Curaclam na Gaeilge agus Cainteoirí T1

1. Curaclam na Gaeilgeagus Cainteoirí T1 Matt Mac Cárthaigh Fios Feasa

2. Curaclam na Gaeilgeagus Cainteoirí T1 • Cúpla cur chuige éagsúil chun an Ghaeilge a mhúineadh • An curaclam • Language planning (standardisation and corpus development) • Appropriate teaching resources

3. Dhá Shlí chun anGhaeilge a Mhúineadh Mar theanga Mar chultúr

4. An Tríú Slí Chuige Ar nós an Bhéarla Mar chultúr Mar theanga

5. An Curaclam “Nua” • Béim ar an dteanga labhartha • Tionchar ó shlite nua chun teangacha a mhúineadh (An Cur Chuige Cumarsáideach) • Aitheantas struchtúrtha ar scoileanna T1 is T2: • T1: Gaeltacht agus Gaelscoil • T2: Scoileanna eile • Tús le múineadh na litearthachta ag amanta éagsúla

6. Fadhbanna leis an gCuraclam • T2 a thagann ar dtúis • Is beag éifeacht eile atá ag an ndifríocht ar an gcuraclamh • Ní hé an leanbh atá ina lár ach an scoil • Gan aon aitheantas struchtúrtha don leanbh T1 • Gan aon struchtúr parailéalach i gcuraclamh an Bhéarla

7. Abairti Fánacha ón gCuraclam • “Is ar chumarsáid agus ar úsáid na teanga mar ghnáth-theanga bheo a leagtar béim sa churaclam Gaeilge.” • “Cuirfidh foghlaim na Gaeilge ar chumas an pháiste cumarsáid a dhéanamh in dhá theanga.” • “Cuirfear béim ar leith ar thuiscint na teangamar chéim thábhachtach i bhfoghlaim na teanga.” • “(Is é is aidhm don churaclam) an Ghaeilge a shealbhú.”

8. Snáitheanna an Churaclaim • Éisteacht • Labhairt • Léitheoireacht • Scríbhneoireacht • “Tá sé mar aidhm ag an gcuraclam Gaeilge go mbeidh an páiste in ann Gaeilge a labhairt ar fhágáil na bunscoile dó/di fiú mura bhfuil ann ach labhairt go simplí.”

9. Snáitheanna Churaclam an Bhéarla • Receptiveness to language • Competence and confidence in using language • Developing cognitive abilities through language • Emotional and imaginative development through language

10. Snáitheanna Churaclam an Bhéarla • Receptiveness to language • “Be aware of nuances of language” • “Assimilate what they hear and read” • Competence and confidence in using language • “Ability to use language as a speaker, reader, writer” • Developing cognitive abilities through language • “The child learns through lang, … uses lang to facilitate the cognitive organisation of concepts and ideas” • “Knowledge is extended” • Emotional and imaginative development • “A better understanding of themselves and their relationships with others” • “Glimpse the infinite possibilities of the human condition”

11. Curaclam Oiriúnach Gaeilge • Fé mar atá: • Curaclam an Bhéarla, one size fits all • Curaclam na Gaeilge, dhá leagan do scoileanna T1 agus T2 • Fé mar atá ag teastáil: • Curaclam T1 • As Gaeilge do chainteoirí beaga na Gaeilge • As Béarla do chainteoirí beaga an Bhéarla • Curaclam T2: • As Gaeilge do chainteoirí an Bhéarla • As Béarla do chainteoirí na Gaeilge • Gaelscoileanna?

12. International Context: Basque “… this drive for linguistic purification and isolation had probably gone too far; native Basque speakers couldn’t understand the language that the Basque purists were advocating.” R. Marie Thatcher

13. International Context: Quechua “… unfamiliar words are another obstacle to popular acceptance of the new standard varieties. In standardised Quechua, Spanish borrowings are purged. Lexical gaps are filled by archaic terms, metaphorical extension, or neologisms.” Aurolyn Luykx

14. International Context: Maori “The Commission has brought a Trojan horse into the semantic citadel, and in the name of protecting the purity of the language in effect hastened its colonisation:” “I still tend to use words like Hanuere for January rather than Kohitatea when I write letters, because it’s more familiar to me... I’m not denying the place of these new words, but it’s a form of Māorithat I’m not comfortable with. I suppose I’ll get used to it and start saying them. When we lose our old people who are native speakers, this form of Māori language will eventually be used more widely. This is the Māori langauge of the days ahead.” (Māori)

15. International Context: AAVE “When a five year old has his language system treated as inferior from his first day of school, the resulting psychological damage is inevitable. Once this barrier is raised by school officials, the child begins to withdraw and his learning performance suffers.” Plaintiff lawyer in a Detroit court case about AAVE

16. Conflict: Quote “Movements to save minority languages ironically are often structured around the same received notions of language that have led to their oppression. Minority language activists often find themselves imposing standards, elevating literate forms and uses, and negatively sanctioning variability in order to demonstrate the reality, validity and integrity of their languages.” Kathryn Woolard Language Ideology as a Field of Inquiry

17. Appropriate Resources • Recordings for pedagogical purposes should always be of native speakers • Dialects must be embraced, not disgraced • Authentic language should be favoured over artificially manufactured language • English assistance should be available as an option (turn it on or off) • Creative original work should be favoured over translation • Inculturation (“turnap” instead of “uiscemhealbhán”)

18. Approaches to Dialects • Standard text and non-native speakers • Choose one dialect as a prestige dialect • Use native speakers, but mix dialects (Séideán Sí) • Make dialectical versions (Fios Feasa) • With books they have to be alternative versions • With technology, they can be offered on the same CD or website, with user choice at the click of a mouse button

19. Conclúid Is mórán mar a chéile an t-oideachas do chainteoirí T1 na mion-teangacha agus an t-oideachas d’aon mhionlach eile. Ní oibreoidh sé mara bhfuil sé dirithe orthu féin, a gcuid riachtanaisí féin agus a gcuid tosaíochtaí féin.