There’s a cliché that the ‘best English’ is spoken in Dublin. I’d like to put a new one into circulation: the friendliest variety of the language is that of the Welsh. When I left Cardiff a couple of weeks ago I felt genuinely sad to be moving away from a place where everyone I met in the course of two months greeted me in a helpful and engaging manner, even though I couldn’t speak a word of their official language. Well, one of their official languages. We managed, or the most part, to get by in English.
I spent eight weeks teaching almost exclusively Chinese students on a presessional course at Cardiff University. One reason I chose Cardiff is because I’m very interested in issues of language and identity, particularly national identity. I also thought it would be an opportunity to challenge my long-held patronising view of the Welsh language, which has occasionally caused me to use its very existence as a punchline whenever the name of a slightly absurd language is called for. Force of habit meant it was hard for me to overcome my slight amusement at finding in the university library a copy of the book ‘Business Welsh’. Surely the one phrase that would be most useful in such a setting would be ‘Edrychwch, pam nad ydym ni ddim ond yn gwneud y cyfarfod yn Saesneg?‘.
Things are, inevitably, considerably more involved, as is always the case with minority languages. The point of a language is not merely to communicate, after all, but to maintain and represent a particular culture and identity. Hence, gaining a better understanding of the role of Welsh is a way of rethinking other such languages. Besides, as this wonderful poem by Nayyirah Waheed implies, who wants to speak bloody English all the time? Nevertheless, in the relationship between Wales, Welsh, and English, contradictions abound. Reflecting on the role of Welsh in state school education put me in mind of a lengthy conversation I had with a young Spanish speaker in San Sebastian a number of years ago, who was frustrated that the Basque language was used to exclude people from other parts of Spain from public service jobs. On the one hand, I could relate to his annoyance. When I lived in Dublin I was prevented from applying for a civil service job by my total lack of Gaelic, and given the Welsh-English border is so fluid and that so many Welsh people don’t speak Welsh, it’s easy to understand why such exclusion, when and where they do exist, might create resentment. On the other hand, to complain about the imposition of such requirements is to ignore questions of historical injustice around identity which cannot simply be repressed. There are very clear reasons why stickers reading ‘PARLA CATALAN!’ can be found on lampposts around Barcelona. The Spanish attitude to Catalan identity is exemplified in the nickname they give to the local language: polaco (Polish), supposedly a language that few want or need to understand. Such attitudes are, as I write, provoking a potentially world-shaking response.
I suspect that Cardiff’s relationship with Welsh is rather like Dublin’s relationship with Irish. When I was living in Dublin, I barely noticed the existence of its second official language. Back then, as a confirmed monolingual, I didn’t spend much time thinking about languages. When I visited places like Singapore and Malaysia, I experienced and thought of them as essentially English-speaking countries. I must have just blanked out those portions of street signs and official notices that weren’t written in English. When I went to live in a non-English speaking country I became, as the young people like to say, woke, to the point where the role of languages and dialects became something of an abiding obsession in whichever country I happened to be living.
Wales is, of course, not as linguistically diverse as China (where I spent the academic year 2004-2005) or Italy (where I live now), but the Welsh language does have two distinct varieties. North and South Walians often don’t see tongue-to-tongue*. Those who have made the effort to learn the language (many of whom are from the south) are often disappointed to be responded to in English by ‘native speakers’ (who are more commonly found up north, and are (derisively, I think) known as Gogs)**. Nevertheless, the language has, since devolution, gained massively in prominence and official status right throughout the country. Many non-Welsh speaking-families now prefer to send their kids to Welsh language-schools, because Welsh medium institutions tend to achieve better Ofsted results***. The knotty implications of this are explored in a documentary called ‘The Welsh Knot‘, the title of which refers to a time in which the use of Welsh at school was severely discouraged.
Being in Cardiff in English meant I wasn’t exactly immersed in Welsh-speaking culture. In effect, given my level of exposure to Mandarin Chinese, I felt I was going to work in China every day, to the point where I started to feel I should be speaking it myself (I’d say my vocabulary, which had gone down over the years, made a sudden leap up from A1.1 to A1.1003). It was a conversation with a typically chatty Cardiff taxi driver that made me start to wonder about my students’ perceptions of the Welsh language. After all, although they were all effectively Mandarin native-speakers, some of them, particularly those from places like Sichuan, probably spoke different dialects at home. How did they think of Welsh? Did they recognise its existence? Did they think of Cardiff as a Welsh-speaking city?
Given a whole morning to work on my students’ note-taking skills through the use of an extended text, I decided to explore and develop their understanding of the role of the other official language of the country where (most of them) will be spending the next year. (I also thought that exposure to a totally unfamiliar language would help consolidate their understanding of English.) The first documentary I showed them followed younger learners from a range of countries going through a transition similar to my students, viz doing a crash language course in preparation for attending a (North) Welsh-medium secondary school. We also watched part of the one of I mentioned earlier, which centres on introducing a North Walian schoolgirl to a South Walian one; both of them study in Welsh medium schools but language plays a very different role in their lives outside the classroom. (The programme is described in detail here.) I introduced the topic to my class by saying a couple of Welsh greetings I’d taught myself (it was a unique situation in that it was the first time I’ve been the most proficient Welsh speaker in the room), and then asking them to do a short survey which I had prepared but have subsequently lost. (The results are thus not available for peer review.) They found answering the questionnaire entertaining, as they’d recently put together a similar survey of their own. In response to a question about which parts of China they thought similar to Cardiff in linguistic terms, many chose a region geographically close to their own where a substantially different dialect was spoken: Guizhou, Guangzhou and Shanghai were mentioned. Their estimate of what proportion of the local population spoke Welsh was 80% (it’s actually 20%). Asked for their opinion as to whether I spoke Welsh, about half guessed yes, which I thought was interesting as they know that I’m not from Wales. I also asked them if they could think of any words they’d learnt in Welsh, and a couple of them wrote down ‘prifysgol’, a word they’d seen hundreds of times over the previous few weeks for fairly obvious reasons.
While the results of my research were inconclusive, they did help me think about the ubiquity of linguistic diversity, and they both confirmed and challenged my assumptions that my students would automatically transfer their perceptions of their own country’s minority languages onto Welsh. Had I hung onto the results, I’d have more of value to impart. (Apparently the Welsh phrase for ‘sorry’ is ‘mae’n ddrwg’.)
Languages are multifarious, lithe, fluid creatures, filling up all available spaces to fit snugly into the social form. I suspect that my class, indeed the whole cohort of pressessional students in Cardiff, will, in the course of their courses, start to develop their own codes, relative to their new environment, mixing in English words and names and possibly even Welsh ones. Language creates and affirms shared identity: wherever new identities are being formed, new forms of language emerge to satisfy the collective need. That’s how classes, tribes and cultures are formed, and that process in some important ways reflects a more significant function of language than mere communication. When I first began to learn about the role of dialects in other cultures, I’d badger representatives of those cultures with a question which I now understand to be irrelevant and misleading: if you go to part X of your country, can you understand what people say to you? It’s a daft question, because the answer is almost inevitably: yes, because if, for example, a person from Rome goes to Napoli, or if someone from Sichuan visits Shanghai – or, for that matter, when someone from Cardiff finds themselves in Caernarvon – the locals will automatically communicate with them in their mutually understood language, not in the specific local variety. I’m sympathetic to the idea that there are no such things as languages, only language – in other words, that borders and boundaries between languages are artificial****. However, acknowledging that reality doesn’t help to resolve the status of different dialects and languages. The State has a responsibility to recognise the diverse cultural backgrounds that make up the population.
When people migrate to areas where a strong local dialect prevails, a variety of things can happen, depending on their kind of interactions they develop. Some assimilate, some develop hybrid varieties, some remain at a linguistic (and, presumably, therefore, social) distance from the local culture. Then there are very particular expressions and pronunciations which give the speaker the status of insider; code-switching, i.e. swapping between languages or varieties of a language in the course of a single conversation or utterance, is, after all, a ubiquitous feature of human speech. We all do it within our own languages, mimicking other social actors in order to take on or discard particular social roles. To switch between languages or dialects rapidly can take very great skill, but can be extremely useful. (On a side note, the fact that I look German means that in speaking German in a German-speaking country I get away with using a great deal of English vocabulary.) It would be interesting to know how this operates with regard to Welsh and English. As I said to the taxi driver, I can’t imagine that sort of thing is actively encouraged at the Eisteffod. One curious detail I found about about some of my students’ perceptions of Welsh is that when they didn’t understand what (for example) a shopkeeper was saying to them in English, they just assumed they’d started speaking Welsh, which some, it turned out, thought of it as a mere dialect of English. Such mortifying linguistic confusion may explain why some students included in the bibliographies of their final essays seemingly random references to texts published in Turkish and Portuguese . Oddly enough, however, none of them cited any works written in Welsh. Byddai hynny’n fucking hyfryd!
*Thanks to Terry for teaching me the English word ‘Walian’.
**According to my mum, an English speaker can learn French in half the time it takes to learn Welsh. (N.B. My mum doesn’t speak Welsh, and may well have gleaned that information from the Daily Mail, so it might be ceilliau.)
***More thanks to Terry for pointing out that the local equivalent of Ofsted is actually called Estyn, which, to its credit, sounds a bit less like the name of a character from ‘The Handmaid’s Tale’.
**** Someone who’s demonstrated this is Diego Marani, the inventor of the ‘language’ (actually more of a game) Europanto.