Abstract The learning journey of adult learners of Irish in post-conflict Northern Ireland can contain contentious elements, particularly related to (perceived) politicisation of the language during and following the conflict. Coates and Thornborrow (2005) suggest that stories involve striking a balance between deviation from norms and presenting oneself as “culture confirming”, so an apt way to explore these learners’ experiences is to elicit and analyse their narratives. A majority of the narratives contain one or more “opponents”, in the Greimasian sense, that detrimentally affected the learner’s engagement with the Irish language and would therefore invite negative evaluation. The learners, however, use a unique range of devices to mitigate, background, abstract or make implicit their evaluation. This enables them to simultaneously mark and move on from the challenge, maintain or restore equilibrium, and confirm two cultures: their traditional culture and a new post-conflict cultural formation.

中文翻译：

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确认两种文化

摘要 冲突后北爱尔兰的成人爱尔兰语学习者的学习旅程可能包含有争议的元素，特别是与冲突期间和之后的语言（感知）政治化有关。Coates 和 Thornborrow (2005) 认为，故事涉及在偏离规范和将自己呈现为“文化确认”之间取得平衡，因此探索这些学习者经历的适当方法是引出和分析他们的叙述。大多数叙述包含一个或多个“反对者”，在 Greimasian 意义上，这对学习者对爱尔兰语言的参与产生不利影响，因此会招致负面评价。然而，学习者使用一系列独特的设备来减轻、背景、抽象或隐含他们的评估。