De Val is studying traditional Gaelic songs and aiming to foster an awareness of the language while also contributing to its preservation. A key part of this new project is research into prominent figures such as Frances Tolmie and Marjory Kennedy-Fraser, who collected hundreds of Gaelic songs in the late 19th and early 20th centuries, many of them dating back to a much earlier period.

To assist her research, de Val has been studying Scots Gaelic since 2006, wryly noting how its grammatical structure and distinctive spelling and pronunciation make it challenging to learn. The number of those who are fluent in Gaelic are beginning to dwindle, though schools such as Sabhal Mòr Ostaig in Skye and St. Anne’s Gaelic College in Cape Breton, Nova Scotia, do much to promote the language and culture; de Val has studied at both.

The connection between Scotland and the Eastern Canadian provinces is of particular interest to de Val. These historical connections have also inspired a number of 91ÑÇɫ’s music students to learn more about Gaelic culture, song and dance. De Val hopes to build the Music Department’s Celtic program by integrating various artistic practices in both studies and studio settings.

Currently, de Val is planning a research trip to the archives in Scotland and Halifax that house artifacts related to Gaelic culture. She is particularly enthusiastic about the prospect of visiting Tolmie and Kennedy-Fraser’s archives at the National Library of Scotland in Edinburgh, where she will begin sifting through an extensive collection of field notes, film clips and other research-related artifacts.

Inspired by the work of contemporary Irish composer Michael McGlynn, de Val aims to combine research and practice in the Gaelic Song Project by including compositional and performance components. She will be using her creative skills to arrange selected songs for various combinations of harp and chorus. She also looks forward to working with her daughter Susanna McCleary, who plays the fiddle and sings in Gaelic, and singer Catherine-Ann MacPhee from Ottawa. Together they plan to make the music come alive.

Reprinted from the March 2011 issue of Fine Arts Research Newsletter, by Suzanne Jaeger, Fine Arts research officer, and Dan Vena, 91ÑÇÉ« theatre student

Republished courtesy of YFile– 91ÑÇɫ’s daily e-bulletin.

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The more proficient you become, the better, but "every little bit helps," said Ellen Bialystok, a psychology professor at 91ÑÇÉ« [Faculty of Health].

Much of the study of bilingualism has centered on babies, as scientists wondered why simply speaking to infants in two languages allows them to learn both in the time it takes most babies to learn one. Their brains seem to become more flexible, better able to multi-task. As they grow up, their brains show better "executive control," a system key to higher functioning – as Bialystok puts it, "the most important part of your mind."

Bialystok studied 450 Alzheimer's patients, all of whom showed the same degree of impairment at the time of diagnosis. Half are bilingual – they've spoken two languages regularly for most of their lives. The rest are monolingual.

The bilingual patients had Alzheimer's symptoms and were diagnosed between four and five years later than the patients who spoke only one language, she told the annual meeting of the American Association for the Advancement of Science.

Being bilingual does nothing to prevent Alzheimer's disease from striking. But once the disease does begin its silent attack, those years of robust executive control provide a buffer so that symptoms don't become apparent as quickly, Bialystok said. "They've been able to cope with the disease," she said.

Her work supports an earlier study from other researchers that also found a protective effect.

But people don't have to master a new language to benefit some, Bialystok said. Exercising your brain throughout life contributes to what's called "cognitive reserve", the overall ability to withstand the declines of aging and disease. That's the basis of the use-it-or-lose-it advice from aging experts, who also recommend such things as crossword puzzles to keep your brain nimble. "If you start to learn at 40, 50, 60, you are certainly keeping your brain active," she said.

Newspapers and online news sites around the world reported on Bialystok’s lecture remarks, including media across Canada, the US, Australia, Bangladesh, China, England, Iran, Ireland, India, Malaysia, Mexico, New Zealand, Qatar, South Africa, Scotland and Wales.

Bialystok’s study was also features in stories on radio and television stations around the world, including major networks in the US and Canada.

Republished courtesy of YFile – 91ÑÇɫ’s daily e-bulletin.

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