Language, Ethnicity, and Education in Wales (Contributions to the Sociology of Language [CSL], 28)

Many people in Wales in all walks of life, academic and nonacademic, as well as a few people in England, have been my anthropological informants. Without them, this study could not have been written; to them, I am deeply grateful. Regrettably, they shall remain nameless; fieldwork practice prevents me from identifying them. Whatever error of fact or interpretation they may spot in this report is, of course, mine alone. With exemplary care and skill, Mrs. Janet A. Snow has typed the manuscript. I am appreciative of her assistance. The Contributions to the Sociology of Language series features publications dealing with sociolinguistic theory, methods, findings and applications. It addresses the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches – theoretical and empirical – supplement and complement each other. The series invites the attention of scholars interested in language in society from a broad range of disciplines – anthropology, education, history, linguistics, political science, and sociology. To discuss your book idea or submit a proposal, please contact Natalie Fecher.

The Contributions to the Sociology of Language series features publications dealing with sociolinguistic theory, methods, findings and applications. It addresses the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches – theoretical and empirical – supplement and complement each other. The series invites the attention of linguists, language teachers of all interests, sociologists, political scientists, anthropologists and historians to the development of the sociology of language.

Acknowledgments Contents I. GENERAL INTRODUCTION: INDEPENDENCE MOVEMENTS, ETHNICITY, AND LANGUAGE II. A BRIEF HISTORY OF NATIONALISM: EUROPEAN, CELTIC, AND WELSH III. WELSH NATIONALISM: ISSUES AND DEVELOPMENT IV. LAND, LANGUAGE, AND COMMUNITY V. THE LANGUAGE VS. INTERLOCKING INSTITUTIONS VI. THE SCHOOL AS AN AGENCY OF REGENERATION VII. CATECHISM FOR IDENTITY: THE TEACHING OF HISTORY IN SCHOOLS VIII. SOME IMPLICATIONS OF THIS STUDY GLOSSARY REFERENCES ADDENDUM Bud B. Khleif. Bibliography: P. [286]-316.