愛(ài)爾蘭雖是一個(gè)小國(guó),卻有著悠久的歷史和豐富的文化底蘊(yùn)。由于長(zhǎng)期的英國(guó)殖民影響,今天的愛(ài)爾蘭在語(yǔ)言方面英語(yǔ)占據(jù)絕對(duì)優(yōu)勢(shì),愛(ài)爾蘭語(yǔ)僅僅是一門少數(shù)語(yǔ)言。但縱觀愛(ài)爾蘭現(xiàn)代史,愛(ài)爾蘭語(yǔ)作為其本族語(yǔ)言一直在民族身份建構(gòu)中占有重要地位。自愛(ài)爾蘭獨(dú)立以來(lái),國(guó)家一直致力于恢復(fù)愛(ài)爾蘭語(yǔ)地位,并把教育領(lǐng)域當(dāng)成語(yǔ)言政策中最重要的一環(huán)。在教育領(lǐng)域中語(yǔ)言政策和側(cè)重點(diǎn)的變化,反映著整個(gè)語(yǔ)言政策的走向,同時(shí)可用于分析探討現(xiàn)代愛(ài)爾蘭民族身份建構(gòu)在不同歷史背景下的演變。本文旨在檢視現(xiàn)代愛(ài)爾蘭歷史上的愛(ài)爾蘭語(yǔ)教育政策,并探討語(yǔ)言政策與民族身份建構(gòu)之間的相互作用。總體來(lái)看,語(yǔ)言政策的演變可分為三個(gè)歷史階段,與愛(ài)爾蘭民族身份認(rèn)同的演變基本一致。19世紀(jì)末,愛(ài)爾蘭民族獨(dú)立運(yùn)動(dòng)如火如茶,以蓋爾語(yǔ)聯(lián)盟（theGaelicLeague）為代表的愛(ài)爾蘭語(yǔ)復(fù)興運(yùn)動(dòng)興起,逐步成為民族獨(dú)特性探索的一部分,而愛(ài)爾蘭語(yǔ)作為愛(ài)爾蘭民族特性的重要因素之一的地位也逐漸被廣泛認(rèn)可。語(yǔ)言復(fù)興的積極分子將語(yǔ)言教育視為打破英語(yǔ)主導(dǎo)地位、完成語(yǔ)言復(fù)興的重要途徑,為提高愛(ài)爾蘭語(yǔ)教育在教育系統(tǒng)中的地位做出了諸多努力。在這個(gè)過(guò)程中,語(yǔ)言運(yùn)動(dòng)逐漸與民族獨(dú)立運(yùn)動(dòng)融合,語(yǔ)言... 

【文章來(lái)源】：北京外國(guó)語(yǔ)大學(xué)北京市 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：91 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgement
Chapter Ⅰ Introduction
    1.1 Overview of Irish Language
    1.2 Significance of the Research
    1.3 Methodology and Structure
Chapter Ⅱ Literature review
    2.1 Historical Phases of the Language Issue
    2.2 Ideology of National Identity and Language Policy
    2.3 Evaluation of the Language Policy
    2.4 The Public and Language Policy
Chapter Ⅲ Pre-Independence Period: Language Movements in Nationalist Movements
    3.1 Nationalist Movements and Language Movements
        3.1.1 Political Struggle for Independence
        3.1.2 Cultural Nationalism
    3.2 The Gaelic League and Language Movements
        3.2.1 Language Organizations before the Gaelic League
        3.2.2 Bonding Nationalist Ideology with Language Movements
        3.2.3 Cultural Activities of the League
        3.2.4 The League's Efforts in Language Education
        3.2.5 Success and Limits
    3.3 Interaction between Language Movement and Nationalist Movements
Chapter Ⅵ From 1922 to the 1960s: Language Revival in Post-Colonial NationalistIdeology
    4.1 Language Revitalization from the State
        4.1.1 Government Members Actively Pushing Radical Language Policy
        4.1.2 Constitutional Recognition of Irish as the First National Language
        4.1.3 The State's Ambitions on Language Revival
    4.2 Compulsory Irish: Peak of Radical Language Revival Policy
        4.2.1 The State's Introduction of Compulsory Irish into Education System
        4.2.2 The Impact of Compulsory Irish
    4.3 Objections to Radical Language Policy from the public
        4.3.1 Worries from Parents
        4.3.2 Doubts from Educators, Local Government and the Public
    4.4 Reasons behind the Failure and Unpopularity of the Radical Language Policy
        4.4.1 Nationalist Ideology behind the Policy
        4.4.2 Ill -Designed Language Education
    4.5 Post-Colonial Nationalist Ideology and Radical Language Policy
        4.5.1 Nationalist Heritage and Radical Language Policy
        4.5.2 Frustration of Radical Nationalist Ideology and Disillusionment of LanguageRevival
Chapter Ⅴ Since 1970s: Stable Bilingualism in the Context of Globalization
    5.1 The State: Overall Retreat from Radical Language Policy
        5.1.1 Frustration of Language Revival
        5.1.2 Re-evaluation on Language Policy by Governmental Institution
        5.1.3 Retreat of Radical Language Policy and Shift to Bilingualism
    5.2 Rise of Social Support on Irish Language Education and Redirecting GovernmentEfforts
        5.2.1 The Report of The Committee on Irish Language Attitude Research: PublicResentment Laying in the Policy but not on Language Itself
        5.2.2 Growth of Gaelscoileanna: Growing Community Participation in LanguageMovement
        5.2.3 Bord na Gaeilge and Foras na Gaeilge: New Approach of Institutional Supportfor Language Movement
    5.3 Reinforcement Irish Language Education in the 21st Century
        5.3.1 The Education Act 1998 and Policy on Gaeltacht Education: 2017-2022
        5.3.2 Statement on the Irish Language 2006 and the 20-Year Strategy for the IrishLanguage 2010-2030
        5.3.3 Growing Public Enthusiasm in Irish Language
    5.4 Bilingualism and National Identity in the Globalization Context
        5.4.1 Period of Economic Transformation and Shift of Language Policy
        5.4.2 Re-Inventing Ireland and Irish Language in the 21st Century
Conclusion
Work Cited


【參考文獻(xiàn)】：
期刊論文
[1]愛(ài)爾蘭語(yǔ)言政策的多因分析[J]. 張榮建.  重慶師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版). 2015(05)



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