Definitions: Endangered – at risk; cutting back – reducing; promised – guaranteed; indication or description – no hint; acquisition – procurement; jurisdictions – areas of authority; shortage – deficiency; summary – synopsis.
Repeated warnings have been issued regarding the potential peril faced by Irish as a language within the educational context. The progress, development and broadening of Irish language education, which has happened over the past half century, is slowly getting eroded.
The approval for exemptions from studying Irish has surged dramatically in recent times, putting the future of the once booming naíonraí system in jeopardy. Clock hours dedicated to teaching Irish in primary education have undergone further reductions. Procedures concerning the initiation of new Irish language schools have been altered, stalling the growth of Irish language education, despite the apparent demand.
Doubts also persist about the inadequacy of support provided to emerging communities for learning the Irish language, coupled with a notable deficit of professional educators across the sector.
How can I convince banking institutions and tax authorities that the money in my possession are legacies from my late mother?
Discoveries from the electoral outcome, like the stark drop in Sinn Féin backing
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In 2017, the Irish language community welcomed the Policy on Gaeltacht Education. Currently, the Department of Education is devising a scheme for teaching Irish outside Gaeltacht regions. Educators and linguists are vocal about its pressing necessity. Although the particulars of such a policy are yet to be made public, the report penned during its planning stages puts forth insightful and considered suggestions.
The recommendations came from Acquisition – a research units studying Irish teaching at Dublin City University. Even though the project was commissioned by the Department of Education last year, its most recent release was on the Department’s web portal.
The report summarises advice gathered during consultations on a policy for teaching Irish outside Gaeltacht regions. It adds to the list of publications from Sealbhú suggesting transformative changes to Irish language teaching. Researchers drew their conclusions on the back of an analysis of approximately 10,500 completed questionnaires and nearly 160 submissions, along with scrutiny of 25 focus groups. They also examined the immersion education practices in 10 different jurisdictions.
The principal finding is that the quantity of learning platforms should be considerably expanded, to enable every parent to opt for Irish-medium schooling for their offspring, from early years to secondary level. This was reportedly the ‘unequivocal message’ conveyed by respondents, who also emphasised the requirement for ‘additional naíonraí, primary and secondary establishments’.
A proposed solution is the provision of a future-oriented plan outlining immersion teaching approaches and outlining deadlines for target numbers of pupils engaging in Irish-medium education. Global comparisons drawn from the Acquisition analysis suggest that immersion teaching methods prove most fruitful in achieving language fluency for second language learners in minority languages.
Better outcomes are reported in language acquisition through full immersion or discrete instructional environments over streams or units. The authors recognised that, although the rise in Irish-medium education has decelerated over the past 15 years, there is consensus among consultation participants that “the current system falls short” of meeting demand. They recommend legislative support for parents demanding Irish-medium instruction for their children and legal obligations for relevant bodies to meet those needs.
Examples can be seen in the Basque Country and Scotland where legal entitlements oblige authorities to provide educational support in the preferred language and answer calls for immersive instruction. Major barriers to participation in Irish-medium instruction include the lack of sufficient venues or those located too remotely, resulting in “an sizeable group” being denied access to education in Irish. Reports suggest that the admissions policies form a barrier to open access to Irish-medium instruction in certain schools.
Authors suggested that learning environments be inclusive, multilingual and universally welcoming. They also noted that pupils from disadvantaged socio-economic backgrounds appear to fare just “as proficiently or outperform” regular curriculum classmates. They also refute any notion that Irish-medium instruction isn’t beneficial for those with special educational needs and suggest immersion instruction can positively impact these individuals with the right support mechanisms.
In an attempt to foster a more embracing learning environment in immersion schools, the adaptation of a more inclusive approach has been suggested. To ensure every student’s needs are taken care of, schools have been advised to provide relevant support.
In addition, concerns were brought up over how much aid is given to individuals learning a second language. Targeted at individuals below the age of 14 who endeavour to join a Welsh-dominant school in Wales, comprehensive language courses are made available. This programme is also open to immigrants, proving its versatility.
It has been proposed that a public campaign ought to be initiated, communicating the advantages of bilingualism. The aim is to reassure parents that knowing Irish firsthand isn’t a prerequisite for their offspring to gain from an education predominantly in Irish.
Staff recruitment stands as crucial as well. Immersion educator provision, whether here or abroad, proves to be quite challenging. However, an exception lies in the Basque Country, where there is no shortage of Basque-speaking talents, courtesy of an effective immersion education system. In the late 20th century, a substantial amount of money was funnelled towards offering teachers sabbatical schemes, a model which Wales has begun to follow.
Feedback from non-Irish speaking teachers during the consultation revealed their interest in teaching at Irish-dominant schools, given they had more confidence in their Irish language skills. Educators have acknowledged gaps in their practices and are looking forward to more opportunities for professional advancement provided by educators with an aptitude for immersion education.
To address the current deficit and accommodate an expanding sector, Irish medium pre-service and in-service courses have been called for. Julian de Spáinn, general secretary of Conradh na Gaeilge, responded to the report suggesting he’d like the recommendations to make their way into the Department’s upcoming draft policy. Gaeloideachas, an organisation backing the growth of Irish-dominant early and primary education, also endorsed this sentiment.
Deputy CEO of Gaeloideachas, Clare Spáinneach, expressed the need for specific measures to address the recruitment issue. The report has rekindled hope amongst those who have been advocating for the language strengthening within the education system. The report assertively suggests changes that could transform the language’s standing, raising an essential question as to whether these will be accepted.