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Enregistrement W1998665996 · doi:10.3828/bjcs.18.2.3

The place of vernacular languages in the cultural identities of Québec and Scotland

2005· article· en· W1998665996 sur OpenAlex

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Notice bibliographique

RevueBritish Journal of Canadian Studies · 2005
Typearticle
Langueen
DomaineSocial Sciences
ThématiqueCanadian Identity and History
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésVernacularScotsHistoryRealmIdentity (music)LinguisticsLiteratureEveryday lifeSociologyArtAestheticsPolitical scienceLawPhilosophyArchaeology

Résumé

récupéré en direct d'OpenAlex

Historically, the sense of a distinctive identity in both Quebec and Scotland has been strongly sustained and projected through the vernacular form of French and English that is spoken in each country. These vernacular languages have evolved over time and are continuing to do so at an increasing rate. The use of the vernacular has considerably receded in everyday life in favour of more standard forms of each language, although these standard forms continue to be flavoured and coloured by the older usages. Standard English in Scotland is not quite the same as standard English elsewhere, and the same is true of the standard French of Quebec. Yet the vernacular has not disappeared. Quite on the contrary, it has not only retained but strengthened its role in the domain of the language arts, by becoming the principal vehicle of expression in theatre, television and the cinema, while still maintaining a presence in the novel and poetry, which were its original strongholds. It is the extension of the vernacular from the realm of the local and the everyday into that of the symbolic and the imaginaire which distinguishes both Quebecois and Scots from regional dialects, as these are normally defined. Quebecois and Scots, while sharing many of the formal features of dialects, find themselves being used, not simply for local everyday matters (the domain of the dialects), but for the most sophisticated and valued forms of language use in society: those that occur in the expressive arts. Hence their centrality to collective identity: it is often through the vernacular in the theatre, cinema or literature that people in Quebec and Scotland gain their most significant insights into their culture, their history and their shared values, and thus reinforce their collective sense of belonging.1 However, Quebec and Scotland arrived at this shared position by quite different routes, and, looking to the future, it may well be that the special circumstances of each country will have a different impact on this area of cultural identity. Quebec and Scotland have different pasts, and different geo-political situations today, while French and English, as world languages, have different linguistic characteristics, especially in the status they allow to vernaculars. All of these factors may have an influence on the future of the vernacular in each case. A difference appears immediately in the political and cultural history of each language. In origin not only was Scots a separate branch of Old English, linguistically different from, although related to, the southern form used in England, it was also the language of an independent state. Hence, from the earliest records, there are instruments of state written in Scots, as well as a powerful medieval literature in prose, poetry and theatre, centred on the Royal court, which is the equal of the medieval literatures of England and France (Robinson 1985: ix-x). Although signs of the strong influence of southern English on Scots can be discerned as early as the fifteenth century, it was the move of the Royal court to London with the Union of the Crowns in 1603 which was the first major haemorrhage in the distinctive culture and language of Scotland. The Union of the Parliaments a century later, in 1707, amplified this loss of prestige. Even by 1707, the distinction between Scots and English had narrowed to one between different varieties of the same language, rather than of distinct but related languages. But, from the Union on, strong pressures to conform completely to usage determined in the seat of power in the south became an inevitable social consequence of the changed political position of Scotland. The most famous evidence of this, very shortly after the Union, was the concern of eminent Scottish philosophers to purge their publications of shameful Scotticisms (Kay 1986: 75-92). Nevertheless, there was a strong counter-reaction to the pervasive influence of English. It was the eighteenth century itself which saw the very pinnacle of literary achievement in the vernacular. …

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Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,001
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: Sans objet
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,212
Score d'incertitude au seuil0,416

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0010,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0010,001
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,014
Tête enseignante GPT0,265
Écart entre enseignants0,252 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle