Curaclam na Gaeilge agus Cainteoir

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Curaclam na Gaeilgeagus Cainteoirí T1
Matt Mac Cárthaigh Fios Feasa
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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

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Dhá Shlí chun anGhaeilge a Mhúineadh
Mar theanga
Mar chultúr
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An Tríú Slí Chuige
Ar nós an Bhéarla
Mar chultúr
Mar theanga
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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

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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

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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 teanga
  mar chéim thábhachtach i bhfoghlaim na teanga.
• (Is é is aidhm don churaclam) an Ghaeilge a
  shealbhú.

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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.

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Snáitheanna Churaclam an Bhéarla

• Receptiveness to language
• Competence and confidence in using language
• Developing cognitive abilities through language
• Emotional and imaginative development through
  language

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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

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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?

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International Context Basque

• this drive for linguistic purification and
  isolation had probably gone too far native
  Basque speakers couldnt understand the language
  that the Basque purists were advocating.
• R. Marie Thatcher

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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

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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 its more familiar to me... Im
  not denying the place of these new words, but
  its a form of Maori that Im not comfortable
  with. I suppose Ill get used to it and start
  saying them. When we lose our old people who are
  native speakers, this form of Maori language will
  eventually be used more widely. This is the Maori
  langauge of the days ahead.
• (Maori)

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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

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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

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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)

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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

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Conclúid

• Is mórán mar a chéile an t-oideachas do
  chainteoirí T1 na mion-teangacha agus an
  t-oideachas daon mhionlach eile. Ní oibreoidh sé
  mara bhfuil sé dirithe orthu féin, a gcuid
  riachtanaisí féin agus a gcuid tosaíochtaí féin.