– la déviation = diversion (of route) = dargyfeiriad = diroudennañ
– la diversion = diversion (distraction) = gwrthdyniad = distroadenn
– faire diversion = to create a diversion = creu gwrthdyniad = distroiñ an nen
– le meeting / rassemblement = rally = rali = bodadeg
– un meeting de prostestation = a protest rally = rali protest / gwrthdystiad = manifestadeg
– un rassemblement pour la paix = a peace rally = rali heddwch
– la ceinture de sauvetage = liftbelt = gwregys achub
– sauter à cloche-pied = to hop = hercian / hopian
– le trisaïeul = great-great-grandfather = hen hen daid/dad-cu
– la trisaïeule = great-great-grandmother = hen hen nain/mamgu
– la boulette de viande = meatball = pellen gig (?)
Tête en l’air
Penn-skañv ac’hanout? Es-tu tête en l’air? Is your head in the clouds?
Recently I came across the French expression (être) tête en l’air (‘(to be) head in the air’) which is given as the French equivalent of the Breton expression penn-skañv (‘light head’). I hadn’t seen it before and wasn’t quite sure from it meant. From the context I thought it meant something like forgetful. According to Reverso it means scatterbrained, and according to this discussion, it also means absent-minded or distracted.
An equivalent English idiom is to have one’s head in the clouds, which is also used in French – avoir la tête dans les nuages. Do you know any similar idioms in English, French or other languages?
The Welsh expression pen-ysgafn, which is a literal translation of the Breton expression, but has a related different meaning – ‘light headed’. Forgetful is anghofus in Welsh.
Spontus
Spontus is a Breton word I learnt recently that means scary or terrible, as in spontus eo an amzer hiziv (the weather is terrible today). It doesn’t sound like it comes from a Welsh or Cornish root, and I wondered where it came from.
According to the Wikeriadur spontus comes from the word spont (to faint/wake with terror) plus the suffix -us. Unfortuantely it doesn’t say where spont comes from. Does any one have any ideas?
Language quiz
Here’s a recording in a mystery language.
Can you identify the language, and do you know where it’s spoken?
Les mots de la semaine
– fossile = fossil = ffosil = karrekaenn
– contractuel = traffic warden = warden traffig
– Viking = Viking = Llychlynnwr / Ficing = Idem
– le drakkar / bateau viking = viking ship = llong/cwch llychlynnwr = drakkar
– la lacune = loophole (in law) = bwlch = toull
– la niche fiscale = tax loophole = bwlch treth
– combler une lacune = to close a loophole = cau bwlch
– l’échappatoire (f) = way out, excuse, loophole = allanfa, esgus, bwlch
– le feu (de jardin) = bonfire = coelcerth = tan
– le passage pour piétons = pedestrian crossing = croesfan gerddwyr = treuzenn kerzhourien
– le passage à niveau = level crossing = croesfan wastad = treuzenn hent-houarn
– le rayon de soleil = sunbeam = pelydryn haul = barr-heol
Tlingit revitalisation
I came across an interesting article today about efforts to revitalise Tlingit in Alaska. It mentions how some Tlingit speakers are unwilling to speak their language to their children and grandchildren because they were punished for speaking it when were at school. This resulted in feelings of shame for the Tlingit language and culture which have left deep psychological scars which need to be addressed. The piece suggests that talking about these experiences and feelings can help to overcome them. Many language revitalisation efforts face similar problems.
Another article I found talks about the setting up of a language revitalisation program in Alsaka that was recently launched. A comment on the article suggests that the best way to revitalise a language is for parents and elders to speak to children in their native language while doing every day activities. This is true, however the parents and elders aren’t always willing to do this for the reasons mentioned in the first article.
Puzzle
Brezhoneg
My Breton studies are progressing and so far I’ve learnt a bit more everyday. Last week I worked through the first five lessons of my textbook (Le Breton, par Assimil) and today I got to the seventh lesson, which summerises what you’re learnt in the previous six lessons. The lessons are all short and don’t overload you with new information, as is often the case with other courses I’ve used. In courses with longer lessons you can go through each lesson over several days, but I prefer the shorter Assimil lessons.
The more Breton I learn, the more similarities I find with Welsh. For example, there are only five irregular verbs in Breton, as there are in Welsh, and Breton word order is similar to Welsh – you put the most important piece of information at the beginning of the sentence.
These sentences all mean the same thing, “The weather is fine in Ploulann today”, but with different emphasis in each:
– Brav eo an amzer e Ploulann hiziv = Braf ydy’r tywydd yn Ploulann heddiw = The weather is fine …
– An amzer a zo brav e Ploulann hiziv = Mae’r tywydd yn braf yn Ploulann heddiw = The weather is fine …
– E Ploulann eo brav an amzer hiziv = Yn Ploulann mae’r tywydd yn braf heddiw = The weather is fine in Ploulann …
– Hiziv eo brav an amzer e Ploulann = Heddiw mae’r tywydd yn braf yn Ploulann = The weather is fine in Ploulann today.
As the textbook is in French I’m also learning some new French words like:
– la tournure = turn of phrase, form, e.g. la tournure de qch = the way sth is developing; la tournure des événements = the turn of events; la tournure d’esprit = frame of mind
I’ve started working on the script for a Breton animation entitled “Pelec’h emañ Erwan?” (Where is Erwan?) – a thrilling adventure in search of the ever elusive Erwan.
Feeshan noa
Language quiz
Here’s a recording in a mystery language.
Can you identify the language, and do you know where it’s spoken?