Written by Naomi Sím. The article introduces “rosettation,” a method of translating between minoritised languages like Tâigí and Gaelic via dominant ones. The Tâigael project explores linguistic solidarity, reader responses, and political tensions. Rosettation emerges as both a pragmatic strategy and a literary experiment, which enables new forms of intercultural dialogue despite inherent compromises.
Written by Lisa LacDonald. This article reflects on orchids in Scotland and Taiwan as metaphors for translation. While Scottish orchids evoke resilience, Taiwanese orchids embody richness and locality. The author highlights the difficulty of conveying cultural nuance across languages, framing translation as both interpretation and resistance, balancing fidelity, accessibility, and the preservation of linguistic diversity.
Written by Elissa Hunter-Dorans. This article reflects on how maternal and grandmaternal figures embody the preservation of Taiwanese and Gaelic. Through Tâigael, the author explores oral traditions, familial intimacy, and the “mother tongue” as both metaphor and surrogate caregiver, showing how literature sustains endangered languages and fosters cross-cultural kinship.
Written by Hannah Stevens and Will Buckingham. The article introduces Tâigael: Stories from Taiwanese & Gaelic, a translation project linking two minoritised languages through English and Mandarin as bridges. Writers reflect on linguistic solidarity, maternal legacies in “mother tongues,” risks of reinforcing hierarchies, and ecological fidelity in translation. Together, their essays highlight translation’s generative, resistant, and collaborative potential.
Written by Thomas Fliß. This article introduces the workshop “Mapping Taiwan Teaching – Teaching Taiwan in Script, Speech and Performance” at Trier University, which focused on teaching Taiwan through language, culture, and performance. Scholars and educators explored Taiwan’s geopolitical significance, linguistic diversity, and cultural identity. The event featured interdisciplinary panels on Taiwan’s literature, theatre, and education, highlighting the need for expanded Taiwanese language courses and intercultural learning methods.
Written by Cheng-Ting Wu. Imagine you are trying to write a song in Taiwanese Southern Min (hereinafter “Taiwanese”). After creating a soulful melody and heartfelt lyrics, you wonder: How should I write them down? You can choose any of the music notations you prefer for melody, from staff to numbered system. For lyrics, regardless of whether you are a native speaker or a learner of Taiwanese, you also have a choice. This brief article discusses this choice or the different strategies in the history of writing music in Taiwanese.
Taiwan Insight 