Place identity and authenticity in minority language revitalisation: Scottish Gaelic in Glasgow

Aims and objectives: This paper first aims to examine how young Gaelic-English bilinguals in immersion education produce aspects of Gaelic phonology. We second consider the extent which they acquire a traditional dialect. Third, we investigate new speakers outside community negotiate place identity authenticity. Methodology: Our methodology consists quantitative acoustic auditory phonetic analysis word list production data, accompanied by mixed effects regression. Second, employ qualitative interview data from same participants. Data analysis: are presented 22 aged 13–14 Medium Education Glasgow 15 GME on Isle Lewis. For comparison with dialect, also include three Lewis 65–80. considers 3,605 tokens total all speakers. Conclusions: findings show that reproduce phonology, though generally lesser older Young recognise do not speak dialect language. They beginning create authenticity associated belonging Glasgow, represents acquisition setting. Originality: study is explore phonology among Gaelic. perceptions implications coming Gaelic-speaking area for time people. Implications: Revitalisation settings can lead successful language but may contribute levelling. However, institutional support structures increased confidence identities emerging