Curaclam na Gaeilge
agus Cainteoirí T1
Matt Mac Cárthaigh
Fios Feasa
1
Curaclam na Gaeilge
agus Cainteoirí T1
Cúpla cur chuige éagsúil chun an
Ghaeilge a mhúineadh
An curaclam
Language planning (standardisation and
corpus development)
Appropriate teaching resources
2
Dhá Shlí chun an
Ghaeilge a Mhúineadh
Mar theanga
Mar chultúr
3
An Tríú Slí Chuige
Ar nós an Bhéarla
Mar theanga
Mar chultúr
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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



Curaclam T2:



As Gaeilge do chainteoirí beaga na Gaeilge
As Béarla do chainteoirí beaga an Bhéarla
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 couldn’t
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 it’s more familiar to
me... I’m not denying the place of these new words, but it’s a
form of Māori that 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)
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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 d’aon mhionlach
eile. Ní oibreoidh sé mara bhfuil sé
dirithe orthu féin, a gcuid riachtanaisí
féin agus a gcuid tosaíochtaí féin.
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Standards, Dialects and Technology