Journal articles: 'Inimircigh agus na Ghaeilge'

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Glaisne, Risteárd Ó. "Kincora -- agus an Ghaeilge." Comhar 49, no. 3 (1990): 5. http://dx.doi.org/10.2307/25571219.

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Tuathail, Éamonn Ó., and Proinsias Mac an Bheatha. "An Earnáil agus an Ghaeilge." Comhar 44, no. 9 (1985): 41. http://dx.doi.org/10.2307/20555798.

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Cathasaigh, Aindrias Ó. "Conspóid: Ansóisialachas agus an Ghaeilge." Comhar 52, no. 10 (1993): 17. http://dx.doi.org/10.2307/25572219.

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Coigligh, Ciarán Ó. "An Sóisialachas agus an Ghaeilge." Comhar 53, no. 3 (1994): 11. http://dx.doi.org/10.2307/25572326.

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Cathasaigh, Aindrias Ó. "An sóisialachas agus an ghaeilge." Comhar 53, no. 8 (1994): 11. http://dx.doi.org/10.2307/25572451.

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Cearnaigh, Seán Ua. "Roibeard Emmet agus an Ghaeilge." Comhar 63, no. 8 (2003): 11. http://dx.doi.org/10.2307/25574685.

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Murchú, Helen Ó. "An ghaeilge: an ghaeilge agus polaitíocht na comhpháirt-íochta." Comhar 55, no. 10 (1996): 12. http://dx.doi.org/10.2307/25573058.

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Coigligh, Chiarán Ó., and Aindrias Ó. Cathasaigh. "Conspóid: 'An Sóisialachas agus an Ghaeilge'." Comhar 53, no. 1 (1994): 8. http://dx.doi.org/10.2307/25572289.

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Feinneadha, Micheál Ó. "Comhairle Uladh den CLG agus an Ghaeilge." Comhar 44, no. 7 (1985): 18. http://dx.doi.org/10.2307/20555738.

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Cathasaigh, Aindrias Ó. "Conspoid: An Ghaeilge agus an réabhlóid shóisialach." Comhar 52, no. 11 (1993): 16. http://dx.doi.org/10.2307/25572241.

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Coigligh, Ciarán Ó. "An Ghaeilge agus an Réabhlóid Shóisialach - Freagra." Comhar 52, no. 12 (1993): 12. http://dx.doi.org/10.2307/25572261.

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12

Pháidín, Caoilfhionn Nic. "Na foilseacháin ghaeilge: Foinse agus na hirisí...." Comhar 56, no. 4 (1997): 18. http://dx.doi.org/10.2307/25573268.

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Conaire, Breandán Ó. "Na Protastúnaigh, an Ghaeilge agus Dubhghlas de hÍde." Seanchas Ardmhacha: Journal of the Armagh Diocesan Historical Society 15, no. 2 (1993): 130. http://dx.doi.org/10.2307/29742594.

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Watson, Iarfhlaith. "TG4, Féiniúlacht Agus Saorántacht." Irish Journal of Sociology 10, no. 2 (November 2001): 1–12. http://dx.doi.org/10.1177/079160350101000201.

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Pléitear stair an chraolacháin Ghaeilge thar na cúig bliana is seachtó ó thosaigh an stáisiún raidió 2RN, suas go dtí an lá atá inniu ann agus teacht TG4. Cuirtear an argóint chun cinn go bhfuil coimhlint ann idir dhá idé-eolaíocht – bíonn daoine ag súil go mbeidh TG4 in ann freastal ar an mhionlach a labhrann Gaeilge agus teacht ar airgead ó fhógraíocht a bhíonn ag brath ar lucht féachana níos mó ná mar atá ar fáil i measc lucht labhartha na Gaeilge amháin. Ar an lámh eile de thig le TG4 ról tábhachtach a bheith aici mar réimse miotasach inar féidir le Gaeilgeoirí a bhféiniúlacht a dhlisteanú.

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hÁdhmaill, Cormac Ó., and Pádraig Ó. Fiannachta. "Maigh Nuad agus an Ghaeilge. Léachtaí Cholm Cille xxiii." Seanchas Ardmhacha: Journal of the Armagh Diocesan Historical Society 16, no. 1 (1994): 312. http://dx.doi.org/10.2307/29742674.

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Briain, Máirtín Ó., and Tomás Ó. Cléirigh. "Aodh Mac Aingil agus an Scoil Nua-Ghaeilge i Lobháin." Comhar 45, no. 5 (1986): 33. http://dx.doi.org/10.2307/20555991.

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Cearbhaill, Niall Ó. "Ríomhairí agus an ghaeilge: Rialtas ag feidhmiú go mí-bhunreachtúil?" Comhar 47, no. 11 (1988): 11. http://dx.doi.org/10.2307/20556609.

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Hughes, A. J. ""Stair na Gaeilge": Aguisíní agus Ceartúcháin don Chaibidil ar Ghaeilge Chúige Uladh." Seanchas Ardmhacha: Journal of the Armagh Diocesan Historical Society 16, no. 1 (1994): 125. http://dx.doi.org/10.2307/29742638.

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19

Ní Dhiorbháin, Aisling. "Tionchar an Teagaisc Fhollasaigh ar Ghnóthachtáil Mac Léinn ar Struchtúir Éagsúla sa Ghaeilge." TEANGA, the Journal of the Irish Association for Applied Linguistics 25 (November 19, 2018): 99–120. http://dx.doi.org/10.35903/teanga.v25i0.55.

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Cuirfear síos ag tús an ailt, ar anailís earráidí a rinneadh ar earráidí coitianta sa Ghaeilge scríofa a bhí ag grúpa bunmhúinteoirí faoi oiliúint (n=80). Ag eascairt ón anailís ar earráidí, roghnaíodh ceithre spriocstruchtúr: na huimhreacha, an aidiacht shealbhach, na réamhfhocail shimplí is cúis le séimhiú ar chonsan agus an t-ainm briathartha d’idirghabháil foirm-dhírithe. Cuireadh cur chuige déaduchtach i bhfeidhm le dhá ghrúpa, agus cuireadh cur chuige ionduchtach-follasach i bhfeidhm le dhá ghrúpa (n=60), ar feadh caoga nóiméad sa tseachtain, thar thréimhse d’ocht seachtaine. Rinneadh iniúchadh sa staidéar seo, ar éifeachtacht an teagaisc fhollasaigh ar ghnóthachtáil na múinteoirí faoi oiliúint (n=60) ar na ceithre spriocstruchtúr. Fiosraíodh ach go háirithe, cé acu cur chuige follasach ab éifeachtaí, cur chuige déaduchtach nó cur chuige ionduchtach-follasach, le forbairt a dhéanamh ar léireolas na mac léinn ar na struchtúir. Cuireadh triail ghramadaí ar na mic léinn ag Céim a hAon (roimh an idirghabháil); ag Céim a Dó (díreach i ndiaidh na hidirghabhála); agus ag Céim a Trí (seacht seachtaine i ndiaidh na hidirghabhála). Léiríodh difríocht shuntasach le tomhas mór éifeachta i ngnóthachtáil na mac léinn ar na ceithre struchtúr, ó Céim a hAon go Céim a Dó, gan ach titim bheag sna torthaí ag Céim a Trí, leis an dá chur chuige follasacha. Tháinig sé chun solais sa taighde gur tháinig feabhas ní ba mhó ar struchtúir áirithe i ndiaidh an teagaisc fhollasaigh, agus gurbh é struchtúr an ainm bhriathartha an struchtúr ba dhúshlánaí as na ceithre struchtúr do na mic léinn. Tugadh le fios gur chothaigh giniúint an eolais fhógraigh dúshlán ar leith do na múinteoirí faoi oiliúint. Tugann torthaí na hanailíse earráidí léargas suimiúil ar na hearráidí ba choitianta sa Ghaeilge scríofa a bhí ag grúpa amháin bunmhúinteoirí faoi oiliúint. Tá sé mar aidhm ag an bpáipéar túsphlé a spreagadh ar eolas gramadúil bunmhúinteoirí faoi oiliúint agus ar theagasc na gramadaí sna hinstitiúidí oideachais. Results from an error analysis of common errors in written Irish from a sample of student primary school teachers (n=80) are presented at the beginning of the paper. Arising from the analysis four target structures: numbers, the possessive adjective, simple prepositions which lenite consonants and the verbal noun clause, were selected for a form-focused intervention. A deductive approach was implemented with two groups, and an explicit-inductive approach was implemented with two groups (n=60), for fifty minutes per week, over an eight week period. This study examined the effectiveness of explicit grammar teaching on the student primary teachers’ achievement on the four target structures. The study investigated in particular, which explicit approach, a deductive or an explicit-inductive approach, would be most effective in developing the students’ explicit knowledge of target forms. An Irish grammar test was administered to students at Time One (before the intervention); at Time Two (immediately following the intervention); and at Time Three (seven weeks after the intervention). Results revealed a significant difference, with a large effect size, in student achievement on the four target structures from Time One to Time Two, with a slight decrease in scores at Time Three, for both explicit approaches. The study showed that student achievement increased more on particular structures, as a result of the explicit teaching, and that the verbal noun clause was the most challenging of the four structures for the students. Results also indicated that the production of declarative knowledge posed a significant challenge for the student teachers. Results from the error analysis provide an interesting insight into the common grammatical errors in written Irish, of one sample of student primary teachers. It is intended that this paper will initiate dialogue about the grammatical knowledge of student primary teachers and the teaching of grammar in Institutes of Education.

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Ó Duibhir, Pádraig, and Laoise Ní Thuairisg. "Cur siar mhúineadh an Bhéarla i mbunscoileanna Gaeltachta: más mall is mithid." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 228–42. http://dx.doi.org/10.35903/teanga.v10i0.80.

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Bhí iliomad coiste, comhairle, agus coimisiúin a rinne iniúchadh ar an gcóras oideachais Gaeltachta i gcaitheamh na mblianta ó 1926 i leith. Tugadh neamhaird den chuid is mó ar mholtaí na dtuarascálacha éagsúla go dtí gur foilsíodh Curaclam Teanga na Bunscoile (An Chomhairle Náisiúnta Curaclaim agus Measúnachta, 2015) agus an Polasaí don Oideachas Gaeltachta (An Roinn Oideachais agus Scileanna, 2016). Ceadaítear tréimhse tumadh iomlán sa Ghaeilge den chéad uair de réir na moltaí sna cáipéisí sin. Ardaíonn sé seo ceisteanna do scoileanna Gaeltachta maidir le riachtanais oideachais teanga cainteoirí óga Gaeilge na Gaeltachta. Ar chóir múineadh an Bhéarla a thosú go luath do na cainteoirí seo ag aithint go maireann siad i ndomhan ina bhfuil an Béarla ceannasach? Déantar cur síos san alt seo ar an iniúchadh a rinneadh ar na moltaí éagsúla a rinneadh maidir leis an oideachas Gaeltachta agus ar an litríocht ábhartha le fáil amach an bhfuil bonn láidir oideachasúil faoin bpolasaí seo. Mhaígh Ó Duibhir agus Cummins (2012) go n-aistríonn scileanna áirithe teanga, ar nós scileanna litearthachta, ó theanga amháin go teanga eile. Más fíor sin, d’fhéadfaí a mhaíomh gur cuma cé acu teanga go dtéitear i ngleic léi ar dtús mar go n-aistreofar na scileanna ó theanga amháin go dtí an ceann eile. Léiríonn taighde eile le páistí Gaeltachta (7-12 bliain d’aois) ar chainteoirí dúchais iad, go bhfuil stór focal níos fairsinge acu sa Bhéarla ná mar atá sa Ghaeilge (Péterváry, Ó Curnáin, Ó Giollagáin, & Sheahan, 2014). B’fhéidir gur fianaise í seo go bhfuil sealbhú neamhiomlán i gceist do na páistí seo agus go rachadh sé chun sochair dóibh múineadh an Bhéarla a chur siar chun breis ama a thabhairt dóibh bonn níos seasmhaí a chur faoina gcumas Gaeilge. Numerous committees, advisory bodies and commissions have investigated the Gaeltacht education system over the years since 1926. The recommendations of the resulting reports were on the whole ignored until the publication of the Primary Language Curriculum (National Council for Curriculum and Assessment, 2015) and the Policy for Gaeltacht Education (Department of Education and Skills, 2016). According to the recommendations in these documents, a total immersion period in Irish is permitted for the first time. This raises questions for Gaeltacht schools about the language education needs of young Irish speakers in their schools. Should the teaching of English commence early for these speakers recognising that they live in an English dominated world? In this paper, we describe an investigation of the various recommendations that were made about Gaeltacht education and the relevant literature to examine whether there is a strong educational rationale underlying this policy. Ó Duibhir and Cummins (2012) claimed that some linguistic skills, such as literacy skills, transferred from one language to another. If this is the case, it could be claimed that it does not matter which language is encountered first as the skills will transfer from one language to the other. Research by Péterváry, Ó Curnáin, Ó Giollagáin, & Sheahan (2014) involving native Irish-speaking Gaeltacht children (7-12 years) found that the children had a larger vocabulary in English than in Irish. This may be evidence that those children are experiencing incomplete acquisition and that they might benefit from a delay in the introduction of English in order to give them extra time to lay a firmer foundation for their ability in Irish.

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Flynn, Colin J., Pádraig Ó Duibhir, Laoise Ní Thuairisg, Colm Ó Ciardubháin, and Gearóidín Uí Laighléis. "Féiniúlacht agus Inspreagadh i gcás Cúntóirí Teanga i Scoileanna Gaeltachta." TEANGA, the Journal of the Irish Association for Applied Linguistics 28 (December 9, 2021): 151–75. http://dx.doi.org/10.35903/teanga.v28i.728.

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San alt seo, cuirtear i láthair taighde a rinneadh ar ghnéithe éagsúla de chur i bhfeidhm Scéim na gCúntóirí Teanga (an Scéim feasta) atá á reáchtáil ag an Roinn Turasóireachta, Cultúir, Ealaíon, Gaeltachta, Spóirt agus na Meán. Cuireann an Scéim, atá ar bun ó bhí 1999 ann, cúntóirí teanga ar fáil do scoileanna Gaeltachta d’fhonn an Ghaeilge a láidriú mar theanga labhartha i measc daltaí scoile sna ceantair sin. Ba é aidhm mhór an tionscadail taighde ná iniúchadh a dhéanamh ar staid reatha na Scéime agus ina dhiaidh sin moltaí chun feabhais a chur ar fáil. Úsáideadh ceistneoirí, agallaimh agus grúpaí fócais le sonraí a bhailiú ó pháirtithe leasmhara na Scéime. San alt seo, dírítear ar shonraí a bhaineann le féiniúlacht agus inspreagadh na gcúntóirí teanga a tháinig chun cinn sna grúpaí fócais ar ghlac 50 cúntóir páirt iontu. I gcomhthéacs na féiniúlachta, is iad na téamaí a d’eascair ó na comhráite ná féindearcadh na gcúntóirí orthu féin, a ról i suíomh na hoibre, agus ról na hoibre a dhéanann siad i dtacú leis an phobal lena mbaineann siad. I dtaca leis an inspreagadh, bhain na téamaí leis an teanga féin, na páistí a mbíonn siad ag obair leo, tacú le céad ghlún eile chainteoirí na Gaeilge agus todhchaí na Gaeltachta. Pléitear ráitis na gcúntóirí i gcomhthéacs na litríochta ar fhéiniúlacht teanga agus inspreagadh múinteoirí teanga, mar aon le cás na Gaeilge agus na Gaeltachta. [In this article we present data from a research project which reviewed various aspects of the implementation of Scéim na gCúntóirí Teanga (The Language Assistants Scheme), which is run by the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media. The Scheme, established in 1999, provides language assistants to Gaeltacht schools in order to strengthen spoken Irish among pupils in those regions. The main aim of the research was to evaluate the current state of the Scheme and to make recommendations for its enhancement. Questionnaires, interviews and focus groups were used to gather data from the Scheme’s stakeholders. The present article focuses on issues of identity and motivation which were discussed by the 50 language assistants who took part in the focus groups. In relation to identity, the themes that emerged were assistants’ self-image, their role in the workplace, and the role of the work they do to support their own community. As for motivation, the themes were connected to the language itself, the children they work with, supporting the next generation of Irish speakers, and the future of the Gaeltacht. The assistants’ statements are discussed in relation to the literatures on language identity and language teacher motivation, as well as the Irish language and the Gaeltacht.]

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Ní Aogáin, Sylvaine, and Pádraig Ó Duibhir. "Ó Theoiric go Cleachtas [From Theory to Practice]." TEANGA, the Journal of the Irish Association for Applied Linguistics 29 (September 20, 2022): 80–106. http://dx.doi.org/10.35903/teanga.v29i.2520.

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Coimriú Tá an córas tumoideachais in Éirinn imithe ó neart go neart le leathchéad bliain anuas. Is mór an t-éileamh atá ar an gcineál scolaíochta seo ar fud na tíre, ag leibhéal na bunscoile ach go háirithe. Cé go bhfuil sé tugtha le fios le fada an lá go mbaineann raidhse buntáistí leis an gcóras tumoideachais, is fada an tuiscint againn gur córas casta é le cur i bhfeidhm go rathúil agus maítear go bhfuil dúshláin ar leith le sárú fós sa chóras in Éirinn ar mhaithe leis an tairbhe is fearr a bhaint as. De réir na litríochta, ceann de na gnéithe is dúshlánaí atá roimh mhúinteoirí agus dhaltaí tumoideachais is ea sealbhú na gramadaí agus úsáid chruinn an dara teanga (T2) i measc daltaí. In ainneoin go moltar aiseolas ceartaitheach (AC) a úsáid go córasach sa rang tumoideachais chun botúin ghramadaí na ndaltaí a cheartú, tuairiscítear go mbíonn mearbhall ar mhúinteoirí tumoideachais maidir le conas agus cathain botúin ghramadaí a cheartú, go háirithe le linn theagasc ábharbhunaithe. Ach, is fíorbheag taighde atá curtha i gcrích sa ghort seo i gcomhthéacs na hÉireann. Sa pháipéar reatha, tabharfar léargas ar thaighde cáilíochtúil a rinne iniúchadh ar dhearcthaí múinteoirí agus daltaí maidir le húsáid chórasach AC i suíomhanna tumoideachais lán-Ghaeilge. Bailíodh sonraí taighde ó mhúinteoirí (n=8) trí agallaimh leathstruchtúrtha, ó dhaltaí Rang 5 trí ghrúpaí fócais (n=31) agus bhailigh na taighdeoirí tuilleadh sonraí trí sheisiúin bhreathnóireachta sna seomraí ranga le linn idirghabháil an taighde. Cuirfear na torthaí cáilíochtúla ba shuntasaí i láthair sa pháipéar seo agus pléifear a n-impleachtaí i dtaobh an teagaisc agus an taighde amach anseo. Cuireann an taighde faoi chaibidil le corpas litríochta an ghoirt agus tacóidh sé le múinteoirí agus le daltaí botúin ghramadaí a thapú mar dheiseanna foghlama d’fhonn ardchaighdeán sealbhaithe T2 a chur chun cinn. Abstract Immersion education in Ireland has experienced considerable growth over the past number of decades and strong demand currently exists for this type of schooling on the island. While the literature generously celebrates the benefits associated with immersion education, it is understood that it is a complex and multifaceted system which presents many challenges in its effective implementation. It has been acknowledged that one of the greatest challenges, facing both immersion teachers and students, is the accurate acquisition of the students’ second language. Although a growing body of international research presents oral corrective feedback (CF) as a successful pedagogical approach to enhance L2 accuracy among students, it is well documented that teachers remain uncertain of how or when to correct students’ linguistic errors, during content lessons in particular. Given the paucity of research that exists in this field in Ireland, CF warrants further attention within the Irish language immersion context. In light of this, the current paper explores the prominent qualitative findings which emerged from a research study that investigated teachers’ and students’ perspectives of CF when implemented in a systematic manner in the Irish immersion classroom. To unpack participants’ perspectives, qualitative data were gathered from eight immersion teachers through semi-structured interviews and focus groups with eight Grade 5 class groupings (n=31). Researchers also engaged in regular observation routines in the participating classrooms, which generated further research data. The most significant research findings that emerged from the study are explored in the current paper and stemming from these findings, implications for future research, practice and policy are discussed. It is intended that the current study and paper will contribute to research in Ireland and further afield while also supporting teachers with implementation of CF in a systematic manner in immersion classrooms.

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Ní Dhiorbháin, Aisling. "Múineadh ábhar tríd an tríú teanga i mbunscoileanna Lán-Ghaeilge." TEANGA, the Journal of the Irish Association for Applied Linguistics 27 (November 27, 2020). http://dx.doi.org/10.35903/teanga.v27i.484.

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Déantar cur síos san alt seo ar thaithí cúigear múinteoirí agus príomhoide amháin ar an bhFoghlaim Chomhtháite Ábhar agus Teangacha (FCÁT) a chur i bhfeidhm tríd an tríú teanga i mbunscoileanna lán-Ghaeilge. Tá cáil ar FCÁT mar chur chuige atá éifeachtach leis an dara teanga a theagasc. Is éard atá i gceist le FCÁT, ná go múintear ábhar nó cuid d’ábhar trí mheán an dara teanga nó teanga bhreise. Ba scéim phíolótach cheannródaíoch a bhí sa taighde seo mar go raibh FCÁT á chur i bhfeidhm le foghlaimeoirí óga, ag baint leasa as an tríú teanga i suíomh an tumoideachais lán-Ghaeilge. Chomhtháthaigh na múinteoirí a bhí páirteach sa taighde, teanga Eorpach (An Fhraincis/An Ghearmáinis), leis an bhfoghlaim ábhair in ábhar scoile amháin le linn na scoilbhliana. Bhí réimse rang-ghrúpaí agus ábhar i gceist agus cuireadh múnlaí éagsúla de FCÁT i bhfeidhm ag brath ar inniúlacht na múinteoirí sa sprioctheanga. Bailíodh eolas cáilíochtúil faoi eispéiris na múinteoirí ó cheistneoir agus grúpa fócais. Cé gur taighde ar scála beag atá sa taighde seo, is ábhar taighde nuálach é a thugann léargas ar chuid de na saincheisteanna a bheadh le plé dá mbeadh FCÁT i bhfeidhm i scoileanna lán-Ghaeilge ar bhonn níos leithne amach anseo. Eascraíonn ceisteanna maidir leis na hábhair seo a leanas: inniúlacht múinteoirí sa sprioctheanga, forbairt ghairmiúil leanúnach do mhúinteoirí, torthaí foghlama teanga FCÁT agus soláthar áiseanna do FCÁT. Is í an phríomhcheist a eascraíonn ón taighde ná, cén múnla FCÁT ab fheiliúnaí do shainchomhthéacs na mbunscoileanna lán-Ghaeilge in Éirinn. This article reports the experiences five Irish-medium primary teachers, and one Irish-medium principal of implementing Content and Integrated Learning (CLIL) through a third language in Irish-medium primary schools. CLIL is recognised as an effective approach to second language teaching. It entails the teaching of a subject, or a part of a subject through the medium of a second or an additional language. In this pioneering pilot study CLIL was implemented with young learners through a third language in an Irish-medium immersion setting. The teachers involved in the project integrated a European language (French/German), with content learning in one subject throughout the school year. There were a variety of class groups and subjects involved, and teachers adopted various approaches to CLIL in accordance with their own linguistic proficiency. Data relaying the teachers’ experiences and approaches to CLIL were gathered from a questionnaire and focus group interview. This small scale innovative research provides an insight into prominent questions for discussion if CLIL is to be implemented in Irish-medium schools on a wider basis. Questions arise concerning: language teacher proficiency, continuous professional development for teachers, language learning outcomes for CLIL, and the provision of specifically designed CLIL resources. A key question arising from the study is what model of CLIL would be most suitable for the specific context of Irish-medium primary schools in Ireland.

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Ó Torna, Caitríona. "Gaeil i ngéibheann: Frongoch, an Ghaeilge agus Y Fro Gymraeg." COMHARTaighde, no. 3 (October 19, 2017). http://dx.doi.org/10.18669/ct.2017.06.

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Cronin, Michael. "Tíortha na hÓige: Litríocht Ghaeilge na nÓg agus Ceisteanna an Aistriúcháin." COMHARTaighde, no. 2 (October 7, 2016). http://dx.doi.org/10.18669/ct.2016.09.

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Ó Murchadha, Noel. "Múnlaí teanga na Gaeilge agus an idé-eolaíocht teanga." TEANGA, the Journal of the Irish Association for Applied Linguistics 27 (November 27, 2020). http://dx.doi.org/10.35903/teanga.v27i.487.

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Abstract:

Cíorann an t-alt seo na múnlaí teanga atá i réim sa Ghaeilge .i. na spriocanna don teanga a nglactar leo sa lá inniu. Déantar anailís ar na múnlaí teanga atá intuigthe san anailís teangeolaíochta agus i gcáipéisí curaclaim na Gaeilge ón réamhscolaíocht go dtí an ollscolaíocht. Féachtar ina dhiaidh sin ar na hidé-eolaíochtaí teanga ar a bhfuil na múnlaí sin bunaithe agus ar na tuiscintí a chuireann siad in iúl maidir leis an rud is teanga ann. Ceistítear roinnt de na tuiscintí seanbhunaithe ar an rud is Gaeilge agus Gaeilge mhaith ann sa lá inniu. Ar deireadh, cuirtear moltaí i láthair maidir leis an tslí a bhfaighfí múnlaí teanga na Gaeilge a athshamhlú don aonú aois is fiche. This article examines dominant language models in Irish, i.e. the target language varieties of Irish that are deemed most acceptable today. The language models implicit in linguistic analyses and in Irish language curriculum documents from preschool to university level are analysed. The ideologies on which those models are based and the implicit understandings of what constitutes ‘a language’ are examined. Some long-established ideas about what Irish is and what good Irish should look like are questioned. Finally, recommendations are made about how language models for Irish might be reimagined for the twenty-first century.

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Journal articles on the topic 'Inimircigh agus na Ghaeilge'

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