Students’ Experiences of the Teaching and Learning of Irish in Designated Disadvantaged Schools

Katriona O’Sullivan; Niamh Bird; Gareth Burns

doi:doi:10.11648/j.ijecs.20190405.13

| Peer-Reviewed |

Students’ Experiences of the Teaching and Learning of Irish in Designated Disadvantaged Schools

Katriona O’Sullivan, Niamh Bird, Gareth Burns

Received: 27 September 2019 Accepted: 12 October 2019 Published: 28 October 2019

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Irish policy is increasingly focused on addressing the lack of teacher diversity. However, persistent challenges remain around the high standard of Irish required to enter primary level Initial Teacher Education (ITE) and the quality of Irish language teaching in schools that are designated disadvantaged in Ireland. This research aims to explore the relationship between these variables. Students from groups currently underrepresented in ITE and who are participating in a Foundation Course for Initial Teacher Education (FCITE) described their experiences of learning Irish in schools that are designated as disadvantaged, and then their journey through Irish language learning on the FCITE. Participants described largely negative experiences of learning Irish in school which contrasted with positive experiences of learning Irish while on the FCITE. Participants believed the communities they came from, and schools they attended, influenced the quality of teaching received; while teacher expectations of their language capabilities, and consequently their language proficiency impacted upon their Irish language learning. The findings indicate that specific measures should be put in place along the continuum of teacher education to ensure that there is an emphasis placed on not only improving the quality of Irish language teaching in schools located in communities experiencing social and economic inequality, but the parallel need to develop a model of social and political criticality amongst student and practicing teachers that addresses the problematic assumptions observed in this research about students’ language learning capabilities.

DOI	10.11648/j.ijecs.20190405.13
Published in	International Journal of Education, Culture and Society (Volume 4, Issue 5, October 2019)
Page(s)	87-97
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Education, Access to Higher Education, Foundation Course for Initial Teacher Education, Irish Language Teaching and Learning, Qualitative Analysis, Online Questionnaire

References

[1]	Committee on Irish Language Attitudes Research (CILAR). 1975. Report. Dublin: Stationery Office.
[2]	Ó Riagáin, P. 2007. “Relationships Between Attitudes to Irish, Social Class, Religion and National Identity in the Republic of Ireland and Northern Ireland.” International Journal of Bilingual Education and Bilingualism 10 (4): 369–393. http://doi.org/10.2167/beb450.0.
[3]	Murtagh, L. 2007. “Out-of-School Use of Irish, Motivation and Proficiency in Immersion and Subject-only Post-primary Programmes.” International Journal of Bilingual Education and Bilingualism 10 (4): 428–453. doi: 10.2167/beb453.0.
[4]	Smyth, E., S. McCoy, S., and G. Kingston, G. 2015. Learning from the Evaluation of DEIS. Dublin: Economic and Social Research Institute.
[5]	Keane, E., & Heinz, M. 2016. “Excavating an injustice?: nationality/ies, ethnicity/ies and experiences with diversity of initial teacher education applicants and entrants in Ireland in 2014. European Journal of Teacher Education 39 (4): 507-527.
[6]	Burns, G. 2018. “Teachers from Diverse Backgrounds: ‘Making a Different Kind of Difference’.” International Conference on Engaging Pedagogy DCU, St Patrick's Campus, 1-19. http://icep.ie/paper-template/?pid=226.
[7]	Villegas, A., and J. Irvine. 2010. “Diversifying the Teaching Force: An Examination of Major Arguments.” The Urban Review 42: 175–192.
[8]	Keane, E., & Heinz, M. 2015. “Diversity in Initial Teacher Education in Ireland: The Socio-Demographic Backgrounds of Postgraduate Post-Primary Entrants in 2013 and 2014” Irish Educational Studies 34 (3): 281-301.
[9]	Harris, J., P. Forde, P. Archer, S. Nic Fhearaile, and M. O’Gorman. 2006. Irish in Primary-Schools: Long-Term National Trends in Achievement. Dublin: DES.
[10]	Department of Education and Skills. (DES). 2005. Beginning to Teach: Newly Qualified Teachers in Primary Schools. Dublin: Stationery Office.
[11]	Inspectorate of Department of Education and Science. (DES). 2007. Irish in the Primary School. Dublin: Inspectorate of DES.
[12]	Mac Donnacha, S., F. Ní Chualáin, A. Ní Shéaghdha, and T. Ní Mhainín. 2005. Staid Reatha na Scoileanna Gaeltachta: A Study of Gaeltacht schools 2004. Dublin: An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.
[13]	National Council for Curriculum and Assessment. (NCCA). 2008. Primary Curriculum Review, Phase 2: Final Report and Recommendations. Dublin: NCCA.
[14]	Ní Shéaghdha, A. 2010. Taighde ar dhea-chleachtais bhunscoile i dtaca le saibhriú/sealbhú agus sóisialú teanga do dhaltaí arbh í an Ghaeilge a gcéad teanga. Dublin: An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.
[15]	Ó Duibhir, P. 2009. “The Spoken Irish of Sixth Class Pupils in Irish Immersion Schools.” PhD diss, Trinity College, Dublin.
[16]	Inspectorate of Department of Education and Skills. 2013. Chief Inspector’s Report 2010–2012. Dublin: Inspectorate of DES.
[17]	European Commission. (2012). “Europeans and their Languages. Special Eurobarometer 386.” Accessed 15 June 2014 at http://ec.europa.eu/public_opinion/archives/ebs/ebs_386_en.pdf.
[18]	Ó’ Ceallaigh, T. J., and Ní Dhonnabháin, A. 2015. “Reawakening the Irish Language through the Irish Education System: Challenges and Priorities.” International Electronic Journal of Elementary Education 8 (2), 179-198.
[19]	National Council for Curriculum and Assessment. (NCCA). 2015. Primary Language Curriculum. Dublin: NCCA.
[20]	Central Statistics Office. 2011. Census 2011 Profile 9 What We Know - Education, Skills and the Irish Language. Central Statistics Office. http://www.cso.ie/en/census/census2011reports/census2011profile9whatweknow-educationskillsandtheirishlanguage/.
[21]	Ó Giollagáin, C., and S. Mac Donnacha. 2008. “The Gaeltacht Today.” In A New View of the Irish Language, edited by C. Nic Pháidín and S. Ó Cearnaigh, 108–120. Dublin: Cois Life.
[22]	Harris, J. 2007. “Bilingual Education and Bilingualism in Ireland North and South.” International Journal of Bilingual Education and Bilingualism 10 (4): 359–368. doi: 10.2167/beb449.0.
[23]	Government of Ireland. (2010). 20 Year Strategy for Irish 2010–2030. Dublin: Government of Ireland. http://www.ahg.gov.ie/ie/Straiteis20BliaindonGhaeilge2010 2030/Foilseachain/Strait%C3%A9is%2020%20Bliain%20-%20Leagan%20Gaeilge.pdf.
[24]	Údarás na Gaeltachta. 2019. “Gaeltacht Locations and Profiles.” Accessed July 28 2019. http://www.udaras.ie/en/an-ghaeilge-an-ghaeltacht/an-ghaeltacht/.
[25]	Parsons, C. E., and F. Lyddy. 2015. “A Longitudinal Study of Early Reading Development in Two Languages: Comparing Literacy Outcomes in Irish Immersion, English Medium and Gaeltacht Schools.” International Journal of Bilingual Education and Bilingualism, 1–19. doi: 10.1080/13670050.2015.1019412.
[26]	MORI Ireland. 2005. Turning On and Tuning In to Irish Language Radio in the 21st Century. Dublin: MORI Ireland. https://www.ipsos-mori.com/Assets/Docs/Archive/Polls/irish_language_survey_jan_05.pdf.
[27]	Irish National Teachers’ Organisation. (INTO). 2010. 61% in support of Irish as a compulsory subject. Accessed 26 August 2019, http://cnmg.ie/index.php?route=news/board/viewandnews_id=3.
[28]	Harris, J. 1988. “Spoken Irish in the Primary School System.” The International Journal of the Sociology of Language, 70: 69-87.
[29]	Harris, J. 1991. “The Contribution of Primary Schools to the Maintenance of Irish.” In Ethnic Minority Languages and Education, edited by S. Kroon and Jaspaert, K. (Eds.). Amsterdam: Swets and Zeitlinger.
[30]	Harris, J., and L. Murtagh. 1999. Teaching and Learning Irish in Primary School: A Review of Research and Development. Research Report 25. Dublin: Institiúid Teangeolaíochta Éireann.
[31]	Péterváry, T, B. Ó Curnáin, C. Ó Giollagáin,, and J. Sheahan. 2014. Iniúchadh ar an gcumas dátheangach: An sealbhú teanga i measc ghlúin óg na Gaeltachta. Dublin: An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.
[32]	Hickey, R. 2009. “Language use and attitudes in Ireland: A preliminary evaluation of survey results.” In B. Ó Catháin (Ed.). Sochtheangeolaíocht na Gaeilge, Léachtaí Cholm Cille, 39, 62-89.
[33]	Department of Education and Skills. (DES). 2015. Review of Education in the Gaeltacht: Review of National Literature. Dublin: DES.
[34]	Ó Giollagáin, C., Mac Donnacha, S., Ní Chualáin, F., Ní Shéaghdha, A. and O’ Brien, M. 2007. Comprehensive Linguistic Study of the Use of Irish in the Gaeltacht: Principal Findings and Recommendations. Dublin: Brunswick Press.
[35]	Ó Giollagáin, C. and M. Charlton. 2015. The update to the comprehensive linguistic study on the usage of Irish in the Gaeltacht: 2006-2011. Na Forbacha, Galway: Údarás na Gaeltachta.
[36]	McCoy, S., E. Smyth, and J. Banks. 2012. The Primary Classroom: Insights from the Growing Up in Ireland Study. Dublin: ESRI.
[37]	National Council for Curriculum and Assessment. (NCCA). 1999. Primary School Curriculum. Dublin: Stationery Office.
[38]	Ó Duibhir, P. 2016. “Foghlaim chomhtháite ábhar agus teanga i gclár oideachais tosaigh do mhúinteoirí bunscoile.” TEANGA 24: Bliainiris na Teangeolaíochta Feidhmí in Éirinn (24). pp. 1-14.
[39]	Department of Education and Skills. (DES). 2007. Irish in the Primary School. Dublin: Stationery Office.
[40]	Dörnyei, Z. 2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. 1st ed. New York: Routledge.
[41]	Williams, M., and R. L. Burden. 1997. Psychology for Language Teachers: A Social Constructivist Approach. Cambridge: Cambridge University Press.
[42]	Andrews, S., 2001. The language awareness of the L2 teacher: Its impact upon pedagogical practice. Language awareness, 10 (2-3), pp.75-90.
[43]	Dörnyei, Z., and K. Csizér. 1998. “Ten Commandments for Motivating Language Learners: Results of an Empirical Study.” Language Teaching Research 2 (3): 203–229. doi: 10.1177/136216889800200303.
[44]	Burns, G. 2016. “Pedagogies of Sameness and Care: The Daily Practices of Early Career Primary Teachers in DEIS schools.” Irish Teachers’ Journal 4 (1): 93-111.
[45]	Banks, J., M. Shevlin, and S. McCoy. 2012. “Disproportionality in Special Education: Identifying Children with Emotional Behavioural Difficulties in Irish Primary Schools.” European Journal of Special Needs Education 27 (2): 219–235. doi: 10.1080/08856257.2012.669111.
[46]	Ó Duibhir, P. and Cummins, J. 2013. Towards an Integrated Language Curriculum in Early Childhood and Primary Education (3-12 years). Dublin: NCCA.
[47]	Department of Education and Skills. (DES). 2011. Literacy and Numeracy for Learning and for Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020. Dublin: Stationery Office. https://www.education.ie/en/Publications/Policy-Reports/lit_num_strategy_full.pdf.
[48]	Teaching Council of Ireland. 2011. Teaching Council Policy on the Continuum of Teacher Education. Dublin: Teaching Council of Ireland.
[49]	Edwards, J. (2009). Language and Identity. Cambridge: Cambridge University Press.
[50]	Watson, I., and M. Nic Ghiolla Phádraig. 2011. “Linguistic Elitism: The Advantage of Speaking Irish Rather than the Irish- Speaker Advantage.” The Economic and Social Review 42 (4): 437–454.
[51]	O' Sullivan, K. and G. Burns, 2018. “Turn to Teaching: Diversifying Initial Teacher Education.” In: Ireland's Yearbook of Education 2018, 2019, edited by Brian Mooney, 33-37. Dublin: Education Matters.
[52]	Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division, 2001. Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press.
[53]	de Spáinn, J. 2016. A Vision for the Irish Language: Transforming the Teaching of Irish and other Languages. In: Ireland's Yearbook of Education 2018, 2019, edited by Brian Mooney, 33-36. Dublin: Education Matters.

Cite This Article

Plain Text BibTeX RIS

APA Style

Katriona O’Sullivan, Niamh Bird, Gareth Burns. (2019). Students’ Experiences of the Teaching and Learning of Irish in Designated Disadvantaged Schools. International Journal of Education, Culture and Society, 4(5), 87-97. https://doi.org/10.11648/j.ijecs.20190405.13

Copy | Download

ACS Style

Katriona O’Sullivan; Niamh Bird; Gareth Burns. Students’ Experiences of the Teaching and Learning of Irish in Designated Disadvantaged Schools. Int. J. Educ. Cult. Soc. 2019, 4(5), 87-97. doi: 10.11648/j.ijecs.20190405.13

Copy | Download

AMA Style

Katriona O’Sullivan, Niamh Bird, Gareth Burns. Students’ Experiences of the Teaching and Learning of Irish in Designated Disadvantaged Schools. Int J Educ Cult Soc. 2019;4(5):87-97. doi: 10.11648/j.ijecs.20190405.13

Copy | Download

@article{10.11648/j.ijecs.20190405.13,
  author = {Katriona O’Sullivan and Niamh Bird and Gareth Burns},
  title = {Students’ Experiences of the Teaching and Learning of Irish in Designated Disadvantaged Schools},
  journal = {International Journal of Education, Culture and Society},
  volume = {4},
  number = {5},
  pages = {87-97},
  doi = {10.11648/j.ijecs.20190405.13},
  url = {https://doi.org/10.11648/j.ijecs.20190405.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20190405.13},
  abstract = {Irish policy is increasingly focused on addressing the lack of teacher diversity. However, persistent challenges remain around the high standard of Irish required to enter primary level Initial Teacher Education (ITE) and the quality of Irish language teaching in schools that are designated disadvantaged in Ireland. This research aims to explore the relationship between these variables. Students from groups currently underrepresented in ITE and who are participating in a Foundation Course for Initial Teacher Education (FCITE) described their experiences of learning Irish in schools that are designated as disadvantaged, and then their journey through Irish language learning on the FCITE. Participants described largely negative experiences of learning Irish in school which contrasted with positive experiences of learning Irish while on the FCITE. Participants believed the communities they came from, and schools they attended, influenced the quality of teaching received; while teacher expectations of their language capabilities, and consequently their language proficiency impacted upon their Irish language learning. The findings indicate that specific measures should be put in place along the continuum of teacher education to ensure that there is an emphasis placed on not only improving the quality of Irish language teaching in schools located in communities experiencing social and economic inequality, but the parallel need to develop a model of social and political criticality amongst student and practicing teachers that addresses the problematic assumptions observed in this research about students’ language learning capabilities.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Students’ Experiences of the Teaching and Learning of Irish in Designated Disadvantaged Schools
AU  - Katriona O’Sullivan
AU  - Niamh Bird
AU  - Gareth Burns
Y1  - 2019/10/28
PY  - 2019
N1  - https://doi.org/10.11648/j.ijecs.20190405.13
DO  - 10.11648/j.ijecs.20190405.13
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 87
EP  - 97
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20190405.13
AB  - Irish policy is increasingly focused on addressing the lack of teacher diversity. However, persistent challenges remain around the high standard of Irish required to enter primary level Initial Teacher Education (ITE) and the quality of Irish language teaching in schools that are designated disadvantaged in Ireland. This research aims to explore the relationship between these variables. Students from groups currently underrepresented in ITE and who are participating in a Foundation Course for Initial Teacher Education (FCITE) described their experiences of learning Irish in schools that are designated as disadvantaged, and then their journey through Irish language learning on the FCITE. Participants described largely negative experiences of learning Irish in school which contrasted with positive experiences of learning Irish while on the FCITE. Participants believed the communities they came from, and schools they attended, influenced the quality of teaching received; while teacher expectations of their language capabilities, and consequently their language proficiency impacted upon their Irish language learning. The findings indicate that specific measures should be put in place along the continuum of teacher education to ensure that there is an emphasis placed on not only improving the quality of Irish language teaching in schools located in communities experiencing social and economic inequality, but the parallel need to develop a model of social and political criticality amongst student and practicing teachers that addresses the problematic assumptions observed in this research about students’ language learning capabilities.
VL  - 4
IS  - 5
ER  -

Copy | Download

Author Information

Katriona O’Sullivan

Department of Adult and Community Education, North Campus, Maynooth University, Maynooth, Ireland
Niamh Bird

Department of Adult and Community Education, North Campus, Maynooth University, Maynooth, Ireland
Gareth Burns

Department of Adult and Community Education, North Campus, Maynooth University, Maynooth, Ireland

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Katriona O’Sullivan, Niamh Bird, Gareth Burns. (2019). Students’ Experiences of the Teaching and Learning of Irish in Designated Disadvantaged Schools. International Journal of Education, Culture and Society, 4(5), 87-97. https://doi.org/10.11648/j.ijecs.20190405.13

Copy | Download

ACS Style

Katriona O’Sullivan; Niamh Bird; Gareth Burns. Students’ Experiences of the Teaching and Learning of Irish in Designated Disadvantaged Schools. Int. J. Educ. Cult. Soc. 2019, 4(5), 87-97. doi: 10.11648/j.ijecs.20190405.13

Copy | Download

AMA Style

Katriona O’Sullivan, Niamh Bird, Gareth Burns. Students’ Experiences of the Teaching and Learning of Irish in Designated Disadvantaged Schools. Int J Educ Cult Soc. 2019;4(5):87-97. doi: 10.11648/j.ijecs.20190405.13

Copy | Download

@article{10.11648/j.ijecs.20190405.13,
  author = {Katriona O’Sullivan and Niamh Bird and Gareth Burns},
  title = {Students’ Experiences of the Teaching and Learning of Irish in Designated Disadvantaged Schools},
  journal = {International Journal of Education, Culture and Society},
  volume = {4},
  number = {5},
  pages = {87-97},
  doi = {10.11648/j.ijecs.20190405.13},
  url = {https://doi.org/10.11648/j.ijecs.20190405.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20190405.13},
  abstract = {Irish policy is increasingly focused on addressing the lack of teacher diversity. However, persistent challenges remain around the high standard of Irish required to enter primary level Initial Teacher Education (ITE) and the quality of Irish language teaching in schools that are designated disadvantaged in Ireland. This research aims to explore the relationship between these variables. Students from groups currently underrepresented in ITE and who are participating in a Foundation Course for Initial Teacher Education (FCITE) described their experiences of learning Irish in schools that are designated as disadvantaged, and then their journey through Irish language learning on the FCITE. Participants described largely negative experiences of learning Irish in school which contrasted with positive experiences of learning Irish while on the FCITE. Participants believed the communities they came from, and schools they attended, influenced the quality of teaching received; while teacher expectations of their language capabilities, and consequently their language proficiency impacted upon their Irish language learning. The findings indicate that specific measures should be put in place along the continuum of teacher education to ensure that there is an emphasis placed on not only improving the quality of Irish language teaching in schools located in communities experiencing social and economic inequality, but the parallel need to develop a model of social and political criticality amongst student and practicing teachers that addresses the problematic assumptions observed in this research about students’ language learning capabilities.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Students’ Experiences of the Teaching and Learning of Irish in Designated Disadvantaged Schools
AU  - Katriona O’Sullivan
AU  - Niamh Bird
AU  - Gareth Burns
Y1  - 2019/10/28
PY  - 2019
N1  - https://doi.org/10.11648/j.ijecs.20190405.13
DO  - 10.11648/j.ijecs.20190405.13
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 87
EP  - 97
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20190405.13
AB  - Irish policy is increasingly focused on addressing the lack of teacher diversity. However, persistent challenges remain around the high standard of Irish required to enter primary level Initial Teacher Education (ITE) and the quality of Irish language teaching in schools that are designated disadvantaged in Ireland. This research aims to explore the relationship between these variables. Students from groups currently underrepresented in ITE and who are participating in a Foundation Course for Initial Teacher Education (FCITE) described their experiences of learning Irish in schools that are designated as disadvantaged, and then their journey through Irish language learning on the FCITE. Participants described largely negative experiences of learning Irish in school which contrasted with positive experiences of learning Irish while on the FCITE. Participants believed the communities they came from, and schools they attended, influenced the quality of teaching received; while teacher expectations of their language capabilities, and consequently their language proficiency impacted upon their Irish language learning. The findings indicate that specific measures should be put in place along the continuum of teacher education to ensure that there is an emphasis placed on not only improving the quality of Irish language teaching in schools located in communities experiencing social and economic inequality, but the parallel need to develop a model of social and political criticality amongst student and practicing teachers that addresses the problematic assumptions observed in this research about students’ language learning capabilities.
VL  - 4
IS  - 5
ER  -

Copy | Download