Dear Editor,
I would like to share my perspective regarding your piece titled “Fluent Irish requirement ‘a barrier’ to more working-class young individuals pursuing a teaching career” (Education, October 9th). Whilst the headline boldly implies that efforts to nurture the Irish language creates a hurdle towards social advancement, effectively contributing to class disparity in Ireland, the narrative within paints a slightly varied picture.
The heart of the story celebrates the commendable accomplishment of a woman with working-class roots who has made her mark in the educational sector as a teacher. Interestingly, her journey was made possible through Irish-medium schools at both the primary and secondary stages, which the article seems to overlook as a potential reason for her success.
Evidence shows that a considerable number of Irish citizens rally behind initiatives bolstering the Irish language, advocating for its continued vigour, not just as a subject in schools instructing in English, but also within Irish-medium schools.
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However, it’s unsettling to observe a decline, both relatively and absolutely, in pupil count in Gaelscoileanna. There is an almost non-existent support system for Irish teachers in other schools. It has become an unattainable hope for several students to further their education in Irish-medium secondary schools in numerous regions across the country due to a deficiency of such institutions.
Therefore, maybe it’s time that a broader system of resources is in place to encourage potential teachers of all communities to participate in this endeavour if that is their desire.
This situation would obviously mandate a revision of your headline to something more apt, such as “Limited investment in schools in areas inhabited by the working class prevents youngsters from considering teaching as a potential career path”.
Your editorial team will have to make a choice between these two perspectives, contingent on their perspective of the Irish language – a valuable asset for all, or merely a hindrance to growth, an easy target for the blame for broader political shortcomings. – Faithfully yours,
JOHN HARRINGTON,
Director,
Ysgol Graddedigion Gwyddorau Cymdeithasol Cymru
(Welsh Graduate School for the Social Sciences),
Cardiff University,
Wales.
A chara, – The chosen title for the article does not accurately mirror the content encapsulated within.
The suggestion that competence in Gaeilge is the sole obstacle for individuals from less affluent backgrounds seeking entry into tertiary-level teaching courses is flawed, as per the report from DCU’s Educational Disadvantage Centre which highlights fluency as only one among several barriers.
As an ex-pupil of a Gaelscoil situated in an deprived region, I am surprised that such contention precedes the headline of this type of story. It goes without saying that possessing proficiency in the subjects one intends to teach, including Irish, is essential for the role of a teacher. I eagerly await an article condemning the absence of expertise in biology as a hindrance to join the medical field. – Yours faithfully,
FÉLIM Ó MAOLMHÁNA,
Leamhcán,
Co Átha Cliath.