, 2023. http://dx.doi.org/10.21437/sigul.2023-22.
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Poibeau, Thierry. "Processing Mutations in Breton with Finite-State Transducers". W Proceedings of the First Celtic Language Technology Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics and Dublin City University, 2014. http://dx.doi.org/10.3115/v1/w14-4604.
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Guennec, David, Hassan Hajipoor, Gwénolé Lecorvé, Pascal Lintanf, Damien Lolive, Antoine Perquin i Gaëlle Vidal. "BreizhCorpus: A Large Breton Language Speech Corpus and Its Use for Text-to-Speech Synthesis". W The Speaker and Language Recognition Workshop (Odyssey 2022). ISCA: ISCA, 2022. http://dx.doi.org/10.21437/odyssey.2022-37.
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Bludszuweit, S., P. Liebke, J. Hoffmann, J. Schwarte, H. Kohn, E. Schubert i C. Theiler. "Approval for Laser Beam Cladding of Marine Engine Components". W ITSC 1999, redaktorzy E. Lugscheider i P. A. Kammer. Verlag für Schweißen und verwandte Verfahren DVS-Verlag GmbH, 1999. http://dx.doi.org/10.31399/asm.cp.itsc1999p0418.
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Abstract BIAS Bremen and SLV Rostock have received approval from the classification society "Germanischer Lloyd" for the novel manufacture and replacement of certain engine components with the powder-fed laser-beam plating process. This paper discusses the development of a procedure based on theoretical and experimental examinations on comparable test components. It is observed that, using this simulation tool, a reliable forecast of material conditions, which consequently emerge from the thermal cycle during laser surface treatment is possible. Paper includes a German-language abstract.