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McDermott refer here to a stand-off that sees republicans point the finger of blame at British colonialism for the demise of the Irish language. Unionists counter with a suggestion that the Irish language has become a political tool that has been abused by Sinn Féin. The manner in which minority languages—particularly Gaelic—have been politicized is deeply problematic ( Pritchard, 2004 ). Indeed, the current political impasse masks the reality that many British people in Northern Ireland continue to learn Irish as part of their recognition of the mutual heritage shared by
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The Gaelic Athletic Association (GAA) is an Irish amateur sporting and cultural organisation. It represents in excess of 20,000 teams nationwide and is committed to supporting the development of players and coaches through its Coach Education Programme (CEP). A strategic goal of the CEP is to supplement the traditional field based coach education model with a blended learning approach using online multimedia resources. Two eLearning professionals employed by the GAA are seeking to develop online resources to enhance the knowledge and skills of coaches nationwide. Whilst both professionals possess the expertise and relevant technical skills to create high quality resources, their participation in a Masters in Education and Training Management (eLearning) programme in the Institute of Education, Dublin City University (DCU) is ensuring that the multimedia resources will be based on solid pedagogical insights in order to facilitate the organisation’s move to online learning.
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of Kuno Meyer to Douglas Hyde, 1896–1919.” Studia Hibernica vol. 42: 1–64. Online available at ARAN, NUI Galway: https://aran.library.nuigalway.ie/bitstream/handle/10379/7183/Meyer-Hyde%20Letters%20%284.0%29.pdf?sequence=5&isAllowed=y (last accessed: 1 July 2020). O’Kane, Finola. 2000. “Nurturing a Revolution: Patrick Pearse’s School Garden at St Enda’s.” Garden History vol. 28, no. 1: Reviewing the Twentieth-Century Landscape (Summer): 73–87. O’Leary, Philip. 1994. The Prose Literature of the Gaelic Revival, 1881–1921: Ideology and Innovation
This article presents the results of a small-scale research conducted for a master’s thesis on the motivation to learn Irish on the part of university students and members of the Gaelic society An Cumann Gaelach. In the light of questionnaires’ results and interviews, the emphasis is placed on the links between motivation, identity, and potential key moments in learners’ lives. Using an AMTB-type questionnaire (n=45), the author puts to the test Dörnyei’s Motivational Self System theory (2005) in the context of the learning of Irish by looking at the correlation between the motivational intensity of 45 students and six variables (Ideal L2 Self, Ought to Self, Ideal L2 Community, Instrumentality, Parental encouragement, and Role of teachers). The notion of Ideal L2 Self, or the capacity to picture oneself speaking an L2 in the future, clearly appears to be strongly correlated with the respondents’ motivational intensity (r=.75 p<.01), in accordance with Dörnyei’s model. However results concerning extrinsic factors differ from previous research, putting forward distinctive features of the learning of minority languages. The second phase of the research looks at the language learning narratives of three An Cumann Gaelach’s members through the qualitative analysis of three interview transcripts. The results clearly show that time spent in Irish summer colleges are linguistic mudes (), or key-moments, which triggered the interest in the language for the three students interviewed.
The Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.
The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’
which are compulsory for NQTs and were seen as being too similar to their initial teacher education.