ETBI Journal of Education - Vol 2:2 November 2020 (Irish-medium Education)
This bilingual edition of the Journal of Education celebrates Irish-medium Education
This bilingual edition of the Journal of Education celebrates Irish-medium Education
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<strong>Journal</strong> <strong>of</strong> <strong>Education</strong><br />
<strong>Vol</strong>ume 2 Issue 2 <strong>November</strong> <strong>2020</strong><br />
Produced by <strong>Education</strong> and Training Boards Ireland
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
© <strong>2020</strong> <strong>Education</strong> and Training Boards Ireland.<br />
<strong>Education</strong> and Training Boards Ireland (<strong>ETBI</strong>) is a national association established to collectively<br />
represent and promote the interests <strong>of</strong> the sixteen education and training boards<br />
The views and opinions expressed in this journal are those <strong>of</strong> the authors and do not<br />
necessarily reflect the <strong>of</strong>ficial policy or position <strong>of</strong> <strong>Education</strong> and Training Boards Ireland<br />
Submissions collated and coordinated by Gean Gilger (<strong>ETBI</strong>)<br />
Design and Editing - Valerie Lewis (<strong>ETBI</strong>)<br />
Published by <strong>Education</strong> and Training Boards Ireland, Piper’s Hill, Kilcullen Road, Naas, Co. Kildare.<br />
This publication may be accessed at www.etbi.ie<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Clár Ábhair<br />
Imleabhar 2:Eagran 2 Samhain <strong>2020</strong><br />
Brollach 7<br />
Norma Foley TD - An tAire Oideachais<br />
Uasdátú ar chur i bhfeidhm an Pholasaí don Oideachas Gaeltachta 2017-2022 13<br />
An Dr Treasa Kirk & An Dr Gerry Shiel<br />
An Máistir Gairmiúil san Oideachas (MGO) 20 Bliain ag soláthar múinteoirí<br />
do Iarbhunscoileanna lán-Ghaeilge na tíre. 23<br />
Seán Ó Gradáigh & Sinéad Ní Ghuidhir<br />
An Cheannaireacht Iarbhunscoile sa Tumoideachas i gcúinsí nach bhfacthas<br />
riamh cheana 31<br />
An Dr T.J. Ó Ceallaigh<br />
Daltaí a bhfuil Riachtanais Speisialta Oideachais acu ag foghlaim trí Ghaeilge 47<br />
An Dr Sinéad Nic Aindriú, An tOllamh Pádraig Ó Duibhir & An Dr Joe Travers<br />
Tapaidh an DEIS! Iniúchadh ar an Tumoideachas do Dhaltaí i scoileanna<br />
Lán-Ghaeilge DEIS 59<br />
An Dr Karen Ní Chlochasaigh, An tOllamh Pádraig Ó Duibhir, & An Dr Gerry Shiel<br />
Is mór idir inniu agus amárach! 79<br />
An tUas. Seán Ó Broin<br />
Buntáistí agus dúshláin teanga atá ag iar-scoláirí na n-iar-bhunscoileanna<br />
Gaeltachta agus lán-Ghaeilge ar aistriú go hinstitiúid 3ú leibhéal a<br />
fheidhmíonn trí Bhéarla 87<br />
An Dr Laoise Ní Thuairisg & An tOllamh Pádraig Ó Duibhir<br />
An Tumoideachas agus Athneartú Teanga 99<br />
An tOllamh Muiris Ó Laoire<br />
Oideachas ar Oileáin – Comhthéacs dúshlanach ach féidearthachtaí<br />
suimiúla d’fhonn inmharthanacht na n-Oileán a spreagadh 115<br />
An tUas.Tomás Mac Pháidín & An tUas. Tom P. Mac Pháidín<br />
Pleanáil Teanga Agus Sealbhú Gaeilge sa Chóras Oidechais 137<br />
An Dr Victor Bayda<br />
Beathaisnéisí 148<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Contents<br />
<strong>Vol</strong>ume 2:Issue 2 <strong>November</strong> <strong>2020</strong><br />
Foreword 9<br />
Norma Foley TD - Minister for <strong>Education</strong><br />
Update on the implementation <strong>of</strong> the Policy for Gaeltacht <strong>Education</strong> 2017-2022 19<br />
Dr Treasa Kirk & Dr Gerry Shiel<br />
An Máistir Gairmiúil san Oideachas (MGO) Supplying teachers to<br />
<strong>Irish</strong>-<strong>medium</strong> Post-Primary Schools for over 20 years 27<br />
Seán Ó Gradáigh & Sinéad Ní Ghuidhir<br />
Leadership in Post-Primary Immersion <strong>Education</strong> in unprecedented times 39<br />
Dr T.J. Ó Ceallaigh<br />
Students with Special <strong>Education</strong> Needs Learning through <strong>Irish</strong> 53<br />
Dr Sinéad Nic Aindriú, Pr<strong>of</strong>. Pádraig Ó Duibhir & Dr Joe Travers<br />
Tapaidh an DEIS! Examination <strong>of</strong> Immersion <strong>Education</strong> for Students<br />
in <strong>Irish</strong>-Medium DEIS Schools 69<br />
Dr Karen Ní Chlochasaigh, Pr<strong>of</strong>. Pádraig Ó Duibhir & Dr. Gerry Shiel<br />
How things change! 83<br />
Seán Ó Broin<br />
Linguistic advantages and challenges faced by students from Gaeltacht and<br />
<strong>Irish</strong>-<strong>medium</strong> post-primary schools when continuing to a 3rd level<br />
institution where the language <strong>of</strong> teaching is English 93<br />
Dr Laoise Ní Thuairisg & Pr<strong>of</strong>. Pádraig Ó Duibhir<br />
Immersion <strong>Education</strong> and Language Revitalisation 107<br />
Pr<strong>of</strong>. Muiris Ó Laoire<br />
Offshore Island <strong>Education</strong> – A challenging context coupled<br />
with exciting possibilities to foster island sustainability 125<br />
Tomás Mac Pháidín & Tom P. Mac Pháidín<br />
Language Planning and <strong>Irish</strong> Acquisition in the <strong>Education</strong> System 143<br />
An Dr Victor Bayda<br />
Biographies 152<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Brollach<br />
Norma Foley TD - An tAire Oideachais<br />
Tá lúcháir orm an brollach a scríobh don eagrán<br />
speisialta seo den Irisleabhar Oideachais ar líne<br />
ó Bhoird Oideachais agus Oiliúna na Éireann<br />
(<strong>ETBI</strong>), rud a thagann i gcomhthráth le Bliain<br />
na Gaeilge <strong>2020</strong>/21 atá á reáchtáil ag <strong>ETBI</strong> agus<br />
leis an gclár spreagúil gníomhaíochtaí Gaeilge<br />
atá beartaithe. Táim sásta a fheiceáil gur tugadh<br />
cuireadh do scríbhneoirí éagsúla ailt as Gaeilge<br />
a chur isteach don eagrán speisialta seo. Tá an<br />
<strong>ETBI</strong> ag soláthar sárdheis anseo chun léargas níos<br />
doimhne a thabhairt ar an nGaeloideachas agus<br />
chun aird a dhíriú ar na buntáistí a bhaineann léi<br />
i suíomhanna oideachais éagsúla, lena n-áirítear<br />
suíomhanna do scoláirí a bhfuil riachtanais<br />
speisialta oideachais acu agus scoileanna atá<br />
rannpháirteach i gComhionannas Deiseanna sna<br />
Scoileanna a Sheachadadh (DEIS).<br />
Aithnítear go forleathan na buntáistí a bhaineann<br />
leis an nGaeloideachas. Tugtar le fios i staidéir<br />
thaighde go mbaineann scoláirí a lán tairbhí as<br />
oideachas a fháil i suíomhanna tumoideachais,<br />
lena n-áirítear scileanna cognaíocha níos fearr,<br />
scileanna litearthachta agus saibhreas teanga<br />
níos fearr agus gnóthachtáil oideachasúil níos<br />
airde, beag beann ar a gcumas, ar a stádas<br />
socheacnamaíoch agus ar a gcúlra cultúrtha.<br />
Gné lárnach de bheartas an Rialtais is ea an<br />
Ghaeilge a chur chun cinn agus a chaomhnú mar<br />
GNÉ LÁRNACH DE BHEARTAS AN<br />
RIALTAIS IS EA AN GHAEILGE A CHUR<br />
CHUN CINN AGUS A CHAOMHNÚ<br />
MAR CHUID DHÍLIS DÁR GCULTÚR,<br />
DÁR N-OIDHREACHT AGUS DÁR<br />
BHFÉINIÚLACHT.<br />
chuid dhílis dár gcultúr, dár n-oidhreacht agus<br />
dár bhféiniúlacht. Is í an aidhm atá le cur chun<br />
feidhme na Straitéise 20 Bliain don Ghaeilge<br />
2010-2030 ón Rialtas ná úsáid na Gaeilge agus<br />
an t-eolas atá uirthi mar theanga phobail a<br />
mhéadú de réir a chéile. Tá sé ríthábhachtach go<br />
bhforbrófaí sochaí dhátheangach, áit ar féidir leis<br />
an oiread daoine agus is féidir Gaeilge agus Béarla<br />
a úsáid leis an éascaíocht agus an inniúlacht<br />
teanga céanna. Rud eile a thacaíonn le cur chun<br />
feidhme na Straitéise 20 Bliain is ea an Plean<br />
Gníomhaíochta 5 Bliana don Ghaeilge, a foilsíodh<br />
in 2018, trí chur chuige comhtháite iomlánaíoch a<br />
ghlacadh i leith na Gaeilge a chur chun cinn agus a<br />
chur ar aghaidh.<br />
Bíonn sé dúshlánach uaireanta an oideachas trí<br />
mheán na Gaeilge a sholáthar i scoileanna ar<br />
roinnt cúiseanna, lena n-áirítear comhthéacsanna<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
sochtheangeolaíocha scoileanna aonair agus<br />
saincheisteanna a bhaineann le soláthar<br />
múinteoirí ar Gaeilgeoirí inniúla iad.<br />
Sa bhliain 2016, d’fhoilsigh an Roinn Oideachais<br />
an Polasaí don Oideachas Gaeltachta 2017-2022<br />
d’fhonn soláthar Gaeloideachais ar ardchaighdeán<br />
i suíomhanna luathbhlianta agus i scoileanna<br />
i limistéir Ghaeltachta a dheimhniú agus chun<br />
tacú le húsáid na Gaeilge mar phríomhtheanga i<br />
bpobail Ghaeltachta.<br />
Rinne mo Roinn infheistíocht shuntasach<br />
chun tacú le tionscnaimh Ghaeilge a chur chun<br />
feidhme faoin bPolasaí don Oideachas Gaeltachta.<br />
Tagann naoi gcinn déag d’iar-bhunscoileanna<br />
agus bunscoil amháin faoi choimirce na mBord<br />
Oideachais agus Oiliúna agus faigheann na<br />
scoileanna sin acmhainní breise gach bliain chun<br />
tacú lena rannpháirtíocht sa Scéim Aitheantais<br />
Scoileanna Gaeltachta. Tagann cúig iar-bhunscoil<br />
oileánda faoi choimirce na mBord Oideachais<br />
agus Oiliúna freisin agus tá pacáiste bliantúil<br />
acmhainní breise tiomnaithe á fháil acu ón<br />
mbliain 2018 amach chun aitheantas a thabhairt<br />
dá gcomhthéacs ar leithligh. Is í an aidhm atá le<br />
dhá chlár oideachais mhúinteoirí nua trí mheán<br />
na Gaeilge, ina mbíonn suas le 60 áit nua ar<br />
fáil gach bliain, ná cur leis an líon múinteoirí<br />
ar féidir leo oideachas trí mheán na Gaeilge ar<br />
ardchaighdeán a sholáthar.<br />
Áirítear leis na forbairtí dearfacha curaclaim a<br />
rinneadh i réimse an Ghaeloideachais leagan nua<br />
de Churaclam Teanga na Bunscoile a foilsíodh<br />
in 2015 agus dhá shonraíocht nua a thabhairt<br />
isteach do Ghaeilge na Sraithe Sóisearaí in 2017.<br />
Cuirfidh na sonraíochtaí nua ábhar atá bhforbairt<br />
ag an gComhairle Náisiúnta Curaclaim agus<br />
Measúnachta (CNCM) leis an obair a rinneadh<br />
ar na sonraíochtaí a cuireadh ar fáil cheana féin<br />
don tSraith Shóisearach. Cuireann straitéisí mo<br />
Roinne agus na polasaithe Rialtais, lena n-áirítear<br />
an Stráitéis 20 Bliain don Ghaeilge agus an Polasaí<br />
don Oideachas Gaeltachta bonn taca faoi na<br />
forbairtí seo go léir.<br />
Tá sé rí-thábhachtach le linn na tréimhse<br />
dúshlánaigh seo go gceiliúrfaimis ár n-oidhreacht,<br />
ár dteanga agus ár gcultúr agus go mbeimis<br />
bródúil as ár bhféiniúlacht Ghaelach uathúil. Tá<br />
áthas orm go bhfuil san eagrán speisialta seo alt<br />
ina dtarraingítear aird ar na héachtaí éagsúla a<br />
tháinig as na hidirghabhálacha spriocdhírithe<br />
a rinneadh mar chuid den Scéim Aitheantais<br />
Scoileanna Gaeltachta agus den Pholasaí don<br />
Oideachas Gaeltachta.<br />
Ba mhaith liom comhghairdeas a dhéanamh le<br />
<strong>ETBI</strong> faoin rannpháirt réamhghníomhach nuálach<br />
seo i leith na Gaeilge agus an oideachais trí<br />
mheán na Gaeilge a chur chun cinn san earnáil<br />
Bhord Oideachais agus Oiliúna. Beidh an t-eagrán<br />
Gaeilge speisialta seo den Irisleabhar Oideachais<br />
ina fhoinse luachmhar faisnéise faoi chuid mhór<br />
gnéithe den Ghaeloideachas. Níl aon amhras orm<br />
ach go mbainfidh na baill foirne agus na scoláirí<br />
i scoileanna na mBord Oideachais agus Oiliúna<br />
an-taitneamh as na himeachtaí spéisiúla atá<br />
beartaithe do Bhliain na Gaeilge <strong>ETBI</strong> <strong>2020</strong>/21, ar<br />
clár é a bhfuil fáilte mhór roimhe, le linn bliana a<br />
bhí thar a bheith dúshlánach go dtí seo.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Foreword<br />
Norma Foley TD - Minister for <strong>Education</strong><br />
I am delighted to write the foreword to this<br />
special edition <strong>of</strong> the online <strong>Education</strong> and<br />
Training Boards Ireland (<strong>ETBI</strong>) <strong>Journal</strong><br />
<strong>of</strong> <strong>Education</strong>, which coincides with <strong>ETBI</strong><br />
Bliain na Gaeilge <strong>2020</strong>/21 and the exciting<br />
programme <strong>of</strong> <strong>Irish</strong>-language activities that<br />
are planned. I am pleased to see that various<br />
contributors have been invited to submit<br />
articles in the <strong>Irish</strong> language for this special<br />
edition. <strong>ETBI</strong> is providing a great opportunity<br />
to give a deeper insight into <strong>Irish</strong>-<strong>medium</strong><br />
education and to highlight its advantages<br />
across a range <strong>of</strong> educational settings,<br />
including settings for students with special<br />
educational needs and schools participating in<br />
Delivering Equality <strong>of</strong> Opportunity in Schools<br />
(DEIS).<br />
The advantages <strong>of</strong> <strong>Irish</strong>-<strong>medium</strong> education<br />
are widely recognised. Research studies<br />
indicate that students receiving their<br />
education in immersion settings, enjoy many<br />
benefits including improved cognitive skills,<br />
greater development <strong>of</strong> language and literacy<br />
skills and higher educational attainment<br />
regardless <strong>of</strong> their ability, socio-economic<br />
status or cultural background.<br />
THE PROMOTION AND<br />
PRESERVATION OF THE IRISH<br />
LANGUAGE, AS AN ESSENTIAL<br />
PART OF OUR CULTURE, HERITAGE<br />
AND IDENTITY, IS CENTRAL TO<br />
GOVERNMENT POLICY.<br />
The promotion and preservation <strong>of</strong> the<br />
<strong>Irish</strong> language, as an essential part <strong>of</strong> our<br />
culture, heritage and identity, is central to<br />
Government policy. The implementation<br />
<strong>of</strong> the Government’s 20-year Strategy for<br />
the <strong>Irish</strong> Language 2010-2030 seeks to<br />
increase, on an incremental basis, the use and<br />
knowledge <strong>of</strong> <strong>Irish</strong> as a community language.<br />
The development <strong>of</strong> a bilingual society is<br />
essential, where as many people as possible<br />
can use <strong>Irish</strong> and English with equal ease and<br />
pr<strong>of</strong>iciency. The 5-year Action Plan for the<br />
<strong>Irish</strong> Language, which was published in 2018,<br />
also supports the implementation <strong>of</strong> the 20-<br />
year Strategy through a holistic and integrated<br />
approach to promoting and advancing the<br />
<strong>Irish</strong> language.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
The delivery <strong>of</strong> <strong>Irish</strong>-<strong>medium</strong> education in<br />
schools can sometimes be challenging due to<br />
a number <strong>of</strong> factors including the individual<br />
socio-linguistic contexts <strong>of</strong> schools and issues<br />
relating to the supply <strong>of</strong> teachers who are<br />
pr<strong>of</strong>icient speakers <strong>of</strong> the language.<br />
In 2016, the Department <strong>of</strong> <strong>Education</strong><br />
published its Policy on Gaeltacht <strong>Education</strong><br />
2017-2022, to ensure the provision <strong>of</strong> high<br />
quality <strong>Irish</strong>-<strong>medium</strong> education in early-years<br />
settings and schools in Gaeltacht areas and to<br />
support the use <strong>of</strong> <strong>Irish</strong> as the main language<br />
<strong>of</strong> Gaeltacht communities.<br />
Significant investment has been made by my<br />
Department to support the implementation <strong>of</strong><br />
<strong>Irish</strong>-<strong>medium</strong> initiatives under the Gaeltacht<br />
Policy. Nineteen post-primary schools and<br />
one primary school are under the auspices<br />
<strong>of</strong> ETBs and these schools are in receipt <strong>of</strong><br />
additional resources annually to support<br />
their participation in the Gaeltacht School<br />
Recognition Scheme. Five island post-primary<br />
schools, also under the auspices <strong>of</strong> ETBs, are<br />
in receipt <strong>of</strong> a dedicated annual package <strong>of</strong><br />
additional resources since 2018 in recognition<br />
<strong>of</strong> their unique context. The commencement<br />
<strong>of</strong> two new <strong>Irish</strong>-<strong>medium</strong> teacher education<br />
programmes providing up to 60 new places<br />
annually is seeking to ensure a supply <strong>of</strong><br />
teachers who can deliver high quality <strong>Irish</strong><strong>medium</strong><br />
education.<br />
A number <strong>of</strong> positive curricular developments<br />
relating to <strong>Irish</strong>-<strong>medium</strong> education include<br />
the publication <strong>of</strong> the new Primary Language<br />
Curriculum in 2015 and the introduction <strong>of</strong><br />
two new specifications for Junior Cycle <strong>Irish</strong><br />
in 2017. The new subject specifications for<br />
Leaving Certificate <strong>Irish</strong> which are being<br />
developed by the National Council for<br />
Curriculum and Assessment (NCCA) will build<br />
on those already provided in Junior Cycle.<br />
These developments are all underpinned by<br />
my Department’s strategies and Government<br />
policies including the 20-Year Strategy for the<br />
<strong>Irish</strong> Language and the Policy on Gaeltacht<br />
<strong>Education</strong>.<br />
It is particularly important in these<br />
challenging times to celebrate our heritage,<br />
language and culture and to take pride in<br />
our unique <strong>Irish</strong> identity. I am pleased to<br />
see an article featured in this special edition<br />
highlighting the many successes <strong>of</strong> targeted<br />
interventions as part <strong>of</strong> the Gaeltacht School<br />
Recognition Scheme and Policy on Gaeltacht<br />
<strong>Education</strong>.<br />
I would like to congratulate <strong>ETBI</strong> on this<br />
proactive and innovative contribution to<br />
promoting the <strong>Irish</strong> language and <strong>Irish</strong><strong>medium</strong><br />
education in the ETB sector. This<br />
special <strong>Irish</strong>-language edition <strong>of</strong> the <strong>ETBI</strong><br />
<strong>Journal</strong> <strong>of</strong> <strong>Education</strong> will act as a valuable<br />
information resource on many aspects <strong>of</strong><br />
<strong>Irish</strong>-<strong>medium</strong> education. I have no doubt that<br />
the staff and students in ETB schools will also<br />
thoroughly enjoy the programme <strong>of</strong> engaging<br />
events planned for <strong>ETBI</strong> Bliain na Gaeilge<br />
<strong>2020</strong>/21, a very welcome programme amidst<br />
what so far has been a very challenging year.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Uasdátú ar chur i bhfeidhm an Pholasaí don<br />
Oideachas Gaeltachta 2017-2022<br />
An Dr Treasa Kirk An Roinn Oideachais<br />
An Dr Gerry Shiel Foras Taighde ar Oideachas<br />
Is mór an dul chun cinn atá déanta ó bunaíodh an<br />
tAonad um Oideachas Gaeltachta (AOG) sa Roinn<br />
Oideachais agus Scileanna i 2017 maidir le cur<br />
i bhfeidhm ghníomhartha éagsúla an Pholasaí<br />
don Oideachas Gaeltachta 2017-2022. Is í sprioc<br />
uileghabhálach an Pholasaí seo ná a dheimhniú<br />
go mbíonn fáil ar oideacwhas d’ardcháilíocht trí<br />
mheán na Gaeilge i limistéir phleanála teanga<br />
Ghaeltachta chun tacú le húsáid na Gaeilge mar<br />
phríomhtheanga phobail na Gaeltachta.<br />
DUL CHUN CINN AR CHUR I BHFEIDHM<br />
NA SCÉIME AITHEANTAIS SCOILEANNA<br />
GAELTACHTA (SASG)<br />
Ó seoladh an Scéim Aitheantais Scoileanna<br />
Gaeltachta (SASG) i mí Aibreáin 2017, tá réimse<br />
leathan acmhainní breise á soláthar go bliantúil<br />
do scoileanna atá rannpháirteach sa Scéim chun<br />
tacú leo oideachas trí mheán na Gaeilge ar ardchaighdeán<br />
a chur ar fáil do dhaltaí na Gaeltachta.<br />
Mar chuid den phacáiste tacaíochta do scoileanna,<br />
cuireadh uaireanta breise tacaíochta don Ghaeilge<br />
ar fáil do gach scoil, agus líon na n-uaireanta<br />
ag brath ar mhéid na scoile, chun freastal ar<br />
riachtanais teanga na ndaltaí, idir chainteoirí<br />
dúchais agus foghlaimeoirí na teanga.<br />
Foilsítear imlitreacha bliantúla ar shuíomh<br />
gréasáin na Roinne Oideachais chun cur i<br />
bhfeidhm na Scéime Aitheantais sna scoileanna<br />
TÁ AN ROINN LÁN-TIOMANTA<br />
CHUN NA BEARTA ATÁ SA<br />
PHOLASAÍ DON OIDEACHAS<br />
GAELTACHTA 2017-2022<br />
Gaeltachta a threorú. Faoi láthair, tá 105<br />
bunscoil 1 agus 29 iar-bhunscoil 2 sa Ghaeltacht<br />
rannpháirteach sa Scéim, lena n-áirítear 19 iarbhunscoil<br />
faoi phatrúnacht sé Bhord Oideachais<br />
agus Oiliúna éagsúil.<br />
Tá foireann de chigirí ar fáil chun tacú le hobair<br />
AOG agus mar chuid den obair sin tugadh<br />
níos mó ná 500 cuairt chomhairleach ar na<br />
scoileanna Gaeltachta, idir bhunscoileanna agus<br />
iar-bhunscoileanna Gaeltachta, sa tréimhse idir<br />
Mheán Fómhair 2017 go Feabhra <strong>2020</strong>. Chun<br />
tacú le scoileanna sa Scéim, d’fhoilsigh an Roinn<br />
Treoir do Scoileanna i leith na gcuairteanna<br />
comhairleacha go bliantúil chun cabhrú le<br />
scoileanna na critéir theanga-bhunaithe a<br />
chomhlíonadh chun aitheantas a bhaint amach<br />
mar scoil Ghaeltachta. Leanfar le seisiúin<br />
1 105 bunscoil = 80% de na bunscoileanna atá lonnaithe sna<br />
limistéir phleanála teanga Ghaeltachta<br />
2 29 iar-bhunscoil = 100% de na bunscoileanna atá lonnaithe<br />
sna limistéir phleanála teanga Ghaeltachta<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
chomhairleacháin na Cigireachta in <strong>2020</strong>/21, de<br />
réir Imlitreacha 0040/<strong>2020</strong> agus 0041/<strong>2020</strong> na<br />
Roinne. De bharr an chomhthéacs dúshlánach ina<br />
bhfuilimid le COVID-19, cuirfear na cúinsí sláinte<br />
agus folláine san áireamh agus tabharfar treoir<br />
maidir le leanúnachas foghlama i bhfeidhmiú an<br />
churaclaim agus an tumoideachais.<br />
LEAGANACHA LEASAITHE DE NA TÁSCAIRÍ<br />
DEA-CHLEACHTAIS DON TUMOIDEACHAS -<br />
TREOIR DO BHUNSCOILEANNA AGUS D’IAR-<br />
BHUNSCOILEANNA GAELTACHTA<br />
Le tacaíocht na Comhairle um Oideachas<br />
Gaeltachta agus Gaelscolaíochta (COGG), tá<br />
athbhreithniú déanta ar na Táscairí Deachleachtais<br />
don Tumoideachas: Dréacht-Treoir<br />
do Bhunscoileanna Gaeltachta agus na Táscairí<br />
Dea-chleachtais don Tumoideachas: Dréacht-<br />
Treoir d’Iar-bhunscoileanna Gaeltachta, a<br />
foilsíodh i 2018, ag cur san áireamh an t-aiseolas<br />
a fuarthas ó na páirtithe leasmhara, na scoileanna<br />
san áireamh. Sna leaganacha nua, tá treoir ar<br />
leith curtha ar fáil do na boird bhainistíochta<br />
chun tacú le cur i bhfeidhm an tumoideachais<br />
sna scoileanna. Foilse<strong>of</strong>ar na leaganacha nua<br />
den dá Threoir ar shuíomh gréasáin na Roinne<br />
Oideachais go luath in áit na dréacht treoracha<br />
a foilsíodh in 2018. Seolfar leaganacha crua den<br />
Treoir chuig scoileanna chomh maith.<br />
AN STAIDÉAR TAIGHDE AGUS<br />
MEASTÓIREACHTA AR AN SCÉIM AITHEANTAIS<br />
SCOILEANNA GAELTACHTA<br />
Tá obair chomhpháirteach ar siúl ag an bhForas<br />
Taighde ar Oideachas (FTO), an tAonad um<br />
Oideachas Gaeltachta agus an Chigireacht ar<br />
mheastóireacht agus taighde a dhéanamh chun<br />
tionchar na Scéime Aitheantais Scoileanna<br />
Gaeltachta a mheas. Rinneadh cás-staidéir ar<br />
dhá bhunscoil déag agus seacht n-iarbhunscoil<br />
Ghaeltachta le comhthéacsanna éagsúla<br />
sochtheangeolaíochta. Tá na tuairiscí cás-staidéir<br />
seo eisithe anois chuig gach scoil rannpháirteach<br />
chun ionchuir bhainistíocht na scoileanna<br />
éagsúla a chur san áireamh. Bhí deis ag gach scoil<br />
rannpháirteach féinmhachnamh a dhéanamh<br />
ar phríomhchinntí na meastóireachta agus an<br />
taighde a rinneadh ar an scoil. Tugadh cuireadh<br />
do na scoileanna seo tuairisc ghairid a scríobh ar<br />
na gnéithe is fearr den tumoideachas atá curtha<br />
i gcrích acu, na dúshláin is mó atá le sárú, agus<br />
an tairbhe a bhain na daltaí as na heispéireis<br />
tumoideachais go dtí seo. Cuirfear tuairisc na<br />
scoile san áireamh sa tuairisc chás-staidéir<br />
dheireanach do gach scoil rannpháirteach.<br />
Tá an FTO, i gcomhar leis an Aonad um Oideachas<br />
Gaeltachta agus an Chigireacht, i mbun obair<br />
anailíse a dhéanamh ar thorthaí taighde na<br />
bhfócasghrúpaí de thuismitheoirí agus múinteoirí<br />
a rinneadh sna scoileanna cás-staidéar ó Mheán<br />
Fómhair 2019 go Feabhra <strong>2020</strong>, agus ar na<br />
ceistneoirí a scaipeadh ar bhunscoileanna agus<br />
iar-bhunscoileanna Gaeltachta sa Scéim. A luaithe<br />
agus a bheidh an obair anailíse seo déanta,<br />
foilse<strong>of</strong>ar tuairisc ilchodach eatramhach ar<br />
thionchar na Scéime i scoileanna Gaeltachta agus<br />
a bpobail.<br />
De bharr na gcúinsí eisceachtúla le linn<br />
éigeandáil sláinte an Choróinvíris COVID-19,<br />
tá athbhreithniú déanta ar an am líne do<br />
ghníomhaíochtaí taighde FTO i scoileanna, go<br />
háirithe i leith trialacha atá deartha ag an FTO a<br />
reáchtáil chun gnóthachtáil na ndaltaí sa Ghaeilge<br />
agus san luathlitearthacht a mheas.<br />
Mar chuid lárnach den obair thaighde idir<br />
PAGE 14
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
lámha, tá trialacha luathlitearthachta sa Ghaeilge<br />
(grúpthriail) forbartha ag an FTO do dhaltaí<br />
ag tús rang a haon agus trialacha éisteachta<br />
(grúpthriail) forbartha do rang a sé i ngach<br />
bunscoil Ghaeltachta. Chomh maith leis sin, tá<br />
triail labhartha sa Ghaeilge do dhaltaí aonair<br />
deartha do dhaltaí ag tús rang a haon agus triail<br />
labhartha aonair sa Ghaeilge do dhaltaí i rang a sé,<br />
le riar ar shampla de scoileanna. Tá socrú déanta<br />
freisin le Lárionad na Gaeilge, Ollscoil Mhá Nuad<br />
chun Triail TEG (Teastas Eorpach na Gaeilge) i<br />
labhairt na Gaeilge, a riar ar scoláirí na tríú bliana<br />
in iar-bhunscoileanna cás-staidéar.<br />
TIONSCADAL PÍOLÓTACH RÍOMH-MHOIL<br />
Faoi théarmaí na Scéime Aitheantais<br />
Scoileanna Gaeltachta, tugadh cuireadh d’iarbhunscoileanna<br />
Gaeltachta páirt a ghlacadh sa<br />
tionscadal píolótach ríomh-mhoil. Is é cuspóir<br />
an tionscadail phíolótaigh seo ná úsáid a bhaint<br />
as soláthar ar líne chun cur leis an raon ábhar<br />
atá ar fáil trí mheán na Gaeilge do scoláirí in<br />
iar-bhunscoileanna Gaeltachta, ag tosú le Fisic<br />
Ardleibhéal na hArdteistiméireachta. I mí Mheán<br />
Fómhair 2018, cuireadh tús leis an tionscadal<br />
ríomh-mhoil i gColáiste na Coiribe, atá faoi<br />
choimirce Bhord Oideachas agus Oiliúna na<br />
Gaillimhe agus Ros Comáin, agus i bPobalscoil<br />
Chorca Dhuibhne i gContae Chiarraí, an dá<br />
scoil ina bhfuil na ríomh-mhúinteoirí fostaithe.<br />
Faoi láthair, i measc rannpháirtithe eile, tá<br />
fiche scoláire ó seacht n-iarbhunscoil, atá faoi<br />
choimirce Bhoird Oideachais agus Oiliúna, ag<br />
glacadh páirte sa tionscadal digiteach nuálach seo.<br />
Chríochnaigh beirt de na scoláirí, a bhí páirteach<br />
sa chéad ghrúpa ar an Tionscadal Píolótach<br />
RíomhMhol Fisic na hArdteistiméireachta, scrúdú<br />
na hArdteistiméireachta in <strong>2020</strong>, agus d’éirigh<br />
thar barr leo san Fhisic.<br />
MEASTÓIREACHT AR AN TIONSCADAL<br />
PÍOLÓTACH RÍOMH-MHOL<br />
Chun tionchar an tionscadail phíolótaigh ríomh-<br />
Mhoil Ghaeltachta a mheas, tá meastóireacht<br />
sheachtrach neamhspleách á dhéanamh ag<br />
an gCigireacht Oideachais agus Oiliúna (COO)<br />
i dTuaisceart Éireann ar an Tionscadal don<br />
Roinn Oideachais le linn na tréimhse <strong>2020</strong> go<br />
2021. Déanfar meastóireacht ar eispéiris na<br />
foghlama, ar rannpháirtíocht na scoláirí agus<br />
ar na modheolaíochtaí teagaisc. Déanfar anailís<br />
ar dhearcthaí na scoláirí agus a dtuismitheoirí,<br />
na bpríomhoidí, na múinteoirí ríomh-Mhoil,<br />
na ríomh-mheantóirí, agus páirtithe eile atá<br />
bainteach leis an tionscadal. Tabharfaidh torthaí<br />
na meastóireachta seo léargas ar láidreachtaí agus<br />
ar bhuntáistí an tionscadail dhigitigh Ghaeltachta<br />
chomh maith le gnéithe atá le forbairt. Beidh<br />
na torthaí seo mar bhonn eolais d’fhorbairt an<br />
tsoláthair oideachais trí mheán na Gaeilge ar líne<br />
tríd an bhfoghlaim chumaisc amach anseo.<br />
CLÁIR OIDEACHAIS MÚINTEOIRÍ TRÍ MHEÁN<br />
NA GAEILGE<br />
Ar mhaithe le cuspóir an Pholasaí a bhaint amach<br />
maidir le hinniúlacht Ghaeilge na múinteoirí<br />
a fhorbairt chun oideachas d’ardcháilíocht trí<br />
mheán na Gaeilge a sholáthar i scoileanna,<br />
cuireadh tús le dhá chlár oideachais mhúinteoirí<br />
trí mheán na Gaeilge do mhúinteoirí, atá<br />
maoinithe ag an AOG. Cuireadh tús le clár<br />
Máistreachta san Oideachas (M.Oid.) Lán-<br />
Ghaeilge agus Gaeltachta tríd an bhfoghlaim<br />
chumaisc, le suas go 30 háit maoinithe in aghaidh<br />
na bliana i gColáiste Mhuire gan Smál, Ollscoil<br />
Luimnigh, i Meán Fómhair 2018. Tá clár B.Oid.<br />
trí mheán na Gaeilge forbartha freisin, ó Mheán<br />
Fómhair 2019, in Institiúid Oideachais Marino,<br />
PAGE 15
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Baile Átha Cliath, d’ábhar oidí bunscoile, le<br />
suas le 30 áit maoinithe in aghaidh na bliana.<br />
Bunaíodh dhá ghrúpa monatóireachta don dá<br />
institiúid chun comhairle a chur ar fáil dóibh i<br />
leith soláthar na gclár oideachais mhúinteoirí.<br />
In ainneoin na ndúshlán atá ann de bharr na<br />
paindéime COVID-19, d’éirigh go han-mhaith leis<br />
an dá institiúid i leith leanúnachas foghlama na<br />
mac léinn i rith na bliana, go háirithe i leith na<br />
socruithe leasaithe don mheasúnú a cuireadh<br />
i bhfeidhm. Is ábhar dóchais é chomh maith<br />
go bhfuil an-éileamh ar an dá chlár oideachais<br />
múinteoirí. Is léir go bhfuil rath ar na feachtais<br />
mhargaíochta a cuireadh i bhfeidhm chun mic<br />
léinn a spreagadh i dtreo na gclár.<br />
Is léir go bhfuil ag éirí go maith freisin le hOllscoil<br />
na hÉireann, Gaillimh (OÉG) leis na hiarrachtaí<br />
bolscaireachta ar líne atá déanta acu chun<br />
poiblíocht a dhéanamh ar an gclár, Máistreacht<br />
Ghairmiúil san Oideachas (MGO) do mhúinteoirí<br />
iar-bhunscoile. Chuir an AOG acmhainní breise ar<br />
fáil do OÉG i bhfoirm socruithe iasachta do bheirt<br />
mhúinteoirí iar-bhunscoile ó 2017 ar aghaidh.<br />
Tá an-éileamh ar an gclár oideachais mhúinteoirí<br />
lán-Ghaeilge seo freisin leis an líon mac léinn is<br />
airde riamh ar an MGO in <strong>2020</strong>.<br />
IAR-BHUNSCOILEANNA AR NA hOILEÁIN<br />
Tuigeann an Roinn Oideachais na dúshláin<br />
suntasacha a bhíonn ag scoileanna na n-oileán<br />
agus an tábhacht a bhaineann leis na scoileanna<br />
seo do chaomhnú phobail na n-oileán. Mar<br />
chomhartha aitheantais ar na dúshláin uathúla<br />
seo agus ar thábhacht scoileanna na n-oileán,<br />
leanann an Roinn ar aghaidh le pacáiste<br />
tacaíochtaí breise a chur ar fáil don scoilbhliain<br />
<strong>2020</strong>/21 do na cúig iar-bhunscoil ar na hoileáin<br />
atá ag feidhmiú sa Scéim Aitheantais Scoileanna<br />
Gaeltachta. Faoin bpacáiste seo, ó Mheán Fómhair<br />
2018 ar aghaidh, méadaíodh leithdháileadh<br />
breise na múinteoirí do gach ceann de na hiarbhunscoileanna<br />
oileánda ó phost coibhéise<br />
lánaimseartha amháin go dtí 1.5 post coibhéise<br />
lánaimseartha. Chomh maith leis sin, faigheann<br />
gach iar-bhunscoil oileánda buiséad imfhálaithe<br />
€15,000 breise in aghaidh na bliana chun costais<br />
oibríochtúla breise a chlúdach. Tá an tsuim seo<br />
sa bhreis ar na gnáthdheontais chaipitíochta<br />
a leithdháiltear ar na BOOanna do gach scoil.<br />
Chomh maith leis sin, tugadh aitheantas do<br />
cheann amháin de na hiar-bhunscoileanna<br />
oileánda a bhíodh ag feidhmiú mar Aonad,<br />
Coláiste Naomh Eoin, Inis Meáin,, mar iarbhunscoil<br />
neamhspleách ann féin ó 2018 ar<br />
aghaidh. Tá gach ceann de na cúig iar-bhunscoil<br />
oileánda faoi phátrúnacht BOO na Gaillimhe agus<br />
Ros Comáin nó BOO Dhún na nGall.<br />
CRÍOCH<br />
Tá an Roinn lán-tiomanta chun na bearta atá sa<br />
Pholasaí don Oideachas Gaeltachta 2017-2022 a<br />
chur i gcrích agus tá níos mó ná €13m curtha ar<br />
fáil go dtí seo chun na bearta éagsúla sin a bhaint<br />
amach. Gabhann an Roinn mórbhuíochas leis na<br />
scoileanna Gaeltachta go léir atá ag obair go dian<br />
dícheallach chun oideachas trí mheán na Gaeilge<br />
a sholáthar in ainneoin na ndúshlán atá ag teacht<br />
aníos go laethúil toisc a bhfuil ag tarlú i saol an<br />
oideachais agus na sláinte de bharr na paindéime.<br />
Ba mhaith linn ár mbuíochas a ghabháil leis na<br />
pobail scoile Ghaeltachta, na Boird Oideachais<br />
agus Oiliúna, COGG, na hInstitiúidí Ardoideachais,<br />
agus le baill an Choiste Comhairligh um Polasaí<br />
Oideachas Gaeltachta as a gcuid tacaíochta go léir<br />
i gcur i bhfeidhm raon leathan de ghníomhartha<br />
an Pholasaí.<br />
PAGE 16
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
PAGE 17
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
PAGE 18
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Update on the implementation <strong>of</strong> the Policy<br />
for Gaeltacht <strong>Education</strong> 2017-2022<br />
Dr Treasa Kirk Department <strong>of</strong> <strong>Education</strong><br />
Dr Gerry Shiel <strong>Education</strong>al Research Centre<br />
UPDATE ON THE IMPLEMENTATION OF THE<br />
POLICY ON GAELTACHT EDUCATION 2017-<br />
2022<br />
Much progress has been made on the<br />
implementation <strong>of</strong> the various actions <strong>of</strong> the<br />
Policy on Gaeltacht <strong>Education</strong> 2017-2022 since<br />
the establishment <strong>of</strong> the Gaeltacht <strong>Education</strong><br />
Unit in the Department <strong>of</strong> <strong>Education</strong> and Skills<br />
in 2017. The overarching goal <strong>of</strong> the policy is<br />
to ensure that there is access to high quality<br />
<strong>Irish</strong>-<strong>medium</strong> education in Gaeltacht languageplanning<br />
areas, in order to support the use <strong>of</strong><br />
<strong>Irish</strong> as the principal language <strong>of</strong> Gaeltacht<br />
communities.<br />
PROGRESS IN THE IMPLEMENTATION OF THE<br />
GAELTACHT SCHOOL RECOGNITION SCHEME<br />
Since the Gaeltacht School Recognition Scheme<br />
was launched in April 2017, a wide variety<br />
<strong>of</strong> resources have been provided annually to<br />
schools participating in the Scheme to support<br />
the provision <strong>of</strong> a high standard <strong>of</strong> <strong>Irish</strong>-<strong>medium</strong><br />
education for Gaeltacht students. Additional<br />
support hours for <strong>Irish</strong> were provided for each<br />
school, relative to school size, as part <strong>of</strong> a support<br />
package for schools to meet the language needs <strong>of</strong><br />
students - native <strong>Irish</strong> speakers and learners <strong>of</strong><br />
the language.<br />
THE DEPARTMENT IS FULLY<br />
COMMITTED TO IMPLEMENTING<br />
THE MEASURES CONTAINED<br />
IN THE POLICY ON GAELTACHT<br />
EDUCATION 2017-2022<br />
Annual circulars are published on the<br />
Department <strong>of</strong> <strong>Education</strong>’s website to guide the<br />
implementation <strong>of</strong> the Recognition Scheme in<br />
Gaeltacht schools. Currently, 105 primary schools 1<br />
and 29 post-primary schools 2 in the Gaeltacht<br />
are participating in the Scheme. This includes 19<br />
post-primary schools under the patronage <strong>of</strong> six<br />
different ETBs.<br />
A team <strong>of</strong> inspectors are available to support the<br />
work <strong>of</strong> the Gaeltacht <strong>Education</strong> Unit and part <strong>of</strong><br />
their work involved conducting over 500 advisory<br />
visits to primary and post-primary schools in the<br />
Gaeltacht in the period between September 2017<br />
and February <strong>2020</strong>. Annual guides for schools<br />
on the advisory visits have been published by<br />
the Department to support schools in meeting<br />
1 105 primary schools = 80% <strong>of</strong> primary schools located in<br />
Gaeltacht language-planning areas<br />
2 29 post-primary schools = 100% <strong>of</strong>l post-primary schools<br />
located in Gaeltacht language-planning areas<br />
PAGE 19
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
the language-based criteria for Gaeltacht school<br />
recognition. The advisory sessions carried out<br />
by the Inspectorate will continue in <strong>2020</strong>/21,<br />
in accordance with Departmental Circulars<br />
0040/<strong>2020</strong> and 0041/<strong>2020</strong>. As a result <strong>of</strong> the<br />
challenges presented by COVID-19, health and<br />
wellness circumstances must be taken into<br />
account and guidance on continuity <strong>of</strong> learning<br />
will be given to support the implementation <strong>of</strong> the<br />
curriculum and immersion education.<br />
INDICATORS OF GOOD PRACTICE FOR<br />
IMMERSION EDUCATION - GUIDANCE FOR<br />
SCHOOLS<br />
With the support <strong>of</strong> An Chomhairle um Oideachas<br />
Gaeltachta agus Gaelscolaíochta (COGG), the<br />
Indicators <strong>of</strong> Good Practice for Immersion<br />
<strong>Education</strong>: Draft Guide for Gaeltacht Primary<br />
Schools and Indicators <strong>of</strong> Good Practice for<br />
Immersion <strong>Education</strong>: Draft Guide for Gaeltacht<br />
Post-primary Schools, published in 2018, have<br />
been reviewed to take into account feedback<br />
received from stakeholders and schools. In<br />
the new versions, specific guidance has been<br />
provided for boards <strong>of</strong> management to support<br />
the implementation <strong>of</strong> immersion education<br />
in schools. The new versions <strong>of</strong> both guides<br />
will soon be published on the Department <strong>of</strong><br />
<strong>Education</strong>’s website to replace the draft guides<br />
published in 2018. Hard copies <strong>of</strong> the Guides will<br />
also issue to primary and post-primary Gaeltacht<br />
schools.<br />
RESEARCH AND EVALUATION STUDY OF THE<br />
GAELTACHT SCHOOL RECOGNITION SCHEME<br />
The <strong>Education</strong> Research Centre (ERC), the<br />
Gaeltacht <strong>Education</strong> Unit and the Inspectorate<br />
are undertaking evaluation and research jointly<br />
to assess the impact <strong>of</strong> the Gaeltacht School<br />
Recognition Scheme. Case-studies on twelve<br />
primary and seven post-primary schools across<br />
various socio-linguistic contexts in the Gaeltacht<br />
have been completed. The reports <strong>of</strong> these casestudies<br />
have been issued to each participating<br />
school to incorporate the views <strong>of</strong> school<br />
management. Each participating school had<br />
the opportunity to engage in self-reflection and<br />
consider the principal findings <strong>of</strong> the evaluation<br />
and research undertaken in their school. Schools<br />
have been invited to write a short report on the<br />
best aspects <strong>of</strong> immersion education they have<br />
implemented, the greatest challenges, and the<br />
benefits derived by students from the immersion<br />
education experience to date. The school’s report<br />
will be included in the final case-study report <strong>of</strong><br />
each participating school.<br />
The ERC, in conjunction with the Gaeltacht<br />
<strong>Education</strong> Unit and the Inspectorate, is analysing<br />
the findings arising from focus groups with<br />
parents and teachers, which took place in<br />
participating case-study schools between<br />
September 2019 and February <strong>2020</strong>, and the<br />
findings from student and parent questionaires,<br />
which were distributed to all Gaeltacht primary<br />
and post-primary schools in the Scheme. As soon<br />
as the analysis has been completed, a composite<br />
interim report on the impact <strong>of</strong> the Scheme on<br />
Gaeltacht schools and their communities will be<br />
published.<br />
Due to the exceptional circumstances <strong>of</strong> the<br />
COVID-19 health emergency, the timeline for ERC<br />
research activities in schools has been reviewed,<br />
especially in relation to the tests designed by the<br />
ERC to assess pupils’ attainment in <strong>Irish</strong> and early<br />
literacy.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
A central part <strong>of</strong> the ERC research work<br />
underway includes the <strong>Irish</strong>-language earlyliteracy<br />
tests (group tests) developed for pupils<br />
at the beginning <strong>of</strong> first class and listening<br />
tests (group tests) for sixth class pupils, in<br />
each Gaeltacht primary school. In addition, oral<br />
tests in <strong>Irish</strong> have been designed for pupils at<br />
the beginning <strong>of</strong> first class and individual oral<br />
tests in <strong>Irish</strong> for pupils in sixth class, which<br />
will be administered in a sample <strong>of</strong> schools. An<br />
arrangement has been made with the Language<br />
Centre, Maynooth University, to administer the<br />
European Certificate in <strong>Irish</strong> (TEG) Oral <strong>Irish</strong><br />
Test to third-year students in the post-primary<br />
schools participating in the case-studies.<br />
E-HUB PILOT PROJECT<br />
Under the terms <strong>of</strong> the Gaeltacht School<br />
Recognition Scheme, post-primary schools in the<br />
Gaeltacht were invited to take part in the e-hub<br />
pilot project. The objective <strong>of</strong> this pilot project<br />
is to use online provision to add to the range <strong>of</strong><br />
subjects available through the <strong>medium</strong> <strong>of</strong> <strong>Irish</strong><br />
for students in Gaeltacht post-primary schools,<br />
beginning with Leaving Certificate Physics at<br />
Higher Level. In September 2018, the e-hub<br />
pilot project was initiated in Coláiste na Coiribe,<br />
under the auspices <strong>of</strong> Galway-Roscommon ETB,<br />
and in Pobalscoil Chorca Dhuibhne, Co. Kerry,<br />
the two schools where the e-hub teachers are<br />
employed. Twenty students from seven ETB<br />
post-primary schools are currently participating<br />
in this innovative digital project. Two students,<br />
from the first cohort <strong>of</strong> students who participated<br />
in the e-Hub pilot project for Leaving Certificate<br />
Physics, completed their Leaving Certificate in<br />
<strong>2020</strong> and performed incredibly well.<br />
EVALUATION OF THE E-HUB PILOT PROJECT<br />
An independent external evaluation is currently<br />
being conducted by the <strong>Education</strong> and Skills<br />
Inspectorate in Northern Ireland, on behalf<br />
<strong>of</strong> the Department <strong>of</strong> <strong>Education</strong>, in order to<br />
assess the impact <strong>of</strong> the Gaeltacht e-hub pilot<br />
project. The students’ learning experience, the<br />
quality <strong>of</strong> student participation, and teaching<br />
methodologies will be evaluated. The opinions<br />
<strong>of</strong> students and their parents, principals, e-hub<br />
teachers, e-mentors and other parties involved<br />
in the pilot project will be analysed. The findings<br />
<strong>of</strong> this evaluation will give an insight into the<br />
strengths and benefits <strong>of</strong> the Gaeltacht digital<br />
project and into aspects in need <strong>of</strong> development.<br />
These findings will inform the future<br />
development <strong>of</strong> online educational provision<br />
through the <strong>medium</strong> <strong>of</strong> <strong>Irish</strong> through the use <strong>of</strong><br />
blended learning.<br />
IRISH-MEDIUM TEACHER EDUCATION<br />
PROGRAMMES<br />
In order to achieve the Policy objective <strong>of</strong><br />
developing <strong>Irish</strong>-language pr<strong>of</strong>iciency among<br />
teachers for the delivery <strong>of</strong> high-quality <strong>Irish</strong><strong>medium</strong><br />
education in schools, two new <strong>Irish</strong><strong>medium</strong><br />
teacher education programmes,<br />
funded by the Gaeltacht <strong>Education</strong> Unit, were<br />
established. A blended-learning Master <strong>of</strong><br />
<strong>Education</strong> (M.Ed.) on <strong>Irish</strong>-<strong>medium</strong> and Gaeltacht<br />
<strong>Education</strong> commenced in September 2018 in<br />
Mary Immaculate College, University <strong>of</strong> Limerick,<br />
with up to 30 funded places available annually.<br />
An <strong>Irish</strong>-<strong>medium</strong> B.Ed. programme for primary<br />
teachers commenced in Marino Institute <strong>of</strong><br />
<strong>Education</strong>, Dublin in September 2019, with up<br />
to 30 places funded annually. Two monitoring<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
groups, for each <strong>of</strong> the two institutes, were<br />
established to provide advice on provision for the<br />
<strong>Irish</strong>-<strong>medium</strong> teacher-education programmes.<br />
Despite the challenges presented by the COVID-19<br />
pandemic, both institutes succeeded in providing<br />
continuity <strong>of</strong> learning experiences for students<br />
during the year, and particularly in relation<br />
to the alternative assessment arrangements<br />
implemented. It is encouraging also that there is<br />
a high level <strong>of</strong> demand for both teacher education<br />
programmes. The marketing campaigns<br />
implemented are successful in attracting students<br />
into the programmes.<br />
The National University <strong>of</strong> Ireland, Galway (NUIG)<br />
has been successful also in the online advertising<br />
undertaken to publicise the Pr<strong>of</strong>essional Master<br />
<strong>of</strong> <strong>Education</strong> (PME) programme for postprimary<br />
teachers. The Gaeltacht <strong>Education</strong><br />
Unit provided additional resources for NUIG in<br />
the form <strong>of</strong> secondment arrangements for two<br />
post-primary teachers from 2017 onwards. This<br />
<strong>Irish</strong>-<strong>medium</strong> teacher education programme is<br />
much sought after and the number <strong>of</strong> students on<br />
the Pr<strong>of</strong>essional Masters in <strong>Education</strong> was at its<br />
highest ever in <strong>2020</strong>.<br />
ISLAND POST-PRIMARY SCHOOLS<br />
The Department <strong>of</strong> <strong>Education</strong> acknowleges<br />
the significant challenges faced by island postprimary<br />
schools and the importance <strong>of</strong> these<br />
schools to the preservation <strong>of</strong> island communities.<br />
In recognition <strong>of</strong> the unique challenges and<br />
importance <strong>of</strong> island schools, the Department<br />
continues to provide additional supports to the<br />
five post-primary schools that are participating in<br />
the Gaeltacht School Recognition Scheme for the<br />
<strong>2020</strong>/21 school year. As part <strong>of</strong> this package, the<br />
additional allocation <strong>of</strong> teachers was increased<br />
for each <strong>of</strong> the island post-primary schools from<br />
one whole-time equivalent post to 1.5 wholetime<br />
equivalent posts, from September 2018<br />
onwards. In addition, each island post-primary<br />
school receives an annual additional ring-fenced<br />
budget <strong>of</strong> €15,000 to cover additional operational<br />
costs. This sum is in addition to the normal<br />
capitation grants allocated to ETBs for all schools.<br />
In addition, from September 2018, one <strong>of</strong> the<br />
island post-primary schools, Coláiste Naomh Eoin,<br />
Inis Meáin, which previously operated as a Unit<br />
(Aonad), received recognition as an independent<br />
school. All five island post-primary schools are<br />
under the patronage <strong>of</strong> Galway-Roscommon ETB<br />
and Donegal ETB.<br />
CONCLUSION<br />
The Department is fully committed to<br />
implementing the measures contained in the<br />
Policy on Gaeltacht <strong>Education</strong> 2017-2022<br />
and over €13m has been provided to date to<br />
implement various measures. The Department<br />
is particularly grateful to all Gaeltacht school<br />
communities who are working assiduously<br />
to provide immersion education experiences<br />
for students in the face <strong>of</strong> considerable daily<br />
challenges as a result <strong>of</strong> the impact <strong>of</strong> the<br />
pandemic on education and health.<br />
We would like to extend our gratitude to<br />
Gaeltacht school communities, education and<br />
training boards, COGG, higher-level institutes,<br />
and members <strong>of</strong> the Gaeltacht <strong>Education</strong> Policy<br />
Advisory Committee for their support in the<br />
implementation <strong>of</strong> the wide range <strong>of</strong> actions in<br />
the Gaeltacht Policy.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
An Máistir Gairmiúil san Oideachas (MGO)<br />
20 Bliain ag soláthar múinteoirí do hIarbhunscoileanna lán-Ghaeilge na tíre.<br />
Seán Ó Gradáigh & Sinéad Ní Ghuidhir Ollscoil na hÉireann Gaillimh<br />
I mí na Bealtaine 1998 d’fhógair Mícheál Máirtín,<br />
a bhí mar Aire Oideachais ag an am, go mbunófaí<br />
an chéad chúrsa tumoideachais in Oideachas<br />
Tosaigh Múinteoirí trí mheán na Gaeilge in Éirinn.<br />
D’oscail an tArd Teastas san Oideachas (ATO)<br />
doirse in Ollscoil na hÉireann, Gaillimh mí<br />
Meán Fómhair na bliana sin. Is le freastal ar an<br />
nganntanas de mhúinteoirí ábhar, a bhí oillte<br />
le hobair sna scoileanna lán Ghaeilge agus<br />
sna Gaeltachtaí a bunaíodh an ATO. Ba chúrsa<br />
eiseamlárach agus go deimhin ceannródach a<br />
bhí ann an uair sin agus is amhlaidh atá go fóill.<br />
Ba é an chéad chlár tumoideachais, in oideachas<br />
tosaigh múinteoirí, i teanga mhionlaigh san<br />
Eoraip é.<br />
Cuireadh cuóta de 40 mac léinn in aghaidh na<br />
bliana ar an gclár an uair siúd, cuóta a sheasann<br />
go dtí an lá inniú. Ní raibh ach 29 Iarbhunscoil<br />
lán Ghaeilge sa tír i 1998. Ar ndóigh tá fás thar<br />
chuimse tagtha ar líon na nGaelcholáistí in Éirinn<br />
ó shin, áit go bhfuil 73* Iar bhunscoil lán Ghaeilge<br />
sna 26 contae, chomh maith le 6 Iarbhunscoil lán<br />
Ghaeilge ó thuaidh.<br />
Is iomaí athrú atá tagtha ar an gclár ó 1998.<br />
ATO (Ard Teastas san Oideachas) a tugadh ar an<br />
gclár nuair a fograíodh é den chéad uair, ADO<br />
(Ard Dioplóma san Oideachas) a tugadh air go<br />
luath ina dhiaidh sin. DIO (Dioplóma Iarchéime<br />
TÁ CLÚ AR CHÉIMITHE AN<br />
MGO MAR MHÚINTEOIRÍ<br />
ARDCHÁILITHE AGUS TÁ<br />
TÓIR FAOI LEITH ORTHU AG<br />
SCOILEANNA NA TÍRE SEO.<br />
san Oideachas) a tugadh air ar feadh roinnt<br />
blianta agus ar ndóigh MGO (Máistir Gairmiúil<br />
san Oideachas) ó athraíodh na cúrsaí iarchéime<br />
in oilliúint tosaigh múinteoirí go cláracha<br />
máistreachta dhá bhliain, i 2016.<br />
Ba í Máirín MhicAogáin a bhí ina ceann<br />
cláir i 1998 agus ba í a chur tús leis an gclár<br />
ceannródach seo. I measc na foirne teagaisc<br />
an uair sin bhí Brendan MacMahon. Chaith<br />
Brendan na blianta fada mar cheann ar an MGO<br />
go ndeachaidh sé amach ar scor i 2018. Níl<br />
Iarbhunscoil lán-Ghaeilge sa tír seo nach bhfuil<br />
céimí den MGO, a d’imigh tríd lámha Brendan<br />
MacMahon nó Máirín MhicAogáin, ag obair inti.<br />
Níl dabht ar bith ach go bhfuil a lorg fágtha san<br />
earnáil, agus oidhreacht shaibhir fágtha ina<br />
ndiaidh acu beirt. Mar a tharlaíonn, tá ceathrar<br />
de chéimithe MGO anois ag obair mar léachtóirí<br />
ar an gclár faoi láthair: Seán Ó Grádaigh (1999),<br />
PAGE 23
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Mike Munn (Apple Europe) Sinéad Ní Ghuidhir, Seán Ó Grádaigh, Brendan MacMahon &<br />
Liam Donohue (Ceann Apple Ireland) ag bronndh an ‘Apple Distinguished Programme’ an an<br />
MGO i 2015.<br />
Emer Davitt (2001), Clíona Murray (2008) agus<br />
Sinéad Ní Ghuidhir (2004).<br />
Tá clú ar chéimithe an MGO mar mhúinteoirí<br />
ardcháilithe agus tá tóir faoi leith orthu ag<br />
scoileanna na tíre seo. Tá an MGO aitheanta, i<br />
measc rudaí eile, de bharr an bhéim atá tugtha<br />
don teagasc cruthaitheach agus nuálach. Tá béim<br />
faoi leith ar chruthú ábhar agus go háirithe ar<br />
úsáid na meán dhigiteacha don fhoghlaim agus<br />
don teagasc. I 2015 bronnadh an gradam ‘Apple<br />
Distinguished Programme’ ar an gclár agus ba<br />
muid an chéad chúrsa lasmuigh de Mheirceá<br />
a bhain an gradam seo amach. I 2016 bhí an<br />
MGO ar ghearrliosta le haghaidh ‘GradIreland<br />
PostGraduate Programme <strong>of</strong> the Year’.<br />
Cleachtas taighde-bhunaithe atá i bhfeidhm ar<br />
an MGO, agus is iomaí taighde atá déanta ag an<br />
bhfoireann féin, go háirithe mar a bhaineann sé<br />
leis an tumoideachas, an teagasc trí Ghaeilge, agus<br />
le deá úsáid na teicneolaíochta sa teagasc agus<br />
san fhoghlaim. Sa bhliain 2010, d’eagraigh an<br />
fhoireann an chéad chomhdháil sa tír le fócas ar<br />
an Fhoghlaim Chomhtháite Ábhar agus Teanga,<br />
(CLIL) mar a bhaineann sé go sonrach leis an<br />
teagasc trí Ghaeilge. Ábhar taighde é seo a bhfuil<br />
borradh faoi i gcónaí agus a chuireann go mór le<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
saineolas na n-ábhar múinteoirí ar an gclár. Sa<br />
bhliain 2015, cuireadh tús leis an gComhdháil<br />
bhliantúil idirnáisiúnta MiTE (Mobile Technology<br />
in Teacher <strong>Education</strong>), ag a dtagann saineolaithe<br />
le chéile gach bliain le heolas praiticiúil agus an<br />
taighde is déanaí a roinnt agus a scaipeadh.<br />
Ba cheart go mbeadh muid ag ceiliúradh 20<br />
bliain ó cáilíodh an chéad rang MGO ach ar nós<br />
go leor eile, chuir ráig an choróinviris stop le<br />
haon imeachtaí a bhí beartaithe againn. Tá muid<br />
fíorbhródúil as an lorg atá fágtha ag an 750+<br />
céimithe ón gclár ar earnáil an Ghaeloideachais<br />
in Éirinn. Le blianta beaga anuas tá céimithe<br />
MGO fostaithe i bpostanna bainistíochta i<br />
nGaelcholáistí agus is cinnte go mbeidh an earnáil<br />
slán i lámha na n-oideachasóirí uaillmhianacha<br />
seo sa todhchaí.<br />
Ag breathnú siar ar bhreis agus 20 bliain den<br />
MGO, a d’imigh i gcaochadh na súl, tá muid ag<br />
tnúth go mór le leanacht ar aghaidh leis an obair<br />
eiseamlárach a thosaigh Máirín MhicAogáin agus<br />
Brendan MacMahon i bhfad siar i 1998.<br />
Go maire siad a n-oidhreacht!<br />
* Figiúirí ó shuíomh www.gaeloideachas.ie (Aonaid &<br />
Sruthanna lán-Ghaeilge san áireamh)<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
An Máistir Gairmiúil san Oideachas (MGO)<br />
Supplying teachers to <strong>Irish</strong>-<strong>medium</strong> Post-Primary Schools for over 20 years<br />
Seán Ó Gradáigh & Sinéad Ní Ghuidhir University College Galway<br />
In May 1998, Mícheál Martin, then Minister for<br />
<strong>Education</strong>, announced that the first <strong>Irish</strong>-language<br />
immersion education course in Initial Teacher<br />
<strong>Education</strong> in Ireland was to be founded.<br />
The Ard Teastas san Oideachas (ATO) began in<br />
the National University <strong>of</strong> Ireland, Galway in<br />
September that year. The ATO was founded to<br />
address the lack <strong>of</strong> subject teachers in <strong>Irish</strong><strong>medium</strong><br />
and Gaeltacht schools. This was a<br />
pioneering course at the time, and remains so<br />
today. It was the first ever immersion education<br />
programme in Initial Teacher <strong>Education</strong> in a<br />
minority language in Europe.<br />
A quota <strong>of</strong> 40 students was set at its foundation,<br />
a quota which remains today. In 1998, there were<br />
only 29 <strong>Irish</strong>-<strong>medium</strong> post-primary schools in<br />
Ireland. There has been an unprecedented growth<br />
in the number <strong>of</strong> <strong>Irish</strong>-<strong>medium</strong> schools in Ireland<br />
since then, and today there are 73 <strong>Irish</strong>-<strong>medium</strong><br />
post-primary schools in the 26 counties, as well as<br />
6 <strong>Irish</strong>-<strong>medium</strong> post-primary schools in Northern<br />
Ireland.<br />
There have been many changes to the programme<br />
since 1998. The programme was named the<br />
ATO (Ard Teastas san Oideachas) when it was<br />
first established and was renamed the ADO (Ard<br />
Dioplóma san Oideachas) shortly afterwards.<br />
It was known as the DIO (Dioplóma Iarchéime<br />
GRADUATES OF THE MGO<br />
ARE RECOGNISED AS HIGHLY<br />
QUALIFIED TEACHERS AND<br />
THEY HIGHLY SOUGHT AFTER IN<br />
SCHOOLS THROUGHOUT IRELAND.<br />
san Oideachas) for several years, but since 2016,<br />
when postgraduate courses for teacher education<br />
became masters programmes <strong>of</strong> two years<br />
duration, it has been the MGO (Máistir Gairmiúil<br />
san Oideachas).<br />
Máirín MhicAogáin was the first Head <strong>of</strong> the<br />
Programme in 1998 at its foundation. Brendan<br />
MacMahon was a member <strong>of</strong> the teaching staff<br />
at that time. Brendan subsequently spent many<br />
years as the head <strong>of</strong> the MGO programme, until<br />
he retired in 2018. There is not an <strong>Irish</strong>-<strong>medium</strong><br />
school in Ireland which doesn’t have an MGO<br />
graduate, who studied under the guidance <strong>of</strong><br />
Brendan MacMahon or Máirín MhicAogáin. There<br />
is no doubt that they have each made their mark<br />
on the sector and left behind a rich legacy. It<br />
so happens that there are currently four MGO<br />
graduates working as lecturers on the programme<br />
today: Seán Ó Grádaigh (1999), Emer Davitt<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Mike Munn (Apple Europe) Sinéad Ní Ghuidhir, Seán Ó Grádaigh, Brendan MacMahon &<br />
Liam Donohue (Head <strong>of</strong> Apple Ireland) awarding the ‘Apple Distinguished Programme’ to the<br />
PME in 2015.<br />
(2001), Clíona Murray (2008) and Sinéad Ní<br />
Ghuidhir (2004).<br />
Graduates <strong>of</strong> the MGO are recognised as highly<br />
qualified teachers and they highly sought after<br />
in schools throughout Ireland. A hallmark <strong>of</strong><br />
the MGO is the importance given to creative<br />
and innovative teaching. There is a particular<br />
emphasis on content creation and especially<br />
on using digital media for learning and for<br />
teaching. The programme was awarded the<br />
‘Apple Distinguished Programme’ award in 2015<br />
and was the first course outside <strong>of</strong> America to<br />
win that award. In 2016 the MGO was included<br />
on the shortlist for ‘GradIreland PostGraduate<br />
Programme <strong>of</strong> the Year’.<br />
The teaching approach on the MGO is<br />
underpinned by a practice which is researchdriven<br />
and evidence-based. The team has<br />
conducted a broad range <strong>of</strong> research, particularly<br />
in relation to immersion education, <strong>Irish</strong>-language<br />
education, and the use <strong>of</strong> technology in Learning<br />
and Teaching. In 2010, the team announced the<br />
first conference in Ireland to focus on Content and<br />
Language Integrated Learning (CLIL) as it applies<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
specifically to <strong>Irish</strong>-<strong>medium</strong> education. In 2015,<br />
the yearly annual MiTE (Mobile Technology in<br />
Teacher <strong>Education</strong>) Conference was founded, in<br />
which experts come together each year to share<br />
practical information and the latest cutting-edge<br />
research.<br />
This year, we should have been celebrating our<br />
20th anniversary, 20 years since the first MGO<br />
class graduated. Unfortunately, the coronavirus<br />
pandemic scuppered our plans. We are immensely<br />
proud <strong>of</strong> the influence our 750+ graduates have<br />
had, and continue to have in <strong>Irish</strong>-<strong>medium</strong><br />
education in Ireland. In recent years MGO<br />
graduates have been employed in management<br />
positions in Gaelcholáistí and there is no doubt<br />
that the sector will be safe in the hands <strong>of</strong> these<br />
ambitious educators far into the future.<br />
As we look back on over 20 years <strong>of</strong> the MGO, we<br />
can truly appreciate the exemplary work started<br />
by Máirín MhicAogáin and Brendan MacMahon<br />
in 1998, and we look forward to continuing it for<br />
many years to come.<br />
Go maire siad a n-oidhreacht!<br />
* Figures from www.gaeloideachas.ie (Including <strong>Irish</strong>-<br />
Language Units and Streams)<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
An Cheannaireacht Iarbhunscoile sa Tumoideachas i<br />
gcúinsí nach bhfacthas riamh cheana<br />
An Dr T.J. Ó Ceallaigh - Coláiste Mhuire gan Smál, Luimneach<br />
ACHOIMRE<br />
Tá athrú as cuimse – athrú buan, b’fhéidir<br />
– tagtha ar chleachtais ceannaireachta<br />
scoile mar gheall ar COVID-19. Mar thoradh<br />
ar an bpaindéim, tá claochlú tagtha ar an<br />
gceannaireacht scoile agus drochsheans go<br />
mbeidh rudaí ar ais mar a bhí go luath, má<br />
bhíonn in aon chor. Tá sé léirithe go follasach<br />
sa taighde gur prionsabail sheasta bhuana iad<br />
prionsabail na dea-ceannaireachta, i. fís shoiléir,<br />
daoine eile a fhorbairt, daoine a bhainistiú,<br />
cur leis an acmhainneacht srl. (Leithwood<br />
et al., <strong>2020</strong>). Léirítear leis an bhfianaise<br />
freisin a thábhachtaí atá an cheannaireacht a<br />
fhreagraíonn don chomhthéacs, rud a thugann<br />
le tuiscint an t athrú atá tagtha ar chleachtais<br />
ceannaireachta scoile i ngeall ar COVID-19<br />
(Harris, <strong>2020</strong>). Níos mó ná riamh, tá gá le huirlisí<br />
a bhaineann go sonrach leis an tumoideachas<br />
agus atá bailíochtaithe le taighde chun tacú<br />
le ceannairí a mbealach a dhéanamh tríd an<br />
teannas le linn paindéime agus iad sa tóir ar<br />
an sármhaitheas. Sa pháipéar seo, déantar<br />
spléachadh ar thábhacht na ceannaireachta<br />
sa tumoideachas agus tugtar léargas ar uirlis<br />
féinmheastóireachta a bhaineann go sonrach<br />
le dea-chleachtais na ceannaireachta sa<br />
tumoideachas lán-Ghaeilge agus Gaeltachta.<br />
LÉIRÍTEAR GO<br />
COMHSHEASMHACH I STAIDÉIR<br />
AR SCOILEANNA TUMOIDEACHAIS<br />
ÉIFEACHTACHA GO mBÍONN FÍS<br />
CHOMHTHÁITE CHOMHROINNTE<br />
AR FUD NA SCOILE AG CLÁIR<br />
ARDCHAIGHDEÁIN, FÍS A<br />
BHÍONN TREORAITHE AG AN<br />
gCEANNAIREACHT FHÍSEACH<br />
RÉAMHRÁ<br />
Maidir le taighde ina léirítear tairbhí an<br />
tumoideachais, is iondúil a bhíonn an taighde<br />
sin bunaithe ar thorthaí a bhaineann le próisis<br />
éifeachtacha na ceannaireachta agus na<br />
bainistíochta (Genesee et al., 2006; Hunt, 2011;<br />
Thomas & Collier, 2017). Tá ceannaireacht<br />
éifeachtach sa tumoideachas ríthábhachtach<br />
d’fhorbairt na scoile trí pháirt bhríomhar a<br />
ghlacadh sa phróiseas féinmheastóireachta<br />
scoile, caighdeáin a ardú, réimsí a shainaithint<br />
inar féidir feabhas leanúnach a bhaint amach,<br />
eolas a chomhroinnt, agus tacú leis an bhforbairt<br />
ghairmiúil leanúnach (Rocque et al., 2016). Mar<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
sin féin, bíonn feabhas leanúnach sna torthaí<br />
oideachais do dhaltaí tumoideachais ag brath ar<br />
cháilíocht na ceannaireachta ar roinnt leibhéal sa<br />
chomhthéacs tumoideachais. Is ann do raidhse<br />
litríochta ar an gceannaireacht oideachais go<br />
ginearálta ina n aithnítear saintréithe ceannaire<br />
‘rathúil’ scoile (Leithwood & Day 2007; Waldron<br />
et al., 2011) ach, ina ainneoin sin, is lú i bhfad an<br />
taighde atá déanta, agus an tuiscint atá againn, ar<br />
conas is ceart freastal ar na héilimh a bhíonn ar<br />
cheannairí scoile i gcomhthéacs an tumoideachais<br />
– go háirithe príomhoidí i scoileanna lán-Ghaeilge<br />
agus Gaeltachta.<br />
Ós rud é nach féidir an tumoideachas a<br />
shainmhíniú ach lena chomhthéacs amháin,<br />
bíonn ceisteanna ann maidir le húsáid an phróisis<br />
féinmheastóireachta scoile ag ceannairí chun<br />
an rathúlacht a shainaithint agus a thomhas<br />
in éagmais aon sainmhíniú ar chleachtas<br />
tumoideachais an-éifeachtach iarbhunscoile<br />
nó beartas bunaithe ar thaighde maidir leis an<br />
tumoideachas in Éirinn. Éilítear leis na ceisteanna<br />
diana suntasacha sin uirlisí a bhaineann<br />
go sonrach leis an tumoideachas agus atá<br />
bailíochtaithe le taighde chun tacú le ceannairí<br />
a mbealach a dhéanamh tríd an bpróiseas<br />
féinmheastóireachta scoile agus iad sa tóir ar an<br />
sármhaitheas sa tumoideachas.<br />
TÁBHACHT NA CEANNAIREACHTA SCOILE SA<br />
TUMOIDEACHAS<br />
Léirítear go comhsheasmhach i staidéir ar<br />
scoileanna tumoideachais éifeachtacha go<br />
mbíonn fís chomhtháite chomhroinnte ar fud<br />
na scoile ag cláir ardchaighdeáin, fís a bhíonn<br />
treoraithe ag an gceannaireacht fhíseach<br />
(Calderón et al., 2011; Lindholm-Leary &<br />
Genesee, 2010; Scanlan & López, 2015). Cé go<br />
bhfuil fís shoiléir bunriachtanach chun nádúr<br />
agus treoir an athraithe a leagan amach, mar sin<br />
féin, tá sé chomh tábhachtach céanna a chinntiú<br />
go gcuirtear gnéithe nuálacha i bhfeidhm go<br />
héifeachtach chun an fhís a bhaint amach i. an<br />
cheannaireacht bhainistiúil a léiriú. I dtéarmaí an<br />
tumoideachais, léiríonn Robinson et al., (2009) go<br />
bhfuil sé ríthábhachtach do cheannairí a chinntiú<br />
go nglactar cinntí riaracháin bunaithe ar eolas<br />
ar oideolaíocht éifeachtach an tumoideachais<br />
agus go mbíonn freagrachtaí na ceannaireachta<br />
sinsearaí agus na meáncheannaireachta ag teacht<br />
go soiléir leis na riachtanais agus na tosaíochtaí<br />
sainaitheanta sa scoil tumoideachais. Bíonn<br />
ceannairí éifeachtacha tumoideachais ag obair<br />
chun leibhéal ard comhtháthaithe, comhair agus<br />
comhghleacaíochta a fhorbairt i measc na mball<br />
foirne (Herman et al., 2016; Marzano et al., 2005)<br />
chun dul chun cinn a dhéanamh ar na spriocanna<br />
tumoideachais sainaitheanta. Dealraíonn sé nach<br />
bhféadfadh gach ceannaire scoile saineolas a<br />
chur ar gach aon réimse den teagasc agus den<br />
fhoghlaim mar a bhaineann leis an tumoideachas<br />
iarbhunscoile, ach mar sin féin tugann sé údar<br />
maith chun freagrachtaí na ceannaireachta a<br />
roinnt i. an cheannaireacht roinnte a léiriú. Dá<br />
bhrí sin, ní mór don cheannaire an tiomantas<br />
coiteann don phróiseas féinmheastóireachta<br />
scoile a spreagadh go hoilte mar mheán chun<br />
acmhainn na ceannaireachta a fhorbairt ar<br />
bhonn scoile uile ar mhaithe leis an bhfoghlaim<br />
agus an teagasc a shaibhriú sa tumoideachas<br />
iarbhunscoile. Tugtar breac-chuntas thíos ar<br />
uirlis féinmheastóireachta scoile a bhaineann<br />
go sonrach leis an tumoideachas, ar dearadh<br />
é chun bonn eolais a chur faoi chleachtas na<br />
ceannaireachta agus an cleachtas a threorú i<br />
gcomhthéacs an oideachais lán-Ghaeilge agus<br />
Gaeltachta.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
TÁSCAIRÍ CÁILÍOCHTA NA CEANNAIREACHTA<br />
SA TUMOIDEACHAS LÁN-GHAEILGE AGUS<br />
GAELTACHTA<br />
Déantar iarracht sa chreat, Ag Breathnú ar an<br />
Scoil Againne, 2016, (an Roinn Oideachais agus<br />
Scileanna, 2016), sraith aontaithe chomhtháite<br />
caighdeán a sholáthar sa teagasc agus san<br />
fhoghlaim araon, agus sa cheannaireacht agus sa<br />
bhainistíocht. Bíodh is go n úsáideann ceannairí<br />
scoileanna lán-Ghaeilge agus Gaeltachta na ráitis<br />
chineálacha sin chun machnamh a dhéanamh ar<br />
an soláthar oideachais ina scoileanna agus chun<br />
an soláthar sin a bheachtú, ní thugtar aghaidh<br />
sna ráitis ar nádúr sainiúil na ceannaireachta sa<br />
tumoideachas iarbhunscoile áfach. Soláthraítear<br />
uirlis féinmheastóireachta scoile go sonrach don<br />
tumoideachas in Táscairí cáilíochta maidir leis<br />
an dea-chleachtas san oideachas lán-Ghaeilge<br />
(Ó Ceallaigh & Ní Shéaghdha, 2017). Gineadh<br />
an uirlis sin bunaithe ar thaighde cáilíochtúil<br />
a rinneadh le 120 oideoir tumoideachais ar<br />
bhonn uile-oileánda, agus tá sé fréamhaithe<br />
i bhfírinní comhthéacsúla an oideachais lán-<br />
Ghaeilge agus Gaeltachta. Tá sé bunaithe<br />
freisin ar an dea-chleachtas idirnáisiúnta<br />
sa tumoideachas, agus ailínithe leis an deachleachtas<br />
sin. Tá sé beartaithe go dtacóidh an<br />
uirlis féinmheastóireachta seo le scoileanna<br />
lán-Ghaeilge agus Gaeltachta athbhreithniú agus<br />
measúnú criticiúil a dhéanamh ar cháilíocht<br />
ghnéithe an tsoláthair ina scoileanna féin le<br />
béim ar leith ar ról na ceannaireachta. Tá an<br />
táscaire seo, An Cheannaireacht, ar cheann de<br />
shraith táscairí cáilíochta atá curtha i láthair in Ó<br />
Ceallaigh agus Ní Shéaghdha (2017) chun bonn<br />
eolais a chur faoin bpróiseas féinmheastóireachta<br />
agus chun an próiseas sin a threorú sa<br />
chomhthéacs tumoideachais. Tá sonraí breise<br />
ar an táscaire seo le fáil i dtuairisceoirí mar atá<br />
léirithe thíos<br />
TÁSCAIRE, TUAIRISCEOIRÍ AGUS TUAIRISCÍNÍ<br />
NA CEANNAIREACHTA SA TUMOIDEACHAS<br />
IARBHUNSCOILE<br />
Tá moltaí (i. tuairisceoirí) maidir le conas dul<br />
chun cinn a dhéanamh ar an táscaire (i. An<br />
cheannaireacht i gcomhthéacs an tumoideachais)<br />
curtha ar fáil chun tacú le ceannairí cleachtas<br />
reatha na ceannaireachta i gcomhthéacs an<br />
tumoideachais iarbhunscoile a mheas. Is féidir<br />
leas a bhaint as na tuairisceoirí freisin chun<br />
sainspriocanna agus gníomhartha feabhsúcháin<br />
a aithint chun máistreacht a bhaint amach<br />
ar an táscaire. Tá samplaí de chleachtais<br />
cheannaireachta alínithe le gach tuairisceoir<br />
(i. tuairiscíní) curtha ar fáil i dtábla 1 thíos ar<br />
mhaithe le tacaíocht agus inspioráid thábhachtach<br />
a thabhairt do cheannairí tumoideachais agus<br />
iad sa tóir ar an sármhaitheas tríd an bpróiseas<br />
féinmheastóireachta scoile ina gcomhthéacsanna<br />
éagsúla. Rinneadh iarracht i dtábla 1 freisin gach<br />
tuairisceoir a ailíniú leis na réimsí ceannaireachta<br />
agus bainistíochta atá leagtha amach in Ag<br />
Breathnú ar an Scoil Againne, 2016.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Tuairisceoir 1:<br />
Táscaire: An Cheannaireacht<br />
Is ceannaire láidir, éifeachtach agus eolach atá sa phríomhoide a chuireann fís,<br />
spriocanna, bunfhealsúnacht agus torthaí an oideachais lán-Ghaeilge agus Gaeltachta<br />
in iúl go soiléir agus ar féidir leis an fhaisnéis sin a úsáid ar bhealach cruthaitheach<br />
chun an t eolas a scaipeadh ar dhaoine eile agus chun tacú go réamhghníomhach leis<br />
an scoil os comhair pobail éagsúla.<br />
Tuairisceoir 2:<br />
Tá róil agus freagrachtaí na ceannaireachta maidir le próisis agus nósanna imeachta<br />
na scoile lán-Ghaeilge agus Gaeltachta sainmhínithe go soiléir le cinntiú gurb iad an<br />
teagasc agus an fhoghlaim éifeachtach is príomhchúram na scoile i gcónaí.<br />
Tuairisceoir 3:<br />
Is ceannairí iad na múinteoirí go léir, agus tá siad eolach ar phróiseas forbartha an<br />
dátheangachais, agus ar thairbhí an tumoideachais agus an dátheangachais, agus<br />
bíonn siad sásta iad sin a phlé le tuismitheoirí/caomhnóirí.<br />
Tuairisceoir 4:<br />
Creideann an cheannaireacht agus an fhoireann scoile ar fad gur féidir le gach aon<br />
dalta ardchaighdeán foghlama a bhaint amach i ngach réimse acadúil agus inniúlacht<br />
iomlán a bhaint amach sa Ghaeilge agus sa Bhéarla araon.<br />
Samplaí<br />
(i. Moltaí maidir le<br />
• Prionsabail chreidimh agus tiomant<br />
tsoláthair agus torthaí foghlama na<br />
• Ionchais go bhfuil an fhoghlaim lea<br />
• Ceannaireacht a léiriú sa seomra ra<br />
cinn ag leibhéil éagsúla<br />
• A chinntiú go bhfuil spriocanna an m<br />
acmhainní a dhearadh agus a roinn<br />
• Spriocanna, straitéisí, pleananna, g<br />
gcomhpháirt<br />
• Am chun an fhoghlaim a thuiscint a<br />
• Comhghleacaíocht agus comhoibriú<br />
chomhtheagaisc le múinteoirí Gaeil<br />
teanga; pleanáil comhoibríoch ábha<br />
Ghaeilge, anailís chomhoibríoch ar<br />
• Deiseanna a chruthú ag cruinnithe<br />
roinnt agus a cheiliúradh – pobal fo<br />
• Plean forbartha gairmiúla don scoil<br />
shainaitheanta na foirne<br />
• Tabhairt faoi phleanáil atá dírithe a<br />
churaclaim agus le héilimh an ábha<br />
• Teagasc spriocdhírithe a chur chun<br />
teagaisc agus na foghlama a mheas<br />
• Comhráite doimhne dúshlánacha a<br />
Tuairisceoir 5:<br />
Cuireann an cheannaireacht in iúl go soiléir gur múinteoirí teanga agus ábhair araon<br />
iad na múinteoirí ar fad. Cuireann siad ionchais shoiléire in iúl maidir le húsáid na<br />
tumtheanga i dteagasc ábharbhunaithe agus féachann siad ar fhoireann na scoile mar<br />
éascaitheoirí na forbartha teanga laistigh den seomra ranga agus lasmuigh de araon<br />
• Ról agus freagrachtaí an mhúinteor<br />
• Cur chuige praiticiúil le cur i bhfeidh<br />
an ábhair a cheapadh agus a mheas<br />
• Fócas cinnte ar fhorbairt inniúlacht<br />
dhearadh, a chur chun cinn agus a m<br />
Tábla 1: Dea-chleachtas san Oideachas Lán-Ghaeilge agus Gaeltachta: An Cheannaireacht<br />
1 An Roinn Oideachais agus Scileanna (2016). Ag Breathnú ar an Scoil Againne, 2016: Creat Cáilíochta do Bhunscoileanna. Baile Átha Cliath: An Chigireacht.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
de Chleachtais Cheannaireachta (Tuairiscíní)<br />
conas dul chun cinn a dhéanamh ar gach Tuairisceoir)<br />
Réimsí ceannaireachta agus<br />
bainistíochta 1<br />
as a léiriú chun inniúlachtaí agus cleachtais an phobail a fhairsingiú - cáilíocht an<br />
ndaltaí<br />
núnach mar riachtanas gairmiúil mar aon le hacmhainneacht na foirne a spreagadh<br />
nga agus lasmuigh de – anailís chomhoibríoch agus plé ar chleachtas a bhrú chun<br />
An fhoghlaim agus an teagasc a threorú<br />
húinteora ag teacht le fís na scoile – eiseamláirí, teimpléid phleanála agus<br />
t - neartú teanga, cothú an chruinnis, pleanáil uile-scoile<br />
náthaimh, beartais agus táscairí ratha a chumadh, a chur i bhfeidhm agus a mheas i<br />
gus chun athbhreithniú agus pleanáil a dhéanamh i gcomhpháirt<br />
Acmhainn na ceannaireachta a fhorbairt<br />
a chur chun cinn – piarfhoghlaim, breathnóireacht ranga agus eispéiris<br />
ge; aiseolas agus tacaíocht a lorg ó mhúinteoirí Gaeilge maidir lena n-inniúlachtaí sa<br />
ir ar leibhéal roinne; cultúr feabhais a spreagadh - ceardlanna teanga, bricfeasta trí<br />
chleachtas<br />
foirne agus ag laethanta athbhreithnithe scoile an fhoghlaim agus an fhorbairt a<br />
rbartha gairmiúla a spreagadh<br />
uile a dhearadh chun aghaidh a thabhairt ar riachtanais forbartha gairmiúla<br />
Acmhainn na ceannaireachta a fhorbairt<br />
r aird na ndaltaí a dhíriú ar chúrsaí teanga agus an oideolaíocht a ailíniú le cuspóirí an<br />
ir ó thaobh na teanga de<br />
cinn agus athmhachnamh agus athbhreithniú rialta a dhéanamh chun cáilíocht an<br />
spreagadh agus páirt a ghlacadh iontu – cultúr ceistiúcháin a chruthú agus a chothú<br />
An fhoghlaim agus an teagasc a threorú<br />
a i leith teagasc teanga agus ábhar a aithint agus pleanáil dá réir<br />
m an chomhtháthaithe ábhar agus teanga – torthaí foghlama teanga i gcomhthéacs<br />
– an leanúnachas a chothú tríd an bpleanáil scoile uile<br />
na bhfoghlaimeoirí – tascanna sonracha d’aschur teanga na bhfoghlaimeoirí a<br />
heas<br />
Ceannaireacht ar fhorbairt na scoile<br />
PAGE 35
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
CONCLÚID<br />
Mar iarracht chun athrú dea-phleanáilte a<br />
bhfuil údar maith leis a thabhairt chun críche<br />
sa tumoideachas, moltar an uirlis sin a úsáid i<br />
gcomhar leis na doiciméid seo a leanas:<br />
• Treoirlínte maidir le Féinmheastóireacht<br />
Scoile, 2016-<strong>2020</strong> (An Roinn Oideachais agus<br />
Scileanna)<br />
• Ag Breathnú ar an Scoil Againne, 2016:<br />
Creat cáilíochta (An Roinn Oideachais agus<br />
Scileanna).<br />
Ní mór do cheannairí scoile cuimhneamh ar<br />
an gcomhthéacs i gcónaí agus machnamh á<br />
dhéanamh acu ar dhearadh, cur i bhfeidhm nó<br />
mionleasú a gcláir féin sa tumoideachas Lán-<br />
Ghaeilge agus Gaeltachta. Is léir go bhfuil gá<br />
le ceannaireacht atá láidir, eolasach, tiomanta<br />
agus freagrúil, agus atá bunaithe ar bhonn<br />
eolais agus ar thacar scileanna a bhaineann go<br />
sonrach leis an tumoideachas, chun an próiseas<br />
féinmheastóireachta scoile a chur i bhfeidhm i<br />
gcomhthéacs an tumoideachais iarbhunscoile.<br />
Tá sé tábhachtach a thabhairt faoi deara freisin<br />
go bhfuil riachtanais shainiúla dá chuid féin ag<br />
gach comhthéacs tumoideachais, rud a éilíonn<br />
cur chuige nó samhail cheannaireachta ar leith<br />
ag amanna áirithe. Bíonn béim agus stíleanna<br />
ceannaireachta éagsúla (mar shampla, an<br />
cheannaireacht fhíseach, an cheannaireacht<br />
bhainistiúil, an cheannaireacht roinnte), ag<br />
teastáil ó thascanna éagsúla mar thoradh ar<br />
nádúr comhthéacs-leabaithe na ceannaireachta<br />
sa tumoideachas iarbhunscoile. Is é gach<br />
ceannaire tumoideachais is fearr a roghnóidh<br />
cur chuige ceannaireachta cuí. Cé go bhfuil<br />
claochlú tagtha ar an gceannaireacht scoile sa<br />
tumoideachas iarbhunscoile mar thoradh na<br />
paindéime, tá deis as an nua curtha ar fáil chun<br />
uirlis mar seo a úsáid mar scathán le haghaidh<br />
machnaimh, mar leidchárta le haghaidh<br />
treorach nó mar thúsphointe le haghaidh<br />
gníomhaíochta agus ceannairí an oideachais lán-<br />
Ghaeilge agus Gaeltachta ar aistear an phróisis<br />
féinmheastóireachta scoile.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
TAGAIRTÍ<br />
Calderón, M. E., Slavin, R. E. agus Sánchez, M. (2011). Effective instruction for English language learners. The<br />
Future <strong>of</strong> Children, 21(1), 103–128.<br />
An Roinn Oideachais agus Scileanna (2016). Treoirlínte maidir le Féinmheastóireacht Scoile d’Iarbhunscoileanna,<br />
2016-<strong>2020</strong>. Baile Átha Cliath: An Chigireacht.<br />
An Roinn Oideachais agus Scileanna (2016). Ag Breathnú ar an Scoil Againne, 2016: Creat Cáilíochta d’Iarbhunscoileanna.<br />
Baile Átha Cliath: An Chigireacht.<br />
Genesee, F., Lindholm-Leary, K. J., Saunders, W. agus Christian, D. (2006). Educating English language learners.<br />
Nua-Eabhrac, NY: Cambridge University Press.<br />
Harris, A. (<strong>2020</strong>). COVID-19 – School leadership in crisis? <strong>Journal</strong> <strong>of</strong> Pr<strong>of</strong>essional Capital and Community. Le fáil<br />
ar https://www.emerald.com/insight/publication/issn/2056-9548#earlycite<br />
Herman, R., Gates, S. M., Chavez-Herrerias, E. agus Harris, M. (2017). School leadership interventions under the<br />
Every Student Succeeds Act: Evidence Review. Santa Monica, CA: RAND. Le fáil ar https://www.rand.org/pubs/<br />
research_reports/RR1550-3.html<br />
Leithwood, K. agus Day, C. (2007). Successful Principal Leadership in Times <strong>of</strong> Change: An International Perspective.<br />
Toronto, ON: Springer.<br />
Leithwood, K., Harris, A. agus Hopkins, D. (<strong>2020</strong>). Seven strong claims about successful school leadership revisited.<br />
School Leadership & Management 40 (1), 5–22. doi:10.1080/13632434. 2019.1596077.<br />
Lindholm-Leary, K. Agus Genesee, F. (2010). Alternative educational programs for English language learners. In<br />
California Department <strong>of</strong> <strong>Education</strong> (Eag.), Improving <strong>Education</strong> for English Learners: Research-based Approaches<br />
(lgh 323-382). Sacramento: CDE Press.<br />
Marzano, R. J., Waters, T. agus McNulty, B. A. (2005). School Leadership that Works: From Research to Results.<br />
Alexandria, VA: Association for Supervision and Curriculum Development.<br />
PAGE 37
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Ó Ceallaigh, T.J. agus Ní Shéaghdha, A. (2017). Critéir aitheantais cuí um dhearbhú cáilíochta agus dea-chleachtais<br />
do bhunscoileanna agus iarbhunscoileanna lán-Ghaeilge ar bhonn uile Éireann. Baile Átha Cliath: GAELS-<br />
COILEANNA.<br />
Robinson, V., Hohepa, M. Agus Lloyd, C. (2009) School Leadership and Student Outcomes: Identifying what Works<br />
and Why. Best Evidence Syntheses Iteration (BES). An Nua-Shéalainn: An Roinn Oideachais. [ar líne] Le fáil ar:<br />
https://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/60180/BES-Leadership-Web-updated-foreword-2015.pdf<br />
Rocque, R., Ferrin, S. Hite, J. Agus Randall, V. (2016). The unique skills and traits <strong>of</strong> principals in one-way and<br />
two-way dual immersion schools. Foreign Language Annals, 49(4), 801-818.<br />
Scanlan, M. agus López, F.A. (2015). Leadership for Culturally and Linguistically Responsive Schools. Nua-<br />
Eabhrac: Routledge.<br />
Thomas, W. P. agus Collier, V. P. (2012). Dual Language <strong>Education</strong> for a Transformed World. Albuquerque, NM:<br />
Dual Language <strong>Education</strong> <strong>of</strong> New Mexico/Fuente Press.<br />
Waldron, N. L., McLeskey, J. Agus Redd, L. (2011). Setting the direction: The role <strong>of</strong> the principal in developing an<br />
effective, inclusive school. <strong>Journal</strong> <strong>of</strong> Special <strong>Education</strong><br />
PAGE 38
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Leadership in Post-Primary Immersion<br />
<strong>Education</strong> in unprecedented times<br />
Dr T.J. Ó Ceallaigh - Mary Immaculate College, Limerick<br />
ABSTRACT<br />
School leadership practices have changed<br />
considerably and maybe, irreversibly because<br />
<strong>of</strong> COVID-19. As a result <strong>of</strong> the pandemic, school<br />
leadership has shifted on its axis and there seems<br />
to be little chance that things will go back to<br />
the way they used to be anytime soon, if ever.<br />
Research has explicitly shown that the principles<br />
<strong>of</strong> good leadership are a constant, i.e. having a<br />
clear vision, developing others, managing people,<br />
building capacity etc. (Leithwood et al., <strong>2020</strong>). The<br />
evidence also points towards the importance <strong>of</strong><br />
context responsive leadership implying a shift in<br />
school leadership practices because <strong>of</strong> COVID-19<br />
(Harris, <strong>2020</strong>). Now more than ever, there is a<br />
need for immersion-specific research-validated<br />
tools which support leaders in navigating the<br />
school self-evaluation process in their quest for<br />
educational excellence in immersion. This paper<br />
firstly discusses the importance <strong>of</strong> leadership in<br />
immersion education. It then provides an overview<br />
<strong>of</strong> an immersion-specific self-evaluation tool for<br />
school leaders as a means <strong>of</strong> enhancing school<br />
development through the extensive school selfevaluation<br />
process in <strong>Irish</strong>-<strong>medium</strong> and Gaeltacht<br />
immersion education.<br />
INTRODUCTION<br />
Research that points to the benefits <strong>of</strong> immersion<br />
education is typically based on outcomes<br />
STUDIES OF EFFECTIVE<br />
IMMERSION EDUCATION SCHOOLS<br />
CONSISTENTLY SHOW THAT HIGH<br />
LEVEL PROGRAMMES HAVE A<br />
SHARED, COHESIVE VISION, GUIDED<br />
BY VISIONARY LEADERSHIP<br />
associated with effective leadership and<br />
management processes (Genesee et al., 2006;<br />
Hunt, 2011; Thomas & Collier, 2017). Effective<br />
leadership in immersion plays a core role in<br />
school development by vigorously engaging in the<br />
school self-evaluation process, raising standards,<br />
identifying areas for continuous improvement,<br />
sharing knowledge and advocating continuous<br />
pr<strong>of</strong>essional development (Rocque et al.,<br />
2016). However, sustained improvement in the<br />
educational outcomes for language immersion<br />
students depends on the quality <strong>of</strong> leadership<br />
at a number <strong>of</strong> levels in the immersion context.<br />
Although there is much literature on educational<br />
leadership in general that identifies characteristics<br />
<strong>of</strong> a ‘successful’ school leader (Leithwood &<br />
Day 2007; Waldron et al., 2011), meeting the<br />
demands placed upon school leaders working in<br />
the immersion context is far less researched or<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
well understood – particularly principals in <strong>Irish</strong><strong>medium</strong><br />
immersion and Gaeltacht post-primary<br />
schools.<br />
As immersion education can only be defined<br />
by context, questions arise regarding the use <strong>of</strong><br />
the school self-evaluation process by leaders to<br />
identify and measure success in the absence <strong>of</strong> any<br />
definition <strong>of</strong> highly effective immersion practice<br />
or research-informed policy on immersion<br />
education in Ireland. These searching and<br />
significant questions call for immersion-specific<br />
research-validated tools which support leaders<br />
in navigating the school self-evaluation process<br />
in their quest for educational excellence in<br />
immersion.<br />
THE IMPORTANCE OF SCHOOL LEADERSHIP IN<br />
IMMERSION EDUCATION<br />
Studies <strong>of</strong> effective immersion education schools<br />
consistently show that high level programmes<br />
have a shared, cohesive vision, guided by visionary<br />
leadership (Calderón et al., 2011; Lindholm-<br />
Leary & Genesee, 2010; Scanlan & López, 2015).<br />
Although a clear vision is essential to lay out<br />
the nature and direction <strong>of</strong> change, it is equally<br />
important to ensure that innovative practices<br />
are implemented in order to achieve that vision<br />
i.e. by displaying managerial leadership skills. In<br />
terms <strong>of</strong> immersion education, Robinson et al.,<br />
(2009) highlight that it important for leaders to<br />
ensure that administrative decisions are made<br />
based on knowledge <strong>of</strong> effective immersion<br />
education pedagogy, and that the responsibilities<br />
<strong>of</strong> senior and junior management are in line with<br />
the recognised requirements and priorities <strong>of</strong> the<br />
immersion education school. Effective immersion<br />
education leaders work to develop a high level<br />
<strong>of</strong> integration, cooperation, and collegiality<br />
amongst the staff (Herman et al., 2016; Marzano<br />
et al., 2005) in order to make progress towards<br />
the identified immersion education goals. It<br />
is impossible for every school leader to be an<br />
expert in every area <strong>of</strong> teaching and learning<br />
relevant to post-primary immersion education,<br />
but this provides a good opportunity to share the<br />
leadership responsibilities i.e. displaying shared<br />
leadership skills. As a result, the leader must<br />
inspire a common commitment to the school selfassessment<br />
process as a way <strong>of</strong> developing the<br />
leadership potential at a school-wide level, and<br />
in order to enrich learning and teaching in postprimary<br />
immersion education. Outlined below is<br />
an immersion-specific research-validated, school<br />
self-evaluation tool which was designed to inform<br />
and guide leadership practices in Gaeltacht and<br />
<strong>Irish</strong>-<strong>medium</strong> immersion education contexts.<br />
LEADERSHIP QUALITY INDICATORS IN<br />
GAELTACHT AND IRISH-MEDIUM IMMERSION<br />
EDUCATION<br />
The framework Looking at Our School, 2016,<br />
(Department <strong>of</strong> <strong>Education</strong> and Skills, 2016)<br />
attempts to provide a unified, integrated set<br />
<strong>of</strong> standards for teaching and learning, and for<br />
leadership and management. While <strong>Irish</strong>-<strong>medium</strong><br />
immersion and Gaeltacht school leaders use<br />
these generic statements to reflect on and refine<br />
educational provision in their schools, no specific<br />
reference is made in the statements to the unique<br />
nature <strong>of</strong> leadership in post-primary immersion<br />
education. An immersion-specific self-evaluation<br />
tool is provided in Táscairí cáilíochta maidir leis<br />
an dea-chleachtas san oideachas lán-Ghaeilge (Ó<br />
Ceallaigh & Ní Shéaghdha, 2017). This tool was<br />
crafted based on qualitative research carried out<br />
with 120 educators in immersion education on<br />
an all-island basis and is rooted in the contextual<br />
realities <strong>of</strong> Gaeltacht and <strong>Irish</strong>-<strong>medium</strong> education.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
It is also based on international best practice in<br />
immersion education and is aligned with that<br />
best practice. It is proposed that this school<br />
self-evaluation tool will assist Gaeltacht and<br />
<strong>Irish</strong>-<strong>medium</strong> schools in critically reviewing and<br />
assessing aspects <strong>of</strong> educational provision, with<br />
a particular emphasis on the role <strong>of</strong> leadership.<br />
This key quality indicator (táscaire), Leadership, is<br />
one <strong>of</strong> a suite <strong>of</strong> key quality indicators presented<br />
in Ó Ceallaigh and Ní Shéaghdha (2017) to inform<br />
and guide the school self-evaluation process in<br />
the immersion context. Subsequent descriptors<br />
(tuairiceoirí) further elaborate on the quality<br />
indicator, identifying specific elements that can be<br />
examined for alignment with the táscaire. More<br />
information on this indicator is available in the<br />
descriptors outlined below.<br />
INDICATORS AND DESCRIPTORS OF<br />
LEADERSHIP IN POST-PRIMARY IMMERSION<br />
EDUCATION<br />
Suggestions (i.e. descriptors) on how to make<br />
progress on the indicator (i.e. Leadership in the<br />
context <strong>of</strong> immersion education) are provided to<br />
support leaders in assessing current leadership<br />
practices in the context <strong>of</strong> post-primary<br />
immersion education. These descriptors can<br />
also be used to identify particular goals and<br />
actions for improvement, in order to master the<br />
indicator. Examples <strong>of</strong> leadership practices which<br />
are aligned with each descriptor are presented in<br />
Table 1 below, in order to <strong>of</strong>fer valuable support<br />
and inspiration to immersion leaders as they<br />
navigate the school self-evaluation process in their<br />
diverse contexts. In Table 1, an attempt is also<br />
made to align each descriptor with the leadership<br />
and management domains outlined in Looking at<br />
Our School, 2016.<br />
CONCLUSION<br />
In an effort to bring about well-justified and wellplanned<br />
change in immersion, it is recommended<br />
that this tool be used in conjunction with the<br />
following documents:<br />
• School Self-Evaluation Guidelines 2016-<strong>2020</strong><br />
(Department <strong>of</strong> <strong>Education</strong> and Skills)<br />
• Looking at our Schools 2016: A quality<br />
framework (Department <strong>of</strong> <strong>Education</strong> and<br />
Skills).<br />
School leaders must keep context in mind as<br />
they think about the design, implementation, or<br />
refinement <strong>of</strong> their own programmes in Gaeltacht<br />
and <strong>Irish</strong>-<strong>medium</strong> immersion education. However,<br />
implementation <strong>of</strong> the school self-evaluation<br />
process in the immersion context demands strong,<br />
informed, committed and responsive leadership,<br />
shaped by an immersion-specific knowledge<br />
base and skill repertoire. It is also important to<br />
note that each immersion context has specific<br />
and unique needs which call for a distinctive<br />
leadership approach or model at particular times.<br />
Various tasks will require different emphasis<br />
and styles (for example, visionary leadership,<br />
managerial leadership, shared leadership) due to<br />
the context-specific nature <strong>of</strong> leadership in postprimary<br />
immersion education. Each immersion<br />
leader is best placed to select an appropriate<br />
leadership approach. While school leadership<br />
practices have changed considerably as a result <strong>of</strong><br />
the pandemic, this immersion-specific, researchvalidated<br />
tool may act as a mirror for reflection, as<br />
a cue card for guidance, or as a starting point for<br />
action for leaders in Gaeltacht and <strong>Irish</strong>-<strong>medium</strong><br />
post-primary schools as they navigate the school<br />
self-evaluation process in unprecedented times.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Descriptor 1:<br />
Indicator: Leadership<br />
The principal is a strong, effective and knowledgeable leader who clearly articulates<br />
the vision, goals, underlying philosophy and outcomes <strong>of</strong> <strong>Irish</strong>-<strong>medium</strong> immersion<br />
education and can use this information creatively to inform others and to advocate<br />
proactively on behalf <strong>of</strong> the school to a variety <strong>of</strong> audiences.<br />
Descriptor 2:<br />
The roles and responsibilities <strong>of</strong> leadership with regards to the processes and<br />
procedures <strong>of</strong> Gaeltacht and <strong>Irish</strong>-<strong>medium</strong> schools are clearly defined in order to<br />
ensure that effective teaching and learning are central to the aims <strong>of</strong> the school at all<br />
times.<br />
Descriptor 3:<br />
Each teacher is a leader, and they are knowledgeable on the process <strong>of</strong> bilingual<br />
development, <strong>of</strong> the benefits <strong>of</strong> immersion education and bilingualism, and are<br />
prepared to discuss same with parents/guardians.<br />
Descriptor 4:<br />
The leadership and the entire school team believe that each student can achieve a high<br />
standard <strong>of</strong> education in each academic domain, and achieve complete pr<strong>of</strong>iciency<br />
both in <strong>Irish</strong> and English.<br />
Descriptor 5:<br />
All teachers are language and content teachers, have clearly stated content and<br />
language intended learning outcomes, articulate clear expectations about immersion<br />
language use and see themselves as facilitators <strong>of</strong> language development inside and<br />
outside the classroom.<br />
Exam<br />
(i.e. Suggesti<br />
• Demonstrate beliefs and dedication<br />
provision and student learning outc<br />
• Clearly communicate expectations<br />
• Demonstrate leadership both inside<br />
practice at different levels<br />
• Ensure that teacher goals correspon<br />
and resources, language reinforcem<br />
• Jointly construct, implement and ev<br />
• Provide time to assimilate learning,<br />
• Promote collegiality and collaborati<br />
language teachers; feedback and su<br />
collaborative subject department p<br />
language breakfast, collaborative an<br />
• Create opportunities at staff meetin<br />
encourage a community <strong>of</strong> pr<strong>of</strong>essi<br />
• Craft a pr<strong>of</strong>essional development w<br />
• Undertake planning aimed at focus<br />
objectives and with linguistic dema<br />
• Promote targeted instruction and u<br />
learning<br />
• Stimulate and engage in deep and c<br />
• Identify teacher’s role and responsi<br />
• Generate a practical approach rega<br />
evaluate language learning outcom<br />
• Maintain a definite focus on develo<br />
relation to learners’ language outpu<br />
Table 1: Best practice in Gaeltacht and <strong>Irish</strong>-Medium <strong>Education</strong>: Leadership<br />
1 Department <strong>of</strong> <strong>Education</strong> and Skills (2016). Looking at Our School, 2016: Quality Framework for Primary Schools Dublin: The Inspectorate.<br />
PAGE 42
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
ples <strong>of</strong> Leadership Practices (Descriptors)<br />
ons on how to make progress on each Indicator)<br />
Leadership and management<br />
domains 1<br />
in order to expand community competences and practices with a focus on quality <strong>of</strong><br />
omes<br />
that continuous learning is a pr<strong>of</strong>essional requirement and encourage staff potential<br />
and outside the classroom and drive collaborative analysis and discussion on<br />
Leading learning and teaching<br />
d with the school vision e.g. design and sharing <strong>of</strong> exemplars, planning templates<br />
ent, fostering accuracy, whole-school planning<br />
aluate goals, strategies, plans, procedures, policies and success indicators<br />
to review and to plan jointly<br />
Managing the organisation<br />
on – peer learning, class observation, and co-teaching experiences with <strong>Irish</strong><br />
pport from <strong>Irish</strong> language teachers in relation to their linguistic pr<strong>of</strong>iciency;<br />
lanning; encouraging a culture <strong>of</strong> improvement e.g. language workshops, <strong>Irish</strong><br />
alysis <strong>of</strong> practice<br />
gs and school review days to share and celebrate learning and development and<br />
onal development<br />
hole-school plan to address identified pr<strong>of</strong>essional development needs <strong>of</strong> the staff<br />
Developing leadership capacity<br />
ing students’ attention on language matters and aligning pedagogy with curriculum<br />
nds <strong>of</strong> the subject<br />
ndertake regular reflection and review to evaluate the quality <strong>of</strong> instruction and<br />
Leading learning and teaching<br />
hallenging conversations to create and foster a culture <strong>of</strong> inquiry<br />
bilities in relation to language and content instruction and plan accordingly<br />
rding the implementation <strong>of</strong> content and language integration e.g. design and<br />
es in the context <strong>of</strong> content, foster continuity through whole-school planning<br />
ping learners’ competence e.g. design, promote and evaluate specific tasks in<br />
t<br />
Leading school development<br />
PAGE 43
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
REFERENCES<br />
Calderón, M. E., Slavin, R. E. agus Sánchez, M. (2011). Effective instruction for English language learners. The Future <strong>of</strong><br />
Children, 21(1), 103–128.<br />
Department <strong>of</strong> <strong>Education</strong> and Skills (2016). School Self-Assessment Guidelines for Post-Primary Schools, 2016-<strong>2020</strong>.<br />
Dublin: The Inspectorate<br />
The Department <strong>of</strong> <strong>Education</strong> and Skills (2016). Looking at Our School, 2016: Quality Framework for Post-Primary<br />
Schools Dublin: The Inspectorate<br />
Genesee, F., Lindholm-Leary, K. J., Saunders, W. agus Christian, D. (2006). Educating English language learners. New-<br />
York, NY: Cambridge University Press.<br />
Harris, A. (<strong>2020</strong>). COVID-19 – School leadership in crisis? <strong>Journal</strong> <strong>of</strong> Pr<strong>of</strong>essional Capital and Community. Available at<br />
https://www.emerald.com/insight/publication/issn/2056-9548#earlycite<br />
Herman, R., Gates, S. M., Chavez-Herrerias, E. agus Harris, M. (2017). School leadership interventions under the Every<br />
Student Succeeds Act: Evidence Review. Santa Monica, CA: RAND. Available at https://www.rand.org/pubs/research_reports/RR1550-3.html<br />
Leithwood, K. agus Day, C. (2007). Successful Principal Leadership in Times <strong>of</strong> Change: An International Perspective.<br />
Toronto, ON: Springer.<br />
Leithwood, K., Harris, A. agus Hopkins, D. (<strong>2020</strong>). Seven strong claims about successful school leadership revisited.<br />
School Leadership & Management 40 (1), 5–22. doi:10.1080/13632434. 2019.1596077.<br />
Lindholm-Leary, K. and Genesee, F. (2010). Alternative educational programs for English language learners. In California<br />
Department <strong>of</strong> <strong>Education</strong> (Eag.), Improving <strong>Education</strong> for English Learners: Research-based Approaches (lgh 323-382).<br />
Sacramento: CDE Press.<br />
Marzano, R. J., Waters, T. and McNulty, B. A. (2005). School Leadership that Works: From Research to Results. Alexandria,<br />
VA: Association for Supervision and Curriculum Development.<br />
PAGE 44
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Ó Ceallaigh, T.J. agus Ní Shéaghdha, A. (2017). Critéir aitheantais cuí um dhearbhú cáilíochta agus dea-chleachtais do<br />
bhunscoileanna agus iarbhunscoileanna lán-Ghaeilge ar bhonn uile Éireann. Dublin: GAELSCOILEANNA.<br />
Robinson, V., Hohepa, M. Agus Lloyd, C. (2009) School Leadership and Student Outcomes: Identifying what Works and<br />
Why. Best Evidence Syntheses Iteration (BES). New Zealand Department <strong>of</strong> <strong>Education</strong>. [online] Available at: https://<br />
www.educationcounts.govt.nz/__data/assets/pdf_file/0015/60180/BES-Leadership-Web-updated-foreword-2015.pdf<br />
Rocque, R., Ferrin, S. Hite, J. and Randall, V. (2016). The unique skills and traits <strong>of</strong> principals in one-way and two-way<br />
dual immersion schools. Foreign Language Annals, 49(4), 801-818.<br />
Scanlan, M. and López, F.A. (2015). Leadership for Culturally and Linguistically Responsive Schools. New York Routledge.<br />
Thomas, W. P. and Collier, V. P. (2012). Dual Language <strong>Education</strong> for a Transformed World. Albuquerque, NM: Dual<br />
Language <strong>Education</strong> <strong>of</strong> New Mexico/Fuente Press.<br />
Waldron, N. L., McLeskey, J. and Redd, L. (2011). Setting the direction: The role <strong>of</strong> the principal in developing an effective,<br />
inclusive school. <strong>Journal</strong> <strong>of</strong> Special <strong>Education</strong><br />
PAGE 45
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Daltaí a bhfuil Riachtanais Speisialta<br />
Oideachais acu ag foghlaim trí Ghaeilge<br />
An Dr Sinéad Nic Aindriú, An tOllamh Pádraig Ó Duibhir, An Dr Joe Travers<br />
Institúid an Oideachais, Ollscoil Chathair Bhaile Átha Cliath<br />
ACHOIMRE<br />
Is beag taighde atá déanta ar na buntáistí a<br />
bhaineann leis an tumoideachas do dhaltaí a<br />
bhfuil riachtanais speisialta oideachais (RSO) acu.<br />
Tugann an taighde teoranta idirnáisiúnta atá ann<br />
le tuiscint gur féidir leis na daltaí seo caighdeán<br />
acadúil a bhaint amach atá ar chomhleibhéal lena<br />
bpiaraí leis na RSO céanna atá ag freastal ar scoil<br />
trí theanga thromlaigh an phobail. Tuairiscíonn<br />
an t-alt seo na buntáistí a bhraitear a bhaineann<br />
le hoideachas trí mheán na Ghaeilge do dhaltaí<br />
a bhfuil RSO acu dar le tuismitheoirí, múinteoirí,<br />
agus príomhoidí scoileanna lán-Ghaeilge (SLG) i<br />
bPoblacht na hÉireann agus i dTuaisceart Éireann<br />
faoi agallamh (N=34). Déantar cur síos freisin ar<br />
na bealaí gur féidir le SLG freastal ar riachtanais<br />
mheasúnaithe agus forbartha teanga daltaí a<br />
bhfuil RSO acu.<br />
RÉAMHRÁ<br />
Is minic a bhíonn imní ar thuismitheoirí<br />
an ndearna siad an cinneadh ceart nuair a<br />
roghnaigh siad oideachais trí mheán na Ghaeilge<br />
dá bpáiste a bhfuil riachtanais speisialta<br />
oideachais (RSO) acu (Andrews, <strong>2020</strong>). Is iomaí<br />
uair a chuirtear comhairle orthu i gcoinne an<br />
dátheangachais agus/nó an tumoideachais<br />
dá leanbh (Andrews, <strong>2020</strong>). Is cleachtas é<br />
seo a tharlaíonn go hidirnáisiúnta i dtéarmaí<br />
TUAIRISCÍODH GO GCRUTHAÍONN<br />
ROINNT SCOILEANNA LÁN-<br />
GHAEILGE TIMPEALLACHTAÍ<br />
FOGHLAMA DEARFACHA<br />
IONCUIMSITHEACHA AGUS BÍONN<br />
LEIBHÉIL ARDA FÉINMHEASA<br />
AGUS FÉINMHUINÍNE AG NA<br />
DALTAÍ MAR THORADH.<br />
comhairle ghairmiúil maidir le hoiriúnacht an<br />
dhátheangachais/tumoideachais do pháistí a<br />
bhfuil RSO acu (Hampton et al., 2017). Is iad na<br />
cúiseanna a thugann gairmithe oideachais, mar<br />
shampla, síceolaithe oideachais agus teiripeoirí<br />
urlabhra agus teanga don chomhairle seo, ná<br />
go bhféadfadh an dara teanga (T2) a bheith ina<br />
chúis le mearbhall a chur ar leanbh, go gcuirfidh<br />
sé moill ar fhorbairt na chéad teanga, nó ualach<br />
breise orthu. Tugann taighde le fios go mbíonn<br />
diagnóis RSO ag thart fá 9.4% de na daltaí atá ag<br />
freastal ar bhunscoileanna SLG i bPoblacht na<br />
hÉireann (Nic Aindriú, Ó Duibhir, Travers, <strong>2020</strong>).<br />
As na diagnóisí seo, is iad disléicse, neamhord<br />
speictrim uathachais, diospraicse, deacrachtaí<br />
mothúchánacha agus/nó iompraíochta agus<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
neamhoird shonracha urlabhra agus teanga na<br />
cúig chatagóir RSO is minice a thuairiscítear.<br />
BUNTÁISTÍ AN TUMOIDEACHAIS<br />
Rinneadh go leor taighde go hidirnáisiúnta ar na<br />
buntáistí acadúla a bhaineann le tumoideachais<br />
do dhaltaí (Lindholm-Leary & Genesee, 2014).<br />
Ach níl a lán eolas ann maidir le buntáistí an<br />
tumoideachas do dhaltaí a bhfuil RSO acu<br />
(Genesee & Fortune, 2014). Go hidirnáisiúnta,<br />
rinneadh staidéir ar oiriúnacht acadúil an<br />
tumoideachais do dhaltaí a bhfuil míchumas<br />
intleachtúil agus acadúil íseal acu, scileanna<br />
lag sa chéad theanga (T1), agus deacrachtaí<br />
léitheoireachta (Genesee, 2015). Tugann na<br />
staidéir seo le fhios gur féidir le daltaí a bhfuil<br />
RSO acu i scoileanna tumoideachais leibhéil<br />
Rannpháirtithe SLG<br />
Tuismitheoirí daltaí a bhfuil RSO acu a bhí<br />
cláraithe i SLG<br />
Tuismitheoirí daltaí a bhfuil RSO acu a<br />
d’aistrigh ó SLG go scoil mheán-Bhéarla<br />
Líon na<br />
rannpháirtithe<br />
Príomhoidí 4<br />
Múinteoirí oideachais speisialta 4<br />
Múinteoirí ranga 10<br />
Cúntóir riachtanas speisialta 1<br />
Iomlán 34<br />
Tábla 1. Rannpháirtithe an taighde seo<br />
9<br />
6<br />
ghnóthachtála acadúla inchomparáide a bhaint<br />
amach lena bpiaraí a bhfuil an RSO céanna<br />
acu atá ag foghlaim tríd an teanga thromlaigh.<br />
Fuarthas amach go raibh buntáistí ag baint leis an<br />
gcineál seo oideachais do daltaí a raibh RSO acu<br />
i dtaighde a rinneadh le déanaí i SLG (Andrews,<br />
<strong>2020</strong>). Cuireadh agallaimh ar 34 rannpháirtí<br />
san iomlán ó Phoblacht na hÉireann agus ó<br />
Thuaisceart Éireann (féach Tábla 1). Fiafraíodh<br />
den ghrúpa rannpháirtithe seo, cad iad na<br />
buntáistí a bhaineann le hoideachas trí mheán na<br />
Gaeilge do daltaí le RSO, más ann dóibh?<br />
Ba iad na príomhbhuntáistí a aithníodh ná; (1)<br />
dátheangachas (N=16), inniúlacht sa Ghaeilge<br />
(N=12), agus tumoideachas Gaeilge (N=12), (2)<br />
buntáistí acadúla don iar-bhunscoil (N=11),<br />
(3) leibhéil arda féinmheasa agus<br />
féinmhuiníne (N=11), (4) cultúr<br />
dearfach scoile (N=18). Maidir leis<br />
an dátheangachas agus sealbhú na<br />
Gaeilge, thuairiscigh rannpháirtithe<br />
gur deis é seo nach mbeadh ar fáil<br />
do go leor daltaí a raibh RSO acu dá<br />
bhfreastalóidís ar scoil meán-Bhéarla.<br />
Tarlaíonn sé seo toisc go ndéanann<br />
go leor daltaí a bhfuil RSO acu i<br />
scoileanna Béarla iarratas ar dhíolúine<br />
ó staidéar ar an nGaeilge (DES, 2019).<br />
Thuairiscigh na rannpháirtithe gur<br />
raibh sé níos éasca agus níos nadúrtha<br />
do na daltaí seo an Ghaeilge a shealbhú<br />
mar T2 de bharr go raibh siad tumtha<br />
sa theanga. Tar éis caighdeán maith<br />
Gaeilge a fháil i mbunscoileanna lán-<br />
Ghaeilge, is minic a raibh buntáistí<br />
acadúla ann dos na daltaí seo nuair<br />
a chuaigh siad ar aghaidh chuig iarbhunscoil.<br />
Tuairiscíodh, gur chuma<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
má d’fhreastal na daltaí seo ar iar-bhunscoil<br />
lán-Ghaeilge nó Bhéarla, gur minic go raibh an<br />
Ghaeilge mar ábhar ina bhféadfaidís an marc is<br />
airde a bhaint amach i scrúduithe stáit. Dóibh<br />
siúd a d’fhreastail ar iar-bhunscoil trí mheán<br />
an Bhéarla, chruthaigh sé seo leibhéil arda<br />
féinmheasa agus féinmhuiníne mar gheall gur<br />
minic go raibh siad níos fearr ná a bpiaraí san sa<br />
Ghaeilge ar scoil. Bhí sé seo tábhachtach, mar níor<br />
tharla sé go coitianta go raibh na daltaí seo chomh<br />
maith nó níos fearr ná a gcomhghleacaithe in aon<br />
ábhar scoile. Tuairiscíodh freisin go raibh leibhéil<br />
arda féinmheasa agus féinmhuiníne ag daltaí<br />
a raibh RSO acu i SLG mar gheall ar an bpobal<br />
dearfach ionchuimsithigha bhí sna scoileanna.<br />
Laistigh de na pobail scoile seo bhraith na<br />
daltaí, dar leis na rannpháirtithe go raibh siad<br />
san áireamh agus mar chuid den chomhphobal<br />
scoile. Cé go léiríonn na torthaí taighde go bhfuil<br />
buntáistí ann dos na daltaí seo, tá sé tábhachtach<br />
a aithint nach raibh ach taithí ag na daoine a<br />
cuireadh faoi agallamh sa staidéar reatha ar<br />
líon beag SLG. Tá sé tábhachtach go ndéanfadh<br />
gach SLG machnamh ar conas a dhéanann siad<br />
measúnú ar chumas na ndaltaí a bhfuil RSO acu<br />
agus forbairt teanga na daltaí seo chun chinntiú<br />
go soláthraíonn siad timpeallacht foghlama<br />
ionchuimsithigh agus fáilteach dá gcuid daltaí go<br />
léir.<br />
MEASÚNÚ AR CHUMAS NA nDALTAÍ A BHFUIL<br />
RSO ACU<br />
Tá sé an-tábhachtach measúnú cuí a dhéanamh<br />
ar daltaí atá ag foghlaim tríd an T2. Ba chóir<br />
daltaí atá ag foghlaim trí Ghaeilge cosúil le córas<br />
ar bith dátheangach eile a mheas sna teangacha<br />
ar fad atá acu (Kohnert, 2010). Tabharfaidh sé<br />
seo deis do mhúinteoirí agus do thuismitheoirí<br />
forbhreathnú cuimsitheach a fháil ar chumais uile<br />
na ndaltaí. B’fhéidir go léire<strong>of</strong>aidís cumais éagsúla<br />
nuair a dhéantar tástáil orthu ina dteangacha go<br />
léir. Is maith an smaoineamh é daltaí a mheas<br />
ag baint úsáide as an uirlis mheasúnaithe<br />
chéanna i ndá theanga na daltaí (m.sh. Béarla<br />
agus Gaeilge). Chuideodh sé seo le múinteoirí<br />
na réimsí ina bhfuil traschur scileanna ag tarlú<br />
a aithint agus is féidir leo an teagasc sa rang a<br />
choigeartú bunaithe ar seo (Kohnert, 2010). Is<br />
uirlis an-tábhachtach í measúnú neamhfhoirmiúil<br />
do mhúinteoirí i scoileanna Gaeltachta agus<br />
lán-Ghaeilge, mar is minic nach mbíonn go leor<br />
de na huirlisí measúnaithe caighdeánaithe ar<br />
fáil trí Ghaeilge. Dá bhrí sin, tá sé tábhachtach<br />
do mhúinteoirí próisis mheasúnaithe a chur i<br />
bhfeidhm mar mheasúnú dinimiciúil, freagairt ar<br />
idirghabháil, agus measúnú scéalaíochta maidir<br />
leis an mbealach is fearr a foghlaimíonn na daltaí<br />
seo agus cad iad torthaí a gcuid foghlama (Ebert &<br />
Kohnert, 2016).<br />
FORBAIRT TEANGA<br />
Tá sé tábhachtach a aithint go gcaithfear<br />
aird a thabhairt ar fhorbairt T1 agus T2 na<br />
daltaí. Tugann taighde idirnáisiúnta le fios go<br />
dteastaíonn teagmháil níos comhsheasmhaí<br />
leis an T2 ag daltaí a bhfuil neamhord speictrim<br />
uathachas agus neamhord sonrach cainte agus<br />
teanga acu chun inniúlacht teanga a fheabhsú<br />
(Kay-Raining Bird et al., 2016). Molann sé<br />
freisin go bhfuil sé tábhachtach go bhfaigheann<br />
na daltaí seo deiseanna chun idirghníomhú le<br />
daoine eile ag úsáid an T2 ar bhealach bríoch<br />
agus cuiditheach. Mar mhúinteoirí, caithfimid am<br />
agus deiseanna a thabhairt do dhaltaí le cinntiú<br />
go dtarlódh an idirghníomhaíocht seo. Is iomaí<br />
bealach inar féidir leis seo tarlú, mar shampla,<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
obair struchtúrtha péireáilte nó obair ghrúpa.<br />
Tá idirghníomhaíocht sna comhthéacsanna seo<br />
tábhachtach mar tugann siad deis do gach dalta<br />
lí<strong>of</strong>acht agus uathúlacht teanga a fhorbairt.<br />
Ní leor ionchur teanga sa Ghaeilge amháin<br />
chun cainteoirí lí<strong>of</strong>a Gaeilge a chinntiú. Tá sé<br />
tábhachtach níos mó ‘am feithimh’ a thabhairt do<br />
gach dalta atá ag foghlaim tríd an T2 agus iad ag<br />
freagairt ceiste, tabharfaidh sé seo níos mó am<br />
do na daltaí a bhfreagra a ionchódú sa T2 agus<br />
cuirfidh sé ar a gcumas freagraí ar chaighdeán<br />
níos airde a sholáthar. Caithfidh múinteoirí a<br />
aithint go mbeidh leibhéil inniúlachta éagsúla<br />
ag gach dalta atá ag foghlaim tríd an T2, ach go<br />
háirithe daltaí a bhfuil RSO acu, agus gur chóir iad<br />
a spreagadh chun an teanga a úsáid ar leibhéal<br />
atá oiriúnach dóibh. Nuair atá idirghabhálacha<br />
teanga á bpleanáil do dhaltaí dátheangacha,<br />
moltar go ndéantar patrún na forbartha teanga i<br />
ngach teanga a mheas agus a chur i gcomparáid<br />
de réir na bpatrún tipiciúla d’fhorbairt teanga<br />
dhátheangach (Kohnert, 2010).<br />
bhfreastalóidís ar scoil trí meán-Bhéarla ach<br />
go hairithe dá lorgóidís díolúine ó staidéar<br />
na Gaeilge. Tuairiscíodh go gcruthaíonn<br />
roinnt SLG timpeallachtaí foghlama dearfacha<br />
ioncuimsitheacha agus bíonn leibhéil arda<br />
féinmheasa agus féinmhuiníne ag na daltaí<br />
mar thoradh. Mar sin féin, tá sé tábhachtach go<br />
n-aithneodh SLG an tábhacht a bhaineann le<br />
measúnú iomchuí do gach dalta agus cumas na<br />
ndaltaí ina dteangacha uile a chur san áireamh.<br />
Tá sé tábhachtach freisin do mhúinteoirí sna<br />
scoileanna seo níos mó deiseanna a thabhairt do<br />
gach dalta an Ghaeilge a labhairt mar teastaíonn<br />
níos mó teagmhála leis an teanga agus níos mó<br />
deiseanna an teanga a labhairt ar a leibhéal féin.<br />
CONCLÚID<br />
Is é príomhtheachtaireacht an ailt seo go<br />
mbraitear go bhfaigheann daltaí a bhfuil RSO<br />
acu buntáistí as oideachas a fháil trí mheán<br />
na Gaeilge. Ní bheadh cuid de na buntáistí<br />
seo, mar dhátheangachas, sealbhú na Gaeilge,<br />
agus tumoideachas Gaeilge ar fáil dóibh dá<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
TAGAIRTÍ<br />
Andrews, S. (<strong>2020</strong>). The additional supports required by pupils with special educational needs in <strong>Irish</strong>-<strong>medium</strong><br />
schools. An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta. Available from: https://www.cogg.ie/wpcontent/uploads/Additional-supports...-2.pdf<br />
Department <strong>of</strong> <strong>Education</strong> and Skills (DES). (2019). Circular 0052/2019: Exemptions from the study <strong>of</strong> <strong>Irish</strong>,<br />
Revising Circular 12/96.<br />
Retrieved from: https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0052_2019.pdf<br />
Ebert, K. D., & Kohnert, K. (2016). Language learning impairment in sequential bilingual children. Language<br />
Teaching, 49(3), 301-338. doi:http://dx.doi.org.dcu.idm.oclc.org/10.1017/S0261444816000070<br />
Genesee, F. (2015b). Immersion education for all: What does the research say? Edmonton, 2015. Retrieved from:<br />
https://www.acpi.ca/documents/Immersion_<strong>Education</strong>_for_AllWhat_Does_Research_Say_Genesee_Edmonton_<br />
ACPI__April_2015.pdf<br />
Genesee, F., & Fortune, T. (2014). Bilingual education and at-risk students. <strong>Journal</strong> <strong>of</strong> Immersion and Content-<br />
Based Language <strong>Education</strong>, 2(2) 196–209.<br />
Hampton, S., Rabagliati, H., Sorace, A., & Fletcher-Watson, S. (2017). Autism and bilingualism: A qualitative<br />
interview study <strong>of</strong> parents’ perspectives and experiences. <strong>Journal</strong> <strong>of</strong> Speech, Language and Hearing Research<br />
(Online), 60(2), 435-446.<br />
Kay-Raining Bird, E., Genesee, F., & Verhoeven, L. (2016). Bilingualism in children with developmental disorders:<br />
A narrative review, <strong>Journal</strong> <strong>of</strong> Communication Disorders, 63, 1-14<br />
Kohnert, K. (2010). Bilingual children with primary language impairment: Issues, evidence and implications for<br />
clinical actions. doi:http://dx.doi.org.dcu.idm.oclc.org/10.1016/j.jcomdis.2010.02.002<br />
Lindholm-Leary, K. J., & Genesee, F. (2014). Student outcomes in one-way, two-way, and indigenous language<br />
immersion education. <strong>Journal</strong> <strong>of</strong> Immersion and Content-Based Language <strong>Education</strong>, 2(2), 165–180.<br />
doi:10.1075/jicb<br />
Nic Aindriú, S., Ó Duibhir, P., & Travers, J. (<strong>2020</strong>). The prevalence and types <strong>of</strong> special educational needs in<br />
<strong>Irish</strong> immersion primary schools in the Republic <strong>of</strong> Ireland, European <strong>Journal</strong> <strong>of</strong> Special Needs <strong>Education</strong>, DOI:<br />
10.1080/08856257.<strong>2020</strong>.1732109<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
PAGE 52
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Students with Special <strong>Education</strong> Needs<br />
Learning through <strong>Irish</strong><br />
Dr Sinéad Nic Aindriú, Pr<strong>of</strong>essor Pádraig Ó Duibhir, Dr Joe Travers<br />
Institute <strong>of</strong> <strong>Education</strong>, Dublin City University<br />
OUTLINE<br />
Little research has been conducted on the benefits<br />
<strong>of</strong> immersion education for students with special<br />
educational needs (SEN). Limited international<br />
research suggests that these students can achieve<br />
academic attainments that are comparable to<br />
their peers with SEN who attend schools using<br />
the majority language <strong>of</strong> the community as their<br />
language <strong>of</strong> instruction. This article describes the<br />
perceived benefits associated with <strong>Irish</strong>-<strong>medium</strong><br />
education for students with SEN based on data<br />
collected from interviews conducted with parents,<br />
teachers and principals from <strong>Irish</strong>-<strong>medium</strong><br />
schools in the Republic <strong>of</strong> Ireland and Northern<br />
Ireland (N=34). Recommendations are also made<br />
in terms <strong>of</strong> how <strong>Irish</strong>-<strong>medium</strong> schools can meet<br />
the assessment and language development needs<br />
<strong>of</strong> students with SEN learning through <strong>Irish</strong> as a<br />
second language.<br />
INTRODUCTION<br />
Parents <strong>of</strong>ten worry that they have made the<br />
correct choice by choosing <strong>Irish</strong>-<strong>medium</strong><br />
education for their children with special<br />
educational needs (SEN) (Andrews, <strong>2020</strong>). These<br />
parents are <strong>of</strong>ten advised against bilingualism<br />
and/or immersion education for their children<br />
(Andrews, <strong>2020</strong>). This same advice is also given<br />
internationally by education pr<strong>of</strong>essionals,<br />
IT IS REPORTED THAT IRISH-<br />
MEDIUM SCHOOLS CREATE A<br />
POSITIVE, INCLUSIVE LEARNING<br />
ENVIRONMENT AND THAT<br />
STUDENTS HAVE A HIGH LEVEL<br />
OF SELF-RESPECT AND SELF-<br />
CONFIDENCE AS A RESULT.<br />
with regards to the suitability <strong>of</strong> bilingualism/<br />
immersion education for children with SEN<br />
(Hampton et al., 2017). The rationale given<br />
by these educational pr<strong>of</strong>essionals, such as,<br />
educational psychologists or speech and language<br />
therapists, is that the second language (L2)<br />
might be a source <strong>of</strong> confusion for the child, it<br />
might affect their first language development,<br />
or place an added burden on them. Research<br />
shows that around 9.4% <strong>of</strong> students who attend<br />
<strong>Irish</strong>-<strong>medium</strong> primary schools in the Republic<br />
<strong>of</strong> Ireland have been diagnosed as having a SEN<br />
(Nic Aindriú, Ó Duibhir, Travers, <strong>2020</strong>). Out<br />
<strong>of</strong> these diagnoses, dyslexia, autism spectrum<br />
disorder, dyspraxia, emotional and/or behavioral<br />
difficulties and specific speech and language<br />
disorders are the five categories <strong>of</strong> SEN most<br />
frequently reported.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
THE ADVANTAGES OF IMMERSION EDUCATION<br />
Much international research has been conducted<br />
on the academic benefits <strong>of</strong> immersion education<br />
for students (Lindholm-Leary & Genesee,<br />
2014). However, not much information is<br />
available regarding the benefits <strong>of</strong> immersion<br />
education for students who have SEN (Genesee<br />
& Fortune, 2014). Internationally, studies have<br />
been conducted on the academic suitability<br />
<strong>of</strong> immersion education for students who<br />
have intellectual disabilities and low levels <strong>of</strong><br />
academic achievement, poor first language skills<br />
(L1), and reading difficulties (Genesee, 2015).<br />
These studies show that students with SEN in<br />
immersion education schools can reach a similar<br />
level <strong>of</strong> academic achievement as their peers<br />
Participants from <strong>Irish</strong>-Medium<br />
Schools<br />
Parents <strong>of</strong> a child with SEN enrolled in an<br />
IMS<br />
Parents <strong>of</strong> a child with SEN who transferred<br />
from an IMS to an English-<strong>medium</strong><br />
school<br />
Number <strong>of</strong><br />
Participants<br />
Principals 4<br />
Special education teachers 4<br />
Class teachers 10<br />
Special Needs Assistants 1<br />
Total 34<br />
Table 1. Research participants<br />
9<br />
6<br />
with SEN who learn in the dominant language<br />
<strong>of</strong> the community. Recent research conducted in<br />
<strong>Irish</strong>-<strong>medium</strong> schools, reported that this form <strong>of</strong><br />
immersion education has benefits for students<br />
with special educational needs (Andrews, <strong>2020</strong>).<br />
A total <strong>of</strong> 34 participants from the Republic <strong>of</strong><br />
Ireland and Northern Ireland were interviewed<br />
(see Table 1). The participants were asked to<br />
discuss their views on the perceived benefits<br />
associated with <strong>Irish</strong>-<strong>medium</strong> education for<br />
students with SEN, if any.<br />
The main benefits reported were; (1) bilingualism<br />
(N=16), <strong>Irish</strong> language pr<strong>of</strong>iciency (N=12), and<br />
immersion in the <strong>Irish</strong> language (N=12), (2)<br />
academic advantages for post-primary school<br />
(N=11), (3) high levels <strong>of</strong> self-esteem and selfconfidence<br />
(N=11), and (4) a positive<br />
school culture (N=18). With regards<br />
to bilingualism and <strong>Irish</strong> language<br />
acquisition, participants reported that<br />
this opportunity would not be available<br />
to many students with SEN had they<br />
attended an English-<strong>medium</strong> school.<br />
This is because many students with SEN<br />
who attend English-<strong>medium</strong> schools<br />
request to be exempt from studying <strong>Irish</strong><br />
(DES, 2019). Participants reported that<br />
it was easier and more natural for these<br />
students to acquire <strong>Irish</strong> as an L2 because<br />
they were immersed in the language.<br />
After attaining a good standard <strong>of</strong> <strong>Irish</strong><br />
in <strong>Irish</strong>-<strong>medium</strong> primary schools, these<br />
students <strong>of</strong>ten experienced academic<br />
advantages when they continued to<br />
post-primary school. It was reported,<br />
regardless <strong>of</strong> whether the students<br />
attended an <strong>Irish</strong> or English-<strong>medium</strong><br />
post-primary school, that <strong>Irish</strong> was <strong>of</strong>ten<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
the subject in which the students achieved the<br />
highest marks in their state examinations. For<br />
those who attended an English-<strong>medium</strong> postprimary<br />
school, a high level <strong>of</strong> self-respect and<br />
self-confidence was fostered, as these students<br />
were <strong>of</strong>ten better than their peers at <strong>Irish</strong>. This<br />
was <strong>of</strong> particular importance, since it did not<br />
happen <strong>of</strong>ten that these students were at the<br />
same level or stronger than their peers in any<br />
school subject. It was also reported that the<br />
students with SEN who attended <strong>Irish</strong>-<strong>medium</strong><br />
schools <strong>of</strong>ten had a higher level <strong>of</strong> self-respect<br />
and self-confidence because <strong>of</strong> the positive,<br />
inclusive communities in the schools. According<br />
to participants, students reported that they felt<br />
included and involved in the school community.<br />
Although the research results suggest that there<br />
are benefits for these students, it is important to<br />
note that the experience <strong>of</strong> the participants who<br />
were interviewed was limited to a small number<br />
<strong>of</strong> <strong>Irish</strong>-<strong>medium</strong> schools. It is important that each<br />
<strong>Irish</strong>-<strong>medium</strong> school reflects on how they assess<br />
the ability and language development <strong>of</strong> students<br />
with SEN, to ensure that they are providing an<br />
inclusive and welcoming learning environment<br />
for all <strong>of</strong> their students.<br />
ASSESSING THE ABILITY OF STUDENTS WITH<br />
SEN<br />
It is important that students who are learning<br />
through their L2 are assessed appropriately.<br />
As with any other form <strong>of</strong> bilingual education,<br />
students who are learning through <strong>Irish</strong> should<br />
be assessed in each <strong>of</strong> their languages (Kohnert,<br />
2010). This will give teachers and parents a<br />
comprehensive overview <strong>of</strong> the students’ abilities.<br />
Students may display different competencies<br />
when assessed in each <strong>of</strong> their languages. It is<br />
a good idea to assess students using the same<br />
assessment method in each <strong>of</strong> the student’s<br />
languages (for example, English and <strong>Irish</strong>). This<br />
will help teachers and parents understand the<br />
areas where there is a cross-linguistic transfer<br />
<strong>of</strong> skills occurs and teachers can then adapt<br />
their teaching strategies based on this (Kohnert,<br />
2010). Informal assessment is an important<br />
tool for teachers in Gaeltacht and <strong>Irish</strong>-<strong>medium</strong><br />
schools since many standardized assessment<br />
tools are <strong>of</strong>ten unavailable through <strong>Irish</strong>. As a<br />
result, it is important that teachers implement<br />
an assessment system using methods, such as,<br />
dynamic assessment, response to intervention,<br />
and narrative assessment, in order to ascertain<br />
the way in which these students learn and the<br />
results <strong>of</strong> their learning (Ebert & Kohnert, 2016).<br />
LANGUAGE DEVELOPMENT<br />
It is important that teachers assess the student’s<br />
development in their L1 and L2. International<br />
research shows that more consistent exposure<br />
to the L2 is required for students who have<br />
autism spectrum disorder and specific speech<br />
and language disorders in order to develop<br />
greater language pr<strong>of</strong>iciency (Kay-Raining<br />
Bird et al., 2016). It is also suggested that it<br />
is important to provide these students with<br />
opportunities to interact with other people<br />
using their L2 in a meaningful, constructive way.<br />
As teachers, we must provide students with<br />
opportunities in order to ensure this interaction<br />
takes place. This can be done in many ways, for<br />
example, structured pair work or group work.<br />
Interaction in these contexts is important, as it<br />
gives each student an opportunity to develop<br />
language fluency and accuracy. Language input<br />
in <strong>Irish</strong> alone is not enough to ensure students<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
will become fluent <strong>Irish</strong> speakers. It is more<br />
important to provide each student who is<br />
learning through a L2 with adequate ‘wait time’<br />
when they are answering questions - this will<br />
allow them more time to encode their answers<br />
in the L2 and it will improve their ability to<br />
provide higher quality answers. Teachers must<br />
recognise that each student who learns through<br />
a L2 will have different levels <strong>of</strong> language<br />
ability, particularly those with SEN, and they<br />
should be encouraged to use the language at<br />
a level which is appropriate for them. When<br />
language interventions are being planned for<br />
bilingual students, it is suggested that their<br />
language development pattern is assessed for<br />
each language and then compared to the typical<br />
development patterns for bilingual speakers<br />
(Kohnert, 2010).<br />
high level <strong>of</strong> self-respect and self-confidence as a<br />
result. Despite these benefits, it is important that<br />
<strong>Irish</strong>-<strong>medium</strong> schools recognise the importance<br />
<strong>of</strong> appropriate assessment for each student,<br />
through acknowledging students’ abilities in<br />
each <strong>of</strong> their languages. It is also important for<br />
teachers in these schools to provide students<br />
with more opportunities to speak <strong>Irish</strong>, as they<br />
require more exposure to the language and more<br />
opportunities to speak the language at their own<br />
level.<br />
CONCLUSION<br />
The key message <strong>of</strong> this article is that <strong>Irish</strong><strong>medium</strong><br />
education is perceived as beneficial<br />
for students with SEN. Some <strong>of</strong> these benefits,<br />
such as, bilingualism, acquisition <strong>of</strong> <strong>Irish</strong>,<br />
and immersion in the <strong>Irish</strong> language would<br />
not be available to the same students if they<br />
had attended an English-<strong>medium</strong> school,<br />
particularly if they had requested an exemption<br />
from studying <strong>Irish</strong>. It is reported that <strong>Irish</strong><strong>medium</strong><br />
schools create a positive, inclusive<br />
learning environment and that students have a<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
REFERENCES<br />
Andrews, S. (<strong>2020</strong>). The additional supports required by pupils with special educational needs in <strong>Irish</strong>-<strong>medium</strong><br />
schools. An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta. Available from:<br />
https://www.cogg.ie/wp-content/uploads/Additional-supports...-2.pdf<br />
Department <strong>of</strong> <strong>Education</strong> and Skills (DES). (2019). Circular 0052/2019: Exemptions from the study <strong>of</strong> <strong>Irish</strong>,<br />
Revising Circular 12/96.<br />
Retrieved from: https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0052_2019.pdf<br />
Ebert, K. D., & Kohnert, K. (2016). Language learning impairment in sequential bilingual children. Language<br />
Teaching, 49(3), 301-338. doi:http://dx.doi.org.dcu.idm.oclc.org/10.1017/S0261444816000070<br />
Genesee, F. (2015b). Immersion education for all: What does the research say? Edmonton, 2015. Retrieved from:<br />
https://www.acpi.ca/documents/Immersion_<strong>Education</strong>_for_AllWhat_Does_Research_Say_Genesee_Edmonton_<br />
ACPI__April_2015.pdf<br />
Genesee, F., & Fortune, T. (2014). Bilingual education and at-risk students. <strong>Journal</strong> <strong>of</strong> Immersion and Content-<br />
Based Language <strong>Education</strong>, 2(2) 196–209.<br />
Hampton, S., Rabagliati, H., Sorace, A., & Fletcher-Watson, S. (2017). Autism and bilingualism: A qualitative<br />
interview study <strong>of</strong> parents’ perspectives and experiences. <strong>Journal</strong> <strong>of</strong> Speech, Language and Hearing Research<br />
(Online), 60(2), 435-446.<br />
Kay-Raining Bird, E., Genesee, F., & Verhoeven, L. (2016). Bilingualism in children with developmental disorders:<br />
A narrative review, <strong>Journal</strong> <strong>of</strong> Communication Disorders, 63, 1-14<br />
Kohnert, K. (2010). Bilingual children with primary language impairment: Issues, evidence and implications for<br />
clinical actions. doi:http://dx.doi.org.dcu.idm.oclc.org/10.1016/j.jcomdis.2010.02.002<br />
Lindholm-Leary, K. J., & Genesee, F. (2014). Student outcomes in one-way, two-way, and indigenous language<br />
immersion education. <strong>Journal</strong> <strong>of</strong> Immersion and Content-Based Language <strong>Education</strong>, 2(2), 165–180.<br />
doi:10.1075/jicb<br />
Nic Aindriú, S., Ó Duibhir, P., & Travers, J. (<strong>2020</strong>). The prevalence and types <strong>of</strong> special educational needs in<br />
<strong>Irish</strong> immersion primary schools in the Republic <strong>of</strong> Ireland, European <strong>Journal</strong> <strong>of</strong> Special Needs <strong>Education</strong>, DOI:<br />
10.1080/08856257.<strong>2020</strong>.1732109<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
PAGE 58
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Tapaidh an DEIS! Iniúchadh ar an Tumoideachas do<br />
Dhaltaí i Scoileanna Lán-Ghaeilge DEIS<br />
An Dr Karen Ní Chlochasaigh Coláiste Mhuire gan Smál<br />
An tOllamh Pádraig Ó Duibhir Institiúid Oideachais Ollscoil Chathair Bhaile Átha Cliath<br />
An Dr Gerry Shiel An Foras Taighde ar Oideachas<br />
COMHTHÉACS AN STAIDÉIR<br />
Mhair an pheirspictíocht go traidisiúnta maidir<br />
leis an gcóras tumoideachais in Éirinn agus thar<br />
lear, cuir i gcás i gCeanada, gur ar an meánaicme<br />
is mó a bhí an córas tumoideachais ag freastal<br />
agus gur ualach breise a bheadh ann do dhaltaí<br />
ó chúlraí míbhuntáiste a bheith ag freastal ar<br />
an gcóras (Genesee, 1976; Hart & Lapkin, 1988;<br />
Ó Riagáin, 1979). Tá athrú tar éis teacht ar an<br />
tuiscint seo ina bhfuil rochtain ag páistí ó chúlraí<br />
éagsúla, culraí míbhuntáiste san áireamh, ar an<br />
tumoideachas in Éirinn, cé go bhféadfadh leis an<br />
rochtain seo a bheith níos leithne fós. Tá tusicintí<br />
eile tar éis éabhlú sa taighde idirnáisiúnta maidir<br />
le daltaí a d’fhéadfadh a bheith i mbaol sa chóras<br />
oideachais mar gheall ar chúinsí a bhaineann<br />
leis an stádas socheacnamaíoch, deacrachtaí i<br />
sealbhú na céad teanga agus riachtanais speisialta<br />
oideachais (Genesee, 1976, 20w07, 2014; Bruck,<br />
1985b). Tuigtear ó na staidéir seo go mbeadh<br />
na dúshláin agus na deacrachtaí céanna ag an<br />
bpáiste i gcóras oideachais an T1 agus go mbeadh<br />
buntáistí an dátheangachais á ndiúltú don pháiste<br />
go mí-eiticiúil toisc cúinsí socheacnamaíocha nó<br />
deacrachtaí foghlama an pháiste.<br />
Spreag ceisteanna ar nós seo tionscadal taighde<br />
dúchasach a rinne iniúchadh ar an tumoideachas<br />
do dhalta i scoileanna lán-Ghaeilge i gceantair<br />
mhíbhuntáiste. Nuair a cuireadh tús leis an<br />
LÉIRÍTEAR DÚINN CÉ GO BHFUIL<br />
DUL CHUN CINN DÉANTA SNA<br />
SCOILEANNA DEIS GO NÁISIÚNTA<br />
I MEÁNSCÓIR LITEARTHACHTA<br />
AGUS MHATAMAITICE Ó<br />
2010 GO 2016<br />
staidéar i 2016 ag Institiúid Oideachais Ollscoil<br />
Chathair Bhaile Átha Cliath agus ag an bhForas<br />
Taighde ar Oideachas, Campas Phádraig,<br />
Droim Conrach, bhí 145 bunscoil lán-Ghaeilge i<br />
bPoblacht na hÉireann agus astu sin bhí 13 scoil<br />
ag freastal ar cheantair mhíbhuntáiste. Ghlac an<br />
13 scoil lán-Ghaeilge (SLG) DEIS páirt sa staidéar<br />
ina raibh níos mó ná 2,200 dalta ar an iomlán<br />
ag freastal orthu ag an am. Bhí na SLG DEIS<br />
catagóirithe de réir Banda 1 (sé scoil), ina bhfuil<br />
léibhéal níos airde de mhíbhuntáiste sna ceantair,<br />
agus Banda 2 (7 scoil), ina bhfuil leibhéal níos ísle<br />
de mhíbhuntáiste.<br />
Ardaíodh mórcheisteanna mar gheall ar<br />
ghnóthachtáil acadúla na ndaltaí sna scoileanna<br />
seo. Is eol dúinn ó thuairiscí roimhe seo ar<br />
ghnóthachtáil i léamh an Bhéarla agus sa<br />
mhatamaitic i SLG agus Gaeltachta (Gilleece, Shiel,<br />
PAGE 59
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Clerkin agus Miller, 2012) go bhfuil gnóthachtáil<br />
i SLG níos airde go suntasach i gcomparáid<br />
le scoileanna go náisiúnta ach nach bhfuil na<br />
difríochtaí gnóthachtála chomh suntasach céanna<br />
nuair a chuirtear san áireamh go bhfuil stádas<br />
socheacnamaíoch sách ard ag daltaí i SLG i<br />
gcoitinne. Maidir le measúnachtaí náisiúnta DEIS,<br />
léirítear dúinn cé go bhfuil dul chun cinn déanta<br />
sna scoileanna DEIS go náisiúnta i meánscóir<br />
litearthachta agus mhatamaitice ó 2010 go 2016<br />
ach go bhfuil bearna fós le sonrú idir meanscóir<br />
náisiúnta agus meanscóir DEIS. Eascraíonn an<br />
cheist mar sin as na staidéir seo, cá seasann na<br />
SLG DEIS ó thaobh gnóthachtála de?<br />
AN LITRÍOCHT<br />
Léirítear imní go minic sa litríocht idirnáisiúnta<br />
faoi thearcghnóthú oideachais dhaltaí ó chúlraí<br />
socheacnamaíocha ísle (Demie & Lewis, 2011;<br />
H<strong>of</strong>f, 2003, 2006; Sirin, 2005) agus tionchar na<br />
gcúinsí a eascraíonn ón gcúlra míbhuntáiste<br />
ar léiriú foghlama an dalta (Chiu & McBride<br />
Chang, 2006; OECD, 2010) agus ar mhúnlú<br />
forbairt teanga an pháiste (Molloy et al., 2016:<br />
214). Tugtar le fios i staidéir áirithe, cuir i gcás,<br />
go bhfuil ráta forbartha foclóra níos moille<br />
ag páistí ó chúlraí míbhuntáiste sa tréimhse<br />
réamhscolaíochta agus gnóthachtáil ní ba laige<br />
níos déanaí (Hart & Risley, 2003; Peers et al.,<br />
2000; Walker et al., 1994).<br />
Pléitear daltaí atá i mbaol sa chóras<br />
tumoideachais toisc easnaimh sa chéad teanga<br />
(Genesee, 2004, 2007; Genesee & Fortune, 2014),<br />
a d’fhéadfadh eascairt as stádas socheacnamaíoch.<br />
Shonraigh staidéar Bruck (1982) áfach gur<br />
éirigh chomh maith céanna le daltaí a bhí faoi<br />
bhac teanga agus a bhí ag freastal ar an gcóras<br />
tumoideachais is ar éirigh lena bpiaraí sa chóras<br />
oideachais T1 ach gur bhain siad amach cumas<br />
níos fearr sa dara teanga ag an am céanna. Maidir<br />
le SSE na ndaltaí, fuarthas amach i staidéir eile<br />
go raibh daltaí ó chúlraí míbhuntáiste sa suíomh<br />
tumoideachais ar chomhleibhéal maidir lena<br />
bhforbairt sa T1 is a bhí daltaí ó chúlraí céanna<br />
nach raibh ag freastal ar an gcóras tumoideachais<br />
(Bruck et al., 2015).<br />
MODHEOLAÍOCHT<br />
Ghlac daltaí rang a 3 agus a 6 sa 13 SLG DEIS páirt<br />
sa taighde. Riaradh trialacha i léamh an Bhéarla<br />
(Drumcondra Sentence Reading Test) agus sa<br />
Mhatamaitic i ngach scoil i mí na Bealtaine 2017.<br />
Úsáideadh na trialacha céanna chuige seo is a<br />
úsáideadh i Measúnachtaí Náisiúnta DEIS (Weir<br />
& Denner, 2013; Kavanagh, Weir & Moran, 2017)<br />
le go bhféadfaí comparáid a dhéanamh idir scóir<br />
na dtrialach sa staidéar reatha agus scóir DEIS go<br />
náisiúnta chun difríochtaí gnóthachtála a mheas.<br />
PRÍOMHTHORTHAÍ AN TAIGHDE<br />
Gnóthachtáil i Léamh an Bhéarla<br />
I SLG DEIS Banda 2, léiríodh go raibh meánscóir ní<br />
ba airde ag SLG DEIS ná DEIS go náisiúnta ag rang<br />
a 3 agus a 6, cé nach raibh an difríocht suntasach<br />
ach ag leibhéal rang a Trí amháin. I mBanda 1, cé<br />
go raibh na meánscóir píosa beag taobh thiar ag<br />
leibhéal rang a Trí i SLG DEIS ná mar a bhí ag DEIS<br />
go náisiúnta, faoi dheireadh na bunscolaíochta<br />
bhí ag éirí níos fearr go suntasach le daltaí i SLG<br />
DEIS ná scoileanna DEIS go náisiúnta. Baineann<br />
torthaí níos laige i rang a 3 a ardaíonn faoi rang<br />
a 6 le moill shealadach sa chóras dátheangach a<br />
imíonn thar thréimhse ama nuair a chuirtear tús<br />
le léitheoireacht sa chéad teanga.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Gnóthachtáil i Léamh an Bhéarla de réir Banda<br />
DEIS agus rang leibhéal<br />
102<br />
101<br />
100<br />
98<br />
96<br />
94<br />
94<br />
93<br />
92<br />
95<br />
98<br />
97<br />
99<br />
92<br />
90<br />
88<br />
Rang 3 Banda 1 Rang 6 Banda 1 Rang 3 Banda 2 Rang 6 Banda 1<br />
Léamh (Béarla) DEIS 2016<br />
Léamh (Béarla) SLG DEIS 2017<br />
Tá cló trom ar na meánscóir a bhfuil difíocht suntasach staitistiúil eatarthu<br />
Figiúr 1: Meánscóir dhaltaí i Léamh an Bhéarla, de réir banda DEIS agus rang leibhéal –<br />
Measúnú DEIS 2016 go náisiúnta agus SLG DEIS 2017<br />
Léiríodh níos mó daltaí ag an dá rang leibhéal sa<br />
dá bhanda i SLG DEIS a bheith ag nó os cionn an<br />
90ú peircintíl ná mar a bhí ag scoileanna DEIS go<br />
náisiúnta i léamh an Bhéarla. Sonraíodh níos lú<br />
daltaí a bheith ag nó faoi bhun an 10ú peircintíl<br />
i mBanda 2 ag an dá rang leibhéal ná mar a bhí<br />
sa sampla náisiúnta DEIS. Cé go raibh níos mó<br />
daltaí ag nó faoi bhun an 10ú peircintíl i rang<br />
a Trí SLG DEIS Banda 1 ná mar a bhí sa sampla<br />
DEIS go náisiúnta, bhí laghdú mór le sonrú ar seo<br />
faoi rang a Sé. Is toradh an-dearach é seo do SLG<br />
DEIS i gcomhthéacs na ndúshlán a bhaineann<br />
leis an suíomh DEIS agus go gcuirtear tús leis an<br />
léitheoireacht níos déanaí sa lánthumadh luath.<br />
Gnóthachtáil sa Mhatamaitic<br />
Insíonn na meánscóir maidir le gnóthachtáil<br />
na matamaitice i SLG DEIS scéal difriúil ina<br />
raibh bearna shuntasach go staitistiúil ina<br />
raibh meánscóir na SLG DEIS taobh thiar de i<br />
gcomparáid le meánscóir DEIS go náisiúnta.<br />
I mBanda 1, bhí rang a 3 go mór ar chúl i<br />
gcomparáid le meánscóir náisiúnta DEIS, toradh<br />
a bhí suntasach go staitistiúil. I rang a 6 Banda 1,<br />
áfach, bhí meánscóir do SLG DEIS píosa beag ní ba<br />
airde ná an meánscóir náisiúnta DEIS. I mBanda<br />
2, bhí meánscóir na SLG DEIS ní ba ísle ag leibhéal<br />
rang a Trí ná an meánscóir DEIS náisiúnta agus<br />
píosa beag taobh thiar ag leibhéal rang a Sé. Ní<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Gnóthachtáil sa Mhatamaitic de réir Banda DEIS<br />
agus rang leibhéal<br />
105<br />
100<br />
97<br />
100<br />
99<br />
98 98<br />
95<br />
90<br />
93<br />
94<br />
90<br />
85<br />
Rang 3 Banda 1 Rang 6 Banda 1 Rang 3 Banda 2 Rang 6 Banda 1<br />
Mata DEIS 2016<br />
Mata SLG 2017<br />
Tá cló trom ar na meánscóir a bhfuil difíocht suntasach staitistiúil eatarthu<br />
Figiúr 2: Meánscóir dhaltaí sa Mhatamaitic, de réir banda DEIS agus rang leibhéal – Measúnú<br />
DEIS 2016 go náisiúnta agus SLG DEIS 2017<br />
raibh aon cheann de na difríochtaí seo suntasach<br />
go staitistiúil ach amháin rang a 3, Banda 1.<br />
Léiríonn sonraí go raibh céatadán ní ba ísle<br />
de dhaltaí go suntasach ag nó os cionn an 90ú<br />
peircintíl agus céatadán ní ba airde a bhí ag nó<br />
faoi bhun an 10ú peircintíl sa dá bhanda agus<br />
rang i SLG DEIS ná mar a bhí i scoileanna DEIS go<br />
náisiúnta. D’fhéadfaí féachaint ar seo mar léiriú ar<br />
na fíordheacrachtaí a bhaineann le gnóthachtáil<br />
sa mhatamaitic i SLG DEIS agus leis an teanga a<br />
bhaineann le foghlaim na matamaitice trí mheán<br />
na tumtheanga.<br />
Bhí meánscór níos ísle ag scoileanna áirithe a<br />
d’fhéadfadh an meánscór ar an iomlán a tharraingt<br />
síos. Ba léiriú é seo ar an riachtanas d’idirghabháil<br />
ar bhonn indibhidiúil i scoileanna áirithe.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
MÓRMHOLTAÍ AN TAIGHDE<br />
Déanfar moltaí anseo don dea-chleachtas oideolaíoch agus conas mar a chuireann na sonraí taighde<br />
eolas ar fáil don suíomh tumoideachais DEIS i bhfoirm ceachtanna nó moltaí.<br />
Réimse gnóthachtála - Léamh an Bhéarla<br />
Plé ar na torthaí<br />
Ceacht/Moladh<br />
Léiríonn na torthaí na buntáistí<br />
a bhaineann le hinaistritheacht<br />
scileanna litearthachta ón nGaeilge<br />
go dtí an Béarla, nuair a éiríonn<br />
daltaí níos cumasaí thar am i<br />
léamh an dá theanga sa chóras<br />
dátheangach.<br />
Athraíonn cleachtas sna SLG DEIS maidir le cathain a cuirtear tús<br />
le léitheoireacht an Bhéalra. Ba cheart go laghdóidh na torthaí<br />
dearfacha maidir le léamh an Bhéarla buairt an mhúinteora agus<br />
an tuismitheora maidir le tús déanach le léamh an Bhéarla agus clár<br />
lánthumadh sa luaththumoideachas a chur i bhfeidhm.<br />
Moltar tuilleadh béime a chur ar an bhfeidhm inaistritheach a<br />
bhaineann le scileanna litearthachta ó theanga amháin go teanga<br />
eile i straitéisí forbartha na litearthachta sa chomhthéacs lán-<br />
Ghaeilge DEIS.<br />
Cé go léiríonn torthaí taighde go<br />
bhfuil ag éirí níos fearr ar an meán<br />
le daltaí i SLG DEIS ná a bpiaraí i<br />
scoileanna DEIS go náisiúnta, ní mór<br />
a aithint go bhfuil na meánscóir i<br />
SLG DEIS níos ísle ná meánscóir<br />
scoileanna i gcoitinne.<br />
Ní mór a aithint chomh maith líon<br />
ard na ndaltaí a sonraíodh ag nó<br />
faoi bhun an 10ú peircintíl i SLG<br />
DEIS, Banda 1.<br />
Moltar idirghabhálacha láidre agus struchtúrtha litearthachta a<br />
chur i bhfeidhm nuair a chuirtear tús le léamh an Bhéarla i SLG DEIS.<br />
D’fhéadfadh le cur chuige mar seo freastal a dhéanamh ar dhaltaí<br />
atá ag streachailt le léamh an Bhéalra agus líon na ndaltaí atá ag<br />
feidhmiú ag nó faoi bhun an 10ú peircintíl a laghdú.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Réimse gnóthachtála - Matamaitic<br />
Plé ar na torthaí<br />
Ní mór an bhearna shuntasach idir<br />
gnóthachtáil sa mhatamaitic i SLG<br />
DEIS, Banda 1, rang a 3 i gcomparáid le<br />
scoileanna DEIS Banda 1 go náisiúnta a<br />
aithint.<br />
Is cúis imní í áfach líon ard na ndaltaí<br />
atá ag léiriú ag nó faoi bhun an 10ú<br />
peircintíl agus líon íseal na ndaltaí atá<br />
ag léiriú ag nó os cionn an 90ú peircintíl<br />
ag an dá bhanda agus ag an dá rang<br />
leibhéal i SLG DEIS.<br />
Is léir ó na torthaí na deacrachtaí a<br />
bhaineann le foghlaim na matamaitice<br />
trí mheán na tumtheanga i SLG DEIS<br />
agus b’fhéidir go bhfuil sin freagracht<br />
as cuid de na difríochtaí a aithnítear<br />
sna torthaí gnóthachtála. Fuair Gilleece<br />
et al. (2012) torthaí gnóthachtála<br />
níos ísle i measúnachtaí náisiúnta<br />
ar scoileanna lán-Ghaeilge agus<br />
Gaeltachta i gcomparáid le scoileanna<br />
go náisiúnta.<br />
Ceacht/Moladh<br />
D’fhéadfadh leis na deacrachtaí tosaigh a bhaineann le hábhar a<br />
fhoghlaim trí mheán na tumtheanga a bheith freagrach as an mbearna<br />
seo nuair nach gcuirtear tacaíochta ar fáil don teanga, chomh maith<br />
leis an mbéim treise atá ar an litearthacht i bhfoghlaim na matamaitice<br />
(Dunphy et al., 2014). Is cosúil go dtagann laghdú ar na deacrachtaí seo<br />
faoi rang a sé nuair nach bhfuil an bhearna idir meánscóir na SLG DEIS<br />
agus DEIS go náisiúnta staitistiúil a thuilleadh.<br />
Cuirtear sonraí láidre i láthair anseo go bhfuil géarghá le diantacaíochtaí<br />
agus le hidirghabhálacha chun freastal a dhéanamh ar an uimhearthacht<br />
a chur chun cinn trí theanga an tumoideachais.<br />
Cuireann na sonraí seo in iúl an géarghá a bhaineann le sainthacaíochta<br />
teanga a chuir ar fáil i SLG DEIS chun freastal ar riachtanais teanga na<br />
ndaltaí. Ní mór inniúlacht teanga na ndaltaí a fhorbairt ionas go mbeidh<br />
rochtain iomlán acu ar ábhair an churaclaim sa chóras tumoideachais.<br />
Moltar go láidir go mbeadh múinteoir tacaíochta teanga saincheaptha do<br />
SLG DEIS chun tacú le forbairt teanga na bpáistí.<br />
Moltar go láidir múnlaí an fhoghlaim chomhtháite ábhar agus teanga<br />
(FCÁT / CLIL) (Coyle, 2007; de Graaff, 2007; Snow & Brinton, 2017) a chur<br />
i bhfeidhm maidir le teagasc agus foghlaim na matamaitice sa suíomh<br />
lán-Ghaeilge DEIS. Chuirfeadh múnla ina mbeadh béim chomhtháite ar<br />
an ábhar agus ar an teanga deiseanna ar fáil do dhaltaí i SLG DEIS scafall<br />
a dhéanamh ar an teanga atá de dhíth uatha chun an mhatamaitic a<br />
fhoghlaim trí mheán na Gaeilge ar bhonn níos éifeachtaí. D’fhéadfadh<br />
le béim níos treise ar théarmaíocht na matamaitice sa tumtheanga<br />
inniúlacht teanga an pháiste a fhorbairt sa mhatamaitic.<br />
Cé go bhfuil gort an taighde mar a bhaineann leis an FCÁT forbartha<br />
go láidir in Éirinn (Féach m.sh. Ó Ceallaigh, Ó Laoire agus Uí Chongaile,<br />
2019), moltar múnla a chur in oiriúint don suíomh lán-Ghaeilge DEIS agus<br />
a aithníonn na saindeacrachtaí a bhaineann leis an suíomh.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
FOCAL SCOIR<br />
Cuireann torthaí an staidéir léargais spreagúla<br />
ar fáil ní do na SLG DEIS amháin ach don chóras<br />
tumoideachais i gcoitinne. Léiríonn an taighde<br />
torthaí dearfacha do dhaltaí atá ag freastal ar<br />
SLG DEIS agus cuireann siad in iúl nach mbíonn<br />
tionchar diúltach ag an tumoideachas sa suíomh<br />
DEIS ar ghnóthachtáil i léamh an Bhéarla faoi<br />
dheireadh na bunscolaíochta, ach a mhalairt ar<br />
fad. Tá léargais ar fáil sna torthaí chomh maith<br />
ar an ngéarghá a bhaineann leis na dúshláin a<br />
bhaineann leis an gcomhthéacs lán-Ghaeilge DEIS<br />
a aithint agus na tacaíochtaí atá ag teastáil sa<br />
ghort a chur ar fáil.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
TAGAIRTÍ<br />
Bruck, M. (1982). Language disabled children: Performance in an additive bilingual education program. Applied<br />
Psycholinguistics, 3, 45-60.<br />
Bruck, M. (1985b). Consequences <strong>of</strong> transfer out <strong>of</strong> early French immersion programs. Applied Psycholinguistics,<br />
6, 101–120.<br />
Bruck, M., Jakimik, J. agus Tucker, R.G. (2015). Are French Immersion Programs Suitable for Working-Class<br />
Children? A Follow-up Investigation. WORD, 27(1-3), 311-341.<br />
Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL<br />
pedagogies. The International <strong>Journal</strong> <strong>of</strong> Bilingual <strong>Education</strong> and Billingualism, 10(5), 543-562.<br />
Chiu, M.M., agus McBride-Chang, C. (2006). Gender, context and reading: A comparison <strong>of</strong> students in 43<br />
countries. Scientific Studies <strong>of</strong> Reading, 10, 331-362.<br />
De Graaff, R., Koopman, G.J., Anikina, Y., & Westh<strong>of</strong>f, G. (2007.) An observatio tool for effective L2 pedagogy in<br />
content and language integrated learning (CLIL).<br />
The International <strong>Journal</strong> <strong>of</strong> Bilingual <strong>Education</strong> and Billingualism, 10(5), 603-624.<br />
Demie, F. agus K. Lewis. (2011). White Working Class Achievement: An Ethnographic Study <strong>of</strong> Barriers to<br />
Learning in Schools. <strong>Education</strong>al Studies 37: 245–264.<br />
Dunphy, E., Dooley, T., Shiel, G., Butler, D., Corcoran, D., Ryan, M., & Travers, J. (2014). Mathematics in early<br />
childhood and primary education (children aged 3-8 years). Research Report No.17: Definitions, theories, stages<br />
<strong>of</strong> development and progression. National Council for Curriculum and Assessment. http://www.ncca.ie/en/<br />
Publications/Reports/NCCA_Research_Report_17.pdf<br />
Genesee, F. (1976). The Suitability <strong>of</strong> Immersion Programs for all Children. The Canadian Modern Language<br />
Review, 32(5), 494-515.<br />
Genesee, F. (2004). What do we Know About Bilingual <strong>Education</strong> for Majority-Language Students? In: T.J. Bhatia<br />
agus W.C. Ritchie (Eag.) (2004). The Handbook <strong>of</strong> Bilingualism (513-576). Malden, MA, Blackwell Publishing Ltd.<br />
Genesee, F. (2007). French Immersion and At-Risk Students: A Review <strong>of</strong> Research Evidence. The Canadian<br />
Modern Language Review, 36(5), 654-687.<br />
Genesee, F. & Fortune, T. (2014). Bilingual <strong>Education</strong> and at-risk students. <strong>Journal</strong> <strong>of</strong> Immersion and Content-<br />
Based Language <strong>Education</strong> 2(2), 196–209.<br />
Gilleece, L., Shiel, G., Clerkin, A. & Millar, D. (2012). Measúnachtaí Náisiúnta 2010 ar Léitheoireacht Bhéarla agus<br />
ar Mhatamaitic i Scoileanna a bhíonn ag Teagasc trí mheán na Gaeilge. BÁC: Foras Taighde ar Oideachas.<br />
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Hart, D. agus Lapkin, S. (1988). Issues <strong>of</strong> Social-Class Bias in Access to French Immersion <strong>Education</strong>. In: Lapkin, S.<br />
(Eag.) (1988) French Second-Language <strong>Education</strong> in Canada: Empirical Studies 324-350<br />
Hart, B., & Risley, T.R. (2003). The Early Catastrophe: The 30 Million Word Gap by Age3. American Educator 27,<br />
4–9.<br />
H<strong>of</strong>f,E. (2003). The Specificity <strong>of</strong> Environmental Influence: Socioeconomic Status Affects Early Vocabulary<br />
Development via Maternal Speech. Child Development, 74, 1368–1378.<br />
H<strong>of</strong>f, E. (2006). How Social Contexts Support and Shape Language Development. Developmental Review 26,<br />
55–88<br />
Kavanagh, L., Weir, S., agus Moran, E. (2017). The evaluation <strong>of</strong> DEIS: Monitoring achievement and attitudes<br />
among urban primary school pupils from 2007 to 2016. BÁC: Foras Taighde ar Oideachas.<br />
Molloy, G., Murtagh, L. & McAvinue, L (2016). An examination <strong>of</strong> the oral language competence <strong>of</strong> junior infant<br />
pupils attending DEIS and Non-DEIS schools. <strong>Irish</strong> <strong>Education</strong>al Studies, 35(2), 213-231.<br />
OECD (Organisation for Economic and Co-operative Development) (2010). PISA 2009 results: <strong>Vol</strong>. 2. Overcoming<br />
social background – Equity in learning opportunities and outcomes. Paris: Author.<br />
Ó Ceallaigh, T.J., Ó Laoire, M. agus Uí Chonghaile, M. (<strong>2020</strong>). Comhtháthú ábhar agus teanga san iarbhunscoil lán-<br />
Ghaeilge/Ghaeltachta: I dtreo eispéiris forbartha gairmiúla chun dea-chleachtais a nochtadh. Baile Átha Cliath:<br />
An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta. Ar fáil ar www.cogg.ie<br />
Ó Riagáin, P. (1979). Language policy and social reproduction: Ireland 1893-1993. Oxford: Clarendon.<br />
Peers, I. P., P. Lloyd, & C Foster. (2000). Clinical Evaluation <strong>of</strong> Language Fundamentals – Preschool. London:<br />
Psychological Corporation.<br />
Sirin, S.R. (2005). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review <strong>of</strong> Research. Review<br />
<strong>of</strong> <strong>Education</strong>al Research 75, 417–453.<br />
Snow, M., & Brinton, D. (Eds.) (2017). The content-based classroom: new perspectives on integrating language<br />
and content (2nd ed.). Ann Arbor, Michigan: University <strong>of</strong> Michigan Press.<br />
Walker, D., C. Greenwood, B. Hart, & J. Carta (1994) Prediction <strong>of</strong> School Outcomes Based on Early Language<br />
Production and Socioeconomic Factors. Child Development 65, 606–621.<br />
Weir, S. & Denner, S. (2013). The Evaluation <strong>of</strong> the School Support Programme under DEIS: Changes in pupil<br />
achievement in urban primary schools between 2007 and 2013. BÁC: Foras Taighde ar Oideachas.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Tapaidh an DEIS! Examination <strong>of</strong> Immersion <strong>Education</strong><br />
for Students in <strong>Irish</strong>-Medium DEIS Schools<br />
Dr Karen Ní Chlochasaigh Mary Immaculate College<br />
Pr<strong>of</strong>essor Pádraig Ó Duibhir Institute <strong>of</strong> <strong>Education</strong>, Dublin City University<br />
Dr Gerry Shiel <strong>Education</strong>al Research Centre<br />
CONTEXT OF THE STUDY<br />
The immersion education system in Ireland<br />
and abroad, in Canada for example, was<br />
traditionally viewed as a system which mostly<br />
served the middle class, and it was believed<br />
that it would be an extra burden on students<br />
from disadvantaged backgrounds to attend the<br />
system (Genesee, 1976; Hart & Lapkin, 1988; Ó<br />
Riagáin, 1979). This understanding has changed,<br />
and today children from various backgrounds,<br />
including disadvantaged backgrounds, have<br />
access to immersion education in Ireland,<br />
although this access could be more widespread.<br />
Other understandings have come to light in<br />
international research regarding students that<br />
may be at risk in the education system due to<br />
factors related to their socio-economic status,<br />
difficulties in acquisition <strong>of</strong> the first language, and<br />
special educational needs (Genesee, 1976, 2007,<br />
2014; Bruck, 1985b). These studies show that<br />
these children would face the same challenges<br />
and difficulties in the L1 education system, and<br />
that it would be unethical to deny the child the<br />
benefits <strong>of</strong> bilingualism based on their socioeconomic<br />
circumstances or learning difficulties.<br />
Questions such as these motivated a native<br />
research project, which investigated immersion<br />
education for students in disadvantaged areas.<br />
When the research was first started in 2016 by<br />
RESULTS SHOW THAT PROGRESS<br />
HAS BEEN MADE IN DEIS SCHOOLS<br />
NATIONWIDE IN AVERAGE<br />
LITERACY AND NUMERACY<br />
SCORES FROM 2010 TO 2016,<br />
the Institute <strong>of</strong> <strong>Education</strong>, Dublin City University<br />
and the <strong>Education</strong>al Research Centre, St<br />
Patrick’s Campus, Drumcondra, there were 145<br />
<strong>Irish</strong>-<strong>medium</strong> primary schools in the Republic<br />
<strong>of</strong> Ireland, and out <strong>of</strong> those 13 were serving<br />
disadvantaged areas. The 13 DEIS <strong>Irish</strong>-<strong>medium</strong><br />
schools (IMS) took part in the study, and over<br />
2,200 students were attending these schools<br />
at the time. The DEIS IMS were categorised as<br />
Band 1 (6 schools), which had a higher level <strong>of</strong><br />
disadvantage in the area, and Band 2 (7 schools),<br />
which had a lower level <strong>of</strong> disadvantage.<br />
Significant questions were raised regarding<br />
the academic achievement <strong>of</strong> students in these<br />
schools. We know from previous reports on<br />
English reading attainment and mathematics<br />
attainment in Gaeltacht and <strong>Irish</strong>-<strong>medium</strong><br />
schools (Gilleece, Shiel, Clerkin agus Miller, 2012)<br />
that achievement in IMS is significantly higher<br />
compared to schools nationwide, but that these<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
differences are not particularly significant when<br />
taking into account that IMS students tend to<br />
have a higher socio-economic status on average.<br />
As for national DEIS assessments, results show<br />
that progress has been made in DEIS schools<br />
nationwide in average literacy and numeracy<br />
scores from 2010 to 2016, but there is still a<br />
significant gap between the average national<br />
score and the national DEIS score. On that basis,<br />
this study raises the question, where do DEIS IMS<br />
stand in terms <strong>of</strong> achievement?<br />
THE LITERATURE<br />
Concern is <strong>of</strong>ten expressed in international<br />
literature about the educational<br />
underachievement <strong>of</strong> students from low socioeconomic<br />
backgrounds (Demie & Lewis, 2011;<br />
H<strong>of</strong>f, 2003, 2006; Sirin, 2005) and the effect <strong>of</strong><br />
the disadvantaged background on the learning <strong>of</strong><br />
the student (Chiu & McBride Chang, 2006; OECD,<br />
2010) and on the language development <strong>of</strong> the<br />
child (Molloy et al., 2016: 214). Certain studies<br />
suggest, for example, that the rate <strong>of</strong> vocabulary<br />
development is slower in children from<br />
disadvantaged backgrounds in the preschool<br />
period and that they will have a lower level <strong>of</strong><br />
attainment as they get older (Hart & Risley, 2003;<br />
Peers et al., 2000; Walker et al., 1994).<br />
Studies also discuss students who may be at risk<br />
in the immersion education system due to low<br />
ability in their first language (Genesee, 2004,<br />
2007; Genesee & Fortune, 2014), which may be<br />
related to socio-economic status. However, Bruck<br />
(1982) displayed that students who had language<br />
difficulties and who attended the immersion<br />
education system were just as successful as<br />
their peers in the L1 education system, but that<br />
they also attained a higher ability in the second<br />
language at the same time. As for the socioeconomic<br />
status <strong>of</strong> students, other studies have<br />
discovered that students from disadvantaged<br />
backgrounds in the immersion education system<br />
were at the same level <strong>of</strong> L1 development as<br />
students from the same backgrounds who were<br />
not attending the immersion education system<br />
(Bruck et al., 2015).<br />
METHODOLOGY<br />
Students from 3rd class and 6th class from 13<br />
DEIS IMS took part in the research. Standardised<br />
tests in English Reading (Drumcondra Sentence<br />
Reading Test) and in Mathematics were organised<br />
in each school in May 2017. The same tests were<br />
used as in the National DEIS Assessment (Weir<br />
& Denner, 2013; Kavanagh, Weir & Moran, 2017)<br />
so that a comparison could be made between the<br />
test scores in the current study and the national<br />
DEIS scores in order to assess any differences in<br />
achievements.<br />
PRIMARY RESEARCH RESULTS<br />
Reading Attainment in English<br />
In Band 2 DEIS IMS schools, 3rd class and 6th<br />
class demonstrated a higher average score than<br />
the national DEIS score, although the difference<br />
was only significant at third class level. In Band<br />
1, the average score in third class DEIS IMS was<br />
somewhat lower than the national DEIS score,<br />
however by the end <strong>of</strong> the primary school cycle<br />
students in DEIS IMS were achieving much higher<br />
scores than DEIS schools nationally. The weaker<br />
results in 3rd class, which then rise by 6th<br />
class, could be explained by a temporary delay<br />
in the bilingual system, which dissipates over<br />
time when students begin reading in their first<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Attainment in English Reading by DEIS Band and<br />
Class Level<br />
102<br />
101<br />
100<br />
98<br />
96<br />
94<br />
94<br />
93<br />
92<br />
95<br />
98<br />
97<br />
99<br />
92<br />
90<br />
88<br />
3 rd Class Band 1 6 th Class Band 1 3 rd Class Band 2 6 th Class Band 1<br />
Reading (English) DEIS 2016<br />
Reading (English) DEIS IMS 2017<br />
The average scores which display a significant statistical difference are marked in bold.<br />
Figure 1: Average score <strong>of</strong> students in English Reading by DEIS band and class level – National<br />
DEIS assessment 2016 and DEIS IMS 2017<br />
language.<br />
At both class levels and in each DEIS IMS band,<br />
more students achieved scores at or above<br />
the 90th percentile when compared to DEIS<br />
schools at the national level in English reading.<br />
Less students presented at or below the<br />
10th percentile in Band 2 at both class levels<br />
when compared to the national DEIS sample.<br />
Although more students in DEIS IMS Band 1<br />
were at or below the 10th percentile in Third<br />
Class when compared to the national DEIS<br />
sample, the number <strong>of</strong> students below that<br />
same percentile was significantly lower by the<br />
time they reached sixth class. This is a positive<br />
result for DEIS IMS in the context <strong>of</strong> the challenges<br />
faced by the DEIS setting, and given that reading<br />
in English is delayed in early total immersion.<br />
Attainment in Mathematics<br />
The average score in attainment in mathematics<br />
tells a different story in DEIS IMS and shows a<br />
significant statistical gap in the average scores<br />
from DEIS IMS, which were lower than the<br />
national average scores for DEIS schools. In Band<br />
1, third class achieved much lower scores when<br />
compared to the national average scores for DEIS<br />
schools, a statistically significant result. However,<br />
in Band 1 average scores for sixth class in DEIS<br />
IMS were slightly higher than the national average<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Attainment in Mathematics by DEIS Band and Class<br />
Level<br />
105<br />
100<br />
97<br />
100<br />
99<br />
98 98<br />
95<br />
90<br />
93<br />
94<br />
90<br />
85<br />
3 rd Class Band 1 6 th Class Band 1 3 rd Class Band 2 6 th Class Band 1<br />
Mathethamics DEIS 2016<br />
Mathematics DEIS IMS 2017<br />
The average scores which display a significant statistical difference are marked in bold.<br />
Figure 2: Average score for students in Mathematics, by DEIS band and class level – National<br />
DEIS Evaluation 2016 and DEIS IMS 2017<br />
scores for DEIS schools. In Band 2, however, DEIS<br />
IMS scores were lower than the national average<br />
score at third class level and somewhat lower at<br />
sixth class level. None <strong>of</strong> these differences were<br />
statistically significant, apart from third class,<br />
Band 1<br />
The results show a significantly lower percentage<br />
<strong>of</strong> students at or above the 90th percentile<br />
and a higher percentage at or below the 10th<br />
percentile in both bands and class levels in DEIS<br />
IMS when compared to DEIS schools nationally.<br />
This could be viewed as an expression <strong>of</strong> the<br />
significant difficulties associated with attainment<br />
in mathematics in DEIS IMS, and with language<br />
when mathematics is learned through the<br />
immersion language.<br />
The average score was lower for certain schools,<br />
which may have lowered the overall average<br />
score. This illustrates the individual requirements<br />
relating to attainment in particular schools.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
MAIN RECOMMENDATIONS FROM THE RESEARCH<br />
Recommendations will be made below for pedagogical best practice and on how the research<br />
results may provide information for the DEIS immersion education setting in the form <strong>of</strong> lessons or<br />
recommendations.<br />
Area <strong>of</strong> attainment - Reading in English<br />
Discussion <strong>of</strong> Results<br />
Recommendations<br />
The results express the benefits<br />
associated with the transfer <strong>of</strong><br />
literacy skills from <strong>Irish</strong> to English,<br />
as students become more pr<strong>of</strong>icient<br />
in reading in both languages over<br />
time in the bilingual system.<br />
Practices in DEIS IMS affect when students will first begin reading<br />
in English. The positive results in English reading should ease<br />
teachers’ and parents’ worry around a later start in English reading<br />
and around implementing full immersion and early-education<br />
immersion programmes.<br />
It is recommended that more emphasis be placed on the<br />
transferrable nature <strong>of</strong> literacy skills from one language to another<br />
in literacy development strategies for <strong>Irish</strong>-<strong>medium</strong> DEIS schools.<br />
Although the research results<br />
show that students in DEIS IMS are<br />
doing better on average than their<br />
peers in DEIS schools nationally, it<br />
must also be recognised that the<br />
DEIS IMS average scores are lower<br />
than the overall average scores for<br />
schools.<br />
The high number <strong>of</strong> students<br />
who scored in or below the 10th<br />
percentile in DEIS IMS Band 1, 3 rd<br />
class, must also be acknowledged.<br />
It is recommended that strong, structured literacy interventions<br />
be implemented when English reading begins in DEIS IMS. Such an<br />
approach may assist students who are struggling with reading in<br />
English and reduce the number <strong>of</strong> students who are performing at<br />
or under the 10 th percentile.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Area <strong>of</strong> attainment - Mathematics<br />
Discussion <strong>of</strong> Results<br />
The significant gap in<br />
mathematics between Band 1<br />
DEIS IMS, 3 rd class and Band 1<br />
DEIS schools nationally must be<br />
recognised.<br />
The high number <strong>of</strong> students<br />
who score at or below the 10 th<br />
percentile is concerning, along<br />
with the low number <strong>of</strong> students<br />
who score at or above the 90th<br />
percentile in both bands and at<br />
both class levels in DEIS IMS.<br />
The difficulties associated with<br />
the learning <strong>of</strong> mathematics in<br />
the immersion language in DEIS<br />
IMS are clearly demonstrated in<br />
the results, and these may be the<br />
cause <strong>of</strong> some <strong>of</strong> the differences<br />
recorded in the attainment<br />
scores. Gilleece et al. (2012)<br />
recorded lower attainment<br />
scores in national assessments<br />
<strong>of</strong> Gaeltacht and <strong>Irish</strong>-<strong>medium</strong><br />
schools when compared to<br />
schools on a national level.<br />
Recommendations<br />
The initial difficulties involved with learning a subject through the<br />
immersion language may be the cause <strong>of</strong> this gap when no language<br />
supports are provided, along with the strong emphasis on literacy in<br />
the learning <strong>of</strong> mathematics (Dunphy et al., 2014). It seems that these<br />
difficulties become less severe by the time students reach 6th class,<br />
when the gap between the average scores in DEIS IMS and DEIS schools<br />
nationally is not quite as statistically significant.<br />
Strong data is presented here to suggest that there is an urgent need for<br />
strong supports and interventions to serve the promotion <strong>of</strong> numeracy<br />
in the immersion language.<br />
The data shows the urgent need for specific language supports in DEIS<br />
IMS to serve the language needs <strong>of</strong> students. The language ability <strong>of</strong><br />
students must be developed so that they will be able to fully access the<br />
curriculum in the immersion education system. It is suggested that a<br />
specific language support teacher be provided for DEIS IMS in order to<br />
support the language development <strong>of</strong> students.<br />
It is strongly recommended that integrated subject and language models<br />
(FCÁT / CLIL) (Coyle, 2007; de Graaff, 2007; Snow & Brinton, 2017) be<br />
implemented with regards to teaching and learning <strong>of</strong> mathematics in<br />
the <strong>Irish</strong>-<strong>medium</strong> DEIS environment. Teachers need to be supported<br />
in integrating language and content in IMS (Tedick & Lyster, <strong>2020</strong>). A<br />
model in which there is an emphasis on integration <strong>of</strong> subject and<br />
language would provide students in DEIS IMS with the opportunity to<br />
build a scaffold <strong>of</strong> the necessary language in order to begin learning<br />
mathematics through the <strong>medium</strong> <strong>of</strong> <strong>Irish</strong> in a more effective way. A<br />
stronger emphasis on mathematical terminology in the immersion<br />
language could develop the child’s language ability in mathematics.<br />
Although the field <strong>of</strong> research relating to the FCÁT has been strongly<br />
developed in Ireland, (for example, see Ó Ceallaigh, Ó Laoire and Uí<br />
Chongaile, 2019), it is recommended that a model be designed for<br />
the <strong>Irish</strong>–<strong>medium</strong> DEIS setting in order to acknowledge the particular<br />
challenges associated with that setting.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
CONCLUSION<br />
The research results provide thought provoking<br />
insights, not only for DEIS IMS but for the<br />
immersion education system in general. The<br />
research results portray the positive benefits for<br />
students attending DEIS IMS and indicate that<br />
immersion education in the DEIS setting does<br />
not have a negative impact on reading in English<br />
by the end <strong>of</strong> the primary school, but quite the<br />
opposite. The results also indicate the urgent need<br />
for recognition <strong>of</strong> the challenges associated with<br />
the <strong>Irish</strong>-<strong>medium</strong> DEIS context, and the need to<br />
make supports available<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
TAGAIRTÍ<br />
Bruck, M. (1982). Language disabled children: Performance in an additive bilingual education program. Applied<br />
Psycholinguistics, 3, 45-60.<br />
Bruck, M. (1985b). Consequences <strong>of</strong> transfer out <strong>of</strong> early French immersion programs. Applied Psycholinguistics,<br />
6, 101–120.<br />
Bruck, M., Jakimik, J. agus Tucker, R.G. (2015). Are French Immersion Programs Suitable for Working-Class<br />
Children? A Follow-up Investigation. WORD, 27(1-3), 311-341.<br />
Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL<br />
pedagogies. The International <strong>Journal</strong> <strong>of</strong> Bilingual <strong>Education</strong> and Billingualism, 10(5), 543-562.<br />
Chiu, M.M., agus McBride-Chang, C. (2006). Gender, context and reading: A comparison <strong>of</strong> students in 43<br />
countries. Scientific Studies <strong>of</strong> Reading, 10, 331-362.<br />
De Graaff, R., Koopman, G.J., Anikina, Y., & Westh<strong>of</strong>f, G. (2007.) An observatio tool for effective L2 pedagogy in<br />
content and language integrated learning (CLIL).<br />
The International <strong>Journal</strong> <strong>of</strong> Bilingual <strong>Education</strong> and Billingualism, 10(5), 603-624.<br />
Demie, F. agus K. Lewis. (2011). White Working Class Achievement: An Ethnographic Study <strong>of</strong> Barriers to<br />
Learning in Schools. <strong>Education</strong>al Studies 37: 245–264.<br />
Dunphy, E., Dooley, T., Shiel, G., Butler, D., Corcoran, D., Ryan, M., & Travers, J. (2014). Mathematics in early<br />
childhood and primary education (children aged 3-8 years). Research Report No.17: Definitions, theories, stages<br />
<strong>of</strong> development and progression. National Council for Curriculum and Assessment. http://www.ncca.ie/en/<br />
Publications/Reports/NCCA_Research_Report_17.pdf<br />
Genesee, F. (1976). The Suitability <strong>of</strong> Immersion Programs for all Children. The Canadian Modern Language<br />
Review, 32(5), 494-515.<br />
Genesee, F. (2004). What do we Know About Bilingual <strong>Education</strong> for Majority-Language Students? In: T.J. Bhatia<br />
agus W.C. Ritchie (Eag.) (2004). The Handbook <strong>of</strong> Bilingualism (513-576). Malden, MA, Blackwell Publishing Ltd.<br />
Genesee, F. (2007). French Immersion and At-Risk Students: A Review <strong>of</strong> Research Evidence. The Canadian<br />
Modern Language Review, 36(5), 654-687.<br />
Genesee, F. & Fortune, T. (2014). Bilingual <strong>Education</strong> and at-risk students. <strong>Journal</strong> <strong>of</strong> Immersion and Content-<br />
Based Language <strong>Education</strong> 2(2), 196–209.<br />
Gilleece, L., Shiel, G., Clerkin, A. & Millar, D. (2012). Measúnachtaí Náisiúnta 2010 ar Léitheoireacht Bhéarla agus<br />
ar Mhatamaitic i Scoileanna a bhíonn ag Teagasc trí mheán na Gaeilge. BÁC: Foras Taighde ar Oideachas.<br />
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Hart, D. agus Lapkin, S. (1988). Issues <strong>of</strong> Social-Class Bias in Access to French Immersion <strong>Education</strong>. In: Lapkin, S.<br />
(Eag.) (1988) French Second-Language <strong>Education</strong> in Canada: Empirical Studies 324-350<br />
Hart, B., & Risley, T.R. (2003). The Early Catastrophe: The 30 Million Word Gap by Age3. American Educator 27,<br />
4–9.<br />
H<strong>of</strong>f,E. (2003). The Specificity <strong>of</strong> Environmental Influence: Socioeconomic Status Affects Early Vocabulary<br />
Development via Maternal Speech. Child Development, 74, 1368–1378.<br />
H<strong>of</strong>f, E. (2006). How Social Contexts Support and Shape Language Development. Developmental Review 26,<br />
55–88<br />
Kavanagh, L., Weir, S., agus Moran, E. (2017). The evaluation <strong>of</strong> DEIS: Monitoring achievement and attitudes<br />
among urban primary school pupils from 2007 to 2016. BÁC: Foras Taighde ar Oideachas.<br />
Molloy, G., Murtagh, L. & McAvinue, L (2016). An examination <strong>of</strong> the oral language competence <strong>of</strong> junior infant<br />
pupils attending DEIS and Non-DEIS schools. <strong>Irish</strong> <strong>Education</strong>al Studies, 35(2), 213-231.<br />
OECD (Organisation for Economic and Co-operative Development) (2010). PISA 2009 results: <strong>Vol</strong>. 2. Overcoming<br />
social background – Equity in learning opportunities and outcomes. Paris: Author.<br />
Ó Ceallaigh, T.J., Ó Laoire, M. agus Uí Chonghaile, M. (<strong>2020</strong>). Comhtháthú ábhar agus teanga san iarbhunscoil lán-<br />
Ghaeilge/Ghaeltachta: I dtreo eispéiris forbartha gairmiúla chun dea-chleachtais a nochtadh. Baile Átha Cliath:<br />
An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta. Ar fáil ar www.cogg.ie<br />
Ó Riagáin, P. (1979). Language policy and social reproduction: Ireland 1893-1993. Oxford: Clarendon.<br />
Peers, I. P., P. Lloyd, & C Foster. (2000). Clinical Evaluation <strong>of</strong> Language Fundamentals – Preschool. London:<br />
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Sirin, S.R. (2005). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review <strong>of</strong> Research. Review<br />
<strong>of</strong> <strong>Education</strong>al Research 75, 417–453.<br />
Snow, M., & Brinton, D. (Eds.) (2017). The content-based classroom: new perspectives on integrating language<br />
and content (2nd ed.). Ann Arbor, Michigan: University <strong>of</strong> Michigan Press.<br />
Walker, D., C. Greenwood, B. Hart, & J. Carta (1994) Prediction <strong>of</strong> School Outcomes Based on Early Language<br />
Production and Socioeconomic Factors. Child Development 65, 606–621.<br />
Weir, S. & Denner, S. (2013). The Evaluation <strong>of</strong> the School Support Programme under DEIS: Changes in pupil<br />
achievement in urban primary schools between 2007 and 2013. BÁC: Foras Taighde ar Oideachas.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Is mór idir inniu agus amárach!<br />
Seán Ó Broin Coláiste na hOllscoile Corcaigh<br />
San aiste bheag seo insím scéal agus leagaim<br />
amach na céimeanna éagsúla gur féidir le<br />
príomhoide a shiúl agus aonad lán Ghaeilge á<br />
bhunú i limistéir uirbeach. Ní raibh aon taithí<br />
ag muintir na háite ná ag an bhfoireann féin ar<br />
oideachas tré Ghaeilge agus ba ghá gluaiseacht go<br />
breá mall réidh síos an cosán cnapánach seo. Ag<br />
ullmhú don tionscnamh pléadh an scéal le mórán<br />
eagraíochtaí, scoileanna agus institiúidí mar aon<br />
le pobal na háite agus na scoile féin. Caitheadh<br />
breis agus bliain ag ullmhú chuige agus anois tá<br />
thart ar 40 dalta ag freastal ar an aonad.<br />
In iarthuaisceart chathair Chorcaí tá ceantar<br />
beo bríomhar darb ainm Cnoc na hAoine. Ní<br />
haon bhréag a rá go raibh roinnt fadhbanna san<br />
áit, ina measc dífhostaíocht, bochtanas agus na<br />
fadhbanna sóisialta a ghabhann leo araon. Cúis<br />
áthais dúinn uile a rá gur tháinig feabhas nach<br />
beag ar an áit le deich mbliana anuas agus go<br />
bhfuil a rian sin le feiscint ins an tithíocht agus<br />
ins an tírdhreach. Cuid lárnach den gceantar agus<br />
den athfhás is ea coláiste pobail atá ainmnithe as<br />
Traolach Mac Suibhne, ardmhéara Chorcaí a fuair<br />
bás ar stailc ocrais um a’ dtaca seo céad bliain ó<br />
shin.<br />
Tá stádas DEIS ag an scoil seo agus tuigeann<br />
oideachasóirí go rímhaith go dtagann fadhbanna<br />
na sráide isteach an doras go rialta agus mar sin<br />
ní foláir don bhfoireann a bheith sár-oilte chun<br />
TUIGEANN AN POBAL GO SOILÉIR<br />
GUR FÉIDIR ARDCHAIGHDEÁN<br />
OIDEACHAIS A BHAINT AMACH<br />
AGUS AN GHAEILGE IN ÚSÁID MAR<br />
MHEÁN CUMARSÁIDE.<br />
dul i ngleic leo. Anuas air sin nuair a aibhsíodh na<br />
fadhbanna seo sa cheantar fadó ceapadh go raibh<br />
an droch-theist chéanna ar an scoil. Ní raibh an<br />
méid sin fíor ar ndóigh ach mar sin féin bhí an<br />
baol ann go gcuirfí leis an drochtheist agus leis an<br />
droch-cháil agus go seachnódh roinnt daoine an<br />
áit.<br />
Go minic bíonn údaráis scoile chomh broidiúil sin<br />
nach mbíonn an t-am ná an deis acu seasamh siar<br />
tamall agus machnamh doimhin agus leathan a<br />
dhéanamh ar a bhfuil ag tarlúint timpeall orthu.<br />
Nuair a réabann fadhbanna isteach an doras ‘sé an<br />
gnáth dhearcadh ná an lá ar fad a chaitheamh ag<br />
múchadh na tine. Ach is fiú tamall a chaitheamh<br />
ar conas is fearr na fadhbanna seo a lagú agus<br />
a chaolú. ‘Sé sin le rá caithfear tabhairt le fios<br />
gur nós eisceachtúil an droch-iompar agus an<br />
míbhéas agus caithfear tabhairt le fios go bhfuil<br />
tromlach na scoile dea-mhúinte agus go bhfuil<br />
fonn orthu dul chun cinn a dhéanamh sa saol. Tá<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
fhios againn go bhfoghlaimíonn páistí óna chéile<br />
agus más féidir an tromlach sin a mhealladh chun<br />
na scoile fairsingeoidh agus daingneoidh siad san<br />
an dea-shampla.<br />
‘Sé dualgas an phríomhoide mar sin ná<br />
smaoineamh ar conas cur go dearfach le próifíl<br />
na scoile sa phobal i gcoitinne i dtreo is go<br />
meallfaí raon leathan de pháistí éagsúla chun na<br />
scoile agus go mbeadh an scoil mar chéad rogha<br />
ag formhór mór na dtuismitheoirí sa cheantar<br />
máguaird. Bailíonn brobh beart a deirtear agus<br />
mar sin dá bhféadfaí brobh beag a aimsiú a<br />
thabharfadh misneach don bhfoireann agus do<br />
mhuintir na háite b’fhéidir go dtiocfadh a thoradh<br />
isteach príomh dhoras na scoile sara bhfad.<br />
Glactar leis anois go bhfuil meas thar an<br />
gcoitiantacht ar an nGaeilge agus ar an oideachas<br />
tré Ghaeilge. Tá borradh dochreidte t’réis teacht<br />
ar líon na nGaelscoileanna agus gan amhras cad<br />
a thiocfadh as sin ach Gaelcholáistí agus aonaid<br />
lán Ghaeilge. Ní hamháin go bhfuil na hinstitiúidí<br />
sin ag fás ach tá cáil nach beag orthu ar fud na<br />
tíre. Tuigeann an pobal go soiléir gur féidir<br />
ardchaighdeán oideachais a bhaint amach agus<br />
an Ghaeilge in úsáid mar mheán cumarsáide.<br />
Ní haon bhac í an teanga chun dul chun cinn a<br />
dhéanamh sa saol; ní haon bhac í an teanga chun<br />
dul i ngleic le cúrsaí ollscoile. Is cáilíocht sa bhreis<br />
í an tarna teanga (agus fiú an tríú is an ceathrú<br />
ceann) a bheith ag duine agus é nó í ag tabhairt<br />
faoi cháilíochtaí ollscoile.<br />
An-bhuntáiste don tionscnamh ba ea an<br />
Ghaelscoil a bhí sa cheantar agus fonn ar a<br />
príomhoide gaelcholáiste nó aonad lán Ghaeilge a<br />
aimsiú a bhfreastalódh a chuid daltaí air. Scríobh<br />
sé litir chuig príomhoide an choláiste pobail á<br />
chur san in iúl. Is leor nod don eolach agus ní<br />
túisce an nóta sin fachta ag Phil O’Flynn ná gur<br />
thosaigh an obair.<br />
Bhí gá anois le gníomh gaile agus le dian<br />
mhachnamh agus ansan tabhairt faoin scéal go<br />
dúshlánach chun dearcadh nua a chothú i leith<br />
na scoile. An lá is mó a shiúlann tú, sin é an lá is<br />
mó a théann tú a deir an seanfhocal linn. Fág an<br />
bealach!<br />
An chéad chéim ná cúrsaí a phlé ar dtúis leo siúd a<br />
bhfuil suim acu sa chúram. As an bplé seo thuigfí<br />
go soiléir na dúshláin agus na féidearthachtaí.<br />
B’í an chéim seo thug treoir agus fuinneamh<br />
don obair a lean í ar feadh i bhfad. Chaithfí<br />
comhghuaillithe a aithint agus a mhealladh. Is<br />
cuid dhílis den obair í seo agus is buntáiste mór<br />
d’aon scoil dul don aonach agus cairde a aimsiú.<br />
Tá moladh nach beag ag dul don bpríomhoide a<br />
thosaigh an comhrá seo. Phléigh sí an scéal go<br />
hiomlán leis an bhfoireann agus leis an mbord<br />
bainistíochta. An mbeadh daoine sásta oícheanta<br />
gheimhridh a chaitheamh ag foghlaim Gaeilge<br />
agus ansan ábhair scoile a mhúineadh tríd an<br />
meán san. Bhí fhios aici go dian mhaith go bhfuil<br />
fuinneamh neamhchoitianta sa bhfoireann agus<br />
ní raibh aon leisce orthu tabhairt faoin gcúram.<br />
Bhí an bord bainistíochta ar aon tuairim leo. Ar<br />
aghaidh léi ansan go dtí BOOC (Bord Oideachais<br />
agus Oiliúna Chorcaí). Má bhí amhras orthu siúd<br />
chuir siad i bhfolach é agus moladh di an scéal<br />
a fhiosrú níos doimhne. Ina dhiaidh sin pléadh<br />
an scéal le hinstitiúidí agus eagraíochtaí Gaeilge.<br />
Bhíodar siúd sásta seasamh gualainn le gualainn<br />
leis an scoil agus luí isteach ar an obair. Anuas<br />
air sin bhí comhráití fada aici liom féin agus le<br />
Pádraig Ó Macháin, ollamh le Gaeilge, Coláiste<br />
na hOllscoile, Corcaigh. Bhí sé soiléir go raibh<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
tacaíocht ar fáil ach í a iarraidh. Bhí muintir<br />
COGG lán tsásta leis agus fonn orthu cúpla pingin<br />
a chaitheamh isteach sa sparán.<br />
De réir mar a bhí an tacaíocht ag borradh bhí an<br />
dóchas agus an misneach sa seomra foirne ag dul<br />
i méid agus ní raibh aon leisce ar bhreis is dosaen<br />
múinteoirí freastal ar chúrsa teanga sa choláiste<br />
ollscoile. Chaith na múinteoirí sin bliain chruaidh<br />
ag foghlaim agus ag déanamh léinn sa choláiste<br />
ollscoile. Seo leo siar ansan go Corca Dhuibhne<br />
mar ar chaitheadar deireadh seachtaine<br />
scléipeach agus mar ar chuireadar barr feabhais<br />
ar a raibh foghlamtha acu go dtí seo.<br />
Ní briathra a dhearbhaíonn ach gníomh. Bhí an<br />
méid sin soiléir ag an bpointe seo agus faid is a<br />
bhí na múinteoirí ag foghlaim bhí an príomhoide<br />
agus an príomhoide tánaisteach ag scaipeadh<br />
an scéil sa cheantar. Bíonn sé tábhachtach i<br />
gcónaí go mbeadh dea-mhéin ag na príomhoidí<br />
bunscoile d’aon fheachtas nua sa mheánscoil.<br />
Cuireann a leithéid de dhearcadh le comhbhá<br />
agus le muintearas agus ba léir sara bhfad go<br />
raibh príomhoidí na mbunscoileanna chomh<br />
tógtha céanna leis an bhfeachtas.<br />
Cara mór eile atá ag an scoil ná Apple atá suite ar<br />
leac an dorais....iad thar a bheith caidreamhach<br />
agus cabhrach, iad flaithiúil, fuinniúil agus<br />
fáiltiúil. Thug Apple agus duine den bhfoireann<br />
Éanna Ó Brádaigh an-chúnamh go deo agus<br />
anois tá an scoil lom lán de iPadanna agus mórán<br />
gléasanna nua-aimseartha eile a thugann deis do<br />
na daltaí dul i ngleic leis an saol teicneolaíochta.<br />
Ach cad faoi Ghaelcholáistí eile? Conas a bhí<br />
ag éirí leo siúd? Cad iad na deacrachtaí a bhí<br />
le sárú? Ní neart go cur le chéile agus as go<br />
brách leis an bhfoireann timpeall an chontae<br />
ag féachaint ar a raibh ar siúl. Buntáiste mór<br />
a bhaineann le BOOC ná go bhfuil dornán deas<br />
scoileanna ag múineadh tré mheán na Gaeilge<br />
agus bhí comhairle ar fáil uathu siúd. Ábhar<br />
misnigh don bhfoireann gaelcholáiste faoi lán<br />
tseoil a fheiscint agus gnó iomlán na scoile a<br />
reáchtáil as Gaeilge. Is féidir linn ba ea an mana<br />
nua anois i gcroí na múinteoirí mar go raibh an<br />
aisling ag éirí níos iomláine agus tuigeadh de réir<br />
a chéile go bhféadfaí an cúram seo a chur i gcrích<br />
go slachtmhar.<br />
Gné an-tábhachtach sa chúram seo ná duine<br />
stuama foighneach cáiréiseach a fháil a<br />
bhainisteodh an Gaelcholáiste sara gceapfaí<br />
múinteoir i bhfeighil. Bhí an t-ádh dearg leis an<br />
scoil go raibh fáil ar Hilary O’Connor, iar-imreoir<br />
haca le Cúige Mumhan agus Gaeilgeoir den scoth.<br />
Tá ocht mbliana caite aici sa scoil agus í daingean<br />
docht dílis i mbun a cúraimí riamh is i gcónaí.<br />
Tá cuma mháithriúil uirthi agus dá bharr san<br />
braitheann na páistí ar a suaimhneas ina teannta.<br />
Is é an múinteoir i bhfeighil an chéad ainm<br />
a luaitear le haonaid lán Ghaeilge. Is é an<br />
múinteoir seo a chuireann fuinneamh agus<br />
spleodar san aonad, a threoraíonn mórán des<br />
na gníomhaíochtaí agus a chuireann comhairle<br />
ar an bpríomhoide. Tá scileanna sa bhreis i<br />
gceist sa ghnó seo. Cathain is fearr seasamh siar<br />
agus cathain is fearr do ladhar a chur sa scéal.<br />
Gnó an-tábhachtach mar sin is ea é an duine<br />
ceart a aimsiú agus ba cheart i gcónaí tamall a<br />
chaitheamh ag machnamh ar an rogha seo.<br />
Ach ná dearmadaimis na tuismitheoirí! Céim<br />
chróga dóibh siúd ba ea í an t-aonad lán Ghaeilge<br />
a roghnú. Ní raibh aon taithí ag éinne acu ar<br />
a leithéid agus chuir siad a muinín ar fad sa<br />
phríomhoide agus sa bhfoireann. Ní rabhadar ag<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
cuimhneamh ach ar leas na bpáistí agus bhíodar<br />
toilteanach bóthar nua a shiúl a chuirfeadh le<br />
cumas na hóige níos mó ceoil a bhaint as an<br />
saol. Ansin tugadh cuireadh dos na tuismitheoirí<br />
agus dos na páistí dul go dtí an coláiste ollscoile.<br />
B’shin turas faoi leith mar gur cuireadh fáilte<br />
mhór rompu uile agus in aon chúig nóiméad<br />
amháin tógadh anuas fallaí arda na hollscoile agus<br />
scaoileadh an pobal isteach.<br />
Bliain iontach ba ea bliain sin an ullmhúcháin.<br />
Maisíodh an foirgneamh scoile agus cuireadh<br />
áit faoi leith ar fáil don Ghaelcholáiste. Tháinig<br />
na daltaí isteach agus ceiliúradh ré nua i saol an<br />
choláiste. Lean na múinteoirí agus na cúntóirí<br />
riachtanaisí speisialta (CRS) orthu ag foghlaim<br />
na teanga. In ainneoin Covid cuireadh le méid na<br />
scoláirí agus i bhfómhar na bliana <strong>2020</strong> tháinig<br />
breis is 30 dalta isteach an doras! Tá borradh<br />
dochreidte faoin áit anois, go háirithe sa seomra<br />
foirne. Cothaíonn dóchas breis dóchais agus bhí<br />
an méid sin le feiscint go soiléir nuair a bhuaigh<br />
an scoil gradam Joe McDonagh i nDeireadh<br />
Fómhair <strong>2020</strong>. Ba dheacair an gaisce sin a shárú.<br />
Dian obair, an t-uafás allais, samhlaíocht bheo<br />
agus fís atá do-shrianta. Sin iad na tréithe a bhí<br />
ag teastáil chun tabhairt faoin bhfeachtas seo.<br />
Bhuaigh an fhoireann go rábach ar an dúshlán.<br />
Molaim an gaisce seo. Bhí misneach in aghaidh<br />
an aird acu ach ní rabhadar riamh ina n-aonar.<br />
Tá dea-shampla tugtha acu don saol. Broicleach<br />
linbh is ea an t-aonad.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
How things change!<br />
Seán Ó Broin University College Cork<br />
In this short essay I will tell a story and outline<br />
the ways in which principals can plan and found<br />
<strong>Irish</strong>-<strong>medium</strong> units in urban areas. Neither the<br />
local residents nor the staff themselves had any<br />
experience <strong>of</strong> <strong>Irish</strong>-<strong>medium</strong> education, and this<br />
movement was a gradual one, and the path was<br />
not without twists and turns. In preparation for<br />
the project, the plan was discussed with many<br />
organisations, schools, and institutes, as well as<br />
the local residents and the school community.<br />
More than a year was spent preparing, and now<br />
there are around 40 students in the unit.<br />
To the northeast <strong>of</strong> Cork city there is a lively<br />
area called Knocknaheeny. It would be no great<br />
exaggeration to say that the area once had quite a<br />
few issues; unemployment, poverty and the social<br />
issues that go along with such problems. Anyone<br />
would be proud to see the huge improvement that<br />
has come about in the area in the last ten years,<br />
and the effects <strong>of</strong> this improvement can be seen<br />
in the housing and landscape. The community<br />
school, named after Terence McSwinney, the lord<br />
mayor <strong>of</strong> Cork who died on hunger strike around<br />
this time a hundred years ago, is a central part <strong>of</strong><br />
the community and <strong>of</strong> this revitalisation.<br />
The school has DEIS status, and educators<br />
understand only too well that external problems<br />
will <strong>of</strong>ten follow students in through the door,<br />
so the staff must be highly equipped to deal with<br />
THE PUBLIC CLEARLY<br />
UNDERSTANDS THAT A HIGH<br />
LEVEL OF EDUCATION CAN<br />
BE ACHIEVED WHILE USING<br />
IRISH AS THE MEDIUM OF<br />
COMMUNICATION.<br />
such challenges. On top <strong>of</strong> this, the school was<br />
considered to have a bad reputation when these<br />
problems were first highlighted in the area. This<br />
wasn’t true, but there was a danger that this<br />
negative reputation and bad name would worsen<br />
and would result in people avoiding the area.<br />
School authorities are <strong>of</strong>ten too busy to take the<br />
time or have the opportunity to stand back and<br />
properly contemplate what is happening around<br />
them. When problems make their way into the<br />
school, the normal response is to spend each day<br />
attempting to douse the flames. It is worthwhile,<br />
however, to spend time contemplating how<br />
these problems can be improved or avoided.<br />
That is to say, bad behaviour and bad manners<br />
must be recognised as exceptions, and it must<br />
be acknowledged that the majority <strong>of</strong> the school<br />
population are well-mannered and are interested<br />
in making progress in life. We know that children<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
learn from each other, and if that majority can<br />
be attracted to the school they will spread and<br />
encourage the good example.<br />
So, the challenge before a principal is to consider<br />
how can they contribute positively to the school<br />
pr<strong>of</strong>ile in the community, so that a wide range <strong>of</strong><br />
different students will be attracted to the school,<br />
and so that the school will be a first choice for a<br />
majority <strong>of</strong> the parents in the surrounding area.<br />
It is said that many a little makes a mickle, so<br />
if small aims could be identified to encourage<br />
the staff and local residents, they may see that<br />
success walk in through the front door <strong>of</strong> the<br />
school before long.<br />
It is now widely accepted that <strong>Irish</strong> and <strong>Irish</strong><strong>medium</strong><br />
education are highly respected. The<br />
number <strong>of</strong> <strong>Irish</strong>-<strong>medium</strong> primary schools<br />
has seen an unprecedented growth, and it is<br />
natural that this would lead to <strong>Irish</strong>-<strong>medium</strong><br />
secondary schools and <strong>Irish</strong> units. Not only<br />
are these institutions growing, but they are<br />
renowned across the country. The public clearly<br />
understands that a high level <strong>of</strong> education can<br />
be achieved while using <strong>Irish</strong> as the <strong>medium</strong> <strong>of</strong><br />
communication. The language is no barrier to<br />
progress in life, nor is the language a barrier to<br />
third level education. The second (or even third<br />
or fourth) language is an extra qualification for<br />
a student to have when undertaking a university<br />
qualification.<br />
The local Gaelscoil was a huge advantage for this<br />
project, since the principal was seeking an <strong>Irish</strong><strong>medium</strong><br />
secondary school or <strong>Irish</strong> unit for his<br />
students to attend. He expressed this in a letter to<br />
the principal <strong>of</strong> the community school. A word to<br />
the wise is sufficient, and that note had not been<br />
long received by Phil O’Flynn before the work<br />
began.<br />
There was now a need for a huge effort and<br />
serious planning, and then to take on the<br />
challenge in order to create a new vision for the<br />
school. As they saying goes, the farther you walk<br />
the further you’ll go. Clear the way!<br />
The first step was to discuss the situation with<br />
those who were interested in the project. From<br />
these discussions the challenges and possibilities<br />
would be clearly understood. It was this step that<br />
guided and inspired the work to continue for<br />
as long as it has. Allies must be recognised and<br />
enticed. This is a central part <strong>of</strong> the work, and it is<br />
a huge advantage for any school to go out into the<br />
world and find friends.<br />
The principal who started this conversation<br />
deserves the highest praise. She discussed the<br />
situation openly with the staff and with the board<br />
<strong>of</strong> management. Would anyone be happy to spend<br />
their winter nights learning <strong>Irish</strong> and then come<br />
back and teach a school subject in the language?<br />
She understood fully that the teaching staff<br />
were tireless, and they did not hesitate to take<br />
on the responsibility. The board <strong>of</strong> management<br />
was in agreement. She then went to CETB (Cork<br />
<strong>Education</strong>al and Training Board). If they had any<br />
reservations, they did not show them, and she was<br />
encouraged to investigate the matter further. The<br />
situation was discussed next with <strong>Irish</strong> language<br />
institutes and organisations. They were happy to<br />
stand shoulder to shoulder with the school and<br />
contribute to the work. On top <strong>of</strong> this, she had<br />
long discussions with myself and with Pádraig Ó<br />
Macháin, pr<strong>of</strong>essor <strong>of</strong> <strong>Irish</strong> at University College<br />
Cork. It was clear that support was available, all<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
she had to do was ask. COGG were happy with the<br />
project, and eager to contribute their share to the<br />
funding.<br />
As support grew, hope and spirit grew in the staff<br />
room and over a dozen teachers did not hesitate<br />
to attend a language course in the university.<br />
Those teachers spent a long year learning and<br />
studying in the college. Then they went to Corca<br />
Dhuibhne, where they spent a lively weekend and<br />
improved on what they had learned so far.<br />
Actions speak louder than words. This much<br />
was clear by this point, and while the teachers<br />
were studying, the principal and vice-principal<br />
were spreading the word in the local area. It is<br />
always important that primary school principals<br />
show goodwill for any new secondary school<br />
undertaking. This goodwill adds to the feeling <strong>of</strong><br />
solidarity and fellowship, and it was clear before<br />
long that the principals <strong>of</strong> the primary schools<br />
were just as excited about the project as the<br />
teachers.<br />
Another great friend <strong>of</strong> the school is Apple,<br />
situated right on the doorstep… they were more<br />
than helpful, generous, energetic and welcoming.<br />
Apple and a member <strong>of</strong> staff, Éanna Ó Brádaigh,<br />
<strong>of</strong>fered an incredible amount <strong>of</strong> assistance, and<br />
today the school is filled with iPads and other<br />
modern equipment to give the students the<br />
opportunity to learn in the technological age.<br />
But what about other <strong>Irish</strong>-<strong>medium</strong> schools? How<br />
were they faring? What challenges did they have<br />
to overcome? There is strength in numbers, and<br />
the staff journeyed around the county to see what<br />
was being done elsewhere. One <strong>of</strong> the advantages<br />
<strong>of</strong> CETB is that there is a sizeable cluster <strong>of</strong> <strong>Irish</strong>-<br />
<strong>medium</strong> schools, and they <strong>of</strong>fered their advice. It<br />
was inspiring for the staff to see an <strong>Irish</strong>-<strong>medium</strong><br />
school in full sail, with the entire business <strong>of</strong> the<br />
school being conducted through <strong>Irish</strong>. We can<br />
do it was now the motto in the teachers’ hearts<br />
as the dream neared completion, and it became<br />
clearer and clearer that this project could be<br />
implemented completely.<br />
In a project such as this, it is important that a<br />
sensible, patient and careful person be found to<br />
manage the Gaelcholáiste before a head teacher<br />
is appointed. The school was extremely lucky<br />
that Hilary O’Connor was available, a fantastic<br />
<strong>Irish</strong> speaker and ex-hockey player with Munster.<br />
She has spent eight years in the school and is as<br />
committed to her responsibilities as ever. She has<br />
a motherly air, and the children feel at ease in the<br />
her presence.<br />
The head teacher is the first name mentioned<br />
beside an <strong>Irish</strong>-language unit. This teacher<br />
creates energy and exuberance in the unit, guides<br />
many <strong>of</strong> the activities and advises the principal.<br />
Additional skills are required for this position.<br />
When is it best to stand back, or to get involved in<br />
a situation? These aspects are highly important,<br />
so it is essential to find the right person, and some<br />
time should always be spend contemplating this<br />
decision.<br />
But don’t forget the parents! They made a brave<br />
decision in choosing the <strong>Irish</strong>-language unit. None<br />
<strong>of</strong> them had any experience <strong>of</strong> <strong>Irish</strong>-<strong>medium</strong><br />
education, and they placed their faith in the<br />
principal and staff. They were thinking about<br />
the best interests <strong>of</strong> the children, and they were<br />
willing to walk a new road which would allow<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
the students to go farther in life. The parents<br />
and children were invited to visit the university.<br />
This was a fantastic occasion; they received a<br />
warm welcome and within a few minutes the<br />
metaphorical walls <strong>of</strong> the university fell down and<br />
the community was brought inside.<br />
What a fantastic year that year <strong>of</strong> preparation<br />
was. The school building was decorated, and an<br />
area was made available to the Gaelcholáiste. The<br />
students came and a new era in the life <strong>of</strong> the<br />
school was celebrated. The teachers and special<br />
needs assistants (SNA) continued learning the<br />
language. Despite Covid, the number <strong>of</strong> pupils<br />
grew in autumn <strong>2020</strong> when more than 30<br />
students came through the doors! There is an<br />
incredible growth in the school now, particularly<br />
in the staff room. Hope leads to more hope, and<br />
that much was obvious when the school won the<br />
<strong>ETBI</strong> Joe McDonagh Award for promoting <strong>Irish</strong><br />
Culture, <strong>Irish</strong> Heritage and/or <strong>Irish</strong> Language,<br />
in October <strong>2020</strong>. Such an achievement will be<br />
hard to beat. Hard work, no shortage <strong>of</strong> sweat,<br />
a lively imagination and a limitless vision.<br />
These are the traits required to undertake such<br />
a project. The staff overcame the challenge. I<br />
praise this incredible achievement. They kept<br />
courage in their minds at all times and they were<br />
never alone. They have demonstrated a fantastic<br />
example to the world. The new unit is only young,<br />
having spent little over a year in operation. May it<br />
long continue!<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Buntáistí agus dúshláin teanga atá ag iar-scoláirí na<br />
n-iar-bhunscoileanna Gaeltachta agus lán-Ghaeilge ar aistriú<br />
go hinstitiúid 3ú leibhéal a fheidhmíonn trí Bhéarla<br />
An Dr Laoise Ní Thuairisg & An tOllamh Pádraig Ó Duibhir - Ollscoil Chathair Bhaile Átha Claith<br />
RÉAMHRÁ<br />
Táimid go mór faoi chomaoin ag an gComhairle<br />
um Oideachas Gaeltachta agus Gaelscolaíochta<br />
(COGG) as maoiniú a chur ar fáil dúinn le tabhairt<br />
faoin tionscadal taighde seo agus ag na scoláirí<br />
agus iar-scoláirí a ghlac páirt ann. Ní aistríonn<br />
ach thart ar 50% de dhaltaí ó bhunscoileanna<br />
lán-Ghaeilge (lasmuigh den Ghaeltacht) go hiarbhunscoileanna<br />
lán-Ghaeilge i bPoblacht na<br />
hÉireann. Ceann de na cúiseanna leis seo ná an<br />
bhuairt a bhíonn ar thuismitheoirí go mbeidh a<br />
gcuid páistí faoi mhíbhuntáiste ag an tríú leibhéal<br />
toisc nach dtuigfidís téarmaíocht i mBéarla sna<br />
hábhair éagsúla (Ní Thuairisg & Ó Duibhir, 2016).<br />
Bhí mar aidhm ag an taighde léargas a thabhairt<br />
ar thaithí iar-scoláirí iar-bhunscoileanna lán-<br />
Ghaeilge ag féachaint go háirithe ar thionchar<br />
na scolaíochta sin ar a dtaithí ar an oideachas ag<br />
an tríú leibhéal. Rinneadh iniúchadh freisin ar<br />
ionchais scoláirí reatha iar-bhunscoileanna lán-<br />
Ghaeilge ar mhaithe le comparáid a dhéanamh<br />
idir an méid a raibh siadsan ag súil leis óna dtaithí<br />
ag an tríú leibhéal agus mar a thit cúrsaí amach dá<br />
gcomhscoláirí a raibh an t-aistriú sin déanta acu.<br />
Cuirtear príomhthorthaí an taighde i láthair<br />
san alt seo. Tá an tuairisc iomlán ar fáil ar<br />
shuíomh COGG, www.cogg.ie. Cuirtear tús leis<br />
an alt le léirbhreithniú litríochta gearr ar an<br />
IS MÓ BUNTÁISTÍ NÁ A MHALAIRT<br />
A BHAINEANN LEIS AN<br />
OIDEACHAS LÁN-GHAEILGE DAR<br />
LE RANNPHÁIRTITHE<br />
dátheangachas agus na buntáistí agus dúshláin<br />
a bhaineann leis agus le córas oideachais<br />
dátheangach. Déantar cur síos ansin ar<br />
mhodheolaíochtaí an taighde. Cuirtear torthaí an<br />
taighde i láthair ansin agus na moltaí a eascraíonn<br />
astu.<br />
LITRÍOCHT<br />
Léiríonn taighde éagsúil le dhá scór bliain<br />
anuas go mbaineann buntáistí cognaíocha leis<br />
an dátheangachas. Baineann na buntáistí seo<br />
le cumas airde agus feidhme feidhmiúcháin<br />
(executive function) níos fearr a bheith ag<br />
dátheangaigh ná mar a bhíonn ag aonteangaigh<br />
(Bialystok, 2009). Leanann na buntáistí seo le<br />
daoine fásta agus daoine scothaosta (Bialystok<br />
et al., 2006). Tá sé faighte amach fiú gur féidir<br />
leis an dátheangachas an próiseas néaltraithe<br />
seanaoise a mhoilliú (Bialystok, 2009). Meastar<br />
go dtarlaíonn an néaltrú níos déanaí i gcás<br />
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daoine dátheangacha toisc go bhforbraíonn siad<br />
cumas airde agus feidhme feidhmiúcháin níos<br />
fearr i gcaitheamh a saoil agus go gcruthaíonn<br />
sé seo cúltaisce cognaíoch (cognitive reserve)<br />
a mhoillíonn an néaltrú. Is féidir le cumas airde<br />
níos fearr cabhrú le dátheangaigh fadhbanna<br />
a réiteach toisc go mbíonn siad níos fearr ag<br />
díriú ar an eolas riachtanach agus eolas nach<br />
bhfuil tábhachtach a chur as an áireamh (Kroll &<br />
Bialystok, 2013).<br />
I roinnt trialacha a bhain le haisghabháil<br />
léacsach fuarthas míbhuntáistí do dhátheangaigh<br />
(Bialystok, 2009). Bhain míbhuntáistí do<br />
dhátheangaigh nuair a bhí athchuimhne<br />
bhriathartha i gceist ach bhí na torthaí<br />
níos débhríche nuair a bhí athchuimhne<br />
neamhbhriathartha á dtástáil. Míniú amháin air<br />
seo is ea go mbíonn dátheangaigh de shíor ag<br />
aistriú agus ag roghnú teangacha éagsúla agus cé<br />
go gcothaíonn sé seo an fheidhm feidhmiúcháin,<br />
lagaíonn sé an rochtain léacsach. Maidir le cúrsaí<br />
foclóra, glactar leis go mbíonn stór focal níos<br />
lú ag dátheangaigh sna teangacha ar leith ná<br />
aonteangaigh ach go mbíonn an stór focal ina<br />
iomlán atá acu níos mó (Bialystok et al., 2014).<br />
Maidir leis an tumoideachas, léirítear na buntáistí<br />
agus na dúshláin seo go seasmhach sa taighde le<br />
blianta anuas (Bialystok et al., 2014; Nicolay &<br />
Poncelet, 2015).<br />
MODHEOLAÍOCHT AN TAIGHDE<br />
Tá beagnach 16,000 dalta ag fáil oideachas trí<br />
Ghaeilge ag an iar-bhunleibhéal agus aistríonn<br />
thart ar 1,400 dalta acu chuig institiúidí tríú<br />
leibhéal gach bliain. Roghnaíomar sampla a bhí<br />
ionadaíoch ar réimse institiúidí tríú leibhéil<br />
chomh maith le cás-staidéir i dtrí iar-bhunscoil<br />
lán-Ghaeilge agus Gaeltachta chun iniúchadh a<br />
dhéanamh ar an gceist taighde. Cuimsíodh dhá<br />
ghrúpa ar leith sa sampla, is iad sin daltaí sa<br />
bhliain dheireanach den iar-bhunscolaíocht agus<br />
iar-scoláirí iar-bhunscoileanna lán-Ghaeilge agus<br />
Gaeltachta.<br />
Maidir le scoláirí reatha na n-iarbhunscoileanna,<br />
cuireadh trí chás-staidéar san áireamh sa<br />
tionscadal taighde seo inár cuimsíodh iarbhunscoil<br />
lán-Ghaeilge lasmuigh den Ghaeltacht,<br />
iar-bhunscoil lán-Ghaeilge i dTuaisceart Éireann<br />
agus iar-bhunscoil Ghaeltachta. Reáchtáladh<br />
grúpaí fócais leis na daltaí sin (n=36) lena<br />
dtuairimí agus a dtaithí ar an ábhar a mheas.<br />
I gcás na n-iarscoláirí atá ag freastal ar an tríú<br />
leibhéal, chomhlánaigh 75 mac léinn ceistneoir<br />
ar-líne agus ghlac 22 mac léinn páirt i ngrúpaí<br />
fócais ar mhaithe le heolas a bhailiú uathu siúd<br />
maidir lena dtaithí ar an iar-bhunscolaíocht trí<br />
Ghaeilge agus a dtaithí reatha ar an oideachas tríú<br />
leibhéal. Reáchtáladh na grúpaí fócais i gceithre<br />
institiúid tríú leibhéal sa tír: trí cinn i bpoblacht<br />
na hÉireann agus ceann amháin i dTuaisceart<br />
Éireann.<br />
TORTHAÍ<br />
BUNTÁISTÍ AGUS DÚSHLÁIN AN OIDEACHAIS<br />
LÁN-GHAEILGE DAR LE HIAR-SCOLÁIRÍ<br />
Is mó buntáistí ná a mhalairt a bhaineann leis<br />
an oideachas lán-Ghaeilge dar le rannpháirtithe<br />
agus a bhformhór den tuairim go maireann an<br />
buntáiste sin go fóill. Maidir leo siúd atá den<br />
tuairim go bhfuil míbhuntáiste áirithe ag baint<br />
leis, dar lena bhformhór gur míbhuntáiste<br />
measartha agus gearrthréimhseach atá i gceist.<br />
I measc na mbuntáistí a luann na rannpháirtithe<br />
tá: an tsuim a mhúsclaítear sa Ghaeilge agus sa<br />
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dátheangachas; an bród a chothaítear sa chultúr<br />
Gaelach; pointí breise a bhronntar orthu siúd a<br />
thugann faoi scrúduithe na hArdteistiméireachta<br />
trí mheán na Gaeilge; buntáistí cognaíocha an<br />
dátheangachais; foghlaim teangacha breise;<br />
áisiúlacht an oideachais lán-Ghaeilge de bharr<br />
taithí ar an soláthar céanna ag an mbunleibhéal.<br />
Ar cheann de na buntáistí is mó a bhaineann leis<br />
an iar-bhunscolaíocht lán-Ghaeilge dar le daltaí na<br />
hiar-bhunscoile Gaeltachta, an nádúr a bhaineann<br />
leis an nGaeilge mar theanga chumarsáide toisc<br />
a dtaithí ar an teanga mar theanga baile agus<br />
pobail. Dar leis na daltaí sna hiar-bhunscoileanna<br />
lán-Ghaeilge lasmuigh den Ghaeltacht go dtugann<br />
an iar-bhunscolaíocht lán-Ghaeilge ugach don<br />
dalta dua a chaitheamh leis an léann nach gcaitear<br />
leis an oideachas i mBéarla.<br />
Maidir leis na dúshláin a bhaineann leis an iarbhunscolaíocht<br />
lán-Ghaeilge, luaitear easpa<br />
áiseanna lán-Ghaeilge san oideachas, cumas íseal<br />
sa Ghaeilge i measc múinteoirí agus deacrachtaí<br />
bainteach le scrúduithe stáit.<br />
ÚSÁID AN BHÉARLA MAR THEANGA TEAGAISC<br />
AGUS FOGHLAMA SAN IAR-BHUNSCOIL LÁN-<br />
GHAEILGE<br />
I gcás dhaltaí atá sa bhliain dheireanach dá gcuid<br />
iar-bhunscolaíochta sonraítear éagsúlachtaí sna<br />
comhthéacsanna ina bhfuil na scoileanna suite.<br />
Dar le daltaí na hiar-bhunscoile Gaeltachta agus<br />
áiseanna á bplé, gur bac an friotal a bhíonn in<br />
úsáid in áiseanna don oideachas lán-Ghaeilge ar<br />
an tuiscint agus ar an bhfoghlaim. Is é a dtuairim<br />
gur fusa tabhairt faoi ábhair áirithe i mBéarla<br />
seachas bheith ag iarraidh plé le téarmaíocht<br />
Ghaeilge atá dar leo mí-nádúrtha agus níos casta<br />
ná mar ar chóir di a bheith. Dar leo freisin gur<br />
fusa agus ciallmhaire an cleachtas é sin, ó tharla<br />
go bhfuil sé i gceist acu tabhairt faoi na scrúduithe<br />
stáit i mBéarla. Is léir i gcás iar-bhunscoileanna na<br />
Gaeltachta go bhfuil an Béarla in úsáid mar theanga<br />
teagaisc agus foghlama i gcás ábhair éagsúla. Glactar<br />
leis go mbaintear leas as an mBéarla i scoileanna<br />
lán-Ghaeilge lasmuigh den Ghaeltacht freisin ach<br />
an chuma ar an scéal gur ar mhaithe le dúshláin<br />
sheachtracha a shárú a dhéantar seo seachas é a<br />
bheith mar thoradh ar chinneadh pearsanta an<br />
dalta.<br />
Aithnítear go bhfuil ról áirithe ag an mBéarla<br />
mar theanga teagaisc agus foghlama in iarbhunscoileanna<br />
lán-Ghaeilge. Moltar féachaint an<br />
mbeadh sé éifeachtach cur chuige dátheangach<br />
a úsáid in amanntaí agus téarmaíocht á scagadh.<br />
Tuigtear nár mhór an cur chuige seo a phleanáil go<br />
cúramach agus monatóireacht ghéar a dhéanamh<br />
air lena chinntiú nach gcuirtear cultúr teagaisc<br />
agus foghlama lán-Ghaeilge na scoile i mbaol. Is<br />
straitéis í seo b’fhéidir a chúiteodh de bheagán pé<br />
bearna foclóra atá in aigne an dalta agus freisin<br />
a d’ullmhódh é / í don léann i mBéarla ag an tríú<br />
leibhéal.<br />
Tugann roinnt rannpháirtithe suntas do mhúinteoirí<br />
nach bhfuil ardchumas acu sa teanga agus é seo<br />
mar bhac ar an bhfoghlaim agus ar an teagasc lán-<br />
Ghaeilge. Dar leis na daltaí go bhfuil tionchar aige<br />
seo ar an bhfoghlaim, ar atmaisféar an ranga agus<br />
ar an gcaidreamh idir an dalta agus an múinteoir.<br />
Moltar go rachfaí i gcomhairle leis na heagraíochtaí<br />
sin a bhfuil forbairt ghairmiúil leanúnach múinteoirí<br />
mar chúram orthu ar mhaithe le cúrsa oiliúna mar<br />
aon le seirbhís tacaíochta a sholáthar a bheadh<br />
dírithe orthu siúd a bhfuil sé i gceist acu tréimhse<br />
ghairmiúil a chaitheamh in iar-bhunscoil lán-<br />
Ghaeilge.<br />
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CUMAS BÉARLA AN IAR-SCOLÁIRE IAR-<br />
BHUNSCOILE LÁN-GHAEILGE<br />
Dúshláin atá comónta i measc na ndaltaí dar<br />
leo, an easpa aitheantais a thugtar dóibh mar<br />
úsáideoirí agus foghlaimeoirí den Ghaeilge<br />
nó den Bhéarla mar dhara teanga. Dar leis na<br />
rannpháirtithe, go bhfuiltear ag súil go mbeidh<br />
cumas cothrom bainte amach acu sa dá theanga<br />
ach nach gá go mbeadh sin amhlaidh, go háirithe<br />
de réir mar a bhaineann sé le raon ard teanga sa<br />
Béarla acadúil. De bharr na tréimhse caite leis an<br />
oideachas lán-Ghaeilge, ag an mbun agus ag an<br />
iar-bhunleibhéal is minic go mbíonn téarmaíocht<br />
áirithe Ghaeilge daingnithe in aigne na scoláirí<br />
agus tógann sé am dul i dtaithí ar an téarmaíocht<br />
nua i mBéarla.<br />
Moltar d’institiúidí tríú leibhéil córas foirmiúil<br />
a chur sa tsiúil le heolas faoi chúlra teanga na<br />
mac léinn a bhailiú agus clár sainiúil tacaíochta<br />
a fhorbairt sa Bhéarla acadúil dóibh siúd a bhfuil<br />
caighdeán réasúnta ard acu sa Bhéarla, ach a fuair<br />
a gcuid scolaíochta trí Ghaeilge nó teanga eile.<br />
POBAL IAR-SCOLÁIRÍ NA<br />
N-IARBHUNSCOILEANNA LÁN-GHAEILGE<br />
Tuigtear go bhfuil thart ar 16,000 dalta ag fáil a<br />
gcuid iar-bhunscolaíochta trí mheán na Gaeilge<br />
sa tír, ach ní léir cá bhfuil a dtriail siúd nuair a<br />
fhágann siad an scoil. Cé go bhfuil bá agus ceangal<br />
láidir ag na rannpháirtithe uile leis an nGaeilge,<br />
ní hamháin mar shiombail chultúrtha ach mar<br />
theanga chumarsáide agus shóisialaithe, is beag<br />
teagmháil atá ag na rannpháirtithe le gréasáin<br />
Ghaeilge lasmuigh den sféar oideachais. Go<br />
deimhin ba mhian leis na daltaí iar-bhunscoile an<br />
Ghaeilge a leathnú amach ó sféar an oideachais<br />
agus iad ag súil go mbeidh siad in ann ‘í a<br />
choimeád suas’ ina saol pearsanta amach anseo.<br />
Is léir ó thaithí na mac léinn tríú leibhéal nach<br />
mar sin a thiteann cúrsaí amach. De bharr easpa<br />
deiseanna úsáide lasmuigh den sféar oideachais<br />
tá an ceangal sin leis an nGaeilge agus an cumas<br />
sa teanga á chreimeadh de réir a chéile. Moltar<br />
d’eagraíochtaí Gaeilge na tíre féachaint in athuair<br />
ar an straitéis atá i bhfeidhm maidir le cothú<br />
gréasáin de dhaoine óga ar cainteoirí Gaeilge<br />
iad. Moltar straitéis a dhearadh a bheadh mar<br />
sprioc aici úsáid na Gaeilge lasmuigh de sféar an<br />
oideachais agus a chuimseodh cainteoirí Gaeilge<br />
as scoileanna lán-Ghaeilge agus lán-Bhéarla, a<br />
chothú. Moltar d’iar-bhunscoileanna lán-Ghaeilge<br />
agus Gaeltachta cumann alumni a bhunú ina<br />
mbeadh bunachar sonraí de dhindiúirí teagmhála<br />
iar-scoláirí na scoileanna sin mar ghné lárnach.<br />
Ba mhór an buntáiste pleanála teanga a bheadh<br />
lena leithéid de bhunachar freisin agus gréasáin á<br />
gcothú ina mbeadh úsáid na Gaeilge mar theanga<br />
shóisialta, teaghlaigh agus léinn á gcur chun cinn.<br />
TÁTAL<br />
Tá ábhar dóchais sa taighde seo gur mó buntáistí<br />
ná míbhuntáiste a bhaineann leis an oideachas<br />
lán-Ghaeilge dar leis na rannpháirtithe agus a<br />
bhformhór den tuairim go maireann an buntáiste<br />
sin go fóill. Maidir le haon mhíbhuntáiste a bhain<br />
le gnéithe áirithe de ar nós teacht isteach ar<br />
raon ard Béarla acadúil, bhí siad measartha agus<br />
gearrthréimhseach. Ba chóir go gcabhródh na<br />
torthaí le tuismitheoirí a bheith níos muiníní iarbhunscolaíocht<br />
trí Ghaeilge a roghnú dá bpáistí<br />
agus gan a bheith buartha faoi aon mhíbhuntáistí<br />
fadtréimhseacha. Ardaíonn sé ceisteanna faoi ról<br />
án Bhéarla san oideachas lán-Ghaeilgenach miste<br />
tuilleadh iniúchadh a dhéanamh air.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
TAGAIRTÍ<br />
Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and<br />
Cognition, 12(1), 3-11.<br />
Bialystok, E., Craik, F. I., & Ryan, J. (2006). Executive control in a modified antisaccade task: Effects <strong>of</strong><br />
aging and bilingualism. <strong>Journal</strong> <strong>of</strong> experimental psychology: Learning, Memory, and Cognition, 32(6),<br />
1341. https://doi.org/10.1037/0278-7393.32.6.1341<br />
Bialystok, E., Peets, K. F., & Moreno, S. (2014). Producing bilinguals through immersion education:<br />
Development <strong>of</strong> metalinguistic awareness. Applied Psycholinguistics, 35(01), 177-191. https://doi.<br />
org/doi:10.1017/S0142716412000288<br />
Kroll, J. F., & Bialystok, E. (2013, 2013/08/01). Understanding the consequences <strong>of</strong> bilingualism for<br />
language processing and cognition. <strong>Journal</strong> <strong>of</strong> Cognitive Psychology, 25(5), 497-514. https://doi.org/10<br />
.1080/20445911.2013.799170<br />
Ní Thuairisg, L., & Ó Duibhir, P. (2016). An leanúnachas ón mbunscoil go dtí an iar-bhunscoil lán-<br />
Ghaeilge i bPoblacht na hÉireann. Gaelscoileanna. http://www.gaelscoileanna.ie/files/An-Lean--<br />
nachas-on-mbunscoil-go-dt---an-iar-bhunscoil-l--n-Ghaeilge-_MF-2016.pdf<br />
Nicolay, A.-C., & Poncelet, M. (2015). Cognitive benefits in children enrolled in an early bilingual<br />
immersion school: A follow up study. Bilingualism: Language and Cognition., 18(4), 789-795. https://<br />
doi.org/10.1017/S1366728914000868<br />
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Linguistic advantages and challenges faced by students from<br />
Gaeltacht and <strong>Irish</strong>-<strong>medium</strong> post-primary schools when continuing<br />
to a 3rd level institution where the language <strong>of</strong> teaching is English<br />
Dr Laoise Ní Thuairisg & Pr<strong>of</strong>. Pádraig Ó Duibhir - Dublin City University<br />
INTRODUCTION<br />
We are grateful to the Comhairle um Oideachas<br />
Gaeltachta agus Gaelscoileanna (COGG) for<br />
providing funding to carry out this project and to<br />
the students and past students who participated.<br />
Only around 50% <strong>of</strong> students from <strong>Irish</strong>-<strong>medium</strong><br />
primary schools (outside <strong>of</strong> the Gaeltacht)<br />
transfer to <strong>Irish</strong>-<strong>medium</strong> post-primary schools<br />
in the Republic <strong>of</strong> Ireland. One <strong>of</strong> the reasons for<br />
this is the anxiety experienced by parents that<br />
their children will be at a disadvantage at third<br />
level because they will not understand Englishlanguage<br />
terminology in various subjects (Ní<br />
Thuairisg & Ó Duibhir, 2016). This research<br />
aims to shed light on the experiences <strong>of</strong> past<br />
pupils from <strong>Irish</strong>-<strong>medium</strong> post-primary schools<br />
within and outside the Gaeltacht, particularly<br />
with regards to the effects <strong>of</strong> their post-primary<br />
education on their experience <strong>of</strong> third level<br />
education. An investigation was also carried<br />
out on the expectations <strong>of</strong> current pupils in<br />
<strong>Irish</strong>-<strong>medium</strong> post-primary schools, in order to<br />
compare their expectations with the reported<br />
experiences <strong>of</strong> past pupils who had already made<br />
the transition.<br />
The main findings <strong>of</strong> the research are presented<br />
in this article. The full report is available at www.<br />
cogg.ie. The article begins with a short literature<br />
PARTICIPANTS REPORTED<br />
THAT THERE WERE MORE<br />
BENEFITS THAN DISADVANTAGES<br />
ASSOCIATED WITH IRISH-MEDIUM<br />
EDUCATION<br />
review <strong>of</strong> bilingualism and <strong>of</strong> the benefits and<br />
challenges associated with bilingualism and<br />
the bilingual education system. The research<br />
methodology is then described. The findings <strong>of</strong><br />
the research will then be presented along with<br />
the recommendations arising from those findings.<br />
LITERATURE<br />
Various research from the last forty years<br />
indicates that there are cognitive benefits<br />
associated with bilingualism. These benefits<br />
are linked with a higher executive function in<br />
bilinguals than in monolinguals (Bialystok,<br />
2009) and continue into adulthood and old age<br />
(Bialystok et al., 2006). It has been discovered<br />
that bilingualism can slow the onset <strong>of</strong> dementia<br />
in old age (Bialystok, 2009). It is hypothesised<br />
that the process <strong>of</strong> dementia is delayed in<br />
bilingual people because they develop a higher<br />
level <strong>of</strong> executive function during their lives,<br />
which creates a cognitive reserve and slows the<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
onset <strong>of</strong> dementia symptoms. Higher cognitive<br />
function can aid bilinguals with problem solving,<br />
since they are better at focusing on essential<br />
information and discarding unimportant<br />
information (Kroll & Bialystok, 2013).<br />
In several experiments relating to lexical retrieval,<br />
bilinguals were found to be at a disadvantage<br />
(Bialystok, 2009). Bilinguals were also at a<br />
disadvantage in situations relating to verbal<br />
memory, although these results became more<br />
ambiguous when non-verbal memory was<br />
examined. One explanation is that bilinguals are<br />
constantly translating and choosing between<br />
languages, and although this improves executive<br />
function, it slows lexical retrieval. With regards<br />
to vocabulary, it is accepted that bilinguals have a<br />
smaller vocabulary in each <strong>of</strong> their languages than<br />
monolinguals, but that their overall vocabulary is<br />
larger (Bialystok et al., 2014). As for immersion<br />
education, these benefits and challenges have<br />
been demonstrated consistently in research in<br />
recent years (Bialystok et al., 2014; Nicolay &<br />
Poncelet, 2015).<br />
RESEARCH METHODOLOGY<br />
Almost 16,000 students are recieving their<br />
education through <strong>Irish</strong> at post-primary level,<br />
and around 1,400 <strong>of</strong> these students transfer to<br />
third level institutions each year. We chose a<br />
sample that was representative <strong>of</strong> a range <strong>of</strong> third<br />
level institutions as well as case studies <strong>of</strong> three<br />
Gaeltacht and <strong>Irish</strong>-<strong>medium</strong> post-primary schools<br />
to investigate the research question. Two groups<br />
were identified in the sample: students in their<br />
final year <strong>of</strong> post-primary education and past<br />
students from Gaeltacht and <strong>Irish</strong>-<strong>medium</strong> postprimary<br />
schools.<br />
For the current post-primary students, three<br />
case studies were included in this research<br />
project, involving an <strong>Irish</strong>-<strong>medium</strong> post-primary<br />
school outside <strong>of</strong> the Gaeltacht, an <strong>Irish</strong>-<strong>medium</strong><br />
post-primary school in Northern Ireland and a<br />
Gaeltacht post-primary school. Focus groups were<br />
held with these students (n=36) to assess their<br />
opinions and experiences <strong>of</strong> the subject.<br />
In the case <strong>of</strong> past students who attended<br />
third level, 75 students completed an online<br />
questionnaire and 22 students took part in<br />
focus groups to gather information about their<br />
experience <strong>of</strong> post-primary education through<br />
<strong>Irish</strong> and their current experience <strong>of</strong> third level<br />
education. The focus groups were organised in<br />
four third level institutions in the country: three<br />
in the Republic <strong>of</strong> Ireland and one in Northern<br />
Ireland.<br />
RESULTS<br />
THE BENEFITS AND CHALLENGES OF IRISH-<br />
MEDIUM EDUCATION ACCORDING TO PAST<br />
STUDENTS<br />
Participants reported that there were more<br />
benefits than disadvantages associated with<br />
<strong>Irish</strong>-<strong>medium</strong> education, and most believed<br />
these benefits continue today. Among those who<br />
reported disadvatanges, most reported that these<br />
disadvantages were moderate and short-term in<br />
nature.<br />
The advantages reported by participants include:<br />
the interest sparked in the <strong>Irish</strong> language and in<br />
bilingualism; the pride fostered for <strong>Irish</strong> culture;<br />
extra points awarded for those who sit the<br />
Leaving Certificate examinations through <strong>Irish</strong>;<br />
the cognitive benefits <strong>of</strong> bilingualism; the learning<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
<strong>of</strong> additional languages; the convenience <strong>of</strong> <strong>Irish</strong><strong>medium</strong><br />
education due to a similar experience at<br />
primary level.<br />
One <strong>of</strong> the largest advantages <strong>of</strong> <strong>Irish</strong>-<strong>medium</strong><br />
post-primary education reported by past students<br />
from Gaeltacht schools was the nature <strong>of</strong> <strong>Irish</strong> as<br />
a language <strong>of</strong> communication, due to their own<br />
experience <strong>of</strong> the language in the home and in<br />
the community. According to students in <strong>Irish</strong><strong>medium</strong><br />
post-primary schools outside <strong>of</strong> the<br />
Gaeltacht, post-primary education through <strong>Irish</strong><br />
gave the student an incentive to study which is<br />
not present in English-<strong>medium</strong> education.<br />
As for the challenges relating to <strong>Irish</strong>-<strong>medium</strong><br />
post-primary education, a lack <strong>of</strong> <strong>Irish</strong>-language<br />
resources in education, low <strong>Irish</strong> language<br />
pr<strong>of</strong>iciency in teachers and difficulties with state<br />
examinations were reported.<br />
THE USE OF ENGLISH AS A TEACHING<br />
LANGUAGE IN IRISH-MEDIUM POST-PRIMARY<br />
SCHOOLS<br />
Among students in their final year <strong>of</strong> postprimary<br />
education, disparities specific to the<br />
context <strong>of</strong> the schools were reported. According<br />
to students from Gaeltacht post-primary schools,<br />
the terminology used in some learning materials<br />
for <strong>Irish</strong>-<strong>medium</strong> education was a barrier to<br />
understanding and learning. They believed that<br />
it was easier to undertake certain subjects in<br />
English instead <strong>of</strong> attempting to understand <strong>Irish</strong><br />
language terminology which they found to be<br />
unnatural and more complicated than necessary.<br />
They found this approach to be easier and more<br />
sensible, since they intended to sit the state<br />
examinations through English. It is clear that<br />
English is being used as a language <strong>of</strong> teaching<br />
and learning in certain subjects in Gaeltacht postprimary<br />
schools. It is accepted that English is<br />
also used in <strong>Irish</strong>-<strong>medium</strong> post-primary schools<br />
outside <strong>of</strong> the Gaeltacht, but this appears to be in<br />
order to overcome external challenges and not as<br />
a personal choice by the students.<br />
It is recognised that English has a certain role<br />
as a language <strong>of</strong> teaching and learning in <strong>Irish</strong><strong>medium</strong><br />
post-primary schools. We suggest that<br />
it would be worthwhile to investigate whether it<br />
might be effective to use a bilingual approach at<br />
times when selecting terminology. This approach<br />
would require careful planning and monitoring in<br />
order to ensure that the culture <strong>of</strong> <strong>Irish</strong>-<strong>medium</strong><br />
education and learning in the school was not<br />
endangered. This strategy may assist somewhat<br />
in bridging any terminology difficulties for the<br />
student and would also prepare them for English<strong>medium</strong><br />
education at third level.<br />
Several participants pointed out that some<br />
teachers are not pr<strong>of</strong>icient in <strong>Irish</strong> and that this<br />
creates an obstacle to learning and teaching<br />
through the <strong>medium</strong> <strong>of</strong> <strong>Irish</strong>. Students report<br />
that this affects learning, the class atmosphere,<br />
and the student-teacher relationship. We suggest<br />
that organisations responsible for continuous<br />
pr<strong>of</strong>essional development for teachers be<br />
consulted in order to provide training courses<br />
and support services directed at those who wish<br />
to spend time working in an <strong>Irish</strong>-<strong>medium</strong> postprimary<br />
school.<br />
English ability in past students <strong>of</strong> <strong>Irish</strong>-<strong>medium</strong><br />
post-primary schools<br />
A common challenge reported by students is<br />
the lack <strong>of</strong> recognition given to them as users <strong>of</strong><br />
<strong>Irish</strong> or English as a second langauge. According<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
to participants, it is <strong>of</strong>ten expected that they<br />
will have achieved equal pr<strong>of</strong>iciency in both<br />
languages, but that this may not always be the<br />
case, particularly as it applies to the high register<br />
<strong>of</strong> English in academia. As a result <strong>of</strong> the time<br />
spent in <strong>Irish</strong>-<strong>medium</strong> education, at primary<br />
and post-primary level, students <strong>of</strong>ten have a<br />
particular <strong>Irish</strong>-language terminology reinforced<br />
in their minds, and it takes them some time to<br />
adjust to the new terminology in English.<br />
Third level institutes are encouraged to organise<br />
a formal system to gather information about<br />
the linguistic backgrounds <strong>of</strong> the students<br />
and develop a specific support programme for<br />
academic English for those who have a reasonably<br />
high ability in English, but who recieved their<br />
education through <strong>Irish</strong> or another language.<br />
THE COMMUNITY OF PAST STUDENTS FROM<br />
IRISH-MEDIUM POST-PRIMARY SCHOOLS<br />
Around 16,000 students are understood to be<br />
attending <strong>Irish</strong>-<strong>medium</strong> post-primary schools in<br />
Ireland, but it is not clear where they go when<br />
they leave school. Although all participants had<br />
a strong connection to the <strong>Irish</strong> language, not<br />
only as a cultural symbol but as a language <strong>of</strong><br />
communication and socialising, participants had<br />
little connection with <strong>Irish</strong> networks outside<br />
<strong>of</strong> the education sphere. Indeed, post-primary<br />
students wish to extend their use <strong>of</strong> <strong>Irish</strong> beyond<br />
the education sphere as they look to be able to<br />
‘keep it up’ in their personal lives in the future. It<br />
is clear from the experience <strong>of</strong> third level students<br />
that this does not happen. Due to a lack <strong>of</strong><br />
opportunities to use the language outside <strong>of</strong> the<br />
education sphere, their connection with <strong>Irish</strong> and<br />
ability in the language is gradually eroding. We<br />
would encourage <strong>Irish</strong> language organisations to<br />
revisit their strategies for maintaining networks<br />
<strong>of</strong> young <strong>Irish</strong> speakers. We recommend the<br />
design <strong>of</strong> a strategy which aims to promote use <strong>of</strong><br />
<strong>Irish</strong> outside <strong>of</strong> the education setting and develop<br />
a network <strong>of</strong> <strong>Irish</strong> speakers from <strong>Irish</strong>-<strong>medium</strong><br />
and English-<strong>medium</strong> schools. Gaeltacht and <strong>Irish</strong><strong>medium</strong><br />
post-primary schools are encouraged<br />
to found alumi associations, with a database <strong>of</strong><br />
contact details for past students. It would be<br />
hugely advantageous for language planning to<br />
be at the centre <strong>of</strong> such databases too, in order<br />
to create networks in which <strong>Irish</strong> could be used<br />
as a social language, at home, and to encourage<br />
learning.<br />
CONCLUSION<br />
This research gives cause for optimism that<br />
participants associate more advantages than<br />
disadvantages with <strong>Irish</strong>-<strong>medium</strong> education, and<br />
that these advantages continue into the future.<br />
Any disadvantages reported, such as adjusting to<br />
a high register <strong>of</strong> academic English, are moderate<br />
and short-term in nature. These results should<br />
help parents to be more confident about choosing<br />
<strong>Irish</strong>-<strong>medium</strong> post-primary education for their<br />
children and reassure them that they need<br />
not worry about any long-term disadvantages.<br />
Questions are raised about the use <strong>of</strong> English in<br />
<strong>Irish</strong>-<strong>medium</strong> education which warrant further<br />
investigation.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
REFERENCES<br />
Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and<br />
Cognition, 12(1), 3-11.<br />
Bialystok, E., Craik, F. I., & Ryan, J. (2006). Executive control in a modified antisaccade task: Effects <strong>of</strong><br />
aging and bilingualism. <strong>Journal</strong> <strong>of</strong> experimental psychology: Learning, Memory, and Cognition, 32(6),<br />
1341. https://doi.org/10.1037/0278-7393.32.6.1341<br />
Ní Thuairisg, L., & Ó Duibhir, P. (2016). An leanúnachas ón mbunscoil go dtí an iar-bhunscoil lán-<br />
Ghaeilge i bPoblacht na hÉireann. Gaelscoileanna. http://www.gaelscoileanna.ie/files/An-Lean--<br />
nachas-on-mbunscoil-go-dt---an-iar-bhunscoil-l--n-Ghaeilge-_MF-2016.pdf<br />
Nicolay, A.-C., & Poncelet, M. (2015). Cognitive benefits in children enrolled in an early bilingual<br />
immersion school: A follow up study. Bilingualism: Language and Cognition., 18(4), 789-795. https://<br />
doi.org/10.1017/S1366728914000868<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
An Tumoideachas agus Athneartú Teanga<br />
An tOllamh Muiris Ó Laoire An Institiúid Teicneolaíochta, Trá Lí, Co. Chiarraí.<br />
San alt seo pléitear an tumoideachas i gcomhthéacs<br />
an athneartú teanga. Agus an bhéim á cur faoi<br />
láthair ar an bpleanáil teanga le tamall de bhlianta<br />
anuas (An Straitéis Fiche Bliain, An Phleanáil<br />
Teanga sa Ghaeltacht agus An Polasaí don Oideachas<br />
Gaeltachta), is léir go bhfuil ionchas ag an Stát<br />
maidir leis an teanga a athneartú agus a láidriú trí<br />
mheán an oideachais. Déantar cíoradh anseo ar an<br />
gceist sin i gcomhthéacs an tumoideachais.<br />
RÉAMHRÁ<br />
Tá an tumoideachas ag dul ó neart go neart sa<br />
tír seo agus i dtíortha agus i réigiúin eile ar fud<br />
na cruinne. Is iomaí cúis atá leis an ráchairt<br />
seo ar scoileanna tumoideachais a bhaineann<br />
le gnóthachtáil oideachais, le ceisteanna<br />
soláthair, le hacmhainní agus araile. Ach tá ceist<br />
bhunúsach á cur le fada ar fheidhm fhéideartha an<br />
tumoideachais i gcomhthéacs an athneartú teanga.<br />
An bhfuil an tumoideachas ag giniúint nuachainteoirí<br />
gníomhacha teanga chun cur leis an<br />
athneartú teanga? I gcás na Gaeilge, ní mór ceist<br />
a chur faoi cé chomh forleathan is atá úsáid na<br />
Gaeilge i measc fhoghlaimeoirí tumoideachais ar<br />
fhágáil na scoile dóibh agus le linn na mblianta ina<br />
dhiaidh sin? San alt seo, pléitear an tumoideachas<br />
“nua” agus na buntáistí iomadúla a shamhlaítear<br />
leis, agus ardaítear ceist faoin mhórdhúshlán atá<br />
roimhe go coincheapúil ó thaobh an athneartú<br />
teanga de.<br />
AN BHFUIL AN TUMOIDEACHAS<br />
AG GINIÚINT NUA-CHAINTEOIRÍ<br />
GNÍOMHACHA TEANGA CHUN CUR<br />
LEIS AN ATHNEARTÚ TEANGA?<br />
AN tATHNEARTÚ TEANGA<br />
Tá an tumoideachas “nua” faoi bhláth ar fud na<br />
cruinne le níos mó ná scór bliain anuas anois,<br />
go háirithe i dtíortha agus i réigiúin ina bhfuil<br />
mionteangacha nó teangacha dúchais faoi bhagairt<br />
ag mórtheanga. Feidhmíonn an tumoideachas<br />
mar straitéis athbheochana nó athneartú teanga 1 .<br />
Tá dhá théarma idirmhalarthacha “athbheochan”<br />
agus “athneartú teanga” á n-úsáid chun cur síos ar<br />
an bpróiseas ina bhféachtar leis an teanga a chur<br />
á húsáid arís i réimsí nó i bhfearainn ar tháinig<br />
meath uirthi iontu.<br />
Cé go bhfuil an dá théarma in úsáid, tá difríocht<br />
shuaithinseach eatarthu. Tá an téarma<br />
“athbheochan” níos cruinne agus níos oiriúnaí<br />
1 Tá sé ráite ag Hinton faoin tumoideachas agus athneartú teanga<br />
(Hinton 2001:181), mar shampla: There is no doubt that this<br />
is the best way to jump-start the production <strong>of</strong> a new generation<br />
<strong>of</strong> fluent speakers for an endangered language. There is no other<br />
system <strong>of</strong> language revitalization that has such complete access to<br />
so many members <strong>of</strong> the younger generation (who are the best<br />
language learners) for so many hours per day<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
chun cur síos a dhéanamh ar iarrachtaí le beocht<br />
an earraigh a chur i dteanga neamhbheo nó teanga<br />
mharbh a thabhairt slán. Tharla athbheochan mar<br />
seo i gcás na hEabhraise sa Phailistín sa dara leath<br />
den naoú haois déag (Ó Laoire, 1999) nó i gcás<br />
na Coirnise labhartha sna seascaidí (Ferdinand,<br />
2013). Bheadh sé níos cirte an téarma “athneartú”<br />
a úsáid agus tagairt á déanamh do theanga nár éag<br />
riamh ach atá fós ag cúlú agus í faoi bhagairt ag<br />
mórtheanga dhomhanda.<br />
Maíonn Spolsky (1995) go bhfuil brí faoi leith<br />
ag coincheap an athneartaithe mar go gcuirtear<br />
béim ann ar neartú agus ar láidriú na teanga<br />
mar theanga an teaghlaigh agus mar theanga<br />
phobail. Is é réimse nó fearann an teaghlaigh<br />
an ceann is rí-thábhachtaí ar fad chun an<br />
t-athneartú teanga a thabhairt chun críche. Is<br />
cuma, ar deireadh thiar faoin méid tacaíochtaí<br />
atá ar fáil don teanga i réimsí eile, murach an<br />
seachadadh teanga sa teaghlach, ní móide go<br />
mbeadh rath ar na tacaíochtaí sin, bídís sa<br />
scolaíocht, i saol na fostaíochta, sa tsiamsaíocht<br />
nó sa gharthimpeallacht. B’shin an port a bhíodh i<br />
gcónaí á sheinnt ag an sochtheangeolaí clúiteach,<br />
Joshua Fishman (1991; 2001) agus é ag trácht ar<br />
shrian a chur leis an athrú teanga trí mhionteanga<br />
a aisiompú i dtreo na hathúsáide.<br />
AN TUMOIDEACHAS<br />
Ní inniu ná inné a cuireadh tús leis an<br />
tumoideachas. Ní mór a chur san áireamh go<br />
raibh an tumoideachas á chleachtadh sa tír seo<br />
ó cuireadh tús leis an mbunoideachas agus leis<br />
an meánoideachas sa stát. Bhíothas meáite ar<br />
an nGaeilge a thabhairt thar n-ais agus aithníodh<br />
gur chrann taca riachtanach don athneartú í a<br />
bheith mar mheán teagaisc i roinnt bunscoileanna<br />
agus iarbhunscoileanna 2 . Chuir an stát béim ar<br />
leithrigh ar an tumoideachais mar shlí éifeachtach<br />
chun an t-aonteangachas (Gaeilge) a bhaint<br />
amach. Is amhlaidh a samhlaíodh go bhféadfaí<br />
athneartú iomlán teanga a thabhairt chun críche<br />
trí bhithín na scoileanna. Tá sé ráite ag an údár seo<br />
i gcomhthéacs eile (Ó Laoire, 1999) gur beartas<br />
ón mbarr anuas a bhí i gceist leis seo a d’fhéach<br />
le haithris a dhéanamh ar na próisis um shacsanú<br />
agus um bhéarlú a bhí mar dhlúth agus inneach<br />
na scoileanna náisiúnta ó thráth a mbunaithe le<br />
hAcht Stanley in 1832 agus a bhí tar éis dul i gcion<br />
go mór ar bhéasa urlabhartha an phobail faoin<br />
dara leath den 19ú haois.<br />
Ní raibh aon rath áfach ar an mbeartas seo<br />
ón mbarr anuas maidir le srian a chur leis an<br />
athrú teanga i dtreo an Bhéarla. Ó na caogaidí<br />
i leith, chonacthas titim thubaisteach i líon na<br />
mbunscoileanna agus na n-iarbhunscoileanna<br />
lán-Ghaeilge. Bhíothas ag súil le toradh níos fearr<br />
ar a gcuid iarrachtaí cúramaí an athneartaithe a<br />
fhágáil faoin scolaíocht amháin agus níor éirigh<br />
leis na scoileanna a chur ina luí ar an bpobal,<br />
Gaeilge, seachas Béarla a chleachtadh i réimsí an<br />
teaghlaigh agus na sochaí.<br />
AN TUMOIDEACHAS “NUA”<br />
Sa tír seo tháinig an tumoideachas “nua” ar an<br />
bhfód sna seachtóidí agus tá méadú ag teacht<br />
2 Méadaíodh, dá réir, ar líon na scoileanna lán-Ghaeilge<br />
(bunscoileanna A) lasmuigh den Ghaeltacht chun athneartú teanga<br />
a bhaint amach. Faoin mbliain 1930, mar shampla, scoileanna lán-<br />
Ghaeilge ab ea 4% de bhunscoileanna na tíre agus bhí an céatadán<br />
sin ardaithe go 12% deich mbliana ina dhiaidh sin. Bhí céatadáin<br />
níos airde i gceist i gcás na n-iarbhunscoileanna. Faoin mbliain<br />
1942, bhí 28% d’iarbhunscoileanna ina méanscoileanna A ag<br />
freastal ar thart ar 27% de dhaltaí iarbunscoile na tíre. (Comhairle<br />
na Gaeilge, 1974).<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
air ó shin 3 . Bhí éileamh ar scoileanna lán-<br />
Ghaeilge agus tacaíocht an phobail laistiar díobh.<br />
(Ó Riagáin agus Ó Gliasaín, 1979; Ó Riagáin,<br />
1997) díreach ag am nuair a bhí trá ar an gcóras<br />
tumoideachais a bunaíodh i luathbhlianta an stáit.<br />
Gluaiseacht ón ithir aníos seachas beartas ón<br />
mbarr anuas a bhí i gceist. Ní in Éirinn amháin<br />
a bhí tóir ar an gcineál tumoideachas seo, ach<br />
bhí ráchairt air i réigiúin agus i dtíortha eile<br />
chomh maith; an Bhreatain Bheag, An Chatalóin,<br />
Haváí, Tír na mBascach, an Nua-Shéalainn, mar<br />
shampla. Sna réigiúin seo agus i réigiúin ina<br />
raibh teangacha bundúchasacha i Meiriceá,<br />
agus i gCeanada (Morcom agus Roy, 2019),<br />
bunaíodh bunscoileanna agus meánscoileanna<br />
chun teangacha dúchais a athneartú. Samhlaítear<br />
roinnt mhaith buntáistí agus dúshláin leis an<br />
tumoideachas a ndéantar plé gairid orthu sa<br />
chéad chuid eile den alt seo.<br />
BUNTÁISTÍ AGUS DÚSHLÁIN AN<br />
TUMOIDEACHAIS NUA<br />
Tá buntáistí an tumoideachais á n-aithint le fada,<br />
go háirithe i gcomhthéacsanna mionteanga go<br />
háirithe 4 . Léiríonn an taighde idirnáisiúnta go<br />
bhforbraíonn an córas tumoideachais scileanna<br />
acadúla (Baker & Wright, 2017) agus cumais<br />
chognaíocha (Bialystok, Craik &<br />
3 Ba i gCeanada sa bhliain 1965 a chonacthas<br />
fréamhshamhail nó múnla an tumoideachais seo nuair a chuir<br />
tuismitheoirí, oideachasóirí agus taighdeoirí tús le turgnamh<br />
pobail ar a tugadh “St. Lambert Experiment” (Lambert & Tucker,<br />
1972). Bhí an-rath ar an turgnamh seo ó thaobh shealbhú na<br />
Fraincise de.<br />
4 Míníonn García (2009:247): “Motivated by the success<br />
<strong>of</strong> the Canadian immersion bilingual programs, ethnolinguistic<br />
minorities who have experienced language shift away from their<br />
heritage languages have adapted the Canadian model to fit their<br />
needs.”<br />
Luk, 2008) foghlaimeoirí. Ar an iomlán, bíonn<br />
inniúlachtaí níos forbartha sa dara teanga nó sa<br />
sprioctheanga acu (Genesee, 1987). Meabhraíonn<br />
an taighde dúinn go bhfuil ardchaighdéan acadúil<br />
foghlaimeoirí, ar an meán, á bhaint amach ag<br />
foghlaimeoirí in Éirinn (m.sh. Gilleece et al, 2011)<br />
agus i dtíortha eile chomh maith (m.sh. Genesee<br />
& Lindholm-Leary, 2013). Tá sé á thaispeáint go<br />
gcuireann sé go mór le féidearthachtaí shealbhú<br />
an dara teanga gan dochar ar bith a dhéanamh do<br />
shealbhú na chéad teanga (Gilleece et al, 2011).<br />
Cabhraíonn sé le cleachtais agus le gnóthachtáil<br />
i scoileanna i gceantair faoi mhíbhuntáiste (Ní<br />
Chlochasaigh et al, <strong>2020</strong>).<br />
Os a choinne sin, aithnítear áfach go bhfuil<br />
dúshláin ag baint leis. Cé go n-éiríonn le<br />
foghlaimeoirí tumoideachais cumas agus<br />
caighdeán an chainteora dhúchais a bhaint<br />
amach sna scileanna gabhchumais (éisteacht<br />
agus léamh), ní amhlaidh a bhíonn maidir lena<br />
scileanna ginchumais (labhairt agus scríobh).<br />
Cé go mbaineann foghlaimeoirí tumoideachais<br />
i gcoitinne cumas cumarsáide sa dara teanga<br />
amach (Ó Duibhir, 2018), bíonn fabhtanna agus<br />
easpa cruinnis le sonrú ar an gcineál teanga<br />
(idirtheanga) a thugann siad leo ón gcóras a<br />
n-imríonn struchtúr agus comhréir an chéad<br />
teanga tionchar mór uirthi. (Ní Dhiorbháin agus Ó<br />
Duibhir, 2017; Ó Ceallaigh, 2016; Walsh, 2007). Tá<br />
neart taighde nuálach, dinimiciúil ann anois á chur<br />
ar fáil ag múinteoirí, ar taighdeoirí iad, a thugann<br />
treoir fhéideartha agus a ghineann tuiscintí úra<br />
do mhúinteoirí tumoideachais teacht roimh cuid<br />
de na dúshláin seo chun leas agus tairbhe na<br />
bhfoghlaimeoirí.<br />
Tá mórdhúshlán eile roimh an tumoideachas<br />
áfach a bhaineann le beartas teanga agus leis an<br />
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athneartú teanga agus pléifear é sin sa chuid<br />
eile den alt seo.<br />
AN TUMOIDEACHAS AGUS ATHNEARTÚ<br />
TEANGA<br />
I dtíortha agus sna réigiúin ar fud na cruinne<br />
a luadh thuas, ní leor leibhéal seachadta<br />
na teanga atá faoi bhagairt ag mórtheanga<br />
dhomhanda go dtí an chéad ghlúin eile chun<br />
inmharanacht teanga a dheimhniú. Ba í tuairim<br />
Baker (2002) scór bliain ó shin go raibh ag<br />
éirí le hathneartú mionteangacha dála na<br />
Breatnaise, na Catalóinise agus na Bascaise<br />
de bharr pleanála sealbhaithe teanga agus an<br />
tumoideachas. Tá an-chuid ag brath, mar sin,<br />
ar an gcóras tumoideachais chun cainteoirí<br />
lí<strong>of</strong>a, gníomhacha a ghiniúint i gcás na Gaeilge,<br />
tá an ról lárnach a d’fhéadfadh a bheith ag<br />
an gcóras oideachais maidir le beocht a chur<br />
i bhforleathnú na Gaeilge aitheanta ag an<br />
Rialtas sa Straitéis Fiche Bliain (Rialtas na<br />
hÉireann 2000:12) áit a deirtear: “Is é an tátal a<br />
bhaintear as iarrachtaí athneartaithe teangacha<br />
ar fud an domhain go bhfuil sé thar a bheith<br />
riachtanach beocht a chur sa Ghaeilge lasmuigh<br />
den seomra ranga I gcás na ndaoine óga atá<br />
á foghlaim sa chóras oideachais foirmiúil.”<br />
Déantar an ceangal céanna idir oideachas<br />
teanga agus leathnú úsáid teanga sa phobal sa<br />
Pholasaí Oideachas Gaeltachta, áit a gcuirtear<br />
béim ar an ról lárnach atá ag an gcuraclam chun<br />
tacú le hinniúlacht Ghaeilge cainteoirí dúchais<br />
agus luaitear tábhacht earnáil na scoileanna<br />
a fheidhmíonn trí mheán na Gaeilge chuige<br />
seo (ROS, 2016; Ó Laoire, 2019). Is léir, mar<br />
sin, go bhfuil ionchas ag an Stát maidir leis an<br />
teanga a athneartú agus a láidriú trí mheán<br />
na scoileanna i gcoitinne agus trí bhithín an<br />
tumoideachais ach go háirithe.<br />
Má tá aicme foghlaimeoirí ann a d’fhéadfadh<br />
cur le dul chun cinn na teanga, is í iar-dhaltaí<br />
na scoileanna lán-Ghaeilge. Ar an iomlán,<br />
baineann foghlaimeoirí tumoideachais i gcoitinne<br />
caighdeán sách maith sa teanga amach (Harris<br />
et al, 2006). D’fhéadfaí a áiteamh go mbeadh<br />
níos mó de sheans ann ná a mhalairt gur<br />
úsáideoirí gníomhacha a bheadh sna daltaí seo<br />
ar fhágáil na scoile dóibh. Chruthaigh taighde<br />
Darmody agus Daly (2015) go bhfuil seans níos<br />
mó ann go labhródh daoine fásta Gaeilge má<br />
bhí ardchaighdeán bainte amach sa teanga acu.<br />
Luann Ó Duibhir agus Ní Thuairisg (2019:267):<br />
“Grúpa amháin a bhfuil caighdeán réasúnta maith<br />
sa Ghaeilge is ea iar-dhaltaí na scoileanna lán-<br />
Ghaeilge. Ní féidir talamh slán a dhéanamh de<br />
afách, go labhróidh siad Gaeilge tar éis dóibh an<br />
scoil a fhágáil.” Tá fianaise i dtaighde a rinneadh<br />
thar na blianta nach mbíonn úsáid fhorleathan na<br />
Gaeilge mar thoradh cinnte ar an tumoideachas<br />
(Ó Duibhir agus Ní Thuairisg, 2019). Is é an<br />
dúshlán is mó atá roimh phleanálaithe teanga atá<br />
ag iarraidh an teanga a athneartú ná an cumas<br />
teanga a bhíonn ag an gcóhort iar-fhoghlaimeoirí<br />
tumoideachais a aistriú go húsáid agus ciorcal<br />
nó núicleas úsáideoirí teanga a chothú i<br />
dtimpeallacht na scoile tumoideachais.<br />
Ní bhaineann an dúshlán leis an tír seo amháin<br />
áfach. Tá taighde inspéise curtha ar fáil ag<br />
Dunmore (2019) ar úsáid laethúil Ghaeilge na<br />
hAlban i measc iar-fhoghlaimeoirí tumoideachais.<br />
Rinne sé staidéar ar úsáid agus ar ídéeolaíochtaí<br />
teanga i measc an chéad chóhort<br />
iar-fhoghlaimeoirí tumoideachais idir fiche go<br />
tríocha bliain tar éis dóibh an scoil a fhágáil. Fuair<br />
sé amach nach n-úsáideann ach dornán beag de na<br />
hiarfhoghlaimeoirí seo an teanga sa ghnáthshaol<br />
laethúil, cé go bhfuil meon an-dearfa acu i leith na<br />
teanga agus an chultúir.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
CONCLÚID<br />
An bhfuil sé réalaíoch bheith ag súil le<br />
nua-chainteoirí a bheith á nginiúint ag an<br />
tumoideachas? An spriocanna oideachais amháin<br />
atá ag an sa tumoideachas? Is fiór go bhfuil<br />
múineadh na Gaeilge ag cur le líon na ndaoine a<br />
bhfuil Gaeilge “ar eolas” acu thar na blianta (Ó<br />
Murchú, 2008); ach an bhfuil ionchas an stáit<br />
réalaíoch agus insroichte maidir le hathneartú<br />
teanga a chur i gcrích i bpáirt trí mhúineadh<br />
agus trí fhoghlaim na teanga san oideachas agus<br />
go háirithe sa tumoideachas mar atá léirithe<br />
sa Straitéis Fiche Bliain agus sa Pholasaí don<br />
Oideachas Gaeltachta? Tá súil ag an údar go bhfuil<br />
lón machnaimh agus díospóireachta san alt seo<br />
chun tús a chur leis an bplé sin in athuair.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
TAGAIRTÍ<br />
Baker, C.,(2002) Bilingual education, in Kaplan, R. B. (eag) The Oxford handbook <strong>of</strong> Applied Linguistics. (lgh 229-<br />
244). Oxford: Oxford University Press.<br />
Baker, C., agus Wright, W. E., (2017). Foundations <strong>of</strong> bilingual education and bilingualism. Bristol: Multilingual<br />
Matters.<br />
Bialystok, E., Craik, F., & Luk, G,, (2008). Cognitive control and lexical access in younger and older bilinguals.<br />
<strong>Journal</strong> <strong>of</strong> Experimental Psychology, 34(4), 859-874.<br />
Comhairle na Gaeilge., (1974) An Ghaeilge sa chóras oideachais. Baile Átha Cliath: Oifig an tSoláthair.<br />
Darmody, M, agus Daly, T. (2015) Attitudes towards the <strong>Irish</strong> language on the island <strong>of</strong> Ireland. Baile Átha Cliath:<br />
ESRI.<br />
Dunmore, S. (2019) Language revitalisation in Gaelic Scotland. Edinburgh: Edinburgh University Press.<br />
Ferdinand, S., (2013) A brief history <strong>of</strong> the Cornish language, its revival and its current status -E Keltoi. <strong>Journal</strong> <strong>of</strong><br />
Interdisciplinary Celtic Studies Im 2, 199-227.<br />
Fishman, J.A., (1991) Reversing language shift. Theoretical and empirical foundations <strong>of</strong> assistance to threatened<br />
languages. Clevedon: Multilingal Matters.<br />
Fishman, J.A., (2001) Can threatened languages be saved? Reversing language shift revisited: A 21st century<br />
perspective. Clevedon: Multilingual Matters.<br />
García, O., (2009) Bilingual education in the 21st century. Malden: Wiley.<br />
Genesee, F agus Lindholm- Leary, K., (2013) Two case studies <strong>of</strong> in content based language education. <strong>Journal</strong> <strong>of</strong><br />
Immersion and Content-based Language <strong>Education</strong> 1:1, 3-33.<br />
Gilleece, L, Shiel, G., Clerkin, A. agus Millar, D., (2011) Measúnachtaí náisiúnta 2010 ar léitheoireacht Bhéarla agus<br />
ar Mhatamaitic. Baile Átha Cliath: Foras Taighde ar Oideachas.<br />
Harris, J. Forde, P, Archer, P. Nic Fhearaíle, S agus O’ Gorman, M., (2006) An Ghaeilge sna bunscoileanna. Treochtaí<br />
náisiúnta fadtéarmacha in inniúlacht, Baile Átha Cliath. An Roinn Oideachais agus Eolaíochta.<br />
Hinton, L., (2001) Language revitalisation: An overview, in Hinton, L agus Hale, K. (eag) The green book <strong>of</strong><br />
language revitalisation in practice. San Diego CA: Academic Press.<br />
Lambert, W. E., & Tucker, G. R., (1972). Bilingual education <strong>of</strong> children: The St. Lambert experiment. Michigan:<br />
Newbury House Publishers.<br />
Morcom, L.A agus Roy,S., (2019) Is early immersion effective for Aboriginal language acquisition? A case study<br />
from an Anishinaabemowin kindergarten, International <strong>Journal</strong> <strong>of</strong> Bilingual <strong>Education</strong> and Bilingualism, 22:5,<br />
551-563.<br />
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Ní Chlochasaigh, K., Shiel, G. agus Ó Duibhir, P., (<strong>2020</strong>) Iniúchadh ar an tumoideachas do dhaltaí i scoileanna lán-<br />
Ghaeilge i gceantair mhíbhuntáiste. Baile Átha Cliath: Institiúid Oideachais, Ollscoil Chathair Bhaile Átha Cliath<br />
agus An Foras Taighde ar Oideachas.<br />
Ní Dhiorbháin, A., & Ó Duibhir, P., (2017). An explicit-inductive approach to grammar in <strong>Irish</strong>-<strong>medium</strong> immersion<br />
schools. Language Awareness, 26:1, 3-24.<br />
Ó Ceallaigh, T.J., (2016) Ag plé le rigor mortis teangeolaíochta. Dearcthaí agus cleachtais mhúinteoirí an<br />
tumoideachais, in Ó Ceallaigh, T.J. agus Ó Laoire, M. (eag) An Tumoideachas: Bua nó Dua? (lgh 2-13) Baile Átha<br />
Cliath: COGG.<br />
Ó Duibhir, P., (2018). Immersion education: Lessons from a minority language context.<br />
Bristol, UK: Multilingual Matters.<br />
Ó Duibhir, P. agus Ní Thuairisg, L., (2019) An tumoideachas agus soláthar cainteoirí nua, in Ó hIfearnáin, T. (eag.)<br />
An tsochtheangeolaíocht: Taighde agus gníomh. (lgh.265-284), Baile Átha Cliath: Cois Life.<br />
Ó Laoire, M.,(1999) Athbheochan na hEabhraise. Ceacht don Ghaeilge? Baile Átha Cliath: An Clóchomar.Ó Laoire,<br />
M., (2019) An Ghaeilge sa chóras oideachais: Pleanáil seabhaithe agus curaclam, in Ó hIfearnáin, T. (eag.) An<br />
tsochtheangeolaíocht: Taighde agus gníomh. (lgh.243-264), Baile Átha Cliath: Cois Life.<br />
Ó Murchú, H., (2008) More facts about <strong>Irish</strong>. Baile Átha Cliath: Coiste na hÉireann den Bhiúró Eorpacha do<br />
Theangacha Neamhfhorleathana Teo.<br />
Ó Riagáin, P. agus Ó Gliasáin, M., (1979) All-<strong>Irish</strong> primary schools in the Dublin area. Baile Átha Cliath: ITÉ.<br />
Ó Riagáin, P.,(1997) Language policy and social reproduction. Oxford: Clarendon Press.<br />
Rialtas na hÉireann, (2010) Straitéis 20 bliain don Ghaeilge. Baile Átha Cliath: Rialtas na hÉireann.<br />
Roinn Oideachais agus Scileanna, (2017) Polasaí don oideachas Gaeltachta 2017-2022. Baile Átha Cliath. An<br />
Roinn Oideachais agus Scileanna<br />
Spolsky, B., (1995) Conditions for language revitilisation: A comparison in the cases <strong>of</strong> Hebrew and Māori, in<br />
Wright, S. (eag) Language and the state (lgh 5-29). Clevedon: Multilingual Matters.<br />
Walsh, C., (2007). Cruinneas na Gaeilge scrí<strong>of</strong>a sna hiar-bhunscoileanna lán-Ghaeilge i mBaile Átha Cliath. Baile<br />
Átha Cliath: COGG.<br />
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Immersion <strong>Education</strong> and Language Revitalisation<br />
Pr<strong>of</strong>. Muiris Ó Laoire Institute <strong>of</strong> Technology, Tralee.<br />
This article discusses immersion education in the<br />
context <strong>of</strong> language revitalisation. From the emphasis<br />
placed on language planning in recent years (The<br />
Twenty Year Strategy, Language Planning in the<br />
Gaeltacht and the Policy on Gaeltacht <strong>Education</strong>),<br />
it is clear that the State expects to revitalise and<br />
strengthen the language through the <strong>medium</strong> <strong>of</strong><br />
education. This question is examined here in the<br />
context <strong>of</strong> immersion education.<br />
INTRODUCTION<br />
Immersion education is going from strength to<br />
strength in this country, and in other countries and<br />
regions around the world. There are many reasons<br />
for the demand for immersion education schools,<br />
related to educational achievement, delivery <strong>of</strong><br />
education, resources and so on. But a fundamental<br />
question has been posed for a long time now<br />
regarding the potential function <strong>of</strong> immersion<br />
education in the context <strong>of</strong> language revitalisation.<br />
Is immersion education producing capable, active,<br />
new-age speakers <strong>of</strong> the language to contribute<br />
to language revitalisation? In the case <strong>of</strong> <strong>Irish</strong>, the<br />
question is raised as to how widely <strong>Irish</strong> is used by<br />
immersion education learners after leaving school,<br />
and in the following years? In this article, “new”<br />
immersion education is discussed, along with the<br />
multiple benefits associated with it, and questions<br />
are raised conceptually regarding the challenge <strong>of</strong><br />
language revitalisation.<br />
IS IMMERSION EDUCATION<br />
PRODUCING CAPABLE, ACTIVE,<br />
NEW-AGE SPEAKERS OF THE<br />
LANGUAGE TO CONTRIBUTE TO<br />
LANGUAGE REVITALISATION?<br />
LANGUAGE REVITALISATION<br />
“New” immersion education has been flourishing<br />
around the world for almost twenty years,<br />
particularly in countries and regions where a<br />
minority or native language is threatened by<br />
a dominant language. Immersion education<br />
functions as a strategy for language rennaisance<br />
or revitalisation. These two terms, “revival ”<br />
and “revitalisation”, are used interchangably to<br />
describe the process in which an attempt is made<br />
to bring a language into use again in areas or<br />
domains where it had previously fallen out <strong>of</strong> use 1 .<br />
Although the two terms are in use, there is a<br />
significant difference between them. The term<br />
1 For example, on the topic <strong>of</strong> immersion education and<br />
language revitalisation, Hinton (2001:181) has commented: There<br />
is no doubt that this is the best way to jump-start the production<br />
<strong>of</strong> a new generation <strong>of</strong> fluent speakers for an endangered language.<br />
There is no other system <strong>of</strong> language revitalisation that has such<br />
complete access to so many members <strong>of</strong> the younger generation<br />
(who are the best language learners) for so many hours per day<br />
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“revival” is more accurate and suitable to describe<br />
the breathing <strong>of</strong> new life into an inanimate or<br />
dead language in order to revive it. Such a revival<br />
took place in the case <strong>of</strong> Hebrew in Palestine<br />
in the second half <strong>of</strong> the eighteenth century (Ó<br />
Laoire, 1999), or in the case <strong>of</strong> spoken Cornish in<br />
the sixties (Ferdinand, 2013). It would be more<br />
appropriate to use the term “revitalisation” when<br />
referring to languages which did not actually die,<br />
but which are still receding and threatened by a<br />
dominant global language.<br />
Spolsky (1995) claims that revitalisation involves<br />
a particular concept, since the use <strong>of</strong> the language<br />
as a family language and a community language<br />
is emphasised. The domain <strong>of</strong> the family is the<br />
most important <strong>of</strong> these in order to bring about<br />
language revitalisation. In the end, it matters<br />
little what supports are available for the language<br />
in other areas ¬- if the language is not acquired<br />
at home, it is unlikely that other efforts will be<br />
successful, be they in school, in the work life, in<br />
entertainment or in the immediate environment.<br />
This was the opinion expressed by the famous<br />
sociolinguist Joshua Fishman (1991; 2001) when<br />
he discussed the limiting <strong>of</strong> linguistic change<br />
through bringing a minority language back into<br />
use.<br />
IMMERSION EDUCATION<br />
Immersion education did not begin today or<br />
yesterday. It must be remembered that immersion<br />
education has been practiced in this country since<br />
primary and secondary education first started in<br />
the state. We were determined to revive the <strong>Irish</strong><br />
language and it was recognised that it would be an<br />
essential support for revitalisation if the language<br />
was used as the <strong>medium</strong> <strong>of</strong> education in some<br />
primary and secondary schools 2 . The state placed<br />
a heavy emphasis on immersion education as an<br />
effective way to achieve (<strong>Irish</strong>) monolingualism.<br />
It is hard to imagine that a complete language<br />
revitalisation could be achieved by means <strong>of</strong><br />
schooling alone. This author has said in a different<br />
context (Ó Laoire, 1999) that this was a top-down<br />
approach, which attempted to imitate the process<br />
<strong>of</strong> Saxonisation and Anglicisation which was at<br />
the front and centre <strong>of</strong> the national school system<br />
from its foundation with the Stanley Act in 1832,<br />
and which had already had a pr<strong>of</strong>ound effect<br />
on the speech patterns <strong>of</strong> the population by the<br />
second half <strong>of</strong> the 19th century.<br />
However, this top-down approach was not<br />
successful in slowing the language shift in favour<br />
<strong>of</strong> English. Since the fifties, there has been a<br />
dramatic reduction in the number <strong>of</strong> <strong>Irish</strong><strong>medium</strong><br />
primary and post-primary schools.<br />
Better results were expected from the careful<br />
attempts to entrust language revitalisation to<br />
education alone, and the schools did not manage<br />
to convince the population to use <strong>Irish</strong>, instead <strong>of</strong><br />
English, in the home or in other areas <strong>of</strong> society.<br />
“NEW” IMMERSION EDUCATION<br />
In Ireland, “new” immersion education came to<br />
the fore in the seventies and has been growing<br />
2 As a result, the number <strong>of</strong> <strong>Irish</strong>-<strong>medium</strong> schools (category<br />
A primary schools) outside <strong>of</strong> the Gaeltacht in order the<br />
achieve language revitalisation. By 1930, for example, 4% <strong>of</strong> the<br />
primary schools in the country were <strong>Irish</strong>-<strong>medium</strong> schools and<br />
that percentrage rose to 12% ten years later. The percentage <strong>of</strong><br />
<strong>Irish</strong>-<strong>medium</strong> post-primary schools was even higher By 1942,<br />
28% <strong>of</strong> the post-primary schools were category A post-primary<br />
schools, serving around 27% <strong>of</strong> the post-primary students in the<br />
country. (Comhairle na Gaeilge, 1974).<br />
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ever since 3 . <strong>Irish</strong>-<strong>medium</strong> schools were in<br />
demand and had community support (Ó Riagáin<br />
agus Ó Gliasaín, 1979; Ó Riagáin, 1997) at a time<br />
when the immersion education system founded<br />
in the early years <strong>of</strong> the state was failing. This<br />
was a movement from the ground up instead<br />
<strong>of</strong> from the top down. This type <strong>of</strong> immersion<br />
education was not only in demand in Ireland,<br />
but also in other regions and countries; Wales,<br />
Catalonia, Hawaii, the Basque Country and New-<br />
Zealand, for example. In these regions, and in<br />
Canadian and American regions where indigenous<br />
languages were spoken (Morcom agus Roy, 2019),<br />
primary and secondary schools were founded to<br />
revitalise the native languages. Several benefits<br />
and challenges are associated with immersion<br />
education which are discussed in the next section<br />
<strong>of</strong> this article.<br />
THE BENEFITS AND CHALLENGES OF NEW<br />
IMMERSION EDUCATION<br />
The benefits <strong>of</strong> immersion education have been<br />
long recognised, particularly in the context <strong>of</strong><br />
minority languages 4 . International research<br />
demonstrates that the immersion education<br />
system develops the academic skills (Baker &<br />
Wright, 2017) and cognitive abilities (Baker &<br />
Wright, 2017) <strong>of</strong> learners. Overall, they have<br />
3 The inception or beginnings <strong>of</strong> this immersion education<br />
was first seen in Canada in 1965, when parents, educators and<br />
researchers undertook a community experiment known as the “St.<br />
Lambert Experiment”(Lambert & Tucker, 1972). The experiment<br />
was highly successful in terms <strong>of</strong> French acquisition.<br />
4 Míníonn García (2009:247): “Motivated by the success<br />
<strong>of</strong> the Canadian immersion bilingual programs, ethnolinguistic<br />
minorities who have experienced language shift away from their<br />
heritage languages have adapted the Canadian model to fit their<br />
needs.”<br />
more developed abilities in their second or target<br />
language (Genesee, 1987). Research tells us that,<br />
on average, a high academic standard is being<br />
achieved by learners in Ireland (for example,<br />
Gilleece et al, 2011) and in other countries (for<br />
example, Genesee & Lindholm-Leary, 2013).<br />
The research indicates that the potential to<br />
acquire a second language is greatly expanded,<br />
without prejudice to the acquisition <strong>of</strong> the first<br />
language (Gilleece et al, 2011). Such research<br />
helps guide practice and attainment in schools<br />
in disadvantaged areas (Ní Chlochasaigh et al,<br />
<strong>2020</strong>).<br />
Despite this, however, several challenges have also<br />
been identified. Although learners in immersion<br />
education succeed in attaining native-like ability<br />
and fluency in their passive abilities (listening<br />
and reading), the same does not appear to be true<br />
for their active abilites (speaking and writing).<br />
Although learners in immersion education <strong>of</strong>ten<br />
achieve a high standard <strong>of</strong> communication in the<br />
second language (Ó Duibhir, 2018), problems<br />
and a lack <strong>of</strong> accuracy can be detected in the<br />
type <strong>of</strong> language (interlanguage) they acquire<br />
in the system, which is heavily influenced by the<br />
structure and syntax <strong>of</strong> the first language. (Ní<br />
Dhiorbháin agus Ó Duibhir, 2017; Ó Ceallaigh,<br />
2016; Walsh, 2007). Today, there is no shortage<br />
<strong>of</strong> innovative, dynamic research being provided<br />
by teachers, who are researchers, which provides<br />
potential guidance and advice for immersion<br />
education teachers to overcome some <strong>of</strong> these<br />
challenges for the benefit <strong>of</strong> learners.<br />
There is another major challenge faced by<br />
immersion education however, relating to<br />
language policy and language revitalisation, which<br />
will be discussed in the next section <strong>of</strong> this article.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
IMMERSION EDUCATION AND LANGUAGE<br />
REVITALISATION<br />
In the countries and regions mentioned above, it<br />
is not enough to simply to transmit or pass on a<br />
minority language, which is under threat from a<br />
dominant global language, to the next generation<br />
in order to guarantee language survival. Twenty<br />
years ago, Bake (2002) believed that the language<br />
revitalisations <strong>of</strong> Welsh, Catalan and Basque<br />
were succeeding due to language acquisition<br />
planning and immersion education. So, there<br />
is a lot resting on the immersion education<br />
system to produce fluent, active speakers. In the<br />
case <strong>of</strong> <strong>Irish</strong>, the central role that the education<br />
system could play in the revitalisation and<br />
growth <strong>of</strong> <strong>Irish</strong> is recognised by the Government<br />
in the Twenty Year Strategy (Government <strong>of</strong><br />
Ireland 2000:12) which says: “The critical need<br />
to give life to the <strong>Irish</strong> language outside the<br />
classroom for the young people who study it in<br />
the formal education system is a widespread<br />
conclusion <strong>of</strong> language revitalisation efforts<br />
throughout the world.” The same connection<br />
is made between language education and the<br />
expansion <strong>of</strong> language use in the community<br />
in the Policy on Gaeltacht <strong>Education</strong>, which<br />
emphasises the central role <strong>of</strong> the curriculum<br />
in supporting native <strong>Irish</strong> speakers’ abilities,<br />
and the importance <strong>of</strong> <strong>Irish</strong>-<strong>medium</strong> schools<br />
is emphasised in the achivement <strong>of</strong> this aim<br />
(ROS, 2016; Ó Laoire, 2019). It is therefore<br />
evident that the State expects the language to<br />
be revitalised and strengthened through the<br />
<strong>medium</strong> <strong>of</strong> education, and particularly by means<br />
<strong>of</strong> immersion education.<br />
past pupils <strong>of</strong> <strong>Irish</strong>-<strong>medium</strong> schools. Overall,<br />
immersion education learners attain a good<br />
standard in the language (Harris et al, 2006). It<br />
could be argued that these students are more<br />
likely to become active speakers after leaving<br />
school. Darmody agus Daly (2015) proved that<br />
adults are more likely to speak <strong>Irish</strong> if they<br />
have reached a high standard in the language.<br />
Ó Duibhir and Ní Thuairisg (2019:267) note<br />
that: “Past pupils from <strong>Irish</strong>-<strong>medium</strong> schools<br />
are one group who have a reasonably high<br />
standard <strong>of</strong> <strong>Irish</strong>. It cannot be assumed, however,<br />
that they will speak <strong>Irish</strong> after leaving school.”<br />
Research carried out over the years suggests that<br />
widespread language use is not a guaranteed<br />
outcome <strong>of</strong> immersion education (Ó Duibhir<br />
agus Ní Thuairisg, 2019). The biggest challenge<br />
before language planners who wish to revitalise<br />
the language is translating the language ability<br />
possessed by a large cohort <strong>of</strong> past-students<br />
from immersion education into usage, and the<br />
creation <strong>of</strong> a circle or nucleus <strong>of</strong> language users<br />
surrounding the immersion education school.<br />
This challenge is not unique to Ireland, however.<br />
Interesting research has been carried out by<br />
Dunmore (2019) on the use <strong>of</strong> Scottish Gaelic<br />
amongst past pupils from immersion education.<br />
He studied the language usage and ideologies<br />
amongst the first cohort <strong>of</strong> immersion education<br />
past pupils between twenty and thirty years after<br />
leaving school. He discovered that only a small<br />
handful <strong>of</strong> past pupils use the language in their<br />
daily lives, although they all had very positive<br />
outlooks on the language and culture.<br />
If there is a category <strong>of</strong> learners who can<br />
contibute to the progress <strong>of</strong> the language, it is<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
CONCLUSION<br />
Is it realistic to expect immersion education to<br />
generate new-age speakers? Does immersion<br />
education only have pedagogical outcomes? It<br />
is true that the teaching <strong>of</strong> <strong>Irish</strong> has added to<br />
the number <strong>of</strong> people who “understand” the<br />
language over the years (Ó Murchú, 2008); but<br />
is the expectation <strong>of</strong> the state that language<br />
revitalisation will be achieved partly through<br />
the teaching and learning <strong>of</strong> the language in<br />
education realistic or achieveable, particularly as<br />
is laid out in the Twenty Year Strategy and in the<br />
Policy on Gaeltacht <strong>Education</strong>? The author hopes<br />
this article will provide food for though and fuel<br />
for debate, in order to restart that conversation<br />
once again.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
TAGAIRTÍ<br />
Baker, C.,(2002) Bilingual education, in Kaplan, R. B. (eag) The Oxford handbook <strong>of</strong> Applied Linguistics. (lgh 229-<br />
244). Oxford: Oxford University Press.<br />
Baker, C., agus Wright, W. E., (2017). Foundations <strong>of</strong> bilingual education and bilingualism. Bristol: Multilingual<br />
Matters.<br />
Bialystok, E., Craik, F., & Luk, G,, (2008). Cognitive control and lexical access in younger and older bilinguals.<br />
<strong>Journal</strong> <strong>of</strong> Experimental Psychology, 34(4), 859-874.<br />
Comhairle na Gaeilge., (1974) An Ghaeilge sa chóras oideachais. Baile Átha Cliath: Oifig an tSoláthair.<br />
Darmody, M, agus Daly, T. (2015) Attitudes towards the <strong>Irish</strong> language on the island <strong>of</strong> Ireland. Baile Átha Cliath:<br />
ESRI.<br />
Dunmore, S. (2019) Language revitalisation in Gaelic Scotland. Edinburgh: Edinburgh University Press.<br />
Ferdinand, S., (2013) A brief history <strong>of</strong> the Cornish language, its revival and its current status -E Keltoi. <strong>Journal</strong> <strong>of</strong><br />
Interdisciplinary Celtic Studies Im 2, 199-227.<br />
Fishman, J.A., (1991) Reversing language shift. Theoretical and empirical foundations <strong>of</strong> assistance to threatened<br />
languages. Clevedon: Multilingal Matters.<br />
Fishman, J.A., (2001) Can threatened languages be saved? Reversing language shift revisited: A 21st century<br />
perspective. Clevedon: Multilingual Matters.<br />
García, O., (2009) Bilingual education in the 21st century. Malden: Wiley.<br />
Genesee, F agus Lindholm- Leary, K., (2013) Two case studies <strong>of</strong> in content based language education. <strong>Journal</strong> <strong>of</strong><br />
Immersion and Content-based Language <strong>Education</strong> 1:1, 3-33.<br />
Gilleece, L, Shiel, G., Clerkin, A. agus Millar, D., (2011) Measúnachtaí náisiúnta 2010 ar léitheoireacht Bhéarla agus<br />
ar Mhatamaitic. Baile Átha Cliath: Foras Taighde ar Oideachas.<br />
Harris, J. Forde, P, Archer, P. Nic Fhearaíle, S agus O’ Gorman, M., (2006) An Ghaeilge sna bunscoileanna. Treochtaí<br />
náisiúnta fadtéarmacha in inniúlacht, Baile Átha Cliath. An Roinn Oideachais agus Eolaíochta.<br />
Hinton, L., (2001) Language revitalisation: An overview, in Hinton, L agus Hale, K. (eag) The green book <strong>of</strong><br />
language revitalisation in practice. San Diego CA: Academic Press.<br />
Lambert, W. E., & Tucker, G. R., (1972). Bilingual education <strong>of</strong> children: The St. Lambert experiment. Michigan:<br />
Newbury House Publishers.<br />
Morcom, L.A agus Roy,S., (2019) Is early immersion effective for Aboriginal language acquisition? A case study<br />
from an Anishinaabemowin kindergarten, International <strong>Journal</strong> <strong>of</strong> Bilingual <strong>Education</strong> and Bilingualism, 22:5,<br />
551-563.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Ní Chlochasaigh, K., Shiel, G. agus Ó Duibhir, P., (<strong>2020</strong>) Iniúchadh ar an tumoideachas do dhaltaí i scoileanna lán-<br />
Ghaeilge i gceantair mhíbhuntáiste. Baile Átha Cliath: Institiúid Oideachais, Ollscoil Chathair Bhaile Átha Cliath<br />
agus An Foras Taighde ar Oideachas.<br />
Ní Dhiorbháin, A., & Ó Duibhir, P., (2017). An explicit-inductive approach to grammar in <strong>Irish</strong>-<strong>medium</strong> immersion<br />
schools. Language Awareness, 26:1, 3-24.<br />
Ó Ceallaigh, T.J., (2016) Ag plé le rigor mortis teangeolaíochta. Dearcthaí agus cleachtais mhúinteoirí an<br />
tumoideachais, in Ó Ceallaigh, T.J. agus Ó Laoire, M. (eag) An Tumoideachas: Bua nó Dua? (lgh 2-13) Baile Átha<br />
Cliath: COGG.<br />
Ó Duibhir, P., (2018). Immersion education: Lessons from a minority language context.<br />
Bristol, UK: Multilingual Matters.<br />
Ó Duibhir, P. agus Ní Thuairisg, L., (2019) An tumoideachas agus soláthar cainteoirí nua, in Ó hIfearnáin, T. (eag.)<br />
An tsochtheangeolaíocht: Taighde agus gníomh. (lgh.265-284), Baile Átha Cliath: Cois Life.<br />
Ó Laoire, M.,(1999) Athbheochan na hEabhraise. Ceacht don Ghaeilge? Baile Átha Cliath: An Clóchomar.Ó Laoire,<br />
M., (2019) An Ghaeilge sa chóras oideachais: Pleanáil seabhaithe agus curaclam, in Ó hIfearnáin, T. (eag.) An<br />
tsochtheangeolaíocht: Taighde agus gníomh. (lgh.243-264), Baile Átha Cliath: Cois Life.<br />
Ó Murchú, H., (2008) More facts about <strong>Irish</strong>. Baile Átha Cliath: Coiste na hÉireann den Bhiúró Eorpacha do<br />
Theangacha Neamhfhorleathana Teo.<br />
Ó Riagáin, P. agus Ó Gliasáin, M., (1979) All-<strong>Irish</strong> primary schools in the Dublin area. Baile Átha Cliath: ITÉ.<br />
Ó Riagáin, P.,(1997) Language policy and social reproduction. Oxford: Clarendon Press.<br />
Rialtas na hÉireann, (2010) Straitéis 20 bliain don Ghaeilge. Baile Átha Cliath: Rialtas na hÉireann.<br />
Roinn Oideachais agus Scileanna, (2017) Polasaí don oideachas Gaeltachta 2017-2022. Baile Átha Cliath. An<br />
Roinn Oideachais agus Scileanna<br />
Spolsky, B., (1995) Conditions for language revitilisation: A comparison in the cases <strong>of</strong> Hebrew and Māori, in<br />
Wright, S. (eag) Language and the state (lgh 5-29). Clevedon: Multilingual Matters.<br />
Walsh, C., (2007). Cruinneas na Gaeilge scrí<strong>of</strong>a sna hiar-bhunscoileanna lán-Ghaeilge i mBaile Átha Cliath. Baile<br />
Átha Cliath: COGG.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Oideachas ar Oileáin – Comhthéacs dúshlanach ach<br />
féidearthachtaí suimiúla d’fhonn inmharthanacht na<br />
n-Oileán a spreagadh<br />
Tomás Mac Pháidín Bord Oideachais agus Oiliúna na Gaillimhe agus Ros Comáin<br />
Tom P. Mac Pháidín Mac Léinn - Coláiste Mhuire gan Smál, Luimneach<br />
COMHTHÉACS AGUS CÚLRA DEN IAR-<br />
BHUNOIDEACHAS AR OILEÁIN NA hÉIREANN<br />
‘Nissology’ (Baldacchino, 2006; Gill, 2017; Mac<br />
Pháidín, 2018; McCall, 1994, 1996) a thugtar<br />
i mBéarla ar staidéar ar oileáin, ach níl mórán<br />
taighde foilsithe faoi oileáin na hÉireann ná faoi<br />
scoileanna orthu (Oireachtas Éireann, 2018).<br />
Tá deiseanna an iar-bhunoideachais ar oileáin<br />
na hÉireann faoi chaibidil san alt seo, agus<br />
saindúshláin comhthéacsmhara le sárú.<br />
Aithnítear tiomantas na n-oileánach le todhchaí<br />
oileáin na hÉireann a chinntiú, na hoileáin<br />
Gaeltachta ina measc, trí na scoileanna orthu a<br />
dhaingniú. Spreagtar pleanáil réamhghníomhach<br />
scoileanna ar oileáin, go háirithe agus titim<br />
shuntasach agus leanúnach ar dhaonra oileáin na<br />
hÉireann, agus brú dá réir ar scoileanna (GRETB,<br />
<strong>2020</strong>; CSO, 2017).<br />
Ainneoin daonra na n-oileán a bheith ag laghdú<br />
go leanúnach https://www.chg.gov.ie/gaeltacht/<br />
islands/populated-<strong>of</strong>f-shore-islands/, tá an<br />
soláthar iar-bhunoideachais ar oileáin in Éirinn,<br />
mar fhorbairt dhearfach chomhaimsearach, agus<br />
ceithre cinn de na cúig iar-bhunscoil ar oileáin,<br />
bunaithe ó 1985 i leith, faoi phátrúnacht agus<br />
faoi bhainistíocht Bhord Oideachais agus Oiliúna<br />
(BOO), sin BOO na Gaillimhe agus Ros Comáin<br />
(GRETB) agus BOO Dhún na nGall (DETB),<br />
(GRETB, 2017; Mc Hugh, 2017; Oireachtas<br />
Éireann, 2018). Is scoileanna ceannródaíocha<br />
iad, le bainistíocht agus foirne tiomanta,<br />
díograiseacha (GRETB, 2017; Mc<br />
Hugh, 2017; Oireachtas Éireann,<br />
2018), ach iad ag feidhmiú le<br />
blianta in éagmais na dtacaíochtaí<br />
riachtanacha breise, a eascraíonn<br />
as comhthéacs oileánda (<strong>ETBI</strong>,<br />
<strong>2020</strong>; GRETB, 2017; Mc Hugh,<br />
2017; Oireachtas Éireann, 2018).<br />
Le súil don todhchaí, d’éirigh le<br />
GRETB agus DETB na forbairtí seo<br />
a leanas a dhéanamh chun seirbhísí<br />
oideachais oileánda a threisiú:<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
• Iar-bhunscoil a bhunú ar oileáin le daonra<br />
réasúnta;<br />
atá deartha agus in oiriúint do scoileanna móra ar<br />
an mórthír (Oireachtas Éireann, 2018).<br />
• An timthriall shinsearach a thosú sa scoil<br />
in aon chomhthéacs go mbíodh scoláirí<br />
sinsearacha Ardteistiméireachta ag fágáil an<br />
oileáin roimhe sin;<br />
• Scoláirí a mhealladh ón mór-thír faoi<br />
shocrúcháin agus scéimeanna éagsúla.<br />
Faoi bhainistíocht spreagúil sna BOO agus sna<br />
scoileanna ar oileáin, tá éirithe le GRETB agus<br />
DETB na 5 scoil a bhunú agus a fhorbairt le<br />
timthriall iomlán sinsearach i ngach ceann díobh<br />
(DETB, 2017; GRETB, 2017).<br />
Tá gach iar-bhunscoil díobh faoi bhrú leanúnach<br />
áfach (<strong>ETBI</strong>, <strong>2020</strong>; GRETB, 2017; Mac Pháidín,<br />
2017a; Mac Pháidín, 2017b) agus iad ag iarraidh<br />
feidhmiú faoi choinníollacha agus faoi rialachas<br />
Scoil GRETB<br />
Coláiste Naomh Éinne,<br />
Inis Mór<br />
Coláiste Naomh Eoin,<br />
Inis Meáin<br />
Coláiste Ghobnait, Inis<br />
Oírr<br />
Scoil DETB<br />
Coláiste Phobail<br />
Cholmcille, Oileán<br />
Thoraigh<br />
Gairmscoil Mhic<br />
Diarmada, Árainn<br />
Mhór<br />
Foinse: GRETB & DETB<br />
Bunaithe<br />
Ardteist<br />
ar fáil<br />
BUNSCOILEANNA AR OILEÁIN<br />
Is ceist ar leith í bunscolaíocht ar oileáin, agus gan<br />
ach tagairt fhánach déanta sa pháipéar seo don<br />
11 bhunscoil oileánda, iad uile beag, leochaileach<br />
agus faoi phatrúnacht easpaig na ndeoisí<br />
Caitliceacha ábhartha, ach ceist a bhfuil taighde<br />
agus anailís ar leith tuillte aici. Tá aon bhunscoil<br />
amháin ar gach oileán le hiar-bhunscoil, ach dhá<br />
cheann ar Árainn Mhór agus ar Inis Mór. Chomh<br />
maith, tá bunscoil ar Oileán Chléire, Co. Corcaí;<br />
ar Oileán Chliara agus Inis Tuirc faoi seach,<br />
Co. Mhaigh Eo; agus ceann ar Inis Bó Finne na<br />
Gaillimhe. Dá gcuimse<strong>of</strong>aí rollúchán na 11 scoil in<br />
éineacht mar aonad singil scoile, bheadh an móriomlán<br />
rollúcháin eatarthu fós rangaithe mar scoil<br />
bheag ag ROS.<br />
Daltaí<br />
2019/<strong>2020</strong><br />
1953 1975 55<br />
2002 2007 40<br />
1986 2000 24<br />
Bunaithe<br />
Ardteist<br />
ar fáil<br />
Daltaí<br />
2019/<strong>2020</strong><br />
1999 2003 6<br />
1990 1994 96<br />
FOINSE SCOLÁIRÍ NA nIAR-<br />
BHUNSCOILEANNA SNA HOILEÁIN:<br />
Bíonn abhantrach nadúrtha as a<br />
dtagann formhór na scoláirí ag scoil ar<br />
an mórthír de ghnáth, ach is dúshlán<br />
leanúnach do na hiar-bhunscoileanna<br />
ar oileáin é foinse na scoláirí. Tagann<br />
50% de scoláirí Árainn Mhór amach<br />
ón mórthír go laethúil, agus tá cuid<br />
mhaith de phobal scoile Oileáin Árann<br />
na Gaillimhe ar dheontas bliana<br />
thar na trí Oileáin Árann gach bliain<br />
https://colaisteghobnait.com/apply/.<br />
Deiseanna iad seo atá maoinithe ag<br />
An Roinn Cultúir, Oidhreachta agus<br />
Gaeltachta. Cothaíonn seo éiginnteacht<br />
maidir le soláthar leanúnach scoláirí,<br />
agus dúshláin don scoil maidir le<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
pleanáil ó bhliain go bliain (<strong>ETBI</strong>, <strong>2020</strong>; Mc Hugh,<br />
2017; GRETB, 2017; Oireachtas Éireann 2018).<br />
Tá meas áitiúil ar na hiar-bhunscoileanna ina<br />
gcuid pobail féin, mar tarlaíonn 100% aistriú ón<br />
mbunscoil chuig an iar-bhunscoil áitiúil oileánda.<br />
CÓRAS CIGIREACHTA NA ROINNE OIDEACHAIS<br />
AGUS SCILEANNA – DÚSHLÁIN AGUS TAIFID<br />
Maíonn Plean Gníomhaíochta don Oideachas<br />
go dtarlaíonn 5,500 cuairteanna cigireachta go<br />
bliantúil thar 3,900 scoil (ROS, 2018, p. 7), sin<br />
breis agus cigireacht amháin gach bliain do gach<br />
scoil, ar an meán. Fáiltíonn scoileanna ar oileáin<br />
roimh chigirí, mar cuirtear na dúshláin aitheanta<br />
ar an taifead oifigiúil don ROS, don tsochaí go<br />
ginearálta agus do na Boird Oideachais agus<br />
Oiliúna agus Easpaig atá freagrach mar phatrúin<br />
as iar-bhunscoileanna agus bunscoileanna faoi<br />
seach (COÉ 2019).<br />
POLASAÍ AGUS STRAITÉIS UM OIDEACHAS AR<br />
OILEÁIN - AN STÁTCHÓRAS AGUS OILEÁIN<br />
Níl aon pholasaí comhtháite Stáit ag Éirinn maidir<br />
le hoileáin ná Oideachas ar Oileáin, agus níl aon<br />
reachtaíocht oileánda a thacaíonn nó a rialaíonn<br />
cur chuige áisíneachtaí stáit, soláthar oideachais<br />
san áireamh, i leith na n-oileán (COÉ, <strong>2020</strong>; <strong>ETBI</strong>,<br />
2015, 2017, <strong>2020</strong>; GRETB, 2017; Oireachtas<br />
Éireann, 2017, 2018; Mac Pháidín, 2018). Fágann<br />
seo bunscoileanna agus iar-bhunscoileanna anbheag<br />
faoi bhrú. Cothaíonn iar-bhunscoileanna<br />
oileánda leithroinnt foirne 19:1 ar nós scoileanna<br />
na mórchathracha. Ó 2018 tugtar 1.5 múinteoir<br />
ex-quota ‘scoil ar oileán’, dóibh mar chuid den<br />
leithdháileadh foirne bliantúil údaraithe, maraon<br />
le €15,000 chun cuid de na costais bhreise a<br />
mhaolú, ach ní aithníonn ROS cuid díobh mar<br />
scoileanna beaga, rud a cheileann acmhainní<br />
eile orthu (<strong>ETBI</strong>, <strong>2020</strong>; GRETB, 2017; Oireachtas<br />
Éireann, 2018; ROS, 2001; ROS, 2018).<br />
POBAIL NA N-OILEÁN AGUS<br />
INBHUANAITHEACHT NA SCOILEANNA –<br />
GNÍOMHACHTÚ<br />
I bpáirt le Boird Oideachais agus Oiliúna Éireann<br />
(<strong>ETBI</strong>), scátheagraíocht na mBord Oideachais<br />
agus Oiliúna, tá an dá BOO a bhfuil iarbhunscoileanna<br />
faoina gcúram, i ndiaidh ROS a<br />
chur ar an eolas faoi na saindeacrachtaí atá ag na<br />
scoileanna oileánda ó 1997 i leith. Tá cur chuige<br />
comhtháite agus Polasaí um Oideachas ar Oileáin<br />
á éileamh ag Comhdháil Oileáin na hÉireann<br />
agus ag <strong>ETBI</strong> ó ROS ó 2013, agus cuid mhaith de<br />
na pointí céanna luaite an athuair in aighneacht<br />
<strong>ETBI</strong> chuig Comhairliúchán Poiblí maidir le<br />
hoileáin i <strong>2020</strong> https://gretb.ie/wp-content/<br />
uploads/<strong>2020</strong>/10/Aighneacht-BOO%C3%89-<br />
maidir-le-Forbairt-na-nOile%C3%A1n-<br />
Feabhra-<strong>2020</strong>.pdf<br />
Chuir Comhdháil Bhliantúil <strong>ETBI</strong> 2015 agus<br />
2017 béim speisialta ar Iar-bhunoideachas na<br />
n-Oileán, le sainliosta de ghnéithe inar theastaigh<br />
gníomhaíocht phráinneach ó ROS (Bruton, 2017;<br />
<strong>ETBI</strong>, 2016, 2017; GRETB 2017; Mac Pháidín,<br />
2018; O’ Sullivan, 2015). Ó shin, tá pobail na<br />
n-oileán tar éis ceist maidir le riachtanas pholasaí<br />
d’oileáin na hÉireann agus na hEorpa a ardú sa<br />
Bhruiséil le baill de Pharlaimint na hEorpa.<br />
Tá sé suntasach gur aithin Comhchoistí<br />
Oireachtais éagsúla idir 2016 agus 2018,<br />
Comhchoiste Oireachtais Éireann um Oideachas<br />
agus Scileanna san áireamh, na dúshláin chéanna,<br />
leithdháileadh easnamhach múinteoireachta;<br />
PAGE 117
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Luimneach i mBealtaine 2018 http://www.<br />
foras.ie/en/an-dara-comhdhail-taighde-uileoileanda-ar-an-tumoideachas/<br />
,d’fhógair an t-Aire<br />
Oideachais agus Scileanna, pacáiste tacaíochta<br />
d’iarbhunscoileanna ar oileáin na hÉireann i<br />
Meitheamh 2018: https://www.education.ie/<br />
en/Press-Events/Press-Releases/2018-pressreleases/PR18-06-17.html<br />
rochtain ar fhoireann chuí cháilithe; buiséad<br />
scoile neamhdhóthanach; rollú agus<br />
scoláireachtaí a earcú faoi scéimeanna éagsúla;<br />
míbhuntáiste le bainistiú sna scoileanna ach<br />
gan stádas DEIS ag iar-bhunscoileanna áirithe<br />
ar oileáin; seirbhísí gan rochtain éasca do<br />
scoláirí maidir le síceolaithe, teirpeoirí urlabhra,<br />
tacaíocht mheabharshláinte, treoir chuí, áiseanna<br />
corpoideachais, maraon le go leor dúshlain<br />
eile (Oireachtas Éireann, 2018). https://data.<br />
oireachtas.ie/ie/oireachtas/committee/dail/32/<br />
joint_committee_on_education_and_skills/<br />
reports/2018/2018-02-27_report-on-challengesfacing-island-schools_en.pdf<br />
FORBAIRTÍ DEARFACHA CÓRASACHA<br />
Bhunaigh ROS tascghrúpa ardleibhéil i Márta<br />
2017 chun dúshláin scoileanna ar oileáin a<br />
scrúdú d’fhonn réiteach a aimsiú dóibh. I<br />
ndiaidh do Chomhdháil Uile-Oileánda ar an<br />
Tumoideachas ceist na n-oileán a chíoradh i<br />
Ghríosaigh an obair seo uile an Taoiseach le<br />
go mbunófaí Coiste Idir-rannach Ard-leibhéil<br />
chun polasaí uilechuimsitheach do na hoileáin<br />
a fhorbairt, agus tionóladh an chéad chruinniú<br />
den ghrúpa i Meán Fómhair 2019, chun polasaí a<br />
dhearadh d’inbhuanaitheacht na n-Oileán, polasaí<br />
oideachais mar shnáithe: https://www.chg.gov.<br />
ie/inaugural-meeting-<strong>of</strong>-the-interdepartmental-<br />
committee-on-island-development-to-be-held-on-<br />
24-september-2019/<br />
CÓNAIDHM OILEÁIN BHEAGA NA hEORPA<br />
(EUROPEAN SMALL ISLANDS FEDERATION)<br />
D’eagraigh European Small Islands Federation<br />
(ESIN) comhdháil agus cruinniú chinn bhliana<br />
sa Bhruiséil i Meán Fómhair 2018, agus téama<br />
Oideachas ar Oileáin Eorpacha lárnach ann.<br />
Eagraíodh scrúdú agus comparáid anailíseach<br />
ar reachtaíocht agus ar pholasaithe reatha na<br />
mballstáit san Aontas Eorpach, go háirithe an<br />
easpa dul chun cinn in Éirinn maidir le hAlt 174<br />
de Chonradh Liosbóin, a éilíonn ar bhallstáit an<br />
Aontais Eorpaigh socrúchán ar leith a dhéanamh<br />
dá gcuid oileáin, próiseas nach bhfuil tosaithe ach<br />
ar éigean in Éirinn. Ina theannta sin, cheangail<br />
ESIN (https://europeansmallislands.com/)<br />
agus na scoileanna isteach le gréasán SEARICA,<br />
Idir-Ghrúpa fhoirmiúil d’fheisirí Pharlaimint na<br />
hEorpa, a bhfuil d’aidhm aige inbhuanaitheacht<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
na n-oilean a chinntiú, http://www.searica.eu/.<br />
I Meán Fómhair 2019, tionóladh díospóireacht<br />
dhá uair an chloig i nDáil Éireann maidir le<br />
dúshláin oileáin na hÉireann, dúshláin oideachais<br />
lárnach sa díospóireacht, réitigh inmholta<br />
mar chuid de sin. Ba é an chéad díospóireacht<br />
cuimsitheach Dála go sonrach faoi na hoileáin ó<br />
1996: https://www.oireachtas.ie/en/debates/<br />
debate/dail/2019-09-17/33/.<br />
Spreag an dioscúrsa seo Comhairliúchán Poiblí,<br />
eagraithe i <strong>2020</strong> ag Coiste Idir-rannach Rialtais<br />
chun polasaí uilechuimsitheach do na hoileáin a<br />
fhorbairt https://www.chg.gov.ie/news-centre/<br />
news-centre-consultations/<br />
TODHCHAÍ NA N-OILEÁN AGUS NA nIAR-<br />
BHUNSCOILEANNA OILEÁNDA<br />
Tá todhchaí na n-oileán féin, agus todhchaí<br />
scoileanna ar na hoileáin fite fuaite ina chéile<br />
An Taoiseach, Leo Varadkar a bhronn Uimhir Rolla ar<br />
Choláiste Naomh Eoin, Inis Meáin, i 2018.<br />
(Egelund & Laustsen, 2006; Gill, 2017; Gill, 2018;<br />
Mac Pháidín, 2004, 2008; Solstat, 1994; TUI,<br />
<strong>2020</strong>). Lárnach anseo, tá soláthar oideachais<br />
bunleibhéal agus iar-bhunoideachais. Má<br />
chailleann oileán bunscoil, tréigeann teaghlaigh<br />
óga go tapaidh, agus iarmhairtí diúltacha ag<br />
sreabhadh as sin maidir le comhdhéanamh<br />
phobal an oileáin, daonra an oileáin agus<br />
todhchaí an oileáin mar phobal beo (Egelund &<br />
Laustsen, 2006; Gill, 2017; Mac Pháidín, 2004;<br />
Solstat,1994). Is minic gur próiseas uaislithe<br />
sóisialta a bhíonn mar thoradh, sé sin, nach<br />
bhfágtar mar phobal san oileán ach iad siúd a<br />
bhfuil tithe saoire acu (Egelund & Laustsen, 2006;<br />
Gill, 2017)<br />
GNÍOMHACHTÚ POBAIL<br />
Dhírigh forfheidhmiú Acht na Gaeltachta<br />
(2012) scoileanna agus pobail araon ar a<br />
chéile. Chabhraigh an Polasaí um Oideachas<br />
Gaeltachta (2016) de chuid ROS, polasaí a<br />
fháiltíonn an earnáil ETB roimhe,<br />
le gníomhachtú a bheith déanta ag<br />
pobail na n-oileán agus ag pobail<br />
scoileanna ar oileáin (<strong>ETBI</strong>, 2016;<br />
Gill, 2018; GRETB, 2017; Mac Pháidín,<br />
2018). Is gá do scoileanna ar oileáin,<br />
idirghníomhaíocht a dhéanamh lena<br />
bpobail oileánda féin, maraon le<br />
hidirghníomhaíocht a dhéanamh leis<br />
an státchóras.<br />
Rinne an tOllamh Peter Gill, in Ollscoil<br />
Gävle sa tSualainn, tír le 26 oileáin a<br />
bhfuil cónaí orthu, agus scoileanna ar<br />
10 gcinn díobh staidéar ar oideachas<br />
oileánda. San Fhionlainn, tuairiscíonn<br />
Gill (2017) ar thaighde Solstad (1994), nach<br />
bhfuil ach 50% de scoileanna sa tír sin, mar<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
scoileanna pobalghníomhacha, sin comhthéacs<br />
ina bhfuil pobal agus scoil ag maireachtáil ar<br />
scáth a chéile mar chroílar an phobail. Tá contúirt<br />
dar leis, gur meath atá i ndán don chuid eile. Tá<br />
cur chuige comhtháite na gcoláistí tumoideachais<br />
Gaeltachta de chuid GRETB agus DETB, i ndiaidh<br />
a dhearbhú gur ‘scoileanna pobalghníomhacha’<br />
iad na cúig iar-bhunscoileanna ar oileáin scoite<br />
amach ó chósta na Gaillimhe agus ó chósta Dhún<br />
na nGall faoi seach (GRETB, 2017; Mc Hugh, 2017;<br />
Oireachtas Éireann, 2018).<br />
OIDEACHAS AR OILEÁN - EISPÉARAS AR LEITH<br />
AR FÁIL<br />
Nuair a d’éirigh leis na scoileanna ETB muintir<br />
na n-oileán a choinneáil sa bhaile agus freastal<br />
orthu go háitiúil, tugadh faoi deara go mbíodh<br />
an státchiste roimhe sin ag maoiniú déagóirí an<br />
oileáin agus iad ar lóistín ar an mórthír d’fhonn<br />
scolaíocht Ardteistiméireachta a chríochnú<br />
(Mac Pháidín, 2004). Casadh an próiseas sin<br />
ar a cheann, le bunú Scéim na bhFoghlaimeoirí<br />
Gaeilge - Bliain ar Oileán, i 2007. Lig an scéim<br />
nua seo, urraithe ag an Roinn Cultúir, Oidhreachta<br />
agus Gaeltachta agus eagraithe idir Coláiste<br />
Naomh Éinne, Coláiste Naomh Eoin agus Coláiste<br />
Ghobnait ar thrí Oileáin Árainn, suas le 10<br />
scoláire ón mórthír teacht chuig gach oileán díobh<br />
chun bliain scoile iomlán a chaitheamh chun<br />
Gaeilge a fhoghlaim le lóistín iomlán na bliana<br />
maoinithe dóibh, suas go luach €6,000. https://<br />
colaisteghobnait.com/apply/<br />
SCÉIM BHLIAIN AR OILEÁN - EISPÉARAS NA<br />
SCOLÁIRÍ<br />
Fanann na scoláirí le clann ar an oileán don scoil<br />
bhliain agus mar sin is eispéaras pobail chomh<br />
maith le scoile a fhaightear. Mothaíonn na scoláirí<br />
ar a gcompórd mar chuid den phobal áitiúil agus<br />
glacann siad páirt ghníomhach i saol sóisialta<br />
an oileáin lena gcairde scoile agus leis an gclann<br />
óstach chomh maith (Flaherty, 2013; <strong>Irish</strong> Times,<br />
2015).<br />
Bíonn an scoláire aíochta tumtha sa Ghaeilge ar<br />
feadh na bliana toisc gurb í an Ghaeilge príomh<br />
theanga laethúil agus cumarsáide ar na hoileáin.<br />
Dar le hiar-scoláirí, tógann sé beagán ama dul i<br />
dtaithí ar chanúint agus luas labhartha mhuintir<br />
an oiléain, ach luaitear go bhfuil oileánaigh<br />
tuiscineach agus cabhraíonn an pobal uile leo<br />
dul i dtaithí ar an nGaeilge a úsáid mar theanga<br />
laethúil (Flaherty, 2013).<br />
Gné luachmhar den eispéaras oileánda ná na<br />
scileanna inaistrithe ar a ndéantar forbairt.<br />
Foghlaimíonn na scoláirí conas a bheith<br />
neamhspléach agus déantar forbairt ar fhéinmhuinín.<br />
Bíonn daltaí ildánach agus inoiriúnaithe<br />
mar gheall ar an eispéaras oileánda. Ullmhaítear<br />
an dalta don chéad chéim eile sa saol acadúil mar<br />
dhuine gníomhach, muiníneach, rannpháirteach<br />
sa phobal mar a thuairisc Lorna Siggins san <strong>Irish</strong><br />
Times (2015)<br />
Chomh maith le Scéim Bhliain ar Oileán, tá<br />
Deontas na gCeantar Iargúlta, maonithe go<br />
bliantúil ag an Roinn Oideachais, chun lóistín<br />
cónaitheach a chur ar fáil d’aon scoláire nach<br />
bhfuil iar-bhunscoil cóngarach dóibh https://<br />
www.education.ie/en/Parents/Services/Remote-<br />
Area-Boarding-Grant/Remote-Area-Boarding-<br />
Grant.html Éiríonn le cuid de na coláistí iarbhunoideachais<br />
ar oileáin cuid de na scoláirí seo<br />
a mhealladh. Le blianta beaga anuas, mealladh<br />
5 - 10 scoláirí chuig na scoileanna ar oileáin ag<br />
fanacht le teaghlaigh áitiúla gach bliain (GRETB,<br />
2017).<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Níl an dul chun cinn suntasach atá déanta ag<br />
na hoileáin le hiar-bhunscoileanna caillte ar<br />
oileáin eile. Feictear go forleathan tionchar na<br />
scoileanna, iar-bhunscoileanna go háirithe, i<br />
seasmhacht daonra agus i maolú ar theitheadh<br />
chun na mórthíre (Oireachtas Éireann, 2018). Tá<br />
pobal Inis Bó Finne na Gaillimhe, oileán le daonra<br />
175 (CSO, 2016) agus 13 scoláire sa bhunscoil<br />
2019/<strong>2020</strong>, i ndiaidh iarratais a dhéanamh ar<br />
GRETB agus ar an Aire Oideachais iar-bhunscoil<br />
a bhunú ar an oileán sin i <strong>2020</strong>, rud a thacódh<br />
le todhchaí agus inbhuanaitheacht Inis Bó Finne<br />
http://www.inishb<strong>of</strong>in.com/icc/. Tá tacaíocht<br />
láidir don iarratas tugtha ag Comhdháil Oileáin na<br />
hÉireann (COÉ) agus ag geallshealbhóirí eile.<br />
CONCLÚID<br />
Ainneoin stair atá achrannach in amanta idir<br />
oileáin na hÉireann agus an Stát ó thaobh easpa<br />
soláthair de sheirbhísí, seirbhísí oideachais ina<br />
measc, agus glúnta de laghdú daonra na n-oileán<br />
(CSO, 2016), tá dóchas agus misneach léirithe ag<br />
oileáin na hÉireann.<br />
Níl pobail na n-oileán ag suí thart le go<br />
dtarlódh díothú Blascaodach dóibh, le mana<br />
cuimhneacháin ar nós ‘ní bheidh ár leithéid<br />
arís ann’ (Ó Criomhthain, 1929). Táthar ag<br />
éileamh gníomhaíocht dhearfach ón státchóras,<br />
polasaí agus reachtaíocht do na hoileáin mar<br />
chnámhdroma forbartha fearacht mhúnla na<br />
hAlban https://beta.parliament.scot/-/media/<br />
files/legislation/bills/previous-bills/islandsscotland-bill/stage-3/islands-scotland-bill-aspassed.pdf<br />
ach san idirlinn tá said ag gníomhú<br />
chun a dtodhchaí féin a rianadh.<br />
Tuigtear an ról lárnach a bhaineann le scolaíocht<br />
agus oideachas in inbhuanaitheacht na n-oileán<br />
don ghlúin atá le teacht. Sin an chúis go bhfuil<br />
Príomhoidí agus Boird Bainistíochta na 11<br />
bunscoileanna agus 5 iar-bhunscoileanna,<br />
tacaithe ag a bPátrúin mar bhainisteoirí scoile,<br />
easpaig áitiúla deoise agus BOO faoi seach, ag plé<br />
go fonnmhar le Próiseas Comhairliúchán Choiste<br />
Idir-Rannach an Rialtais i leith na n-oileán,<br />
d’fhonn polasaithe cuí a fhorbairt d’Oileáin na<br />
hÉireann, agus oideachas i measc na mór-réimsí<br />
saoil agus mar sheirbhís riachtanach ar gach<br />
oileán.<br />
Níl na scoileanna, na hiarbhunscoileanna ach<br />
go háirithe, ag suí ar a gcuid lámha, tá siad<br />
réamhghníomhach, forásach ag cothú pobal<br />
scoile áitiúil, agus ag baint úsáide go straitéiseach<br />
as scéimeanna agus deiseanna eile chun líon<br />
scoláirí cuí a aimsiú chun todhchaí na scoileanna<br />
a chinntiú. Glactar rannpháirtíocht fhonnmhar<br />
sa Scéim Aitheantais do Scoileanna Gaeltachta<br />
de chuid na Roinne Oideachais agus Scileanna,<br />
https://www.gov.ie/ga/eolas-polasaithe/polasaidon-oideachas-gaeltachta-20172022/#sceimaitheantais-scoileanna-gaeltachta<br />
Tá an obair<br />
seo uile tacaithe san earnáil iar-bhunscoile<br />
ag teistiméireachtaí moltacha ó scolairí agus<br />
ó thuismitheoirí, agus dearbhaithe ag córas<br />
cinntiú caighdeáin agus rialachais na mBord<br />
Bainistíochta agus na mBoird Oideachais agus<br />
Oiliúna. Cinntíonn seo todhchaí dhearfach<br />
inbhuanaithe scoile agus oileánda araon.<br />
*Glactar buíochas ar leith le hÁine Griffin, Seirbhísí<br />
Corporáideacha GRETB, as a cuid díograis agus<br />
dúthrachta ag tacú le taighde don alt seo, agus tacú le<br />
hobair GRETB ar son na n-Oileán.<br />
PAGE 121
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
TAGAIRTÍ<br />
An Comhchoiste don Ghaeilge, na Gaeltachta agus do na hOileáin. (2017). Tuarascáil maidir le cás scoileanna ar<br />
oileáin. Tithe an Oireachtais.<br />
An Comhchoiste um Oideachas agus Scileanna. (2018). Tuarascáil maidir leis na dúshláin atá roimh scoileanna ar<br />
oileáin. Tithe an Oireachtais.<br />
An Roinn Oideachais agus Scileanna. (2016). Polasaí um oideachas Gaeltachta. Rialtas na hÉireann.<br />
Baldacchino, G. (2006). Islands, island studies. Island Studies <strong>Journal</strong>, 1(1), 3– 18.<br />
Bruton, R., (2017). Freagra an Aire Oideachais agus Scileanna ar óráid Uachtaráin, <strong>ETBI</strong>, ag Comhdháil <strong>ETBI</strong>, 2017.<br />
Central Statistics Office. (2017). Population <strong>of</strong> Inhabited Islands Off the Coast 2011 to 2016 https://statbank.cso.ie/<br />
px/pxeirestat/Statire/SelectVarVal/Define.asp?Maintable=E2021&Planguage=0 Aimsithe 10 Meán Fómhair <strong>2020</strong>.<br />
Department <strong>of</strong> <strong>Education</strong> and Science. (2001). The allocation <strong>of</strong> teachers to second level schools. Report <strong>of</strong> the<br />
expert group to the minister for education and science. Rialtas na hÉireann.<br />
Department <strong>of</strong> <strong>Education</strong> and Skills. (2016). Féinmheastóireacht scoile: treoirlínte 2016 - <strong>2020</strong>, iar-bhunscoileanna.<br />
Rialtas na hÉireann.<br />
Department <strong>of</strong> <strong>Education</strong> and Skills. (2016). Looking at our school – school self-evaluation. Rialtas na hÉireann.<br />
Department <strong>of</strong> <strong>Education</strong> and Skills. (2018). Action plan for education. Rialtas na hÉireann.<br />
Egelund, N., & Laustsen, H. (2006). School closure: what are the consequences for the local society? Scandinavian<br />
<strong>Journal</strong> <strong>of</strong> <strong>Education</strong>al Research, 50(4), 429–439<br />
<strong>ETBI</strong>. (2016). <strong>ETBI</strong> 2016 annual congress programme. <strong>ETBI</strong>.<br />
<strong>ETBI</strong>. (2017). Aitheasc uachtaráin <strong>ETBI</strong>. <strong>ETBI</strong> 2017 Annual Congress, Kilkenny, September 2017, <strong>ETBI</strong>.<br />
<strong>ETBI</strong>. (<strong>2020</strong>). Aighneacht <strong>ETBI</strong> chuig coiste idir-rannach maidir le Forbairt na n-Oileán. Feabhra, <strong>2020</strong>. https://<br />
gretb.ie/wp-content/uploads/<strong>2020</strong>/10/Aighneacht-BOO%C3%89-maidir-le-Forbairt-na-nOile%C3%A1n-<br />
Feabhra-<strong>2020</strong>.pdf<br />
Flaherty, J. (2013). A Dublin girl finds her place on Inis Meáin. Joy Flaherty recounts a week in her life – Transition<br />
year in the Gaeltacht. The <strong>Irish</strong> Times, 29/10/2013. https://www.irishtimes.com/news/education/a-dublin-girlfinds-her-place-on-inis-me%C3%A1in-1.1573674<br />
Gill, P. (2017). A case study <strong>of</strong> how an <strong>Irish</strong> island school contributes to community sustainability, viability and<br />
vitality. Australian and International <strong>Journal</strong> <strong>of</strong> Rural <strong>Education</strong> <strong>Vol</strong> (27) (2) 2017, 31-45.<br />
Gill, P. (2018). Island schools and community sustainability, Presentation to Comhdháil Oileáin na hÉireann, Annual<br />
Conference, Sherkin Island, Cork, 18/04/2018.<br />
Government <strong>of</strong> Ireland. (1998). An tAcht Oideachais (1998) https://www.oireachtas.ie/documents/bills28/<br />
acts/1998/a5198i.pdf<br />
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GRETB. (<strong>2020</strong>). Aighneacht GRETB chuig coiste idir-rannach maidir le Forbairt na n-Oileán. https://gretb.<br />
ie/wp-content/uploads/<strong>2020</strong>/10/Aighneacht-GRETB-chuig-an-gCoiste-Idir-Rannach-maidir-le-Forbairt-nanOile%C3%A1n.pdf<br />
GRETB. (2017a). Ráiteas tosaigh do chomhchoiste oireachtais um oideachas agus scileanna’. Cur i láthair déanta ag<br />
Comhchoiste Oireachtais um Oideachas agus Scileanna maidir le cruachás scoileanna ar oileáin, 19 Nollaig 2017.<br />
GRETB. (2017b). Aighneacht seolta chuig chomhchoiste oireachtais um oideachas agus scileanna’. Comhchoiste<br />
Oireachtais um Oideachas agus Scileanna maidir le cruachás scoileanna ar oileáin, 19 Nollaig 2017.<br />
GRETB. (2017c). Aighneacht seolta chuig an Roinn Oideachas agus Scileanna, Meitheamh, 2017, maidir le<br />
haitheantas scoile a bheith ag Coláiste Naomh Eoin.<br />
Mac Pháidín, T., (2004). ‘Oideachas lán-Ghaeilge in Éirinn’. Gaillimh: Unpublished conference paper, comhdháil<br />
náisiúnta 2004 ¬ principals’ and deputy principals’ association. 10¬12 <strong>November</strong> 2004. pp. 21¬-27.<br />
Mac Pháidín, T., (2008). ‘An evaluation <strong>of</strong> mentoring provision for pre-service post-primary student teachers during<br />
teaching practice.’ M.Ed Thesis, unpublished, National University <strong>of</strong> Ireland, Galway.<br />
Mac Pháidín, T., (2017a). ‘Ráiteas tosaigh do chomhchoiste Oireachtais um Ghaeilge, Ghaeltacht agus oileáin’. Cur i<br />
láthair déanta ag Comhchoiste Oireachtais um Ghaeilge, Ghaeltacht agus Oileáin, maidir le cruachás scoileanna ar<br />
oileáin, 08 Bealtaine 2017.<br />
Mac Pháidín, T., (2017b). ‘Ráiteas tosaigh do chomhchoiste oireachtais um oideachas agus scileanna’. Cur i láthair<br />
déanta ag Comhchoiste Oireachtais um Oideachas agus Scileanna maidir le cruachás scoileanna ar oileáin, 19 Nollaig<br />
2017.<br />
Mac Pháidín, T., (2017c). ‘Quality assurance through managing underperformance’. Cur i láthair déanta ag<br />
Comhdháil Oideachais <strong>ETBI</strong>, do Phríomhoidí agus do Phríomhoidí Tánaisteacha <strong>ETBI</strong>, An Muileann gCearr, 26 Meán<br />
Fómhair 2017.<br />
Mac Pháidín, T., (2018a). ‘Fóram gaeloideachais <strong>ETBI</strong> - dúshláin reatha don tumoideachas san earnáil ETB agus<br />
forbairtí le bliain’. Cur i láthair déanta ag Comhdháil Oideachais <strong>ETBI</strong>, do Phríomhoidí agus do Phríomhoidí<br />
Tánaisteacha <strong>ETBI</strong>, An Muileann gCearr, 31 Eanáir 2018.<br />
Mac Pháidín, T., (2018b). ‘Cás na niar-bhunscoileanna ar oileáin’. Cur i láthair déanta ag Comhdháil Oideachais,<br />
Comhdháil na nOileán, Inis Arcáin, Corcaigh, 19 Aibreán 2018.<br />
Mac Pháidín, T., (2018c). ‘How an appropriate curriculum can shape a school’s characteristic spirit’ . Cur i láthair<br />
déanta ag Comhdháil Oideachais <strong>ETBI</strong>, do Phríomhoidí agus do Phríomhoidí Tánaisteacha <strong>ETBI</strong>, An Muileann gCearr,<br />
24 Aibreán 2018.<br />
McCall, G. (1994). Nissology: The study <strong>of</strong> islands. <strong>Journal</strong> <strong>of</strong> the Pacific Society, 17(2–3), 1–14.<br />
McCall, G. (1996). Clearing confusion in a disembedded world: The case for nissology.<br />
Mc Hugh, A. (2017). Ráiteas tosaigh phríomhfheidhmeannaigh DETB, déanta ag Comhchoiste Oireachtais um<br />
Oideachas agus Scileanna maidir le cruachás scoileanna ar oileáin, 19 Nollaig 2017.<br />
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Ní Dhonnacha, B. (2016). Iar-bhunscoil ar oileán-dúshlán ar leith. <strong>of</strong>f-shore island post-primary school- a unique<br />
challenge. <strong>ETBI</strong>, (2016), issue 1, pp. 12-13.<br />
Ó Criomhthain, T. (1929). An t-Oileánach, Dublin: Talbot Press.<br />
Ó Foghlú, S. (2012). Óráid Ard-Rúnaí, DES, ag Comhdháil Bhliantúil Gaelscoileanna, agus Eagraíocht na Scoileanna<br />
Gaeltachta, 23/11/2012. Aimsithe ar líne ar 1/4/2018 http://www.gaelscoileanna.ie/2012/page/9/<br />
Ó Foghlú, S. (2014). Óráid Ard-Rúnaí, DES, ag Comhdháil Bhliantúil Gaelscoileanna, 25/11/2014. Aimsithe ar líne<br />
ar 1/4/2018 http://www.gaelscoileanna.ie/news/media/oraid-an-ard-runai-an-roinn-oideachais-agus-scileannasean-o-foghlu-ag-comhdhail-gaelscoileanna-teo/<br />
O’ Sullivan, J. (2015). Freagra an Aire Oideachais agus Scileanna ar óráid an Uachtaráin, <strong>ETBI</strong>, ag Comhdháil <strong>ETBI</strong>,<br />
2015, i nGaillimh.<br />
Rialtas na hÉireann. (2012). Acht na Gaeltachta. https://www.oireachtas.ie/en/bills/bill/2012/53<br />
Rialtas na hÉireann. (2019). Dáil Éireann debate, Offshore Islands 17 Sep 2019. https://www.oireachtas.ie/en/<br />
debates/debate/dail/2019-09-17/33/<br />
Rialtas na hÉireann. (2019). Fógra agus clár maidir le Interdepartmental Committee on Island Development, 24<br />
September 2019. https://www.chg.gov.ie/inaugural-meeting-<strong>of</strong>-the-interdepartmental-committee-on-islanddevelopment-to-be-held-on-24-september-2019/<br />
Scottish Parliament. (2018). Purpose <strong>of</strong> bill: stage 1 report on islands (Scotland) bill.https://digitalpublications.<br />
parliament.scot/Committees/Report/REC/2018/1/22/Stage-1-Report-on-the-Islands--Scotland--Bill-1<br />
Scottish Parliament. (2018). Islands (Scotland) Bill Policy Memorandum. http://www.parliament.scot/Islands%20<br />
(Scotland)%20Bill/SPBill15PMS052017.pdf<br />
Siggins, L. (2015). Island education: ‘Once there was a stigma, now everyone wants to be an islander’. The <strong>Irish</strong><br />
Times, 01/12/2015. https://www.irishtimes.com/news/education/island-education-once-there-was-a-stigmanow-everyone-wants-to-be-an-islander-1.2446006?mode=amp<br />
Solstad, K. J. (1994). Equity at risk: schooling and change in Norway. Doctoral thesis, National <strong>Education</strong> Office,<br />
Nordland Office.<br />
The Teaching Council, (2016). Cód iompair ghairmiúil do mhúinteoirí, 2016.<br />
TUI. (2018). TUI welcomes recommendations on <strong>of</strong>f-shore islands schools. TUI News, <strong>Vol</strong>. 40, no.5, p6.<br />
TUI, (2019). TUI response to the establishment <strong>of</strong> an interdepartmental committee for island development (August<br />
2019). https://www.tui.ie/education/education-submissions.1503.html<br />
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Offshore Island <strong>Education</strong> – A challenging context<br />
coupled with exciting possibilities to foster island<br />
sustainability<br />
Tomás Mac Pháidín Galway and Roscommon <strong>Education</strong> and Training Board<br />
Tom P. Mac Pháidín Student - Mary Immaculate College, Limerick<br />
POST-PRIMARY EDUCATION ON IRELAND’S<br />
ISLANDS - CONTEXT AND BACKGROUND<br />
The study <strong>of</strong> islands is called ‘Nissology’<br />
(Baldacchino, 2006; Gill, 2017; Mac Pháidín,<br />
2018; McCall, 1994, 1996), but <strong>Irish</strong> nissologists<br />
are scarce, as very little research has been<br />
published on the islands <strong>of</strong> Ireland or their<br />
schools (Oireachtas Éireann, 2018).<br />
This article explores opportunities for postprimary<br />
education on the islands <strong>of</strong> Ireland,<br />
including overcoming specific contextual<br />
challenges facing island communities. The<br />
Islanders are committed to ensuring the future<br />
Gairmscoil Mhic Dhiarmada, Árainn Mhór, Donegal<br />
<strong>of</strong> their islands, including the <strong>Irish</strong> speaking<br />
islands, and this is exemplified by their<br />
necessity to secure the future <strong>of</strong> their island<br />
schools. Proactive planning by island schools is<br />
imperative, particularly with the significant and<br />
continuous drop in the population <strong>of</strong> Ireland’s<br />
islands and the corresponding pressure on<br />
schools (GRETB, <strong>2020</strong>; CSO, 2017).<br />
Despite the steady downward trend in the<br />
population <strong>of</strong> the islands https://www.chg.<br />
gov.ie/gaeltacht/islands/populated-<strong>of</strong>fshore-islands/,<br />
the provision <strong>of</strong> post-primary<br />
education on the islands <strong>of</strong> Ireland is a positive,<br />
contemporary development,<br />
including the establishment <strong>of</strong><br />
four <strong>of</strong> the five post-primary<br />
island schools since 1985, under<br />
the patronage and management<br />
<strong>of</strong> <strong>Education</strong> and Training Boards<br />
(ETBs), i.e. Galway and Roscommon<br />
ETB (GRETB) and Donegal ETB<br />
(DETB), (GRETB, 2017; Mc Hugh,<br />
2017; Oireachtas Éireann, 2018).<br />
These are progressive schools<br />
with committed and enthusiastic<br />
management and staff (GRETB,<br />
2017; Mc Hugh, 2017; Oireachtas<br />
Éireann, 2018), but they have<br />
operated for many years without<br />
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the necessary additional supports arising from<br />
their island context (<strong>ETBI</strong>, <strong>2020</strong>; GRETB, 2017;<br />
Mc Hugh, 2017; Oireachtas Éireann, 2018).<br />
• Introducing innovative Technology Enhanced<br />
Learning (TEL) and remote learning<br />
strategies.<br />
With an eye to the future, GRETB and DETB<br />
managed to bring about incremental continuous<br />
developments to reinforce education services on<br />
the islands:<br />
• Establishing a post-primary school on each<br />
island with sufficient population;<br />
• Commencement <strong>of</strong> senior cycle programmes<br />
in schools where Leaving Certificate students<br />
previously had no option but to leave the<br />
island;<br />
• Attracting students from the mainland under<br />
various arrangements and schemes;<br />
GRETB Schools<br />
Coláiste Naomh Éinne,<br />
Inis Mór<br />
Coláiste Naomh Eoin,<br />
Inis Meáin<br />
Coláiste Ghobnait, Inis<br />
Oírr<br />
DETB Schools<br />
Coláiste Phobail<br />
Cholmcille, Oileán<br />
Thoraigh<br />
Gairmscoil Mhic<br />
Diarmada, Árainn<br />
Mhór<br />
Source: GRETB & DETB<br />
Founded<br />
1953<br />
Leaving<br />
Certificate<br />
Offered<br />
Students<br />
2019/<strong>2020</strong><br />
Students<br />
2019/<strong>2020</strong><br />
55<br />
2002 2007 40<br />
1986 2000 24<br />
Founded<br />
Leaving<br />
Certificate<br />
Offered<br />
Students<br />
2019/<strong>2020</strong><br />
1999 2003 6<br />
1990 1994 96<br />
Through encouraging and empowering<br />
leadership from both within ETBs and island<br />
schools, GRETB and DETB have succeeded in<br />
setting up and developing the 5 schools with a<br />
full senior cycle in each (DETB, 2017; GRETB,<br />
2017).<br />
Notwithstanding progress, all <strong>of</strong> these postprimary<br />
schools are under continuous pressure<br />
(<strong>ETBI</strong>, <strong>2020</strong>; GRETB, 2017; Mac Pháidín, 2017a;<br />
Mac Pháidín, 2017b) and are attempting to<br />
operate under conditions and regulations,<br />
designed and more suitable for large schools on<br />
the mainland (Oireachtas Éireann, 2018).<br />
PRIMARY SCHOOLS ON THE ISLANDS<br />
The question <strong>of</strong> island primary schools<br />
is a separate research topic with only<br />
a fleeting reference being made in this<br />
paper to the 11 island based primary<br />
schools, all <strong>of</strong> which are small, fragile<br />
and under the patronage <strong>of</strong> the relevant<br />
bishop from the Catholic diocese, but a<br />
question deserving <strong>of</strong> specific research<br />
and analysis. Each island with a postprimary<br />
school also has a primary school,<br />
but two primary schools exist on both<br />
Árainn Mhór and Inis Mór. In addition,<br />
there is a primary school on Cape<br />
Clear Island, Co. Cork; Clare Island and<br />
Inishturk, Co. Mayo; agus Inishb<strong>of</strong>in, Co.<br />
Galway. Such is the precarious nature <strong>of</strong><br />
island primary schools, if the enrolment<br />
<strong>of</strong> all 11 island schools were viewed<br />
collectively as one single school, the<br />
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aggregate enrolment could still qualify under DES<br />
criteria as a ‘small school’.<br />
SOURCE OF POST-PRIMARY STUDENTS ON THE<br />
ISLANDS<br />
Mainland schools generally enjoy a natural<br />
catchment area from which most students are<br />
drawn, but sourcing students presents an ongoing<br />
challenge for island post-primary schools. 50%<br />
<strong>of</strong> Árainn Mhór students make the trip from the<br />
mainland each day, and every year a considerable<br />
number <strong>of</strong> the Aran Islands’ school community<br />
attend on annual schemes or scholarships spread<br />
across the three islands https://colaisteghobnait.<br />
com/apply/ These residential opportunities are<br />
funded by the Department <strong>of</strong> Culture, Heritage<br />
and the Gaeltacht. These annual schemes are<br />
beneficial but result in uncertainty regarding the<br />
continuous supply <strong>of</strong> students, a challenge for<br />
schools in terms <strong>of</strong> multi-annual planning (<strong>ETBI</strong>,<br />
<strong>2020</strong>; Mc Hugh, 2017; GRETB, 2017; Oireachtas<br />
Éireann 2018). The island post-primary schools<br />
are well regarded by local communities, as<br />
evidenced by a 100% transfer rate from island<br />
primary schools to local, island post-primary<br />
school, with no students opting for mainland<br />
education.<br />
THE DEPARTMENT OF EDUCATION AND SKILLS<br />
INSPECTION SYSTEM – DOCUMENTING AND<br />
RECORDING CHALLENGES<br />
The Action Plan for <strong>Education</strong> advises that 5,500<br />
inspection visits occur annually across 3,900<br />
schools (DES, 2018, p. 7), which, on average, is<br />
more than one inspection every year for every<br />
school. Island schools welcome inspections<br />
and quality assurance systems, as both the<br />
considerable achievements and the recognised<br />
challenges <strong>of</strong> school communities are then<br />
<strong>of</strong>ficially on record for DES, for society as a<br />
whole, for the <strong>Education</strong> and Training Boards and<br />
bishops who are responsible, as patrons <strong>of</strong> postprimary<br />
and primary schools respectively (COÉ<br />
2019).<br />
POLICY AND EDUCATION STRATEGY ON<br />
ISLANDS – THE STATE AND ISLANDS<br />
Ireland has no integrated state policy regarding<br />
the islands or education on islands, and there is<br />
no island legislation which supports or regulates<br />
the approach <strong>of</strong> state agencies to the islands,<br />
including the provision <strong>of</strong> education (COÉ, <strong>2020</strong>;<br />
<strong>ETBI</strong>, 2015, 2017, <strong>2020</strong>; GRETB, 2017; Oireachtas<br />
Éireann, 2017, 2018; Mac Pháidín, 2018). This<br />
absence <strong>of</strong> either policy or legislation, results in<br />
primary schools and very small post-primary<br />
schools, being under constant pressure. Postprimary<br />
island schools maintain a staff ratio <strong>of</strong><br />
19:1, the same as schools in the larger cities. From<br />
2018, 1.5 ex-quota ‘island school’ teachers are<br />
allocated to them as part <strong>of</strong> the annual, authorised<br />
allocation <strong>of</strong> staff, as well as €15,000 to mitigate<br />
some <strong>of</strong> the additional operational costs, but DES<br />
does not recognise some island schools <strong>of</strong>ficially<br />
as ‘small schools’, a decision which deprives them<br />
<strong>of</strong> other dedicated ‘small school’ resources (<strong>ETBI</strong>,<br />
<strong>2020</strong>; GRETB, 2017; Oireachtas Éireann, 2018;<br />
ROS, 2001; ROS, 2018).<br />
ISLAND COMMUNITIES AND SUSTAINABILITY<br />
OF SCHOOLS – COMMUNITY ACTIVATION<br />
In conjunction with <strong>Education</strong> and Training<br />
Boards Ireland (<strong>ETBI</strong>), the umbrella<br />
representative organisation for Ireland’s 16<br />
<strong>Education</strong> and Training Boards, the two ETBs<br />
responsible for post-primary island schools have<br />
constantly and proactively engaged with DES<br />
since 1997, repeatedly highlighting the particular<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
European Parliament regarding the need for<br />
member states, including Ireland, to develop<br />
policy regarding island services.<br />
contextual difficulties facing island schools. Since<br />
2013, Comhdháil Oileáin na hÉireann and <strong>ETBI</strong><br />
have been demanding an integrated approach for<br />
<strong>Education</strong> Policy on Islands from DES, and many<br />
<strong>of</strong> the same points were repeated in a submission<br />
from <strong>ETBI</strong> to the Department <strong>of</strong> Culture, Heritage<br />
and Gaeltacht as part <strong>of</strong> the Inter-departmental<br />
Public Consultation on the islands in <strong>2020</strong><br />
https://gretb.ie/wp-content/uploads/<strong>2020</strong>/10/<br />
Aighneacht-BOO%C3%89-maidir-le-Forbairt-nanOile%C3%A1n-Feabhra-<strong>2020</strong>.pdf<br />
The <strong>ETBI</strong> Annual Conference in 2015 and 2017<br />
placed special emphasis on island education,<br />
highlighting the existential threat to postprimary<br />
education on the Islands, citing a list<br />
<strong>of</strong> particular areas in need <strong>of</strong> urgent action<br />
from DES (Bruton, 2017; <strong>ETBI</strong>, 2016, 2017;<br />
GRETB 2017; Mac Pháidín, 2018; O’ Sullivan,<br />
2015). Since then, the island communities and<br />
their representatives have consistently raised<br />
questions in Brussels with members <strong>of</strong> the<br />
It is significant that various Joint Oireachtas<br />
Committees between 2016 and 2018, including<br />
the Joint Oireachtas Committee on <strong>Education</strong> and<br />
Skills, have recognised the same challenges: the<br />
insufficient allocation <strong>of</strong> teaching staff; access to<br />
suitably qualified staff; inadequate school budget;<br />
the question <strong>of</strong> enrolment and scholarships under<br />
various schemes; disadvantage to be managed<br />
in the schools but without DEIS status conferred<br />
on particular post-primary island schools; no<br />
easy access for students to psychologists, speech<br />
therapists, mental health suppost, appropriate<br />
guidance, facilities for physical education, as well<br />
as many other challenges (Oireachtas Éireann,<br />
2018). https://data.oireachtas.ie/ie/oireachtas/<br />
committee/dail/32/joint_committee_on_<br />
education_and_skills/reports/2018/2018-02-27_<br />
report-on-challenges-facing-island-schools_en.pdf<br />
POSITIVE DEVELOPMENTS<br />
DES established a high-level task force in<br />
March 2017 to examine the challenges facing<br />
island schools and to develop solutions in<br />
consultation with ETBs. After the challenges<br />
<strong>of</strong> island education were discussed at Mary<br />
Immaculate College’s Chomhdháil Uile-Oileánda<br />
ar an Tumoideachas (All-Island Conference on<br />
Immersion <strong>Education</strong>) in Limerick in May 2018,<br />
http://www.foras.ie/en/an-dara-comhdhailtaighde-uile-oileanda-ar-an-tumoideachas/<br />
,the<br />
Minister for <strong>Education</strong> and Skills announced<br />
a package <strong>of</strong> supports for Ireland’s postprimary<br />
island schools in June 2018: https://<br />
www.education.ie/en/Press-Events/Press-<br />
Releases/2018-press-releases/PR18-06-17.html<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Sustained engagement by education partners and<br />
island development agencies led the Taoiseach to<br />
set up a high level Interdepartmental Committee<br />
to explore the development <strong>of</strong> comprehensive<br />
policy for Ireland’s islands, with the first meeting<br />
<strong>of</strong> the group convened in September 2019, to<br />
design a policy <strong>of</strong> sustainability for the Islands,<br />
with education policy as a recognised core<br />
requirement. https://www.chg.gov.ie/inauguralmeeting-<strong>of</strong>-the-interdepartmental-committeeon-island-development-to-be-held-on-24-<br />
september-2019/<br />
EUROPEAN SMALL ISLANDS FEDERATION<br />
(ESIN)<br />
The European Small Islands Federation (ESIN)<br />
organised a conference and annual general<br />
meeting in Brussels in September 2018, with<br />
<strong>Education</strong> on the Islands <strong>of</strong> Europe as a central<br />
theme. An examination and comparative analysis<br />
were undertaken <strong>of</strong> legislation and current<br />
policies (or lack there<strong>of</strong>) within European<br />
Union Member States, particularly the lack <strong>of</strong><br />
progress in Ireland regarding implementation<br />
<strong>of</strong> Article 174 <strong>of</strong> the Treaty <strong>of</strong> Lisbon. Article<br />
174 requires European Union member States<br />
to make particular cohesion arrangements for<br />
their islands, a process which has barely been<br />
started in Ireland. In addition, ESIN (https://<br />
europeansmallislands.com/) and the schools<br />
have linked into the SEARICA network, a formal<br />
Intergroup <strong>of</strong> Members <strong>of</strong> European Parliament,<br />
whose aim it is to ensure the sustainability <strong>of</strong> the<br />
islands and island communities. http://www.<br />
searica.eu/.<br />
In September 2019, a two-hour debate was<br />
convened in Dáil Éireann on the challenges<br />
facing the islands <strong>of</strong> Ireland, with educational<br />
challenges central to the debate as significant<br />
engagement had occurred with education<br />
authorities, and commendable solutions were<br />
put forward. This was the first comprehensive<br />
Dáil debate specifically on the topic <strong>of</strong><br />
Ireland’s islands since 1996: https://<br />
www.oireachtas.ie/en/debates/<br />
debate/dail/2019-09-17/33/. This<br />
discourse and the issues previously<br />
raised by island communities, gave<br />
rise to a Public Consultation, organised<br />
in <strong>2020</strong> by an Interdepartmental<br />
Government Committee to develop an<br />
all-encompassing policy for the islands<br />
https://www.chg.gov.ie/news-centre/<br />
news-centre-consultations/<br />
THE FUTURE OF THE ISLANDS AND<br />
POST-PRIMARY ISLAND SCHOOLS<br />
Taoiseach, Leo Varadkar presenting a new Roll Number<br />
to Coláiste Naomh Eoin, Inis Meáin, in 2018.<br />
The future <strong>of</strong> islands themselves<br />
and their schools are interwoven (Egelund &<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Laustsen, 2006; Gill, 2017; Gill, 2018; Mac Pháidín,<br />
2004, 2008; Solstat, 1994; TUI, <strong>2020</strong>). Central to<br />
this is the provision <strong>of</strong> sustainable primary and<br />
post-primary level education; if an island loses<br />
its primary school, young families are quickly<br />
forced to abandon the island, with all the negative<br />
consequences which follow regarding the make<br />
up <strong>of</strong> the island community, the island population<br />
and the future <strong>of</strong> the island as a living community<br />
(Egelund & Laustsen, 2006; Gill, 2017; Mac<br />
Pháidín, 2004; Solstat,1994). What <strong>of</strong>ten results<br />
is a process <strong>of</strong> gentrification, i.e. that the only<br />
people left on the island are those who possess<br />
holiday homes (Egelund & Laustsen, 2006; Gill,<br />
2017).<br />
COMMUNITY ACTIVATION<br />
The implementation <strong>of</strong> the Gaeltacht Act (2012)<br />
caused schools and communities to engage<br />
productively with each other. The DES Gaeltacht<br />
<strong>Education</strong> Policy (2016), a policy welcomed by the<br />
ETB sector, helped island school communities and<br />
the general island community to interact formally<br />
with each other, recognising the existential<br />
requirement for networked cooperation (<strong>ETBI</strong>,<br />
2016; Gill, 2018; GRETB, 2017; Mac Pháidín,<br />
2018). Island schools need to engage with the<br />
community <strong>of</strong> the island itself as well as engaging<br />
with the state system.<br />
Pr<strong>of</strong>essor Peter Gill, from the University <strong>of</strong><br />
Gävle in Sweden, a country with 26 inhabited<br />
islands and schools on 10 <strong>of</strong> them, has conducted<br />
research into island education. In Finland, Gill<br />
(2017) reports on research by Solstad (1994),<br />
which states that only 50% <strong>of</strong> schools in that<br />
country are ‘community-active’ schools, meaning<br />
the local community and school have strong links<br />
with each other. According to Gill, the remaining<br />
non community-active schools and the islands<br />
on which they are situated are at elevated risk<br />
<strong>of</strong> accelerated decline. The integrated approach<br />
<strong>of</strong> the GRETB and DETB Gaeltacht immersion<br />
colleges have confirmed that the five post-primary<br />
schools on islands <strong>of</strong>f the Galway and Donegal<br />
coast respectively are ‘community-active schools’<br />
(GRETB, 2017; Mc Hugh, 2017; Oireachtas<br />
Éireann, 2018).<br />
EDUCATION ON AN ISLAND – A UNIQUE<br />
EXPERIENCE<br />
When the ETB schools succeeded in keeping their<br />
island students at home and accommodate them<br />
locally, it was noted that the exchequer had, up<br />
to that point, funded the islands’ teenagers when<br />
they were living with families on the mainland<br />
for the purposes <strong>of</strong> completing upper secondary<br />
education, culminating with Leaving Certificate<br />
examinations (Mac Pháidín, 2004). This process<br />
was innovatively reversed with the establishment<br />
<strong>of</strong> the Scheme for Learners <strong>of</strong> <strong>Irish</strong> – a Year on<br />
an Island, in 2007. The scheme, sponsored by<br />
the Department <strong>of</strong> Culture, Heritage and the<br />
Gaeltacht, and organised by GRETB between<br />
Coláiste Naomh Éinne, Coláiste Naomh Eoin<br />
and Coláiste Ghobnait on all three Aran Islands,<br />
facilitated up to 10 students from the mainland to<br />
come to each <strong>of</strong> the three island schools to spend<br />
a school year learning <strong>Irish</strong> with full financing<br />
provided for accommodation, up to a value <strong>of</strong><br />
€6,000 per pupil. https://colaisteghobnait.com/<br />
apply/<br />
YEAR ON AN ISLAND SCHEME – THE STUDENT<br />
EXPERIENCE<br />
Scheme students stay with a family on the island<br />
for the school year and therefore their experience<br />
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is both community-based and school-based. The<br />
students feel comfortable as part <strong>of</strong> the local<br />
community and take an active part in the social<br />
life and cultural fabric <strong>of</strong> the island with their<br />
school friends, as well as with the host family<br />
(Flaherty, 2013; <strong>Irish</strong> Times, 2015).<br />
The guest student is immersed in <strong>Irish</strong> for the<br />
year as <strong>Irish</strong> is the main language used daily<br />
to communicate on the islands. According to<br />
past-pupils, it can take a little while to get used<br />
to the accent and the speed at which islanders<br />
speak, but they mention that the islanders are<br />
very accommodating and understanding, and<br />
the whole community helps them to become<br />
accustomed to hearing and using <strong>Irish</strong> as a daily<br />
language (Flaherty, 2013).<br />
A valuable aspect <strong>of</strong> the island experience is the<br />
development <strong>of</strong> transferable skills. Students learn<br />
to be independent and grow in self-confidence.<br />
Students become versatile, adaptable and resilient<br />
due to the island experience. Students are<br />
prepared for the next step in their academic life<br />
and become active, confident and involved in the<br />
community - as reported by Lorna Siggins in The<br />
<strong>Irish</strong> Times in 2015<br />
In addition to the Year on an Island Scheme,<br />
the Remote Area Grant, funded annually by the<br />
Department <strong>of</strong> <strong>Education</strong>, is available to provide<br />
residential accommodation to any student in<br />
Ireland who does not live near a recognised postprimary<br />
school https://www.education.ie/en/<br />
Parents/Services/Remote-Area-Boarding-Grant/<br />
Remote-Area-Boarding-Grant.html . GRETB and<br />
DETB island post-primary schools attract some<br />
Remote Area Grant students. In recent years, 5 –<br />
10 students attended island post-primary schools<br />
each year staying with local families under this<br />
scheme (GRETB, 2017).<br />
The significant progress made by islands<br />
benefitting from post-primary schools is not lost<br />
on other islands. The impact <strong>of</strong> schools, especially<br />
post-primary schools, is widely recognised when<br />
it comes to maintaining population and reducing<br />
the number <strong>of</strong> people leaving for the mainland<br />
(Oireachtas Éireann, 2018). The people <strong>of</strong><br />
Galway’s Inishb<strong>of</strong>in, an island with a population<br />
<strong>of</strong> 175 (CSO, 2016) and 13 primary school pupils<br />
2019/<strong>2020</strong>, have applied to GRETB and the<br />
Minister for <strong>Education</strong> to set up a post-primary<br />
school on the island in <strong>2020</strong>, which would help<br />
secure the future and viability <strong>of</strong> Inishb<strong>of</strong>in<br />
http://www.inishb<strong>of</strong>in.com/icc/. The application<br />
has received strong support from Comhdháil<br />
Oileáin na hÉireann (COÉ), other island schools<br />
and education stakeholders concerned with rural<br />
infrastructure and services. DES rejected the<br />
Inishb<strong>of</strong>in application.<br />
CONCLUSION<br />
Despite a history between the islands <strong>of</strong> Ireland<br />
and the State which has <strong>of</strong>ten been strained and<br />
at times acrimonious, due to both the dearth<br />
<strong>of</strong> island infrastructure and services, including<br />
education services, and generations <strong>of</strong> population<br />
decline (CSO, 2016), the islands <strong>of</strong> Ireland<br />
remain hopeful, courageous and resilient. Island<br />
communities are not resigning themselves to the<br />
fate <strong>of</strong> permanent exile that befell the Blasket<br />
Islands, to be commemorated with phrases such<br />
as ‘ní bheidh ár leithéid arís ann’ (‘The likes <strong>of</strong> us<br />
will not be seen again’) (Ó Criomhthain, 1929).<br />
They are demanding positive coordinated action<br />
from the state system, with policy and legislation<br />
for islands as a foundation underpinning future<br />
development, as has been the case in Scotland,<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
https://beta.parliament.scot/-/media/files/<br />
legislation/bills/previous-bills/islands-scotlandbill/stage-3/islands-scotland-bill-as-passed.pdf<br />
In the meantime, they are activated and forging<br />
ahead with their own developmental goals to<br />
secure their future.<br />
The central role <strong>of</strong> schools and education for<br />
the viability <strong>of</strong> islands for the next generation is<br />
well understood and widely appreciated. Such<br />
recognition compels pincipals and boards <strong>of</strong><br />
management <strong>of</strong> the 11 primary schools and 5<br />
post-primary schools, supported by their patrons<br />
as school managers, local diocesan bishops and<br />
ETBs respectively, to become actively engaged<br />
with the government’s Interdepartmental<br />
Consultation Process for the islands, to develop<br />
appropriate policies for the Islands <strong>of</strong> Ireland,<br />
with education as an integral component <strong>of</strong> public<br />
services on each island.<br />
Post-primary schools in particular, are proactive,<br />
fostering engagement with the local school<br />
community in a progressive way, making strategic<br />
use <strong>of</strong> schemes and other opportunities to<br />
increase student numbers in order to ensure a<br />
future. They participate enthusiastically in the<br />
Department <strong>of</strong> <strong>Education</strong> and Skill’s Scheme<br />
for Recognition <strong>of</strong> Gaeltacht Schools https://<br />
www.gov.ie/ga/eolas-polasaithe/polasaidon-oideachas-gaeltachta-20172022/#sceim-<br />
aitheantais-scoileanna-gaeltachta. This work is<br />
supported and underpinned in the post-primary<br />
sector, by favourable testimonials from students<br />
and parents and confirmed by the systems <strong>of</strong><br />
quality assurance and governance <strong>of</strong> the boards <strong>of</strong><br />
management, <strong>Education</strong> and Training Boards and<br />
DES inspection reports. This community-active,<br />
engaged positivity <strong>of</strong> island school leaders and<br />
school communities, affords hope that a positive,<br />
sustainable future for both schools and islands<br />
is possible when all stakeholders work together<br />
productively.<br />
* The significant contribution <strong>of</strong> Áine Griffin, GRETB<br />
Corporate Services, is acknowledged in facilitating<br />
research for this article, and in assisting in addressing<br />
the significant challenges experienced by GRETB island<br />
schools.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
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Oireachtais um Oideachas agus Scileanna maidir le cruachás scoileanna ar oileáin, 19 Nollaig 2017.<br />
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haitheantas scoile a bheith ag Coláiste Naomh Eoin.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Pleanáil Teanga Agus Sealbhú Gaeilge sa<br />
Chóras Oideachais<br />
Dr Victor Bayda Comhchoiste Ghaeltacht Uíbh Ráthaigh & Institiúid Teangeolaíochta, Acadamh<br />
Eolaíochtaí na Rúise<br />
ACHOIMRE<br />
Tá sealbhú na Gaeilge i gcómhthéasc an chórais<br />
oideachais fíorthábhachtach do cheantracha<br />
Gaeltachta C agus do cheantracha iarGhaeltachta.<br />
Chun an cuspóir seo a bhaint amach tá athrú<br />
cur chuige iomlán ag teastáil i leith tacaíochta le<br />
daoine an Ghaeilge a thabhairt leo ón scoil. An<br />
toradh is mó faoi láthair atá ag an modh múinte<br />
i leith na Gaeilge ná go mbíonn sé daingnithe in<br />
aigne na ndaoine nach bhfuil inti ach ábhar scoile,<br />
rud a chuireann bac ollmhór ar aon dul chun cinn<br />
agus ar normalú na teanga. Caithfear mothúchán<br />
a chruthú i measc daltaí scoile gur sosanna<br />
gníomhacha taitneamacha Gaeilge atá acu seachas<br />
ranganna Gaeilge agus eispéireas comhluadar<br />
teanga, saol réadúil teanga agus tuismitheoirí<br />
teanga a chothú.<br />
DR VICTOR BAYDA<br />
Bhain mé céim amach i 2004 ó Dhámh na<br />
Fileolaíochta i Stát-Ollscoil Mhoscó. Chosain<br />
mé mo thráchtas PhD i 2009 agus bhí mé i mo<br />
léachtóir le Gaeilge san ollscoil chéanna go dtí<br />
2019 nuair a ceapadh mar Oifigeach Pleanála<br />
Teanga do Chiarraí Theas mé.<br />
Thug Acht na Gaeltachta 2012 an próiseas<br />
pleanála teanga isteach, rud a chuir Éire chun<br />
tosaigh sa réimse nua pleanála seo. Faoin Acht<br />
TÁ SÉ TÁBHACHTACH GO mBEADH<br />
TEANGA GAR DO CHROÍ AN DUINE<br />
ÓN AOIS AN-ÓG MÁ TÁ TÚ AG<br />
IARRAIDH GO mBEADH LUACH<br />
AG BAINT LEIS AN TEANGA DON<br />
DUINE SIN.<br />
roinneadh an Ghaeltacht i 26 limistéar pleanála<br />
teanga agus do gach LPT tá plean teanga le<br />
dearadh agus oifigeach pleanála teanga le<br />
ceapadh a chuirfeadh an plean sin i gcrích.<br />
Ceapadh mise i m’oifigeach pleanála teanga<br />
in Uíbh Ráthach i 2019 agus táim ag obair ar<br />
Phlean Teanga Chiarraí Theas a chur i gcrích<br />
ó shin. Is “Ceantar Gaeltachta C” (Ó Giollagáin<br />
agus Mac Donnacha et al. 2007) é Ciarraí Theas<br />
rud a chiallaíonn go bhfuil níos lú ná 44% ina<br />
gcainteoirí laethúla ann. Go deimhin, de réir<br />
Daonáireamh 2016 níl ach 121 duine, is é sin 7%<br />
de dhaonra Ghaeltacht Uíbh Ráthaigh a mhaígh<br />
gur cainteoirí laethúla iad agus cé gur mhaígh<br />
níos mó ná leath de dhaonra an cheantair go<br />
bhfuil Gaeilge acu, is léir go bhfuil an teanga<br />
tarraingte siar go mór sa cheantar agus nach í<br />
teanga an phobail í.<br />
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Dá bharr sin, is ar athbheochan na teanga atá<br />
béim i bPlean Teanga Chiarraí Theas agus gan aon<br />
dabht tá an córas oideachais sa chiall is leithne i<br />
gcroílár an phróisis pleanála teanga sa cheantar<br />
agus dá bharr sin is scoileanna nach bhfuil Gaeilge<br />
ag na daltaí ó dhúchas a phléitear san alt seo.<br />
Tá trí scoil Ghaeltachta sa cheantar atá ag soláthar<br />
bunscolaíocht trí Ghaeilge agus ag cur an Polasaí<br />
don Oideachas Gaeltachta i bhfeidhm agus tá ocht<br />
gcinn de scoileanna le Béarla mar mheán teagaisc<br />
i gCiarraí Theas. Níl ach meánscoil amháin sa<br />
cheantar, is é sin Coláiste na Sceilge agus é suite i<br />
gCathair Saidhbhín lasmuigh de na teorainneacha<br />
Gaeltachta agus ina bhfuil Aonad Lán-Ghaeilge<br />
nach bhfeidhmíonn, áfach, ach go dtí an Teastas<br />
Sóisearach. Chomh maith leis sin ní leor an<br />
soláthar daltaí ó na bunscoileanna Gaeilge chun<br />
an tAonad a choimeád ar siúl agus gach bliain<br />
tagann daltaí ó scoileanna eile an cheantar isteach<br />
san Aonad chomh maith a meastar a leibhéal<br />
Gaeilge a bheith sásúil.<br />
An rud is mó b’fhéidir a chuireann iontas ar<br />
eachtrannach in Éirinn nuair a fhaigheann sé nó<br />
sí amach go bhfoghlaimíonn gach duine in Éirinn<br />
Gaeilge ar scoil ná cén fáth nach labhraíonn na<br />
daoine céanna í, agus – níos sonraí, b’fhéidir –<br />
cén fáth nach bhfuil, i bhformhór na gcásanna, ar<br />
chumas an duine comhrá is simplí a dhéanamh<br />
i nGaeilge cé go raibh orthu scéalta agus filíocht<br />
i nGaeilge a léamh agus a phlé ar scoil. Gan dul<br />
isteach i mionsonraí an phróisis mhúineadh<br />
na Gaeilge i scoileanna Éireannacha, is léir go<br />
dteipeann ar an gcóras oideachais i leith na<br />
Gaeilge. Luíonn freagraí ar cén fáth go bhfuil sé<br />
amhlaidh go seachtrach agus go hinmheánach.<br />
Gan dabht, níl tacaíocht don Ghaeilge lasmuigh<br />
den scoil, is é sin – níl tacaíocht shásúil á soláthar<br />
do normalú na teanga sa tsochaí agus ní dhéantar<br />
aon iarracht fhiúntach chun a mhíniú cen fáth<br />
go mbeadh duine aonarach ag déanamh iarracht<br />
an Ghaeilge a fhoghlaim agus a úsáid i dtír ina<br />
bhfuil an Béarla ina theanga pobail i 99% de<br />
chásanna. Ach ag an am céanna ní féidir glacadh<br />
leis go bhfuil an tslí go múintear an Ghaeilge ar<br />
scoil sásúil ach an oiread agus eascraíonn na<br />
cúinsí seachtracha a luadh thuas istigh sa scoil<br />
cheana féin trí leibhéal íseal cumas teanga ag cuid<br />
de na múinteoirí, tríd an dearcadh a bhíonn ag<br />
príomhoidí agus múinteoirí i leith na teanga agus<br />
an rud is tábhachtaí – tríd an gcuraclam.<br />
Ceann de na rudaí is mó a bhacann obair<br />
phleanála teanga anseo i gCiarraí Theas agus –<br />
níos leithne – cur chun cinn na Gaeilge ar fud an<br />
oileáin, ná an mothúchán daingnithe sna ndaoine<br />
gur ábhar scoile í Gaeilge. As seo eascraíonn gur<br />
aisteach le daoine í a úsáid i gcásanna cumarsáide<br />
réalaíche agus go dtagann stad tobann ar dhaoine<br />
má labhraíonn tú leo í agus cuma dhalta faoi<br />
scrúdú orthu.<br />
Is teangeolaí mé agus is eachtrannaí mé agus<br />
ní raibh mé ar scoil in Éirinn agus cúis iontais<br />
dom cén fáth go bhfuiltear anseo in Éirinn ag<br />
déanamh sáriarrachtaí ábhar scoile tirim searbh<br />
a dhéanamh de cheann de na teangacha is iontaí<br />
ar dhromchla an domhain. Níl sé soiléir cén<br />
fáth nach múintear an ghramadach i gceart sna<br />
scoileanna, cén fáth nach bhfuil tuairim dá laghad<br />
ag daoine faoi chomhfhreagair idir an litriiú<br />
agus an fuaimniú i nGaeilge, cén fáth nach féidir<br />
le daoine fuaimeanna a scríobhtar mar CH agus<br />
GH/DH agus na consain leathana agus caola a<br />
fhuaimniú agus mar sin de. Tá sé seo ar fad sa<br />
churaclam, a deirtear, ach tá ceist ansin ann cén<br />
fáth nach gcuirtear i bhfeidhm é.<br />
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Is é an rud is suntasaí faoi mhúineadh teangacha<br />
i scoileanna ar fud an domhain faoi láthair, ní<br />
hamháin Gaeilge, ná go gcruthaíonn sé taithí<br />
ag na miliúin duine gur deacair an rud é teanga<br />
a fhoghlaim, rud a chuireann bac nach beag ar<br />
thabhairt faoi theangacha eile a fhoghlaim tar éis<br />
scoile agus ar chumarsáid mhaith thuisceanach<br />
idir chainteoirí teangacha éagsúla ó chultúir<br />
éagsúla.<br />
Tá a fhios ag na teangeolaithe agus le<br />
hoideachasóirí gur féidir le duine teanga a<br />
shealbhú ag an leibhéal beagnach céanna agus<br />
an chéad teanga má thosaíonn siad roimh 10-<br />
12 bliain d’aois. (Mar shampla, Hartshorne,<br />
Tenenbaum & Pinker 2018) Tosaítear an Ghaeilge<br />
a fhoghlaim ar scoil in Éirinn ag aois 5 bliana<br />
d’aois. Tús maith, déarfá. Ansin tá 13 bliain eile<br />
ag an gcóras oideachais in Éirinn chun an teanga<br />
a thabhairt don duine ar bhealach go mbeadh<br />
sé lí<strong>of</strong>a inti don saol ar fad agus gan mórán dua<br />
a bheith curtha isteach acu ann. Cén fáth nach<br />
n-oibríonn sé?<br />
Tá athrú meon ag lucht eagraithe mhúineadh<br />
na Gaeilge ag teastáil chun aon dul chun cinn a<br />
dhéanamh i leith na Gaeilge. Caithfear an cuspóir<br />
a bheith soiléir os ár gcomhair chun teacht ar an<br />
modh is fearr chun í a thabhairt – agus is d’aon<br />
ghnó atáim ag seachaint an focal ‘múineadh’ –<br />
don duine. Cén fáth a gcaitheann daoine am ag<br />
foghlaim Gaeilge ar scoil? An díreach chun taithí<br />
foghlama Gaeilge a bheith ag duine sa saol chun<br />
go mbeadh taithí Éireannach acu? Go mbeadh<br />
siad in ann an taithí a roinnt de “D’fhoghlaim<br />
mé ar scoil í ach ní cuimhin liom aon rud. Is é<br />
an bealach a múintear í”? Nó an é an cuspóir go<br />
mbeadh an duine in ann feidhmiú sa teanga sin?<br />
Más an dara rud atá i gceist, caithfear cur<br />
chuige ar leith a bheith ann i leith na Gaeilge<br />
agus ceapaim go láidir go gcaithfear fáil réidh<br />
le ranganna agus scrúduithe Gaeilge agus<br />
cuimhneamh ar chur chuige níos gníomhaí, níos<br />
réadúla, níos bríomhaire. Caithfear mothúchán<br />
a bheith ag an duine ón gcéad lá agus é nó í<br />
ag plé le Gaeilge gur teanga don saol í, teanga<br />
nádúrtha agus teanga ina bhfuil fáilte rompu<br />
mar chainteoirí, mar úinéirí agus í á tabhairt<br />
dóibh ag tuismitheoirí teanga seachas múinteoirí.<br />
Ní chaithfear ranganna le téacsleabhair agus<br />
múinteoirí a bheith ann i gcás shealbhú Gaeilge<br />
ach comhluadar teanga, úsáid réalaíoch teanga<br />
agus tuismitheoirí teanga. Caithfear go mbeadh<br />
fonn ag duine dul chuig an sos Gaeilge seachas<br />
chuig rang Gaeilge.<br />
Tá an oiread ábhar scrí<strong>of</strong>a agus labhartha i<br />
nGaeilge anois – scannáin, amhráin, podchraolta,<br />
altanna, giolcanna agus araile. Is teanga nuaaimseartha<br />
í a mbíonn daoine óga ag scríobh<br />
altanna agus ag giolcaireacht inti, teanga<br />
scannánaíochta agus teanga ina ndéantar na<br />
cláracha faisnéise is fearr, b’fhéidir, in Éirinn,<br />
teanga a scríobhann daoine óga filíocht agus rap<br />
inti. Is maith an rud iad an scéalaíocht agus an<br />
fhilíocht dóibh siúd a bhfuil suim acu iontu agus a<br />
bhfuil an teanga ag an leibhéal sásúil ag a mbeidís<br />
in ann é sin a léamh agus a phróiseáil.<br />
Tá sé tábhachtach go mbeadh teanga gar do chroí<br />
an duine ón aois an-óg má tá tú ag iarraidh go<br />
mbeadh luach ag baint leis an teanga don duine<br />
sin. Chomh maith leis sin caithfear an teanga a<br />
thabhairt don duine i gcomhthéacs chultúr na<br />
teanga sin – is é fonn a bheith páirteach i gcultúr<br />
na teanga an t-inspreagadh is mó a chabhraíonn<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
le duine teanga a shealbhú. Raidió na Gaeltachta,<br />
NÓS, Tuairisc.ie, podchraolta i nGaeilge, pobal<br />
Gaeilge ar twitter, TG4 – is é seo cultúr na Gaeilge<br />
gur féidir teacht air i ngach cearn den domhan<br />
anois.<br />
Ba mhór an bhéim a cuireadh ar an gcóras<br />
oideachais in Éirinn ón tús chun an Ghaeilge a<br />
thabhairt slán agus is léir dúinn ar fad anois nach<br />
féidir leis an gcóras oideachais é a dhéanamh<br />
ina aonar agus go háirithe má chlaíonn sé leis an<br />
modh oideachasúil céanna ina leith agus i leith<br />
mata agus ábhar eile, ach dá nglacfadh an córas<br />
oideachais an dúshlán agus dá mba mhian leis<br />
a bheith ina cheannródaí ó thaobh teangacha<br />
dúchasacha a thabhairt slán agus a shábháil do na<br />
glúinte atá le teacht – d’fhéadfaí é a dhéanamh.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
TAGAIRTÍ<br />
Hartshorne, J., Tenenbaum, J., B., & Pinker, S. (2018). A critical period for second language acquisition: Evidence<br />
from 2/3 million English speakers. Cognition, 177, 263-277.<br />
Ó Giollagáin, C., Mac Donnacha, S., Ní Shéaghdha A., Ní Chualáin, F. agus O’Brien, M. (2007) Staidéar Cuimsitheach<br />
Teangeolaíoch ar Úsáid na Gaeilge sa Ghaeltacht: Tuarascáil Chríochnaitheach, Acadamh na hOllscolaíochta<br />
Gaeilge, Ollscoil na hÉireann Gaillimh, agus an Institiúid Náisiúnta um Anailís Réigiúnach agus Spásúil, Ollscoil<br />
na hÉireann, Maigh Nuad,.Tuarascáil taighde don Roinn Gnóthaí Pobail, Tuaithe agus Gaeltachta. BÁC: Oifig an<br />
tSoláthair.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
PAGE 142
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Language Planning and <strong>Irish</strong> Acquisition in<br />
the <strong>Education</strong> System<br />
Dr. Victor Bayda South Kerry, Joint Gaeltacht Committee<br />
OUTLINE<br />
The acquisition <strong>of</strong> <strong>Irish</strong> in the context <strong>of</strong> the<br />
education system is <strong>of</strong> great importance to<br />
Category C Gaeltacht regions and to non-Gaeltacht<br />
regions. For the achievement <strong>of</strong> this aim, a<br />
complete change in approach is needed in terms<br />
<strong>of</strong> supports, in order to enable people to use <strong>Irish</strong><br />
outside <strong>of</strong> the school setting. The main outcome<br />
<strong>of</strong> the teaching method currently employed for<br />
<strong>Irish</strong> is the reinforcement <strong>of</strong> the idea that the<br />
language is simply a school subject, which creates<br />
huge obstacles for progress and normalisation <strong>of</strong><br />
the language. Sentiment must be created amongst<br />
students that their <strong>Irish</strong> language sessions are<br />
enjoyable activity breaks, as opposed to simply<br />
classes, and to create an experience <strong>of</strong> language<br />
companionship/fellowship, realistic language<br />
environment and language parents.<br />
DR VICTOR BAYDA<br />
I graduated from the School <strong>of</strong> Philology at<br />
Moscow State University in 2014. I defended<br />
my PhD dissertation in 2009 and worked as a<br />
lecturer in <strong>Irish</strong> in the same university until 2019,<br />
when I was appointed Language Planning Officer<br />
for South Kerry.<br />
The language planning process began with the<br />
Gaeltacht Act 2012, which placed Ireland at the<br />
forefront <strong>of</strong> the novel field <strong>of</strong> language planning.<br />
IT IS IMPORTANT THAT A<br />
LANGUAGE BE CLOSE TO ONE’S<br />
HEART FROM A VERY YOUNG AGE<br />
IF WE WANT THAT LANGUAGE TO<br />
HOLD VALUE FOR THAT PERSON.<br />
Under the Act, the Gaeltacht was divided into<br />
26 language planning areas and for each LPA a<br />
language plan was to be devised and a language<br />
planning <strong>of</strong>ficer appointed.<br />
I was appointed as language planning <strong>of</strong>ficer in<br />
Uíbh Ráthach in 2019 and I have been working<br />
on the implementation <strong>of</strong> the South Kerry<br />
Language Plan ever since. South Kerry is a<br />
“Category C Gaeltacht Area” (Ó Giollagáin and<br />
Mac Donnacha et al. 2007), which means that less<br />
than 44% <strong>of</strong> the population are daily speakers.<br />
Indeed, according to the 2016 Census, only 121<br />
people, that is 7% <strong>of</strong> the population <strong>of</strong> the Uíbh<br />
Ráthach Gaeltacht, claim to be daily speakers, and<br />
although more than half <strong>of</strong> the local population<br />
claimed that they can speak <strong>Irish</strong>, it is clear that<br />
the language has receded in the area and is no<br />
longer the community language.<br />
As a result, the South Kerry Language Plan<br />
emphasizes language revitalisation, and without<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
a doubt the education system is, in the broadest<br />
sense, at the heart <strong>of</strong> the language planning<br />
process in the area, and so this article will discuss<br />
schools in which the students are not native <strong>Irish</strong><br />
speakers.<br />
There are three Gaeltacht schools providing<br />
primary education through the <strong>medium</strong> <strong>of</strong><br />
<strong>Irish</strong> and implementing the Policy on Gaeltacht<br />
<strong>Education</strong>, and eight English-<strong>medium</strong> schools<br />
in South Kerry. There is only one secondary<br />
school in the region, Coláiste na Sceilge, situated<br />
in Cahersiveen outside <strong>of</strong> the Gaeltacht region<br />
borders, where there is an <strong>Irish</strong>-Medium Unit,<br />
however the unit only functions up until the<br />
Junior Certificate. On top <strong>of</strong> this, the supply <strong>of</strong><br />
students from the <strong>Irish</strong>-<strong>medium</strong> primary schools<br />
is not sufficient to keep the Unit running, and<br />
each year students whose level <strong>of</strong> <strong>Irish</strong> is deemed<br />
to be sufficient enroll from other schools in the<br />
surrounding area.<br />
The biggest surprise for foreigners in Ireland<br />
when they discover that everyone in Ireland<br />
learns <strong>Irish</strong> in school is that the same people do<br />
not speak the language, and – more importantly,<br />
perhaps – that they are unable, in most cases,<br />
to have a conversation in <strong>Irish</strong> despite having<br />
studied and discussed prose and poetry in school.<br />
Without delving into the details <strong>of</strong> the <strong>Irish</strong><br />
language teaching process in <strong>Irish</strong> schools, the<br />
education system is clearly failing with regards<br />
to <strong>Irish</strong>. The answers as to why this is can be<br />
found in internal and external factors. Without<br />
a doubt, there are no supports for <strong>Irish</strong> outside<br />
<strong>of</strong> school, that is to say – satisfactory supports<br />
provided to normalise the language in society,<br />
and no significant effort is made to explain why<br />
an individual would attempt to learn and use<br />
<strong>Irish</strong> in a country where English is the community<br />
language in 99% <strong>of</strong> situations. At the same time,<br />
it cannot be accepted that the way the language<br />
is taught in school is acceptable, and the external<br />
factors mentioned above already influence<br />
the education system, through the low level <strong>of</strong><br />
pr<strong>of</strong>iciency possessed by some teachers, through<br />
the attitude <strong>of</strong> principals and teachers towards<br />
the language and most importantly – through the<br />
curriculum.<br />
One <strong>of</strong> the biggest obstacles to language planning<br />
work here in South Kerry and – on a wider scale<br />
– to the promotion <strong>of</strong> <strong>Irish</strong> everywhere, is the<br />
attitude cemented in peoples’ minds that the <strong>Irish</strong><br />
language is a school subject. It is because <strong>of</strong> this<br />
sentiment that people find it strange when <strong>Irish</strong><br />
is used in realistic communicative situations, and<br />
why people will freeze when spoken <strong>Irish</strong> to, as if<br />
they are students being examined.<br />
I am a linguist and a foreigner, and I did not attend<br />
school in Ireland, and it is a cause <strong>of</strong> mystery to<br />
me why efforts are being made in Ireland to turn<br />
one <strong>of</strong> the most wonderful languages in the world<br />
into a boring, arid school subject. It is not clear<br />
why grammar is not taught properly in schools,<br />
why so few have a clear understanding <strong>of</strong> the link<br />
between spelling and pronunciation in <strong>Irish</strong>, or<br />
why people cannot pronounce the sounds written<br />
as CH and GH/DH and pronounce the broad and<br />
slender consonants, and so on. These topics are<br />
supposedly included in the curriculum, so the<br />
question is why isn’t it implemented?<br />
The most significant thing about the teaching <strong>of</strong><br />
languages, not only <strong>Irish</strong>, in schools around the<br />
world today is that millions <strong>of</strong> people experience<br />
language learning as a difficult process, an idea<br />
which creates no small obstacle to the learning <strong>of</strong><br />
other languages after leaving school, and prevents<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
meaningful communication between various<br />
language speakers from different cultures.<br />
Linguists and educators know that one is able to<br />
acquire a language at almost the same level as<br />
their first language if they start before the age <strong>of</strong><br />
10-12 (for example, Hartshorne, Tenenbaum &<br />
Pinker 2018). <strong>Irish</strong> is taught in school in Ireland<br />
from the age <strong>of</strong> 5. A good start, you might say.<br />
Then, the education system has 13 years to give<br />
the language to a student in such a way that they<br />
will possess it fluently for the rest <strong>of</strong> their lives,<br />
without much effort on the part <strong>of</strong> the student.<br />
Why doesn’t it work?<br />
A change <strong>of</strong> approach is needed amongst those<br />
who organise <strong>Irish</strong> language education before any<br />
progress can be made. The goal must be clearly<br />
laid out in order to uncover the best way to give<br />
the language – and I am intentionally avoiding<br />
the word ‘teach’ – to a student. Why do people<br />
spend time learning <strong>Irish</strong> at school? Is it so they<br />
will simply have an <strong>Irish</strong> language learning<br />
experience, a uniquely <strong>Irish</strong> experience? So they<br />
will be able to share the sentiment “I learned it in<br />
school but I don’t remember a whole lot. It’s the<br />
way it’s taught”? Or is the aim that somebody will<br />
be able to function using that language?<br />
If we take the second aim to be the objective, a<br />
particular approach to <strong>Irish</strong> is required, and I<br />
strongly believe that <strong>Irish</strong> language classes and<br />
exams should be discontinued in favour <strong>of</strong> a more<br />
active, realistic, dynamic approach. The student<br />
must have the feeling from the first day at school<br />
that they are dealing with <strong>Irish</strong> as a language for<br />
life, a natural language and a language where they<br />
are welcomed as speakers, as owners, and should<br />
receive the language from parents and not from<br />
teachers. <strong>Irish</strong> acquisition does not require classes<br />
with textbooks, but language companionship/<br />
fellowhip, realistic language use and language<br />
parents . Students must look forward to the <strong>Irish</strong><br />
break, instead <strong>of</strong> the <strong>Irish</strong> class.<br />
There is so much written and spoken material<br />
available in <strong>Irish</strong> now – films, songs, podcasts,<br />
articles, tweets and more. <strong>Irish</strong> is a modern<br />
language, in which young people write articles<br />
and tweet, a language <strong>of</strong> filmmaking in which<br />
perhaps the best documentaries in Ireland are<br />
made, and a language in which young people<br />
write poetry and rap. Storytelling and poetry are<br />
good for those who are interested in literature<br />
and who speak the language at a high enough<br />
level to read and process them.<br />
It is important that a language be close to one’s<br />
heart from a very young age if we want that<br />
language to hold value for that person. The<br />
language must also be given to someone in the<br />
cultural context <strong>of</strong> that language – the desire to<br />
be a part <strong>of</strong> a language’s culture is the biggest<br />
motivation which helps people acquire languages.<br />
Raidío na Gaeltachta, NÓS, Tuairisc.ie, podcasts in<br />
<strong>Irish</strong>, the <strong>Irish</strong> community on Twitter, TG4 – this<br />
is the <strong>Irish</strong> language culture which can be found<br />
in every corner <strong>of</strong> the world today.<br />
Since the beginning, no small emphasis has been<br />
placed on the education system in Ireland to<br />
revitalise the <strong>Irish</strong> language, and it is clear now<br />
that the education system alone cannot achieve<br />
this aim, particularly if it continues with the<br />
same educational approach to <strong>Irish</strong> as is taken<br />
for maths and other subjects, however if the<br />
education system was to accept the challenge and<br />
aspired to do so, it could be a trailblazer in native<br />
language revitalisation for the generations to<br />
come – it could be done.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
TAGAIRTÍ<br />
Hartshorne, J., Tenenbaum, J., B., & Pinker, S. (2018). A critical period for second language acquisition: Evidence<br />
from 2/3 million English speakers. Cognition, 177, 263-277.<br />
Ó Giollagáin, C., Mac Donnacha, S., Ní Shéaghdha A., Ní Chualáin, F. agus O’Brien, M. (2007) Staidéar Cuimsitheach<br />
Teangeolaíoch ar Úsáid na Gaeilge sa Ghaeltacht: Tuarascáil Chríochnaitheach, Acadamh na hOllscolaíochta<br />
Gaeilge, Ollscoil na hÉireann Gaillimh, agus an Institiúid Náisiúnta um Anailís Réigiúnach agus Spásúil, Ollscoil<br />
na hÉireann, Maigh Nuad,.Tuarascáil taighde don Roinn Gnóthaí Pobail, Tuaithe agus Gaeltachta. BÁC: Oifig an<br />
tSoláthair.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
BEATHAISNÉISÍ<br />
An Dr Treasa Kirk<br />
Príomhchigire Cúnta agus Ceannasaí ar Aonad um Oideachas Gaeltachta na Roinne Oideachais<br />
Tá Treasa freagrach as maoirseacht a dhéanamh ar chur i bhfeidhm céimnithe an Pholasaí don Oideachas Gaeltachta<br />
agus na Scéime Aitheantais Scoileanna Gaeltachta sa Roinn Oideachais. Tá saineolas agus taithí leathan ag Treasa<br />
maidir le hoideachas speisialta, oideachas múinteoirí, curaclam agus measúnachta, oideachas lán-Ghaeilge agus<br />
Gaeltachta, agus tá meastóireachtaí déanta aici ar scoileanna éagsúla. Roimhe seo, bhí Treasa ina leas-phríomhoide<br />
ar bhunscoil le stádas faoi mhíbhuntáiste agus ina éascaitheoir leis na seirbhísí tacaíochta náisiúnta do mhúinteoirí.<br />
An Dr Gerry Shiel<br />
Comhalta Taighde ag an bhForas Taighde ar Oideachas<br />
Is príomhthaighdeoir é Gerry ar an Staidéar Taighde agus Meastóireachta ar an Scéim Aitheantais Scoileanna<br />
Gaeltachta. Oibríonn sé chomh maith ar an Suirbhé Idirnáisiúnta PIRLS, agus ar na Measúnuithe Náisiúnta don<br />
léitheoireacht Bhéarla agus don Mhatamaitic.<br />
An tUas. Seán Ó Grádaigh<br />
Stiúrthóir, Máistir Gairmiúil san Oideachas (MGO), Ollscoil na hÉireann,<br />
Is léachtóir san oideachas é Seán Ó Grádaigh i Scoil an Oideachais, Ollscoil Éireann Gaillimh. Bíonn sé ag teagasc<br />
go príomha in Oideachas Tosaigh Múinteoirí. Tá cúlra aige mar mhúinteoir iarbhunscoile Tíreolaíochta agus spéis<br />
faoi leith aige san Fhoghlaim dhigiteach ach go háirithe i gcruthú ábhar teagaisc. Tá ábhar teagaisc foilsithe aige<br />
don Ghaeilge, Tíreolaíocht, Stair agus sna heolaíochtaí. Tá sé i mbun bainistíochta an MGO (Máistir Gairmiúil san<br />
Oideachas) in Ollscoil na hÉireann Gaillimh ó 2017<br />
Sinéad In. Uí Ghuidhir<br />
Stiúrthóir, Máistir Gairmiúil san Oideachas (MGO), Ollscoil na hÉireann, Gaillimh<br />
Is léachtóir san oideachas í Sinéad Ní Ghuidhir i Scoil an Oideachais, Ollscoil Éireann Gaillimh. Bíonn sí ag teagasc<br />
go príomha in Oideachas Tosaigh Múinteoirí. Is iad FCÁT/ CLiL (Foghlaim Chomhtháite Ábhar agus Teanga) agus an<br />
Drámaíocht mar Mhodheolaíocht Teagaisc na réimhsí spéise agus taighde atá aici. Tá sí i mbun bainistíochta an MGO<br />
(Máistir Gairmiúil san Oideachas) in Ollscoil na hÉireann Gaillimh ó 2017.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
An Dr T.J. Ó Ceallaigh<br />
Stiúrthóir ar an M. Oid. san Oideachas Lán-Ghaeilge agus Gaeltachta, Coláiste Mhuire gan Smál, Luimneach<br />
Tá T.J. Ó Ceallaigh mar stiúrthóir ar an M. Oid. san Oideachas Lán-Ghaeilge agus Gaeltachta i gColáiste Mhuire gan<br />
Smál, Luimneach. Mar iar-phríomhoide tumoideachais, tá spéis faoi leith aige i ról an cheannaire theagascaigh,<br />
in oideolaíocht a bhaineann le teagasc comhtháite ábhar agus teangacha agus i bhforbairt ghairmiúil leanúnach<br />
múinteoirí i gcomhthéacs an tumoideachais, ach go h-áirithe. Rinne an Dr Ó Ceallaigh comheagarthóireacht le déanaí<br />
ar leabhar ar an ábhar, Teacher Development for Immersion and Content-based Instruction (Benjamins, <strong>2020</strong>) i<br />
dteannta le Laurent Cammarata, PhD, Ollscoil Alberta, Ceanada. Is féidir teacht ar fhoilseacháin eile dá chuid anseo.<br />
An Dr Sinéad Nic Aindriú<br />
Ollamh Cúnta, Scoil an Oideachais Ionchuimsithigh agus Speisialta, Institiúid Oideachais, OCBÁC<br />
Is Ollamh Cúnta í an Dr. Sinéad Nic Aindriú i Scoil an Oideachais Ionchuimsithigh agus Speisialta, Institiúid Oideachais<br />
OCBÁC. D’oibrigh Sinéad mar mhúinteoir i ngaelscoileanna agus chomh maith leis sin tá taithí aici a bheith ag obair mar<br />
phríomhoide ar scoil Bhéarla. Faoi láthair, tá sí ag múineadh ar chláir fochéime agus iarchéime san Institiúid Oideachais.<br />
Dá tráchtas dochtúireachta, rinne sí iniúchadh ar na tacaíochtaí breise atá de dhíth ó dhaltaí a bhfuil riachtanais<br />
speisialta oideachais acu i scoileanna lán-Ghaeilge. Faoi láthair tá sí ag dearadh cúrsa d’fhorbairt ghairmiúil leanúnach<br />
do mhúinteoirí i scoileanna lán-Ghaeilge chun cabhrú leo freastal ar riachtanais speisialta oideachais a gcuid daltaí<br />
An tOllamh Pádraig Ó Duibhir<br />
Leas-Déan, Institiúid Oideachais, OCBÁC<br />
Tá an tOllamh Pádraig Ó Duibhir ina Leas-Déan ar Institiúid Oideachais Ollscoil Chathair Bhaile Átha Cliath agus Stiúrthóir<br />
ar SEALBHÚ, Lárionad Taighde DCU um Fhoghlaim agus Teagasc na Gaeilge. Fuair sé neart taithí mar mhúinteoir agus<br />
príomhoide i mbunscoil lán-Ghaeilge sula ndeachaigh sé ag obair in earnáil an oideachais múinteoirí. Baineann na<br />
príomhspéiseanna taighde atá aige le sealbhú agus oideolaíocht an dara teanga mar a bhaineann sé le mionteangacha.<br />
Tá sé ina chomh-eagarthóir ar an iris acadúil <strong>Journal</strong> <strong>of</strong> Immersion and Content-Based Language <strong>Education</strong>.<br />
An Dr Joe Travers<br />
Ceann Scoile, Scoil an Oideachais Ionchuimsithigh agus Speisialta, Institiúid Oideachais, OCBÁC<br />
Is Ollamh Comhlach é an Dr Joseph Travers. Is Ceann Scoile é ar Scoil an Oideachais Ionchuimsithigh agus Speisialta in<br />
Institiúid Oideachais OCBÁC, an chéad dámh oideachais speisialta in ollscoil in Éirinn. Roimhe seo bhí sé ina Stiúrthóir<br />
ar Oideachas Speisialta (2008-2016) i gColáiste Phádraig, Drumconrach. Is iar-mhúinteoir bunscoile é. D’fhoilsigh sé<br />
taighde sna réimsí beartais agus cleachtais in oideachas speisialta, tacaíocht foghlama don mhatamaitic, ionchuimsiú,<br />
ceannaireacht agus luath-idirghabháil. Bhí an Dr Travers ina phríomh-imscrúdaitheoir ar thionscadail taighde don<br />
Chomhairle Náisiúnta um Oideachas Speisialta (NCSE) agus don Roinn Oideachais agus Scileanna (DES). Múineann sé thar<br />
raon clár oideachais múinteoireachta ag leibhéal bunchéime , dioplóma iarchéime, Máistreachta agus Dochtúireachta.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
An Dr Karen Ní Chlochasaigh<br />
Léachtóir / Comhordaitheoir gníomhach ar an M.Oid. san Oideachas Lán-Ghaeilge agus Gaeltachta,<br />
Coláiste Mhuire gan Smál<br />
Is léachtóir í an Dr. Karen Ní Chlochasaigh ar an M.Oid. san Oideachas Lán-Ghaeilge agus Gaeltachta, Coláiste Mhuire<br />
gan Smál. Rinne sí staidéar iardhochtúireachta in Insitiúid Oideachais, Ollscoil Chathair Bhaile Átha Cliath agus leis<br />
an bhForas Taighde ar Oideachas ar an tumoideachas do dhaltaí i scoileanna lán-Ghaeilge i gceantair mhíbhuntáiste.<br />
Tá spéis ar leith aici san oideachas ionchuimsitheach sa chóras tumoideachais, sealbhú éifeachtach an dara teanga,<br />
cumasú scileanna teanga an mhúinteora tumoideachais agus san fhoghlaim agus teagasc ríomhchuidithe. Tá sí ag<br />
feidhmiú faoi láthair mar chomhordaitheoir gníomhach ar an M.Oid. san Oideachas Lán-Ghaeilge agus Gaeltachta, CMgS<br />
An tUas. Seán Ó Broin<br />
Léachtóir, Coláiste na hOllscoile, Corcaigh<br />
Tá a shaol proifisiúnta ar fad caite aige ag múineadh Gaeilge agus ag cur na teanga chun cinn. Ó d’éirigh sé as<br />
a phost mar phríomhoide i Scoil Phobail Chionn tSáile tá sé ag obair i gColáiste na hOllscoile, Corcaigh mar<br />
léachtóir i Scoil an Oideachais agus mar theagascóir i Roinn na Gaeilge. Suim nach beag aige sa Ghaeloideachas<br />
agus faoi láthair tá sé mar chathaoirleach ar an mBord Bainistíochta i nGaelcholáiste Charraig Uí Leighin.<br />
An Dr Laoise Ní Thuairisg<br />
Léachtóir, Scoil na Teanga, na Litearthachta agus an Oideachais Luathóige, Institiúid Oideachais, OCBÁC<br />
Is léachtóir í Laoise Ní Thuairisg i Scoil na Teanga, na Litearthachta agus an Oideachais Luathóige in Institiúid<br />
Oideachais Ollscoil Chathair Bhaile Átha Cliath. Tá sí ina cathaoirleach ar an gclár Baitsiléir Oideachais i nGaeilge,<br />
agus Fraincis nó Gearmáinis nó Spáinnis. Múineann sí cúrsaí ar mhúineadh na Gaeilge agus trí Ghaeilge chomh<br />
maith leis an dátheangachas. Tá spéis aici sa phleanáil teanga, san oideachas teanga agus i bhforbairt ghairmiúil an<br />
mhúinteora. Tá roinnt tionscadal taighde curtha i gcrích aici le déanaí a dhíríonn ar ghnéithe den oideachas Gaeltachta.<br />
An tOllamh Muiris Ó Laoire<br />
Ollamh agus Léachtóir Sinsearach, Roinn na nEolaíochtaí Sóisialta, Scoil na Sláinte agus na nEolaíochtaí<br />
Sóisialta, An Institiúid Teicneolaíochta, Trá Lí, Co. Chiarraí.<br />
Is Ollamh agus Léachtóir Sinsearach é Muiris Ó Laoire PhD i Roinn na nEolaíochtaí Sóisialta Institiúid Teicneolaíochta<br />
Thrá Lí. Is céimí de chuid Ollscoil na hÉireann é agus tá sé ina údar leabhar, téacsleabhar agus tá roinnt alt agus caibidlí<br />
foilsithe aige ar ilteangachas, beartas teanga, an dátheangachas agus oideolaíocht. Chaith sé blianta mar mhúinteoir<br />
Gaeilge agus Fraincise agus sula ndeachaigh sé i mbun an phoist in Institiúid Teicneolaíochta, d’oibrigh sé mar<br />
thaighdeoir in Institiúid Teangeolaíochta na hÉireann agus sa Chomhairle Náisiúnta Curaclaim agus Measúnachta.<br />
PAGE 150
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
An tUas. Tomás Mac Pháidín<br />
Stiúrthóir Scoileanna, Bord Oideachais & Oiliúna na Gaillimhe agus Ros Comáin<br />
Is Oifigeach Oideachais agus Stiúrthóir Scoileanna le GRETB é Tomás Mac Pháidín ó 2013. Tá 22 scoil faoina chúram,<br />
le 8 iar-bhunscoil mar choláistí Gaeltachta nó lán-Ghaeilge ina measc, trí cinn díobh sin suite ar oileáin. Chaith<br />
Tomás blianta fada mar Phríomhoide ar Ghaelcholáiste mór, mar léachtóir Ollscoile agus mar Phríomhoifigeach<br />
Feidhmiúcháin Gníomhach ar Choiste Gairmoideachais Chathair na Gaillimhe. Rinne sé Cathaoirleacht ar phróiseas<br />
náisiúnta CNCM 2013 - 2016, chun Sonraíochtaí nua a fhorbairt don Ghaeilge sa tSraith Shóisearach. I 2018, ceapadh<br />
é mar chathaoirleach náisiúnta CNCM ar mheitheal geallsealbhóirí maidir le forbairt sonraíochtaí don Ghaeilge sa<br />
tSraith Shinsearach. Tá sé ina Chathaoirleach ar Líonra Gaeloideachais <strong>ETBI</strong> lena mbaineann 48 Coláistí Gaeltachta,<br />
Gaelcholáistí agus Aonaid lán-Ghaeilge BOO. Tá sé mar bhall de bhord náisiúnta Chomhdháil Oileáin na hÉireann<br />
(COÉ), agus mar urlabhraí ar Oideachas agus Scoileanna ag European Small Islands Federation (ESIN). Tá cur i<br />
láthair comhdhála iomadúla déanta aige in Éirinn agus san Eoraip ar réimse d’ábhair taighde: Mheantóireacht ar<br />
fhoireann; Éifeachtúlacht bainistíochta; Oideachas lán-Ghaeilge; Oideachas ar Oileáin.<br />
An tUas. Tom P. Mac Pháidín,<br />
Mac Léinn, Coláiste Mhuire gan Smál, Luimneach<br />
Mar alumnus de Choláiste na Coiribe, Gaelcholáiste san earnáil ETB, roghnaigh Tom bunmhúinteoireacht mar ghairm<br />
i 2017, toisc suim aige san oideachas lán-Ghaeilge, oideachas ar oileáin mar ghné leochaileach den soláthar sin.<br />
Ghnóthaigh sé scoláireacht acadúil Gaeltachta ina chéad bhliain i gColáiste Mhuire gan Smál. D’fhreastail sé ar<br />
éisteachtaí poiblí Chomhchoiste Oireachtais um Oideachas agus Scileanna, Nollaig 2017, nuair a pléadh cás scoileanna<br />
na n-oileán. Spreag Tom páipéar faoi oideachas ar oileáin a bheith sa chlár ag Comhdháil Tumoideachais Choláiste<br />
Mhuire gan Smál, 2018, agus ghlac sé páirt ghníomhach sa seisiún comhdhála sin. Tá sé i mbun taighde ar oideachas<br />
bunscoile oileánda sa chomhthéacs Eorpach, go háirithe oideachas trí mhionteangacha.<br />
An Dr Victor Bayda<br />
Oifigeach Pleanála Teanga Chiarraí Theas, Comhchoiste Ghaeltacht Uíbh Ráthaigh Taighdeoir.<br />
Bhain Victor céim amach in 2004 ó Dhámh na Fileolaíochta i Stát-Ollscoil Mhoscó. Chosain sé a thráchtas PhD in 2009<br />
agus bhí sé ina léachtóir le Gaeilge san ollscoil chéanna go dtí 2019 nuair a ceapadh mar Oifigeach Pleanála Teanga do<br />
Chiarraí Theas é. Tá sé ina thaighdeoir chomh maith ag Institiúid na Teangeolaíochta, Acadamh Eolaíochtaí na Rúise.<br />
PAGE 151
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
BIOGRAPHIES<br />
Dr. Treasa Kirk<br />
Assistant Chief Inspector and Head <strong>of</strong> the Gaeltacht <strong>Education</strong> Unit in the Department <strong>of</strong> <strong>Education</strong><br />
Treasa is responsible for overseeing the phased implementation <strong>of</strong> the Policy on Gaeltacht <strong>Education</strong> and the<br />
Gaeltacht School Recognition Scheme in the Department <strong>of</strong> <strong>Education</strong>. Treasa has extensive expertise and experience<br />
in providing policy advice on special education, teacher education, curriculum and assessment, <strong>Irish</strong>-<strong>medium</strong> and<br />
Gaeltacht education, and has completed evaluations across different school settings. Previously, Treasa served as<br />
deputy principal <strong>of</strong> a primary school with disadvantaged status and as facilitator with the national support services<br />
for teachers.<br />
Dr. Gerry Shiel<br />
Research Fellow at the <strong>Education</strong>al Research Centre<br />
Gerry is the principal researcher <strong>of</strong> the Research and Evaluation Study on the Gaeltacht School Recognition Scheme. He<br />
also works on the PIRLS International Survey and on the National Assessments for English Reading and Mathematics.<br />
An tUas. Seán Ó Grádaigh<br />
Director, Máistir Gairmiúil San Oideachas (MGO), NUI Galway<br />
Seán Ó Grádaigh is a lecturer in education in the School <strong>of</strong> <strong>Education</strong>, National University <strong>of</strong> Ireland, Galway. He<br />
teaches primarily in Initial Teacher <strong>Education</strong>. He has a background as a post-primary Geography teacher and has a<br />
particular interest in digital learning but especially in the creation <strong>of</strong> teaching materials. He has published teaching<br />
material for <strong>Irish</strong>, Geography, History and the sciences. He has been managing the MGO (Pr<strong>of</strong>essional Masters in<br />
<strong>Education</strong>) at NUI Galway since 2017.<br />
Ms. Sinéad Ní Ghuidhir, Director,<br />
Máistir Gairmiúil San Oideachas (MGO), NUI Galway<br />
Sinéad Ní Ghuidhir is a lecturer in education in the School <strong>of</strong> <strong>Education</strong>, National University <strong>of</strong> Ireland, Galway. She<br />
teaches primarily in Initial Teacher <strong>Education</strong>. Her areas <strong>of</strong> interest and research are FCÁT / CLiL (Content and<br />
Language Integrated Learning) and Drama as a Teaching Methodology. She has been managing the MGO (Pr<strong>of</strong>essional<br />
Masters in <strong>Education</strong>) at NUI Galway since 2017.<br />
PAGE 152
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Dr. T.J. Ó Ceallaigh<br />
Director <strong>of</strong> the M. Oid. san Oideachas Lán-Ghaeilge agus Gaeltachta, Mary Immaculate College, Limerick<br />
T.J. Ó Ceallaigh is the director <strong>of</strong> the M. Oid. san Oideachas Lán-Ghaeilge agus Gaeltachta programme in Mary<br />
Immaculate College, Limerick. As a former immersion principal, his main research interests focus on the role <strong>of</strong> the<br />
instructional leader, the pedagogy required for the successful integration <strong>of</strong> language and content instruction and on<br />
continuing pr<strong>of</strong>essional development, with particular reference to language immersion contexts. Dr Ó Ceallaigh has<br />
recently co-edited a book on the topic, Teacher Development for Immersion and Content-based Instruction (Benjamins,<br />
<strong>2020</strong>) with Laurent Cammarata, PhD, University <strong>of</strong> Alberta, Canada. Other publications can be accessed here.<br />
Dr. Sinéad Andrews<br />
Assistant Pr<strong>of</strong>essor, School <strong>of</strong> Inclusive and Special <strong>Education</strong>, Institute <strong>of</strong> <strong>Education</strong>, DCU<br />
Sinéad Andrews is an Assistant Pr<strong>of</strong>essor in the School <strong>of</strong> Inclusive and Special <strong>Education</strong> in Dublin City University.<br />
She has experience <strong>of</strong> working as a teacher in <strong>Irish</strong>-<strong>medium</strong> schools and as Principal <strong>of</strong> an English-<strong>medium</strong> school.<br />
At present she is teaching on both undergraduate and postgraduate courses in the Institute <strong>of</strong> <strong>Education</strong>. Her PhD<br />
thesis examined the additional supports required by students with special educational needs in primary <strong>Irish</strong>-<strong>medium</strong><br />
schools. She is currently working on developing a continuous pr<strong>of</strong>essional development programme for teachers in<br />
<strong>Irish</strong>-<strong>medium</strong> schools to help them meet the special educational needs <strong>of</strong> their students<br />
Pr<strong>of</strong>essor Pádraig Ó Duibhir<br />
Deputy Dean, Institute <strong>of</strong> <strong>Education</strong>, DCU and Director, SEALBHÚ<br />
Pr<strong>of</strong>essor Pádraig Ó Duibhir is Deputy Dean <strong>of</strong> the Dublin City University (DCU) Institute <strong>of</strong> <strong>Education</strong> and Director<br />
<strong>of</strong> SEALBHÚ, the DCU Research Centre for the Learning and Teaching <strong>of</strong> <strong>Irish</strong>. He gained extensive experience as a<br />
primary teacher and principal in the <strong>Irish</strong>-<strong>medium</strong> sector before his work in teacher education. His major research<br />
interests lie in second language acquisition and pedagogy applied to minority languages. He is joint editor <strong>of</strong> the<br />
<strong>Journal</strong> <strong>of</strong> Immersion and Content-Based Language <strong>Education</strong>.<br />
Dr. Joe Travers<br />
Head <strong>of</strong> School, School <strong>of</strong> Inclusive and Special <strong>Education</strong>, Institute <strong>of</strong> <strong>Education</strong>, DCU<br />
Dr Joseph Travers is Associate Pr<strong>of</strong>essor and the first Head <strong>of</strong> the School <strong>of</strong> Inclusive and Special <strong>Education</strong> in Dublin<br />
City University (DCU) Institute <strong>of</strong> <strong>Education</strong>, the first education faculty in an <strong>Irish</strong> university. Previous to this he was<br />
Director <strong>of</strong> Special <strong>Education</strong> (2008-2016) in St. Patrick’s College, Drumcondra joining the College in 1998. He is a<br />
former primary school teacher. He has published in the areas <strong>of</strong> policy and practice in special education/learning<br />
support for mathematics, inclusion, leadership and early intervention. Dr Travers has been principal investigator<br />
on research projects for the National Council for Special <strong>Education</strong> (NCSE) and for the Department <strong>of</strong> <strong>Education</strong><br />
and Skills (DES). He teaches across a range <strong>of</strong> teacher education programmes from initial to postgraduate Diploma,<br />
Masters and Doctoral level.<br />
PAGE 153
<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
Dr. Karen Ní Chlochasaigh<br />
Lecturer / Acting Coordinator <strong>of</strong> M.Oid. san Oideachas Lán-Ghaeilge agus Gaeltachta, Mary Immaculate<br />
College, Limerick<br />
Dr. Karen Ní Chlochasaigh is a lecturer on the M.Oid. san Oideachas Lán-Ghaeilge agus Gaeltachta, Mary Immaculate<br />
College. She completed a postdoctoral study at the Institute <strong>of</strong> <strong>Education</strong>, Dublin City University and The <strong>Education</strong>al<br />
Research Centre, Drumcondra on the impact <strong>of</strong> immersion education on students attending <strong>Irish</strong> <strong>medium</strong> schools in<br />
disadvantaged areas. Karen has special interest in educational inclusion in an immersion setting, effective second<br />
language acquisition, building linguistic pr<strong>of</strong>iciency <strong>of</strong> immersion teachers and using digital technologies to support<br />
language teaching and learning. She is currently in an acting position as co-ordinator <strong>of</strong> the M.Oid. san Oideachas<br />
Lán-Ghaeilge agus Gaeltachta, MIC.<br />
An tUas. Seán Ó Broin<br />
Léachtóir, Coláiste na hOllscoile, Corcaigh<br />
Tá a shaol proifisiúnta ar fad caite aige ag múineadh Gaeilge agus ag cur na teanga chun cinn. Ó d’éirigh sé as a phost<br />
mar phríomhoide i Scoil Phobail Chionn tSáile tá sé ag obair i gColáiste na hOllscoile, Corcaigh mar léachtóir i Scoil<br />
an Oideachais agus mar theagascóir i Roinn na Gaeilge. Suim nach beag aige sa Ghaeloideachas agus faoi láthair tá<br />
sé mar chathaoirleach ar an mBord Bainistíochta i nGaelcholáiste Charraig Uí Leighin.<br />
Dr. Laoise Ní Thuairisg<br />
Assistant Pr<strong>of</strong>essor, School <strong>of</strong> Language, Literacy and Early Childhood <strong>Education</strong>, Institute <strong>of</strong> <strong>Education</strong>, DCU<br />
Laoise Ní Thuairisg is an Assistant Pr<strong>of</strong>essor in the School <strong>of</strong> Language, Literacy and Early Childhood <strong>Education</strong><br />
in Dublin City University. She is programmes chair <strong>of</strong> the Bachelor <strong>of</strong> <strong>Education</strong> in Gaeilge, and French, German<br />
or Spanish. She teaches courses in second language acquisition, bilingualism, the teaching <strong>of</strong> <strong>Irish</strong>, and teaching<br />
through <strong>Irish</strong>. Her research interests include language planning, language education and pr<strong>of</strong>essional development<br />
for teachers. She has recently completed a number <strong>of</strong> research projects on aspects <strong>of</strong> Gaeltacht education.<br />
Pr<strong>of</strong>essor Muiris Ó Laoire<br />
Pr<strong>of</strong>essor and Senior Lecturer, Department <strong>of</strong> Social Sciences, School <strong>of</strong> Health and Social Science, Institute<br />
<strong>of</strong> Technology, Tralee.<br />
Muiris Ó Laoire PhD is a Pr<strong>of</strong>essor and Senior Lecturer in the Department <strong>of</strong> Social Sciences in the School <strong>of</strong> Health and<br />
Social Sciences at the Institute <strong>of</strong> Technology, Tralee. A graduate <strong>of</strong> the National University <strong>of</strong> Ireland, he is author <strong>of</strong><br />
books, textbooks and several articles and chapters on multilingualism, bilingualism language policy and pedagogy. A<br />
former teacher <strong>of</strong> <strong>Irish</strong> and French for many years; prior to taking up a position in the Institute <strong>of</strong> Technology, Tralee he<br />
worked as a researcher in the Linguistics Institute <strong>of</strong> Ireland and the National Council <strong>of</strong> Curriculum and Assessment.<br />
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Tomás Mac Pháidín<br />
Director <strong>of</strong> Schools, Galway and Roscommon <strong>Education</strong> and Training Board<br />
Tomás Mac Pháidín is GRETB <strong>Education</strong> Officer and Director <strong>of</strong> Schools since 2013, managing 22 schools, 8 <strong>of</strong> which<br />
work through the <strong>medium</strong> <strong>of</strong> <strong>Irish</strong>, including 3 <strong>of</strong>f-shore island schools. For many years Tomás was principal <strong>of</strong> a large<br />
<strong>Irish</strong>-<strong>medium</strong> ETB school, a lecturer in NUIG, followed by some years as CEO acting <strong>of</strong> Galway City VEC.<br />
Tomás was appointed by NCCA, 2013–2016 to chair the national group developing new specifications for Junior Cycle<br />
<strong>Irish</strong>. In 2018, NCCA appointed Tomás as national chair leading specification development for Leaving Certificate<br />
<strong>Irish</strong>. He is chairperson <strong>of</strong> <strong>ETBI</strong>’s <strong>Irish</strong>-<strong>medium</strong> education network <strong>of</strong> 48 ETB schools. He is on the national board<br />
<strong>of</strong> Comhdháil Oileáin na hÉireann (<strong>Irish</strong> Islands’ Federation) and leads education policy development for European<br />
Small Island Federation (ESIN). Tomás has presented at conferences in Ireland and abroad on: Mentoring <strong>of</strong> beginning<br />
teachers; Effectiveness <strong>of</strong> Management; <strong>Irish</strong>-<strong>medium</strong> <strong>Education</strong> and Island <strong>Education</strong>.<br />
Tom P. Mac Pháidín<br />
Student, Mary Immaculate College, Limerick<br />
Tom, an alumnus <strong>of</strong> Coláiste na Coiribe, an <strong>Irish</strong>-<strong>medium</strong> ETB college, chose primary teaching as a career in 2017.<br />
He has developed research interest in <strong>Irish</strong>-<strong>medium</strong> education, including vulnerable island primary schools. Tom<br />
achieved a Gaeltacht academic 1st year scholarship to Mary Immaculate College (MIC). He attended Joint Oireachtas<br />
Committee on <strong>Education</strong> and Skills (JOCES) Island schools’ public hearing in 2017 and was instrumental in having<br />
island school’s challenges explored in 2018 within MIC Immersion <strong>Education</strong> Conference. He is currently pursuing<br />
research regarding European island primary schools, focusing on schools working within minority language contexts.<br />
Dr. Victor Bayda<br />
Language Planning Officer, South Kerry, Joint Gaeltacht Committee<br />
Victor graduated in 2004 from the Faculty <strong>of</strong> Philosophy at Moscow State University. He defended his PhD thesis in<br />
2009 and worked as a lecturer <strong>of</strong> <strong>Irish</strong> at the same university until 2019 when he was appointed Language Planning<br />
Officer for South Kerry. He is also a researcher at the Institute <strong>of</strong> Linguistics, Russian Academy <strong>of</strong> Sciences.<br />
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<strong>ETBI</strong> <strong>Journal</strong> <strong>of</strong> <strong>Education</strong> <strong>November</strong> <strong>2020</strong><br />
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<strong>Journal</strong> <strong>of</strong> <strong>Education</strong> Produced by <strong>Education</strong> and Training Boards Ireland<br />
<strong>November</strong> <strong>2020</strong>
