Category: Manx (Gaelg)

Celtic conversations

By Simon

This week I’ve had quite a few conversations in Manx. I only speak it when I come to the Isle of Man, and when I meet Manx learners at polyglot events. At the beginning of the week my Manx was decidedly rusty, but it’s starting to flow now. When I don’t know a word or phrase in Manx, I switch to Irish, and often get away with it. It helps that some of the Manx speakers I know here also speak Irish.

As well as Manx, and English, I spoke some Welsh last night, and odd bits of Scottish Gaelic, Cornish and Breton.

The performers here for the festival are from the Isle of Man, Scotland and Ireland. The songs have been in English and Manx, and the evening concerts have been introduced bilingually in Manx and English. There aren’t any performers here from Wales, Cornwall or Brittany this year, but there have been in previous years.

Tomorrow I’m off to Glencolmcille (Gleann Cholm Cille) in Donegal in the northwest of Ireland. I will speak plenty of Irish there, and probably other languages, and learn more traditional Irish songs and tunes.

Who are the Celts?

By Simon

Alice Roberts talking about the Celts

This week I am in the Isle of Man for the CeltFest, a festival of Manx and Celtic music and culture. There are lunchtime concerts every day at the Noa bakehouse in Douglas, and concerts and other events every night in Peel.

Last night I went to a fascinating talk by Alice Roberts, an anatomist, anthropologist and broadcaster, about the history of the Celtic people and languages.

One popular theory is that the Celtic people originated from the Urnfield culture of central Europe during the Late Bronze Age (about 1,200 BC) and spread to many other parts of Europe after that.

The Romans and Greek talk about Celtic people inhabiting parts of Gaul (France), Iberia (Spain and Portugal), northern Italy, Helvetica (Switzerland), Anatolia (Turkey), and parts of eastern Europe. However, no ancient writers mention Celtic people in the British Isles or Ireland. The Ancient Greek historian Herodotus, for example, tells us that “the Celts live beyond the Pillars of Heracles, being neighbors of the Cynesii, who are the westernmost of all the peoples inhabiting Europe.” [source].

The people who spoke Celtic languages in the British Isles, Ireland and Brittany didn’t refer to themselves as Celts before the 18th century. It was Edward Lhuyd (1660-1709) who first used the word Celt in print in 1707 to refer to people who spoke Celtic languages. Before then they were just Welsh, Irish, Scottish, etc [source].

Professor Roberts told us that there is no evidence for large-scale movement of people in Europe during the Iron Age, the time when the Celts were thought to have spread from central Europe. People did move around, taking goods, ideas and technology with them, but not in large enough numbers to show up in the archaeological record.

There is, however, evidence for significant movements of people associated with the Bell-Beaker culture out of the Pontic-Caspian Steppe of central Asia into Europe from about 2,900 BC.

During the Bronze Age, people migrated into Europe from central Asia, bringing their Proto-Indo-European (PIE) language and culture with them. The people already in Europe, apart from the Basques, adopted the new culture and language. Over time the Indo-European languages developed from PIE. The Celtic languages developed mainly in western Europe. They disappeared from continental Europe, apart from in Brittany, after the 6th century AD, and continue to be spoken in parts of the British Isles and Ireland. At least that is my understanding of last night’s talk.

The earliest known inscriptions in a Celtic language date from the 6th century BC and were found in southern Portugal. They are written in an alphabet known as the Southwestern Script, and the language is referred to as Tartessian or South Lusitanian. Professor Roberts suggested that this script developed from the Phoenician script, independently of alphabets elsewhere in Europe, and the Tartessians, or whatever they called themselves, came up with the idea of adding vowels.

Standing still on the longest day

By Simon

Today is the longest day of the year and the summer solstice. After several hot, sunny days in Bangor, today it’s cloudy, warm and muggy.

The word solstice comes from the Old French solstice, from Latin sōlstitium (solstice; summer), from sol (sun) and sto (stand), from sistō (I stand still).

Sol comes from the Proto-Italic *swōl, from the pre-Italic *sh₂wōl, from the Proto-Indo-European *sóh₂wl̥ (sun), which is the root of words for sun in many Indo-European languages. In the Gaelic languages though, it is the root of words for eye: Irish: súil, Manx: sooill, and Scottish Gaelic: sùil.

The word muggy, meaning humid, or hot and humid, comes from an English dialect word, mugen (to drizzle), from the Old Norse mugga (drizzle, mist), which possibly comes from the Proto-Indo-European *meug- (slimy, slippery), which is also the root of the English word mucus.

Plains, pianos and floors

By Simon

Flat piano on a wooden floor

The Welsh word llawr [ɬau̯r] means floor, deck, gallery, stage, platform, cellar, basement, ground, face, and a few other things. I discovered today that it has cognates in all the other Celtic languages:

– leur (Cornish) = floor, ground
– leur (Breton) = area, ground, floor, soil
– lár (Irish) = ground, floor, middle, centre
– làr (Scottish Gaelic) = floor, ground, storey
– laare (Manx) = storey, deck, floor, bottom, flat, set, sill, level

These words all come from the Proto-Celtic *ɸlārom (floor), which comes from the Proto-Indo-European *pleh₂rom or *ploh₂rom, from *pleh₂- ‎(to be flat).

THe PIE word *pleh₂- is the root of many other words, including:

– The English piano, plain, plan, floor and flake
– The Dutch vloer (floor, ground, surface)
– The German Flur (hall, hallway, corridor, stairwell)
– The Italian piano (flat, level, smooth, plane, softly, quietly)
– The Spanish llano (even, flat, level, plain) and plano (plain, level, flat)
– The Latvian: plats, plašs ‎(wide, broad)
– The Lithuanian: platus ‎(wide, broas)
– The Russian плоский (flat, plain, level)

Sources: Wiktionary, Geiriadur Prifysgol Cymru, Maga Cornish Dictionary / Gerlyver Kernewek, Dictionnaires bilingues de Francis Favereau, teanglann.ie, Am Faclair Beag, On-Line Manx Dictionary, Reverso

Weathered pagodas and stretching times

By Simon

Picture of a pagoda

The word for weather in Russian is погода (pogoda) [pɐˈɡodə], which sounds more or less like pagoda in English.

The English word pagoda, which refers to an Asian religious building, especially a multistory Buddhist tower, comes from Portuguese pagode, which comes via Tamil from the Sanskrit भगवती ‎(Bhagavatī, name of a goddess) or भागवत ‎(Bhāgavata, “follower of Bhagavatī”).

In French the words for weather, temps, also means time and tense, and comes from the Latin tempus (time, period, age, tense, weather), from the Proto-Indo-European *tempos ‎(stretch), from the root *temp- ‎(to stetch, string), which is also the root of the English word tempest, via the Latin tempestas ‎(storm), and the English word tense.

Breton also has one word for time and weather – amzer, which comes from the Proto-Celtic *amsterā ‎(time, moment), which is also the root of the Irish aimsir (weather, time and tense), the Manx emshir (weather, time and tense) and the Scottish Gaelic aimsir (climate, weather, season, era, time, reign), the Welsh amser (time, age, tense), and the Cornish amser (tense).

Sources: www.study-languages-online.com, Wiktionary

I’ve started putting together a new section on Omniglot featuring weather-related words and phrases. So far I have pages in Czech, Russian and Welsh.

In the UK we talk about the weather quite a bit. It’s (usually) a neutral and uncontroversial topic, and while some people are genuinely fascinated by it, for most of us it’s just a way to start a conversation. Do people do this is other countries? Or do you use of topics as conversation starters?

Ingenious genius

By Simon

The word ingenious sounds like the antonym (opposite) of genius as in- is often used as a negative suffix (invisible, indivisible, etc). However they are not.

Ingenious means:

– displaying genius or brilliance
– tending to invent
– characterized by genius
– cleverly done or contrived; witty; original; shrewd; adroit; keen; sagacious.

It comes from:

– the Middle French ingénieux (ingenious)

– from the Old French engenious (ingenious)

– from the Latin ingeniōsus ‎(endowed with good natural capacity, gifted with genius), from ingenium ‎(innate or natural quality, natural capacity, genius), from in ‎(in) and gignere ‎(to produce)

– from the Old Latin genere, from genus (birth, origin)

– from the Proto-Italic *genos (lineage, origin)

– from the Proto-Indo-European *ǵénh₁os ‎(race), from *ǵenh₁- ‎(to produce, beget).

Genius means:

– someone possessing extraordinary intelligence or skill; especially somebody who has demonstrated this by a creative or original work in science, music, art etc.
– extraordinary mental capacity
– inspiration, a mental leap, an extraordinary creative process
– the guardian spirit of a place or person (in Roman mythology)
– a way of thinking, optimizing one’s capacity for learning and understanding

It comes from:

– the Latin genius ‎(the guardian spirit of a person, spirit, inclination, wit, genius, literally “inborn nature”), from gignō ‎(to beget, produce)

– from the Old Latin genō

– from the Proto-Indo-European root *ǵenh₁- (see above)

So ingenious and genius come from the same root, as do many other words, but took different paths to arrive at their modern forms.

In Proto-Celtic the PIE root *ǵenh₁- became *gniyeti (to make, to do), which became gníid / ·gní (to do, to work) in Old Irish, which, with a suffix became dogní (to do, to make), which became déan in Modern Irish, jean in Manx and dèan in Scottish Gaelic. This is possibly also the root of the Welsh gwneud, the Cornish gul and the Breton (g)ober). All these words mean to do or to make.

Sources: Wiktionary

Reasons to learn minority languages

By Simon

I came across an interesting article today which discusses some of the benefits of learning a minority language like Manx. The writer, a fluent Manx speaker, is currently studying French and Linguistics at Oxford University, and has found that her knowledge of Manx has enabled her to make all sorts of connections, and has opened many doors. She was also in Gleann Cholm Cille studying Irish, though in July during the week I’m usually there, and I heard that Adrian Cain had been there teaching Manx that week – it’s a shame I missed it.

When you learn a language with a small number of speakers like Manx, it is possible to get to know quite a few of them and feel part of the community, and there is quite a lot of interest in such languages among linguists and language enthusiasts. I’ve certainly found this with all the Celtic languages, and whenever I meet someone who speaks one or more of them, I feel an instant connection. In Gleann Cholm Cille, for example, I met an English lad who is doing Celtic Studies in Aberystwyth University, and we found we have some mutual friends, and chatted away happily in Welsh, though I was in Irish mode that week, so sometimes mixed in a bit of Irish with my Welsh.

Does the same kind of thing happen for other minority and endangered languages?

One of my classmates in Gleann Cholm Cille, a gentleman from Oklahoma, mentioned that he had studied some Cherokee, but that the Cherokee people are suspicious of outsiders learning their language, so it can be hard to find material to learn the language and people to practice with.

Say Something in Manx

By Simon

There’s a new course on the SaySomethingin website: Manx (Gaelic). There are currently 10 free lessons in this introductory course, which follow the same format as the other languages on the site, as far as I can see, and 8 more lessons will be available soon.

I heard about this course at the Polyglot Gathering in Berlin in May from Ivan Baines, who was testing it at the time. It has now been launched.

I’m still working on SaySomethingin Cornish. So far I’ve got to lesson 5 and feel like I’ve learnt quite a lot and can say a variety of things.

The vocabulary for each lesson is now available on the lesson pages – previously it was only available on the forum. The design of the site has also improved, and it works well on smaller screens.

Reflections on the Polyglot Gathering

By Simon

Polyglots dancing at the Slaughterhouse in Berlin

I got back from the Polyglot Gathering in Berlin late on Monday night. I travelled by train the whole way, which is a bit more expensive than the plane, and takes a few hours longer, but I prefer to travel this way, and you see more. The journey went smoothly, apart from the train from London, which was an hour late getting into Bangor. Fortunately I got a partial refund on my ticket. On the Eurostar I talked to a interesting lady from Vancouver, and on the train to Bangor I talked, mainly in Welsh, to a doctor from Felinheli.

This year’s Gathering was as much fun as previous years – it was my third. I arrived in Berlin quite late on Wednesday evening the day before it officially started, and missed out on most of the polyglot games that were going on in the afternoon and evening. Next year I might arrive a day or two before the start to give me a chance to explore more of Berlin – this year I spent most of my time in the venue and didn’t go exploring.

Over the next four days I learnt about many things, including Portuguese-based creoles, Greek, minimalism, Sardinian languages and dialects, why many language learners don’t acquire native-like accents, metaphors in native Canadian languages, language mentoring, how musical techniques can be applied to language learning, the stagecraft of multilingualism, and much more. I got to know old friends better, met lots of new ones, and I spoke lots of different languages. My talk on Manx went well, as did the introduction to Welsh that I helped with.

The talks were mainly in English, with some in French, Italian, German, Esperanto, Dutch, Spanish, Russian, Indonesian, and in various combinations of these.

Between us we polyglots speak quite a few different languages. The most common (i.e. those with quite a few speakers / learners) include English, French, Spanish, Italian, Portuguese, Catalan, Romanian, Esperanto, German, Dutch, Swedish, Norwegian, Danish, Russian, Czech, Slovak, Polish, Serbian, Greek, Finnish, Hungarian, Welsh, Irish, Mandarin, Cantonese, Japanese, Korean, Indonesian, Malay, Arabic, Persian, Hebrew and Swahili. There were also speakers and learners of Wolof, Punjabi, Hindi, Marathi, Romani, Tamil, Latin, Scottish Gaelic, Manx, Cornish, Breton, Sardinian, Luxembourgish, Latvian, Lithuanian, Macedonian, Bulgarian, Slovenian, Albanian, Basque, Tagalog, Turkish, Navajo, Toki Pona, Klingon, and probably other languages.

I’m looking forward to the next polyglot event – the North American Polyglot Symposium in Montreal in July. I’ll be doing a talk on the origins of language there, so should get working on it.

Some things I learnt from the Gathering

There are many ways to learn languages, and no single way will work for everyone. Some like to focus on one language at a time until they have reached a level they are happy with, then move on to the next language; others like to study many different languages at the same time. Some learn grammar and vocabulary first, then learn to speak; others start using their languages straight away, or soon after they start studying. Some like to study on their own; others like to study in a class and/or with a private tutor. Some combine many of the above and more, to varying degrees – I certainly do.

From Malachi Rempen’s talk on cartooning, minimalism and language learning (Less is More: What Silly Doodles Can Teach Us About Fluency), I learnt that you can do a lot with a little. He showed how he can make his Itchy Feet character express a wide variety of emotions with just a few lines, and suggested that the same can be applied to languages – you can communicate even if you know only a little of a language. He also argued that fluency means different things to different people, and might not be the best thing to aim for.

Tim Keeley, professor of Cross-Cultural Management at Kyushu Sangyo University in Fukuoka, explained that the idea that only children can acquire native-like accents in foreign languages is wrong – the brain is flexible throughout live and you can learn to perceive and produce foreign sounds. However there are emotional barriers which stop many people from sounding ‘native’. When learning another language you can also take on or create a new identity, and those who are willing and able to do this are most likely to sound more like native speakers. You also shouldn’t worry about mimicking people. In fact that is a good way to acquire native-like pronunciation.

Michael Levi Harris, an actor and polyglot from New York, talked about parallels between learning a part and learning a language. He explained that actors tend to exaggerate speech and physical mannerisms when learning a part, then make them more subtle, and that language learners can try the same things – exaggerate the pronunciation, gestures, etc. until they become second nature, then tone them down. He also talked about taking on different identities when speaking different languages and with different accents. If you can find a native speaker of a language whose voice and mannerisms appeal to you, then you can create your character in that language based on them.

The extend to which you take on a new identity in a new language depends on how much you want to integrate into a new culture. If you want to be taken for a native, then you need to sound and act like them. Alternatively you could try sounding like a native, perhaps with a bit of a foreign accent, but not worry so much about acting like them. If you spend a lot of time in a different county interacting and observing the natives, you’re likely to pick up at least some of their behaviour anyway.

Fiel Sahir, an Indonesian-American musician and polyglot who currently lives in Germany, talked about applying musical techniques to language learning. He explained how practice is the key to music and language, but it has to be intelligent practice that focuses on areas that you find difficult. This might be particular passages in a piece of music, or particular tenses or noun declensions in a language. By focusing like this, you can make a lot of progress.

Focus is something that I find difficult sometimes. I can and do focus, but often get distracted. I was thinking about how I’ve been dabbling with a variety of languages recently and not making a lot of progress in any of them. So my plan is to focus on one, or two, languages for the next year – Russian and Czech – and learn as much as I can in them. I will keep my other languages ticking over, but not spend much time on them.

Multilingual Britain

By Simon

A few weeks ago I was interviewed by Kerstin Cable about the languages of the British Isles for the The Creative Language Learning Podcast, which she makes with Lindsey Dow of Lindsey Does Languages.

The podcast is now online as The Secret Languages of Great Britain.

In the podcast we talk about the indigenous languages used in the UK, such as English, Scots, Welsh, Scottish Gaelic, Manx, Cornish, British Sign Language, Romany and so on. We also mention some of the more recent arrivals, such as Polish, Punjabi and Urdu.

In other news, I’ve decided to go the North American Polyglot Symposium in Montreal in July. I booked my tickets and hotel today, and have started thinking about the talk I’m going to do there. I plan to expand what I discussed in the podcast.