Chapter 3 â Policy Implications for Gaelic - University of Edinburgh

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factor contributing to respondents’ interest in Gaelic is ‘general interest in the language’, followed by ‘history and place-names’. There is an apparent lack of awareness of the policy context within which the University’s Gaelic Language Plan is being developed, and a lack of awareness of the role of Gaelic in the City and at the University. 352 respondents (19.0%) claimed to have some ‘ability’ in Gaelic, 29.5% of whom have a national identity from outside the UK. 71.8% of those with Gaelic ability lack confidence to use it, often or at all. 1,116 respondents (60.2%) were either currently taking a Gaelic course or would like to/might be interested in learning Gaelic. A high proportion of international respondents were either currently taking a course or would like to/might be interested in learning Gaelic, including 83.3% of Polish respondents, 80.0% of Greek respondents, 79.5% of US respondents and 76.9% of Chinese respondents. Most current or potential learners would initially be aiming at courses for complete beginners. 123 respondents would like to acquire the skills to teach Gaelic to others. The most popular course delivery methods are, for students, two-hour evening classes (6.30pm-8.30pm) and, for staff, weekday lunchtime classes. The most popular ideas for cultural events were jointly cèilidhs and music concerts, followed by educational sessions about Gaelic folklore, information sessions on Gaelic history and culture and educational sessions about Gaelic place-names. (It is important to note that cèilidh signifies different things in English and Gaelic usage; its original Gaelic meaning is simply ‘visit’ and as an event would imply a mixed programme of entertainment, including singing and instrumental music, and not simply a ‘ceilidh dance’). Apart from educational and cultural activities, the other initiative that is most favoured is ‘increased visibility of Gaelic in public spaces (e.g. corporate/visual identity, signs, stationery)’, with 50.4% of all respondents, and 56.7% of students favouring this. Support is especially strong among students in certain schools, such as Edinburgh College of Art; Literatures, Languages and Cultures; Philosophy, Psychology and Language Sciences; and Moray House School of Education. A full analysis of the questionnaire results is available on the Gaelic Language Plan website at http://www.ed.ac.uk/about/gaelic-language-plan/questionnaire. 9
Chapter 2 – Core Commitments Guided by Bòrd na Gàidhlig, there are four core areas of service delivery that the University of Edinburgh addressed when preparing its Gaelic Language Plan:- Identity: Communications: Publications: Staffing: corporate identity signage reception and telephone mail and e-mail forms public events and meetings complaints procedure public relations and media printed material websites exhibitions training language learning recruitment advertising. Each function contains the following information: Current practice Actions Lead Timescale. 10
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Chapter 3 â Policy Implications for Gaelic - University of Edinburgh