To access the articles below, registered teachers must be logged in to the Teaching Council’s online library here.
A step-by-step guide to accessing the online library can be found here.
Early Reading Strategies in Irish and English: Evidence from Error Types.
Reading in a Foreign Language, 21(1), 22-36, Parsons, C., Lyddy, F. 2009.
This study examined the reading strategies children used in response to English and Irish words (presented in isolation), through an analysis of their oral reading errors. Children in their fourth year of schooling attending English-medium schools, immersion schools, and Irish-medium schools in Irish-speaking (Gaeltacht) regions participated. Overall, the children made significantly more real-word errors on the English task compared with the Irish task and significantly more non-word errors on the Irish task compared with the English task. These findings suggest that children learning to read in English and Irish may adopt different strategies when faced with unfamiliar words from each language.
Precision teaching through Irish: effects on isolated sight word reading fluency and contextualised reading fluency.
Irish Educational Studies, 37(3), 391-410, Mannion, L. and Griffin, C. 2018.
The current study examines the impact of a three-week precision teaching (PT) intervention programme through the Irish language on a group of primary school pupils’ Irish reading fluency. The experimental group was exposed to the PT programme, which focused on isolated Irish vocabulary, while the control group experienced typical teaching of Irish. The results of a one-way multivariate analysis of variance and a series of dependent-samples t-tests revealed that in contrast to the control group, the experimental group exhibited a significant increase in both isolated sight word reading fluency and contextualised reading fluency following the intervention. This study emphasises the potential value of utilising PT to aid second language learning, not only for increasing isolated sight word reading fluency, but also for enhancing contextualised reading fluency.
The following articles are not available through the Teaching Council’s online library, but are freely available through open access databases via the links provided:
Irish Educational Studies, MacKenzie, A., O’Keeffe, J., Thurston, A., O’Neill, N. 2022.
Educating children in an immersive language setting, particularly in a minority or endangered language, is still regarded as disadvantageous to the learner, and that bilingual language education will hinder academic attainment, including maths. We present findings from thematic interviews with 11 primary teachers’ perceptions on the challenges of teaching maths in Irish, and how to help the sector develop language skills in, and resources for, teaching maths in the primary curriculum in Northern Ireland. The challenges that emerged from the thematic interviews, include finding teachers with the requisite language skills to teach maths, training and support for Irish-speaking maths teachers, and how children can acquire the right kind of fluency to engage in maths learning.
Irish Educational Studies, Mac Gearailt, B., Mac Ruairc, G., Murray, C., 2021.
A core imperative underpinning this article is to explicate a strong case for the connection between Irish-medium education and international research on Content and Language Integrated Learning (CLIL), a field that encompasses the cognate area of immersion education best practice and draws on the theory and practice of language acquisition, teaching and learning. The authors contend that if the language learning outcomes of students in Irish-medium education, particularly at the post-primary level, are to be maximised, now is an opportune time, if not the last chance, to truly actualise CLIL.
International Journal of Bilingual Education and Bilingualism, 19(5), 511-529, Parsons, C. and Lyddy, F. 2015.
Schools in Ireland vary in how they introduce reading in the two official languages, Irish and English. There is particular variability within immersion (Irish medium) schools. Some introduce Irish reading first (IRF) and others English reading first (ERF). Comparing the Irish-medium groups on English reading, the Gaeltacht group initially lagged behind the others, but there was no difference by the fourth year of schooling. These findings suggest that the language in which reading is formally introduced is not critical to later reading attainment. Furthermore, teaching through Irish was associated with Irish language advantages, without detriment to English reading skill as measured here.
International Journal of Bilingual Education and Bilingualism, 10(4), 471-493, Hickey, T. 2007.
In this examination of fluency, Ehri's theory of word recognition development is considered in relation to some of the reading mistakes of young L2 readers of Irish. A brief outline of Irish orthography presents some of the difficulties children encounter when learning Irish reading. The presentation of the most frequent Irish words in a special corpus of books aimed at early readers of Irish allows a consideration of ways of promoting deeper analysis of these words. This is what facilitates automatic and accurate word recognition and underpins the decoding skills that make independent reading in the L2 less laborious and more effective.
Language Culture and Curriculum, 30(1), 1-15, Moriarty, M., 2016.
This article provides an analysis of a study on rap as a resource for a more flexible approach to the teaching of Irish. The data show that the use of transglossic resources does foster a more positive ideological position for the language both in the classroom and in the students’ social environment. Also, it demonstrates the capacity of rap to provide a space in which even the most limited Irish language resources can be mobilised.
Language Teaching, 56(1), 41-72, Batardiére, M., Berthaud, S., Catibusic, B., Flynn, C., 2023.
This article reviews research on language teaching and learning in Ireland published during the period 2012–2021 and discusses relevant work disseminated primarily in peer-reviewed journals (national and international), as well as in books, commissioned reports and chapters in edited volumes. The research and policy documents presented concern the teaching and learning of Irish, English and Modern Foreign Languages as second and/or additional languages across all levels of education. They address language teacher training contexts as well. This review of research demonstrates the extent to which recent inquiries in these domains have advanced knowledge and practice in the Irish context and have also informed the international research community more generally.
Language Awareness, 26(1), 1-22, Ní Dhiorbhain, A., Ó Duibhir, P., 2016.
This article focuses on qualitative self-report data from a mixed-methods study which investigated Grade five and six (n = 274), 11–12-year-old, Irish-medium (IM) immersion students’ improvement in linguistic accuracy in response to an explicit-inductive approach to form-focused instruction (FFI). A series of typographically enhanced PowerPoint slides were designed to explicitly draw students’ attention to the genitive case in Irish over a four-week period. Students engaged in collaborative meta-talk with teacher and peers to construct rule-based knowledge and they recorded their findings in a reflective language journal. Student feedback indicates the potential effectiveness of an explicit-inductive approach to improve student language awareness and grammatical accuracy in immersion education.
Articles/ Research Publications in Irish
COGG, Stenson, N., Hickey, T., 2019.
This book (available in both English and Irish) considers the challenges and benefits in teaching Irish reading to learners. Chapters 2 and 3 explore teachers' experience of teaching reading in Irish, and the importance of explicitly teaching beginners how to decode Irish orthography. Chapters 5 to 7 look first at the relationship of sound to spelling in Irish consonants and vowels, and then at the relationship of spelling to sound, and offers guidelines for teaching consonant and vowels spellings. Chapter 8 considers exceptions and dialect variations, as well as patterned irregularities. Chapter 9 presents thirty exercises that teachers can adapt in short lessons that help children to handle the decoding of words in Irish more accurately and systematically. This book can be downloaded from: https://www.cogg.ie/wp-content/uploads/Understanding-Irish-Spelling.pdf (English version) https://www.cogg.ie/wp-content/uploads/Tuiscint-ar-Litri%C3%BA-na-Gaeilge-1.pdf (Irish version)
COGG, Ó Ceallaigh, T., Ó Laoire, M. 2021
This booklet, published in 2021, is a collection of selected papers from the Second All-Ireland Research Conference on Immersion Education, organised by T.J. Ó Ceallaigh and Muiris Ó Laoire.
Gaeloideachas, Nic Aindriú, S., Ó Duibhir, P., 2022.
Sa taighde seo a choimisiúnaigh Gaeloideachas, déantar imscrúdú ar na hacmhainní measúnaithe agus teagaisc atá riachtanach do scoileanna lán-Ghaeilge agus Gaeltachta chun freastal cuí a dhéanamh ar scoláirí a bhfuil riachtanais bhreise oideachais acu.
This research, commissioned by Gaeloideachas, investigates the assessment and teaching resources required for Irish-medium and Gaeltacht schools to cater appropriately for students with additional educational needs.
COGG, Nic Aindriú, S., Connaughton-Crean, L., Ó Duibhir, P., Travers, J., 2022
Is ar mhaithe le díriú ar riachtanais mhúinteoireachta agus mheasúnaithe de chuid múinteoirí bunscoile agus iar-bhunscoile scoileanna Gaeltachta agus lán-Ghaeilge atá ag plé le daltaí a bhfuil riachtanais speisialta oideachais (RSO) acu a leagadh amach an lámhleabhar seo go príomha. Bunaíodh ábhar an lámhleabhair ar mheasúnú a rinneadh ar riachtanais na múinteoirí seo maidir le freastal ar RSO de chuid daltaí atá ag foghlaim trí mheán na Gaeilge mar dhara teanga nó mar mhionteanga. Is trí shuirbhé (U=135 rannpháirtithe) agus agallaimh leathstruchtúrtha (U=15) a rinneadh measúnú ar na riachtanais sin. Is iad seo a leanas na príomhthéamaí a tháinig chun solais sa taighde seo:
- aithint na ndaltaí a bhfuil RSO acu,
- measúnú trí Ghaeilge,
- idirghabhálacha ar mhaithe le freastal ar riachtanais na ndaltaí,
- úsáid áiseanna agus oideolaíochtaí ionchuimsitheacha sa seomra ranga.
Léann - Iris Chumann Léann Na Litríochta, 9, 89-102, Ó Ceallaigh, T.J., Ní Chathasaigh, C., 2021.
Tá trí shainréimse eolais i gceist le feasacht teanga múinteoirí sa tumoideachas – úsáid teanga; eolas faoin teanga; agus saineolas oideolaíoch i dtéarmaí na sprioctheanga sa chomhthéacs ábharbhunaithe. Bíonn na réimsí sin ag idirghníomhú lena chéile agus téann siad i bhfeidhm ar a chéile ar bhealaí ar leith, rud a mhúnlaíonn agus a chumasaíonn acmhainn an mhúinteora tumoideachais ina dhiaidh sin chun spriocanna teanga agus gníomhaíochtaí a chruthú ina ndírítear ar riachtanais forbartha na bhfoghlaimeoirí tumoideachais agus, ag an am céanna, ina dtugtar aghaidh ar spriocanna teagaisc an ábhair féin. Dhealródh sé, mar sin, gur cheart go mbeadh feasacht teanga sa tumtheanga mar bhonn agus thaca ag cleachtais teagaisc an mhúinteora sa tumoideachas. Ach ní mar sin a bhíonn i gcónaí, áfach. Sa pháipéar seo, tugtar spléachadh ar an litríocht a bhaineann le feasacht teanga an mhúinteora tumoideachais.
Maoinithe ag an gComhairle um Oideachas Gaeltachta agus Gaelscolaíochta, Ní Shéaghdha, A., 2010
This research focuses on good practice in primary school settings as regards the enrichment/ acquisition and language socialisation for students for whom Irish is their first language.