| The creation of Gaelic medium pre-school playgroups, mother and toddler groups and nursery schools has emerged as a fundamental element in the chain of measures for the re-generation of Gaelic. The number of groups in Scotland has grown from four at the inception of the movement in 1983 to about 150 by 1995. The principal effect of Gaelic pre-school provision is linguistic initiation of a new generation of Gaelic speakers, the confidence-raising effects on the associated parents and grandparents and the ensuing demand for Gaelic medium schools.
The demand for Gaelic medium schools derives from the linguistic initiation work of the playgroup movement on children and the confidence-raising effect on parents. Gaelic medium schools represent the next vital step in founding the new confident and enterprising generation of Gaels. A fundamental characteristic of Gaelic medium education is that although Gaelic is the medium of instruction in early primary years, English is introduced in the later years so that pupils become totally fluent in both languages. The intellect-enhancing effect of bilingualism at an early age is widely recognised, not least in the greater ability of true bilinguals to learn a third or fourth language with relative ease.
From modest beginnings, the parental demand for Gaelic medium education has taken off with encouraging results (55 primary units and some 1,800 children by 1999). As the key to linguistic reproduction, the rate of growth of Gaelic medium education will determine the future pace of Gaelic development and the level of derived economic benefits. The single most serious constraint on rapid growth is the current shortage of trained Gaelic medium teachers.
Formal education alone is not sufficient for strong linguistic regeneration. Parental and peer encouragement are important supporting factors. Further reinforcement is being achieved through the emergence of a new movement, characterised by "Stradagan" which involves the participation of young people in a range of sports, arts and other enjoyable activities through the medium of Gaelic.
For over a century, university Celtic departments in Scotland have kept Gaelic scholarship alive. However, it is symptomatic of the past depressed status of Gaelic that the bulk of what was studied was orientated towards the past and undertaken through the medium of English. This is now changing and the three Scottish university Celtic departments are evolving new developmental roles and recognise the value of working more closely together and towards a more formal association. It is expected that the emphasis on language planning, promotion and training will grow to meet the demands of new Gaelic-based industries as well as the requirements for Gaelic medium teaching.
From modest beginnings in the 1970s, the Gaelic medium business college Sabhal Mor Ostaig has evolved to become a versatile delivery service for Gaelic driven development, not only through its educational, training and research functions, but as a generator of economic activity such as the establishment of Canan, a Gaelic media support unit, and Leirsinn, an associated research company. The college, based in Sleat on the Isle of Skye, has generated significant economic and social benefits in Sleat and beyond. These were recently further enhanced by the completion of a new campus of striking architectural design on a site overlooking the Sound of Sleat.
The development of Gaelic has stimulated a desire among adults to learn the language - a desire likely to be boosted further by a number of factors. These include parents of children attending Gaelic medium education seeking to keep up with their children, the creation of new career opportunities where Gaelic is a requirement, the effects of Gaelic tourism and the powerful stimulus of Gaelic television. It is significant that the Scottish television series, Speaking Our Language, attracted regular audiences in excess of 200,000 (who may be regarded as passive learners) and elicited 15,000 enquiries about learning materials in its first three months. This demonstrates that people are willing to commit themselves if effective language acquisition programmes can be provided.
Until recently, the success rate of adult learners in achieving fluency in Gaelic had been extremely low, largely because of the use of old fashioned and ineffective methods and support structures. For the first time, however, one year accredited immersion courses are now growing in number.
The achievement of fluency itself by a significant number of learners in each ten year inter-censal period will boost the demographic profile of the economically active Gaelic speaking population and thereby the market for Gaelic goods and services.
A strong demand is anticipated for Gaelic speaking graduates in Gaelic medium teaching, broadcasting, business studies, development work, tourism and culture, Gaelic arts and specialists in Gaelic language and literature.
Sabhal Mor Ostaig www.smo.uhi.ac.uk |