There has been a long history of early Irish language learning in Ireland as a result of Government policy to promote greater use of Irish. All children learn Irish in school from age 4–18 years. The majority learn Irish as a subject, typically for 30–40 minutes per day, and the levels of competence achieved are mostly disappointing. Approximately 6.7% of primary school children learn Irish in an immersion context, however, and these children achieve a high standard of communicative competence. In this paper we examine the impact of Government policy on the transfer of linguistic competence from the classroom to wider society in the context of a minority language that is becoming increasingly marginalised. We draw on data from three studies to explore the relationship between Irish-medium school attendance and the desire and opportunity to use Irish outside of school while attending school, and later as an adult. The first study also investigated students’ attitudes towards learning and using Irish. All three studies examined parents use of Irish in the home and the influence that the language spoken in their home during childhood and the language of their schooling had on their current language practices. Overall, Irish-medium schools are very successful in educating proficient speakers of Irish who have very positive attitudes towards Irish. These positive attitudes and proficiency do not necessarily transfer to use of Irish in the home. While attendance at an Irish-medium school as a child has a positive effect on later use of Irish, when former students become parents, the effect is quite small. The perennial challenge persists in transferring competence in a minority language acquired in school to the home and community.
This article describes findings from a qualitative study which focused on the professional experiences of post-primary teachers working in schools in Gaeltacht areas, regions where Irish is traditionally spoken as a community language. The research aimed to provide an in-depth analysis of the personal and professional challenges and advantages associated with the role of teacher in this unique educational setting and aimed also to investigate teachers’ engagement in professional support services available to them. This paper addresses the latter question by focusing on teachers’ experiences of continuing professional development (CPD). Findings from this research indicate that teachers’ engagement and participation in CPD is low due to their dissatisfaction with current provision. According to participants, current CPD services do not address the complex sociolinguistic environment in which their professional practice is situated or their professional development needs within this context. Suggestions for policy and practice in CPD directed at Gaeltacht and immersion teachers are also considered.
San alt seo, cuirtear i láthair taighde a rinneadh ar ghnéithe éagsúla de chur i bhfeidhm Scéim na gCúntóirí Teanga (an Scéim feasta) atá á reáchtáil ag an Roinn Turasóireachta, Cultúir, Ealaíon, Gaeltachta, Spóirt agus na Meán. Cuireann an Scéim, atá ar bun ó bhí 1999 ann, cúntóirí teanga ar fáil do scoileanna Gaeltachta d’fhonn an Ghaeilge a láidriú mar theanga labhartha i measc daltaí scoile sna ceantair sin. Ba é aidhm mhór an tionscadail taighde ná iniúchadh a dhéanamh ar staid reatha na Scéime agus ina dhiaidh sin moltaí chun feabhais a chur ar fáil. Úsáideadh ceistneoirí, agallaimh agus grúpaí fócais le sonraí a bhailiú ó pháirtithe leasmhara na Scéime. San alt seo, dírítear ar shonraí a bhaineann le féiniúlacht agus inspreagadh na gcúntóirí teanga a tháinig chun cinn sna grúpaí fócais ar ghlac 50 cúntóir páirt iontu. I gcomhthéacs na féiniúlachta, is iad na téamaí a d’eascair ó na comhráite ná féindearcadh na gcúntóirí orthu féin, a ról i suíomh na hoibre, agus ról na hoibre a dhéanann siad i dtacú leis an phobal lena mbaineann siad. I dtaca leis an inspreagadh, bhain na téamaí leis an teanga féin, na páistí a mbíonn siad ag obair leo, tacú le céad ghlún eile chainteoirí na Gaeilge agus todhchaí na Gaeltachta. Pléitear ráitis na gcúntóirí i gcomhthéacs na litríochta ar fhéiniúlacht teanga agus inspreagadh múinteoirí teanga, mar aon le cás na Gaeilge agus na Gaeltachta. [In this article we present data from a research project which reviewed various aspects of the implementation of Scéim na gCúntóirí Teanga (The Language Assistants Scheme), which is run by the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media. The Scheme, established in 1999, provides language assistants to Gaeltacht schools in order to strengthen spoken Irish among pupils in those regions. The main aim of the research was to evaluate the current state of the Scheme and to make recommendations for its enhancement. Questionnaires, interviews and focus groups were used to gather data from the Scheme’s stakeholders. The present article focuses on issues of identity and motivation which were discussed by the 50 language assistants who took part in the focus groups. In relation to identity, the themes that emerged were assistants’ self-image, their role in the workplace, and the role of the work they do to support their own community. As for motivation, the themes were connected to the language itself, the children they work with, supporting the next generation of Irish speakers, and the future of the Gaeltacht. The assistants’ statements are discussed in relation to the literatures on language identity and language teacher motivation, as well as the Irish language and the Gaeltacht.]
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