 International Committee for the Defense of the Breton Language

Breton – an endangered languageof Europe
By Lois Kuter, Secretary for the U.S. Branch of theInternational Committee for the Defense of the Breton
Language (U.S. ICDBL). lkuter@fast.net
This is a modification of a presentation given to a classon Endangered Languages at the University of
Kentucky, Linguistics Program, March 30, 2004. It was
published in Bro Nevez No. 90, May 2004. Please do
not quite or copy materials from this article without thepermission of the author. The views expressed in thisarticle are those of the author and do not necessarily
represent ICDBL philosophy or policy.

The Breton Language is a Celtic Language

The Romans invaded Brittany in the first century BC.
The Celts fought them but were defeated. The Roman
presence in Brittany was peaceful and this was a periodththwhen roads and towns were built. During the 5 and 6
century especially, but also before this, there was agreat deal of travel between Celtic peoples in Britain
and Armorica – especially by early Christians who wereboth spiritual and political leaders. The shift to the nameBrittany bears witness to this travel.
This is a complicated period with settlement of a great
number of Celts from Wales, Cornwall and Devon, as
well as Ireland, in Brittany. This was a period of uneasy
relations between the Francs (French) and Bretons.
thth
During the 5 to 7 centuries there was constantwarfare on the borderlands which are now roughly thesame as the present day border between Brittany andFrance.

The Breton language is one of dozens of “lesser used”
languages in Europe It’s a Celtic language. There are
five others: Irish Gaelic and Scottish Gaelic, Manx,
Welsh, and Cornish (yes, it is alive contrary to manythings one will read). Some people also include Galicia
and Asturias (in Spain) in the family of Celts. Whilethese regions have a Celtic identity based on history
and traditional culture, they do not have Celtic
languages, although the languages spoken in thoseregions today are unique.

Brittany was made up of several principalities – unitedth
only in the 9 century under Nominoe who fought tokeep Brittany independent. Brittany as a kingdom under
Nominoe marked the peak expansion of the Breton
language, but Brittany was never all Breton speaking.
Those in the east spoke Gallo, an outgrowth of late
Latin influenced by the Celtic language spoken by theGauls. It developed in parallel to the French dialects
now spoken elsewhere in France: that of Paris, andalso Picard, Normand, Angevin, Manceau and Poitevin.
Gallo is unique, but not a Celtic language.

When you hear the word “Celtic” today in the U.S., it ismostly thrown about to sell something Irish or Scottish… a music CD or festival. The noun “Celt” or adjective”Celtic” is more precisely used to apply to people,
places or things where there is a link to a Celtic
language. More broadly it refers to the cultures of theplaces where those languages have been found.

The Breton nobility had trouble accepting a king. Thethth
10 to 12 centuries were marked by internal battles
where Breton dukes fought each other for dominance.
Competing alliances with England or France meant thatthe end of independence would be inevitable.

So why is there a Celtic language in France?
I am not a historian but we need to start with a little
history to situate Brittany and the Breton language. Thisis a very simplistic summary. To understand Brittany
today, it is important to study its history in much more
depth.
Celts were being distinguished as a separate people bythsthistorians in the 8 through 1 centuries BC based onsocial organization, dress, warfare methods, andespecially language. Ancient Celts spread westward
from the Danube Valley and a presence in Brittany was
noted by the La Tene period in 500 BC. The Gauls of
this period (the Latin name for people called Keltoi in
Greek) were a set of various peoples. Ceasar named
five different Celtic nations in Brittany – then called“Armorica”.

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During the 12 through 17 centuries Breton nobility
and higher clergy adopted French as a moreinternational language, and cities in Brittany became
largely French-speaking (although also Breton
speaking). To be urban has long been viewed as
equivalent to speaking French.
Thus, French was the language used by an urban elite
while Breton and Gallo were languages of thecountryside and smaller towns. Brittany has always
been multilingual. The boundary of Brittany is notdetermined by the correspondence of the Breton
language to a particular geographic realm, but by earlyreligious and political boundaries – bishoprics were also
administrative areas overlaid by territories claimed by
Breton Dukes.

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 International Committee for the Defense of the Breton Language

Brittany was annexed to France in 1532 throughcomplex marriage alliances. But it retained some
important independence with a parliament, and control
over taxes and army conscription. Brittany was brought
into the French nation-state with the French Revolution
in 1789. That was the beginning of a politicalcentralization that would force people in France tobecome French, and thus good citizens.
We’ll get back to that idea in looking at the changing
situation of the Breton language.

Just how many people speak the Breton
language?
The French government has never included questions
about languages in its census so until recent times
when some fairly reliable surveys have been taken, it
has been difficult to know exactly how many people
spoke Breton at any given period of history.
In 1914 it is said that over 1 million spoke Breton westof the border between Breton and Gallo-speaking
regions – roughly 90% of the population of the western
half of Brittany. In 1945 it was about 75%, and today, inall of Brittany the most optimistic estimate would be that
20% of Bretons can speak Breton. Brittany has apopulation of roughly 4 million -- if you include thedepartment of Loire-Atlantique which the Vichy
government chopped off from “official” Brittany in 1941.
Three-quarters of the estimated 200 to 250,000 Breton
speakers using Breton as an everyday language today
are over the age of 65. What does that say about the
future for Breton?
How did the numbers of Breton speakers dwindle?
Image is everything, and this has to do with why
Bretons at a certain period in history decided they must
speak French and spare their children knowledge of the
Breton language.
Image No. 1: Breton is a rural, backward-looking,un-modern language fit only for the barnyard.
Fañch Elegoët, a Breton sociologist, did an extensive
study of rural Breton speakers in northwestern Brittanyin the 1960s and 70s – primarily through oral histories.
He found that Bretons had internalized the following
view of Breton:

to children – a language considered to be a burden, ahandicap in social promotion, a source of humiliationand shame (Elegoët 1978)
Because Bretons learned to feel that the Breton
language was vastly inferior to French, many parents inpost World War II Brittany made the decision to do
everything possible to insure that their children spoke
French – that meant using French when at all possible
to speak to children in the home. This meant that you
had households where grand parents spoke only
Breton, parents spoke Breton and some French, andchildren spoke only French (although they could
understand some Breton even if discouraged fromspeaking it themselves, for their own good). Thus
children were being cut off from grandparents and older
relatives. Imagine a family gathering where all theadults are conversing and telling funny stories in
Breton. You’re 12 and you can follow a little bit of it, but
feel very much left out of the fun because you can’t get
the jokes and you can’t express yourself in Breton.
But parents firmly believed that social and economic
progress for their kids was dependent on mastering
French and abandoning Breton.
How did that conviction come about? - The schools
played a big role
In 1863, one-fifth of people of France spoke no Frenchat all. You didn’t need it. You stayed in school only avery short time and then worked on the farm and rarely
traveled far enough to use anything but the local lingo.
Compulsory attendance at school was introduced in
1882. Jules Ferry, the French Education Minister at thetime considered Breton to be “a barbarous relic ofanother age.”
The impact of compulsory schooling was not immediate
since in Brittany children still left school at a pretty
young age to work on farms or go off to sea. But long
before this, teachers had a mission which they tookvery seriously. In 1845 teachers in Finistère, thewestern department of Brittany, were reminded by the
sub-prefecture: “Above all gentlemen, remember thatyou have no higher purpose than to kill the Breton
language."

Breton …. Is a peasant patois, unable to insurecommunication even with the neighboring village, evenmore incapable of expressing the modern world – theworld of tractors, automobiles, airplanes and television.
A language only good enough to talk to cows and pigs.
From that you get the refusal to transmit this language

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 International Committee for the Defense of the Breton Language

Image No. 2: Breton is a hindrance to good
citizenship
Not only was Breton considered a worthless language,
it was also a hindrance to becoming a good citizen ofFrance. It was the role of the teacher to turn children ofFrance into good French citizens. That meant making
them into French speakers. Non-French languages
were seen as a threat to national unity. There’s an often
quoted line from 1927 by the Minister of National
Education at that time that states: “for the linguistic unityof France, the Breton language must disappear.”
Teachers used ridicule and humiliation and corporalpunishment to convince little children that they should
not use Breton at school or anywhere near theschoolyard. Breton parents who made the decision not
to speak Breton to their children in the 50s and 60s
often cited their memories of humiliation in school as
one reason.
Image no. 3 – Breton is a language of the powerless
For men who spoke no, or very little, French, serving in
the army was a rude awakening.
Military service for Breton speakers was a lesson inwhat it is like to be powerless to take charge of yourown life. There are some famous stories (possibly true)of how Bretons were thought to be extremely bravebecause they would cry out what was heard as “à laguerre” (in French “to war”) when in Breton they werepleading“d’ar ger” (“to home”). There’s another story set in
World War II where a soldier unable to speak Frenchuses the word “Ya” (“yes” in Breton). This reinforces theidea that he must be speaking German and for his
resistance he is executed. Breton really doesn’t soundat all like German, but it is unintelligible to a French
speaker.
The army definitely made an impact on Breton
speakers. Both World War I and II presented a bigger
world where to be modern was to speak French. Men
brought not only this idea back home, but also changes
in clothing, manners and music. They also rememberedthat French was the language of those in charge.
Sociologist Fanch Elegoet found in his oral history workthat the army experience totally reinforced Bretons’
negative view of their own language. He quotes an 80year old: “If you cannot defend yourself in French, what
can you do? You can only keep quiet and let others
step all over you.”In the post war period Breton farmers were increasingly
drawn into a wider market where French was spoken. It
was no longer sufficient to travel to the local market.
Exposure to a wider world was slowed by Brittanyisolation by land travel. Railroads changed that,reaching the far west of Brittany in the 1860s andsmaller rural outposts in the 1880s. While roads werepoorly developed, the trains opened things up a greatdeal.
It is important to note that when it came to the sea,
Bretons had long been world travelers as explorers andas fishermen, and as a strong element of the French
Navy. Thus coastal towns were also places where
French might be heard.
Getting ahead in the world meant learning French. The
need to emigrate to larger cities or out of Brittany to findwork or a better job required learning French … but notnecessarily abandoning Breton.
Image No. 5 – The “littleness” of Breton. Breton is
not a true language
It is one thing to want to improve your life by learning
another language, but it is quite another to reject thelanguage you grew up with or that your parents andgrandparents speak.
Media like books and newspapers, as well as schools
and military service all brought Bretons in contact with aparticular attitude about non-French languages inFrance. These media all gave you the message that
Breton was a “patois.” Indeed the word “baragouin”
which is used in French to note a jumble of incorrect orincomprehensible language is rooted in the Breton
words “bara” for bread and “gwin” (wine) or “gwenn”(white). French people of any social standing looked at
the Breton language as baragouin. It was (and still is)very easy for Bretons to get the idea that Breton is a“little language” of the “past,” not worth the effort oflearning. In speaking of the teaching of regional
languages in French schools, a Professor at the
University of Paris III in 1975 questions “ … is it wise oropportune to urge little French children towards a bi- or
trilingualism turned not toward the future of the planet,
but towards the past of a little country?”

Image No. 4 – To get ahead in the world, you must
speak French

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 International Committee for the Defense of the Breton Language

Image No. 6 The grandeur of French
French has been promoted not only as the language ofmodernity and good citizenship for French patriots, but
it alone can bring France world esteem and grandeur.
French President Pompidou stated in 1972: “There isno place for regional languages in a France destined tomark Europe with its seal.”
French is the language of civilization itself. Here’s awonderful quote from 1967 by Waldimir d’Ormesson,
member of the Académie Française and President of
the administrative council of the ORTF (Organisation for
French Radio and Television).
“All Frenchmen are conscious of the importance of thelanguage that is common to them. When they
remember the role it has played for ten centuries in theslow formation of the nation, they feel a great respect
for it. Secondly, French is not only our language: it was,it is, and it must remain one of the instruments ofcivilization. In this respect it represents an international
public service.” (Haut comité pour la défense etl’expansion de la langue française 1967)
And it was this kind of thinking that the French took toevery part of the world they colonized. In a 1969 article
called “Francophonie: The French and Africa” Pierre
Axedandre sums it all up as follows:“Whether in Indochina or in North Africa or anywhere
else, little was left for the local languages, which were
expected to be eventually as thoroughly obliterated by
French as Breton, Basque or Provençal. French wastaught not so much as a more efficient instrument ofmodern, wide-ranging communication: it was taught as
the key to a new way of life, or even as a way of life
itself.” (Alexandre 1969)

to allow this. In 1993, parents were finally free to enter
any name (within reason) on a birth certificate.
Breton names have become very popular – a mark of
pride in identity, but also just a choice of a nicesounding name.
So why hasn’t Breton been obliterated yet?
Bretons have fought for their language
There has long been a core of people in Brittany who
have felt that Breton was a language worth defending.
th

In the 19 century it tended to be Romanticists,aristocrats, and clergy who collected oral traditions –songs and tales, and popular theater texts. Magazines
were published in Breton and by the end of the century
it was not just oral literature that was promoted but
social and economic topics were also being presented
in Breton.
thWhile the 19 century collectors gave Breton an imageof being a bit dusty and certainly ancient, it also brought
prestige to Breton as a language capable of great
literature.
th

In the 20 century the creation of a new literature waspromoted – particularly through the organization called
Gwalarn. The scholars and writers associated with thiswere out to prove that Breton was a modern language,
with an international outlook, capable of standardizationand the creation of new vocabulary.
The study of Breton and the creation of teachingmaterials and dictionaries has tended to be primarily
outside of the university – amateur scholars studying
the Breton of their own neighborhood or working more
widely on the problem of creating a “national” language.

Image No. 7 – Breton is not legal
Making French citizens of people living within its
borders happened on a number of levels. Languagechange was also on the personal level of naming yourchildren. A law in 1803 obliged parents to choose
children’s’ names from one of several authorized
calendars of names of Catholic saints, revolutionary
heroes, or historic figures (real, not mythical) living
before the Middle Ages. Thus it was illegal to nameyour child Gwendal, Soazig or Erwan. People of course
continued to use non-official names for each other, butthese were not your official name. As a French citizen
you were Maurice; among your Breton friends andfamily you were Morvan. In 1966 the statutes wereeased up a bit and in 1987 “local custom” was taken
into consideration if your local civil servant was willing

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Bretons have sometimes been their own worst enemy.
The promotion of Breton as a language for schools andliterature has suffered from factions. There are four
major dialects within Breton. Local pride and identities
meant that Breton speakers often chose to notunderstand other dialects. However, when it came to
making money in the marketplace, they had no problem
communicating with Breton speakers using a different
dialect. And onion sellers from northwestern Brittanycrossed the channel and had no problem
communicating as brothers with Welsh speakers.
The rift between dialect speakers has been enhanced inarguments over the formation of orthographies. How doyou standardize Breton and still represent the specificnature of the dialects. Standardization has been
bogged down particularly in personal factions – the

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 International Committee for the Defense of the Breton Language

most important one still persistent from World War II
based on the pitting of Breton nationalists against
Resistance participants in WWII. I’ll get to that a little
later. Using a particular orthography has sent a strong
political message at times.
Another problem area has been a rift between “native
speakers” and what are called “Neo-bretonnants” –those learning it as a second language. It is felt by
those who have had the good fortune to grow up
speaking Breton that those learning it as a second
language can never master Breton. Second language
learners have been stereotyped as an urban elite withno interest in understanding the purer and more
expressive Breton of rural Bretons – the true “people.” Itis felt by some that second language learners aredoomed to speak a Breton that is highly influenced by
French. There has been resistance on the part of native
speakers to the creation of new vocabulary – viewed as“chemical” Breton. Sadly, those who do have a richer
mastery of Breton have not always been in the forefront
when it comes to teaching Breton or speaking up in its
defesne, and have preferred to spend time criticizing
and belittling second language learners who haverecognized that you can’t always wait for perfectmastery to move forward.
Some of the factioning is rooted in Brittany’s particularpolitical history and this is very complicated.
Understanding what happened during World War II in
Brittany (and France more widely) is key to sorting out
the factions in the Breton movement of today.
Those defending the Breton language in this period or
promoting its acceptance into schools, etc. were of allpolitical persuasions. But what is remembered are the
Breton nationalists who chose to collaborate withGermany with the idea that Germany would grant
Brittany independence. These Bretons felt that Brittany
and the Breton language were clearly doomed underFrench rule. Germany looked like a hope for Bretons togain control of their own destiny. Once Germans
realized that the Breton nationalists seeking
independence were a very small minority in Brittany,
they quickly lost interest in the idea of granting these
allies political power. But the public presence of the
Breton language did make some significant gains
during the war period with publications being supported,
Breton language radio broadcasts implemented, and a
Celtic Institute established. Thanks to a more extreme
element – some 100 Bretons who took up arms withGermany to fight the French Resistance (which wasstronger in Brittany than anywhere else in France withan estimated 30,000 participants), Breton nationalists
and action for the Breton language and culture as awhole became labeled as “pro-Nazi” when the war
ended.

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The old wounds are still there. With German occupationof Brittany, the war was on the doorstep and neighbors
were fighting neighbors. It was a horrible period forFrance and bitter memories remain.
But today this “Nazi” link is still used to discredit Breton
militants. Long-dead Breton language activists clearedof collaboration charges after the war are still dragged
up as examples of Breton Nazis when convenient. And
today the word “terrorist” is also tagged on to politicalactivists who want more autonomy for Brittany. And in
the past year Bretons were outraged when culturalactivists were hauled off in the wee hours of themorning for questioning and stigmatized for having
terrorist associations.
The link of pro-Breton language activism with Nazis or
terrorists continues to be cultivated by those who do notwant the Breton language to survive
Is Breton doomed? – What is being done for it’s
future?
Breton in the Schools
You’ve heard of how the schools were used against
Breton, but in more recent times, schools have beenused to reintroduce Breton.
The first petition on the part of Bretons to get Breton
into the schools dates to 1870 and petitions havecontinued since. But the presence of Breton in theschools is VERY recent.
The Loi Deixonne of 1951 finally allowed Breton into theschools – if a teacher was willing to volunteer to teach it
for an hour a week. The Savary law of 1982 was thefirst real support for Breton in the schools – still as an
optional subject taught 1 to 3 hours a week, usuallyoutside of regular class time.
The limited time Breton was given in classes wasclearly not going to help children master Breton –especially when the vast majority of their parents did
not speak it at home. Based on the example ofimmersion schools elsewhere in Europe and in Canada
for French!), the Diwan schools were opened in 1977.
These are schools where preschool children are
immersed in Breton, and French is gradually introduced
at the primary level. From one preschool in 1977 Diwan
has grown to include some 2,700 children. The first of
three middle schools opened in 1988 and a high school
opened in 1994. The idea has always been that Diwan
schools must be public schools open to all – tuition free
– and Diwan has always worked to get this immersion
style incorporated into the regular public school system.

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 International Committee for the Defense of the Breton Language

While Diwan schools have a contract with the National
Education system where some teacher salaries arepaid by the state, budgets are always in crisis andparents invest heavily in fundraising. Educationally, theDiwan schools are highly successful. Children master
Breton and their test scores for French and othersubjects are as good, if not better, than scores forchildren in the public monolingual French schools.
Diwan’s success has sparked an interest in bilingual
programs in both the public and private Catholicschools of Brittany. The first public school bilingual
program opened in 1982 and the first Catholic program
started in 1990 and they have grown by 10-15% eachyear. But these are bilingual programs – half of theteaching is in Breton and half in French, and they do notgive children the same ability as the Diwan schools do
to use Breton as a language for all leisure time activity.
Today there are some 8,170 children in Diwan, public
and Catholic schools. This is just 1% of the children of
Brittany, but the success of these programs has been
key in changing the image of Breton – it’s now alanguage for youth.
Challenges in the schools.
While Breton is allowed in the schools, its growth islimited. Teacher training has always been a problem.
The first university degree to certify Breton teachers
was only established in 1985. The National Education
system establishes the number of posts to be open for
new teachers in any particular subject area, and thosefor Breton are not a large number. There is also thecase of what appears to be plain ill-will on the part of
the French education system. This past year a half
dozen teachers qualified and interested in teaching
Breton were named to teaching posts in the Paris areaand even in Martinqiue and Guyana – French territories.
Breton is still mostly present in the schools as an extracurricular activity. This year, with budget problems, highschool classes are being cut back – the few that there
are – and many students who want to take Breton as aforeign language option will need to commute 20-30
miles to the nearest high school which offers it.

instruction or lunch/recess in public schools. The
immersion method of teaching Breton has beenbranded as anti-constitutional, giving Diwan schools aradical image of being anti-French.
Breton for Adult Learners
The growth of Breton in the schools has inspired adults
to take classes – evening or weekend classes now
have some 8-9,000 adults enrolled.
For a long time, the only way to learn to read and write
Breton was in catechism classes of the Church. But as
the church abandoned Breton, and parents in the post
war period discouraged their children from learning
Breton, those who wanted to learn to read and write
Breton had only a few tools to do this – one was the
Skol Ober correspondence school founded in 1932.
Other organizations like Skol an Emsav organizedclasses for adults in the 70s and 80s, and today classes
are well-organized and widely available.
The Role of the Church
Brittany is a strongly Catholic area, and the Church has
been mostly on the side of Breton. Indeed, many
Bretons learned to read Breton through catechismclasses and through the reading of tales of the saints(and there seem to be thousands of saints in Brittany).
But the church has been somewhat opportunistic.
When Breton has been the mainstream language of acommunity, Breton was used for catechism, hymns andsermons. When French began to be more widely used,
Breton was abandoned. Individual priests have beenstrong supporters of Breton, doing scholarly studies,collecting oral literature, writing and promoting religious
plays in Breton. But, depending on the period of history,
Church support of Breton has also helped give an
image of Breton as a conservative, anti-Republican
language.
By the 1950s only exceptional services were given in
Breton.

To have your children take Breton in school, parents
need to be militant about insisting that classes get
established and they must remain militant so thatclasses are maintained from one year to the next.
Diwan’s attempt to be recognized as a public school
has been blocked by the high courts of France who holdup Article 2 of the French Constitution: “French is thelanguage of the Republic.” That means it must be usedno less than half of the time as the language ofPage 6 of 10

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Media – A problem area, and an area of some promise

The internet

The growth of Breton language programs in the schools
has stimulated a growth of Breton publications forchildren – books and magazines as well as games andpedagogical materials for school activities.

There is promise here and the Breton language is verymuch present on the internet – including online
dictionaries, radio programming and Breton lessons.
But how many people in Brittany have access to theinternet? This is clearly a tool that can bring Breton to aworld audience and can play a very important role inlinking Bretons emigrants far from home. And this is atool for youth.

But because Breton has only been recently introduced
to schools, most Breton speaking adults (an older
population) cannot read or write Breton. The reading
public is limited – estimated today to be perhaps 10,000
potential adult readers. That means that publishing is alabor of love – 1,000 to 2,000 copies of books arenormally published. But as the number of adult learners
continues to grow, the market for books and magazines
will also grow. There is a diversity of reading materials
being produced – news magazines and literary journals
as well as literature of all kinds, including murder
mysteries and comic books.
Financial support is always an issue for future growth.
Rumor has it that grants are more available now for bilingual publications to the detriment of Breton only
books.
Radio
During World War II a weekly and then daily 1-hourbroadcast in Breton was produced, but this all ended at
the end of the war. However, in 1946 airwaves opened
to a half-hour program on Sundays. In 1964 daily 5minute news bulletins were added. In 1982 people inwestern Brittany could get 5 hours a week of Breton
language programming. In the 1980s and 90s the
airwaves opened up so that a number of volunteer-run
radio stations could be established which broadcast allor much of their daily programming in Breton. These
have limited geographic range, but are being madeavailable via computer internet.

Breton in public space
When traveling in Brittany, Breton language place
names have always been noticeable, but many towns
and even tiny villages have seen their names“Frenchified” and transformed into meaninglesssyllables. Seeing Breton on the street in larger cities is
a new phenomenon but definitely a growth area with theestablishment of Ofis ar Brezhoneg in 1999. They havelaunched a strong campaign to get businesses andorganizations to use Breton in signage and encourage
employees to learn and use it. Banks and commercial
enterprises, for example, are using bilingual websites.
People are finding that bilingualism is good for tourism– a big industry in Brittany.
There have been challenges in making Breton visible.
Bilingual road signs were erected in the 1980s and 90s
only only after years of campaigns by Breton militants.
Petitions are never enough in Brittany, so those working
to get bilingual signs in the 1970s eventually modified
them themselves with sticky-backed letters. Moreradical action was taken with tar, and this seemed toforce change as signs needed to be replaced and costs
got higher. Progress is slow in some areas of Brittany
and tarring of signs continues.

Television
Public television in Brittany (which does not reach all ofBrittany) has 5 minutes of news daily and one weekly
45-minute program in Breton.
Efforts to launch a cable channel, TV Breizh, in 2000
had lots of promise – 3 hours of Breton a day with afocus on Brittany in French programming also – butefforts to get public status have failed. Fees eliminatedthe growth of much of an audience in Brittany, so the
Breton language content has been trimmed back formore generic programming.
Campaigns for a truly Breton television channel
continue, however.

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Attitude is everything …
In stark contrast to indifference of the 1950s and 60s
polls show that 90-95% of Bretons today want Breton tosurvive and are proud of their Breton identity.
Putting that into action is a bigger problem. Breton is nolonger seen as a worthless language, but it is not seenby all in Brittany as a necessity.
While it is difficult to get Bretons to enroll in Bretonclasses on a massive scale, there has been a great
deal of success in promoting a positive identity and thepractice of unique Breton music and dance traditions.
Music has not completely escaped the negative socialand political stigmatization attached to language. Many
Bretons believed that to get ahead in the world it was
not only necessary to speak French but to be French.
The old songs were all right for old people, but not to bepassed on to one’s children. Fortunately many Bretons
did not believe it was necessary to abandon theirheritage to get ahead in a modern world. Others who
had immigrated to Paris learned first-hand that “theFrench” were not necessarily a more civilized people.
Emigrants returning to Brittany were frequently leadersin creating new contexts and institutions to foster Breton
traditions. In the 1950s older performers were urged todust off their repertoires, young Bretons learned
traditional line and circle dances in “Celtic Circles” orjoined a bagad – a newly invented version of a Scottish
pipe band for Brittany. You joined for purely social
reasons, but left with a new knowledge of Breton culture
and history hidden from you in the schools.
In the 1960s Bretons were also inspired by the “roots”
and folk revival movements going on in the U.S. andBritain, and older melodies and rhythms were being
rearranged in groups that blended harps and bagpipes
with electric guitars and keyboards. By the mid 70s andthroughout the 80s Breton musicians were taking acloser look at traditions – collecting music directly fromolder masters and organizing local festivals to foster theunique traditions rooted in different areas of Brittany.
This has fostered new generations of traditional singers
and instrumentalists who strengthen an ongoing oral
tradition by respecting the essentially social nature oflearning music from older masters. While not replacing
it, learning has been expanded beyond a face-to-facetransmission to include use of recordings and writtenmaterials, and now the internet.

but has not prevented Bretons from creating new
performance contexts or composing new music. Neverhave so many people in Brittany been engaged inperforming Breton music or dancing Breton dances.
Today there are an estimated 8,000+ amateur andprofessional performers of Breton music - not counting
the learners and people who simply perform at home.
This boils down to 1 of 500 Bretons taking an activerole in passing along a unique heritage. And when a hip
new band uses the Breton language for its songs, thatinspires a few more young Bretons to learn thislanguage.
Does the Breton language have a future??
On March 22, 2003, an estimated 15,000 people took to
the streets of Rennes in the largest-ever demonstration
for the Breton language. This was not only aconfirmation of the support for the Breton language in
Brittany, but a reaction of grave concern in view of thecontinued threats to this language on the part of theFrench government. A hastily organized demonstration
on May 15, 2004, brought 6,000 Bretons into the streetsof Nantes to express support for the cause of the
Breton language as well as to demand that the
department of Loire-Atlantique be reunified with theofficially defined region of Brittany. Cut off from Brittany
by the Vichy government in 1941 governement efforts
to convince Bretons that this department is a naturalpart of a region called “Pays de Loire” infuriates thoseliving in this department who identify themselves as
Bretons. In five surveys made of the population of Loire
Atlantique between 62 and 75% have expressed thedesire to have their department reattached to Brittany.
Bretons realize that demonstrations are not enough tosave the Breton language or reunite Brittany, and havetaken France to the European court for its language
policies and practices. Time will tell if this has any
positive impact.

The creation of new sounds rooted in older melodies
and rhythms continues, and Brittany has one of thehealthiest music traditions of Europe. The transmission
from one generation to the next has remained intact,

The road blocks continue to be built by France –despite its efforts to present itself as the land of humanrights. France has signed but not ratified the European
Charter for Regional or Minority Languages. Just as
Article 2 of the French Constitution (“French is thelanguage of the Republic”) blocks the expansion of
Breton in the schools, and public support of Diwan
immersion schools in particular, it also blocks thesigning and enactment of international conventions on
language rights in France. Despite growing interest on
the part of families for Breton in the schools, cutbacks inteacher training continue and parents must work hard toopen new classes for Breton. In comparison to themoney invested in museums and cultural institutions ofParis, the resources available for the development of
the Breton language and culture are pitiful.

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 International Committee for the Defense of the Breton Language

In May 2003 French Prime Minister Jean-Pierre Raffarin
traveled to Quebec, Canada, and declared during his
visit: “Cultural diversity is for us a political project. It is at
the heart of our fight” [to combat globalization]. The
Prime Minister praised Quebec on its success inprotecting its values, language and culture during four
centuries of Anglo-Saxon domination. Wouldn’t it benice it Mr. Raffarin was really talking about France
when he talked about fighting for cultural diversity.
REFERENCES AND READING

Philippe Blanchet, Roland Breton & Harold Schiffman(Louvain-La-Neuve: Peeters), 1999.
Kuter, Lois. “A musical renaissance in Brittany.”
Resound – A Quarterly of the Archives of Traditional
Music (Indiana University, Bloomington, IN) Vol. IX:4
(October 1990): 1-5.
Kuter, Lois, “Breton vs. French: Language and the
opposition of political, economic, social, and culturalvalues” In Investigating Obsolescence – Studies inlanguage contraction and death. Edited by Nancy C.
Dorian (Cambridge University Press), 1990.

Alexandre, Pierre. “Francophonie: The French andAfrica.” Journal of Contemporary History 4(1) (January1969):117-125.

Lainé, Noël. Le Droit à la parole. (Rennes: Terre deBrume), 1992.

An Du, Klaoda. Histoire d’un interdit – le breton àl’école. (Lesneven: Hor Yezh), 1991.

Le Coadic, Ronan. L’Identité bretonne (Rennes: Terrede Brume / Presses Universitaires de Rennes), 1998

Arzur, Marie-Haude, “Le breton à la conquête del’école,” Ar Men 81 (December 1996):28-37.

Le Portal, Christine. “Diwan, une autre école pour la
Bretagne,” Ar Men 32 (January 1991):2-17.

Broudic, Fañch, La Pratique du breton – de l’ancien
régime à nos jours. (P.U.R./C.R.B.C.), 1995.

Mercator. Breton – The Breton language in education inndFrance, 2 edition, 2004. (www.mercatoreducation.org)

Broudic, Fañch, “Du breton au français – les années
décisives de l’après-guerre,” Ar Men 74 (February1996): 20-29.

Morvannou, Fañch. Le breton, la jeunesse d’une vielle
langue. Brest: Presses populaires de Bretagne), 1980

Chartier, Erwan, “Brezhoneg, an distro – le retour de lalangue bretonne,” Ar Men 117 (December 2000):40-47.

Weber, Eugen. Peasants Into Frenchmen: The
Modernization of Rural France 1870-1914. (Stanford,
CA: Stanford University Press) 1976.

Denez, Per. Brittany – A language in search of a future.
(Brussels: European Bureau for Lesser Used
Languages)1998.
Elegoët, Fañch. “Nous ne savions que le breton et il
fallait parler français” – Mémoires d’un paysan du Léon.
(La Baule: Breizh hor bro), 1978
Gwegen, Jorj. La Langue bretonne face à ses
oppresseurs. (Nature et Bretagen), 1975.
Haut comité pour la défense et l’expansion de la languefrançaise (Paris: La documentation française) 1967
Humphreys, H.L, “The Breton language: its present
position and historical background.” In M.J. Ball, The
Celtic Languages (London & NY: Routledge), 1993.
Kuter, Lois. “The Diwan phenomenon: A catalyst forchange in the schools of Brittany.” The Regional
Languages of France: An Inventory on the Eve of the
XXIst Century, Papers of a Conference held at The
University of Pennsylvania, Philadelphia, USA. Cahiersde l’Institute de Linquistique de Louvain 102, Edited byPage 9 of 10

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 International Committee for the Defense of the Breton Language

OTHER RESOURCES
Ofis ar Brezhoneg
http://www.ofis-bzh.org
The Office of the Breton Language promotes public useof Breton in various ways.
Diwan Breizh
http://www.diwanbreizh.org
Immersions schools for the Breton language founded in1977 which go from pre-school through high school,
including some 2,700 students.
Div Yezh (the association of parents of children in the
public schools)
e-mail: paul.molac@wanadoo.fr
The bilingual programs in public schools including some
3,000 students are enrolled in these programs frompreschool through high school in all five departments ofBrittany.
Dihun (association of parents of children in the Catholicschools)
http://www.dihun.com
The first bilingual programs in the Catholic schools
started in 1990, and today there are close to 2,500 inthese schools.
Unvaniezh ar Gelennerien Brezhoneg
http://www.ugbrezhoneg.com
The Union of Breton Teachers was founded in 1982
and includes some 200 teachers from Diwan as well as
the bilingual public and Catholic school programs.
U.S. Branch of the International Committee for the
Defense of the Breton Language (U.S. ICDBL)
http://www.breizh.net/icdbl.htm
Publishes a quarterly newsletter, Bro Nevez, withcurrent information on the Breton language and culture.
Website has good list of links to learn more.

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