Tamás Péterváry, Brian Ó Curnáin, Conchúr Ó Giollagáin & Jerome Sheahan
Cló Iar-Chonnacht 2014
ISBN 9780957298699
Lth/Pgs 306
An sealbhú teanga i measc ghlúin óg na Gaeltachta.
Eascraíonn an taighde seo as an bplé ar an éigeandáil shóisialta Ghaeilge atá i réim sa Ghaeltacht, mar a léiríodh sna foilseacháin Staid Reatha na Scoileanna Gaeltachta i 2005 agus an Staidéar Cuimsitheach Teangeolaíoch ar Úsáid na Gaeilge sa Ghaeltacht i 2007.
Is éard atá sa saothar seo, iniúchadh domhain, ilghnéitheach ar chumas Gaeilge agus Béarla daltaí óga Gaeltachta (7-12 bliain d’aois) a bhfuil Gaeilge amháin á labhairt leo sa bhaile. Seo é an chéad taighde comparáideach dátheangach dá shórt a rinneadh in Éirinn. Bunaítear an anailís ar thaifeadadh caint 50 dalta ina dhá dteanga (is iad ag reacaireacht agus i mbun tástálacha cumais teanga).
Léirítear míbhuntáiste sa Ghaeilge i gcumas dátheangach na ndaltaí (.i. sáraíonn a gcumas sa Bhéarla a gcumas sa Ghaeilge go suntasach) agus moltar dá bhrí sin aghaidh a thabhairt ar an míbhuntáiste cumais sin agus ar an mífheidhmiúlacht sa Ghaeilge. Léargas luachmhar ar chastachtaí an mhionteangachais nua-aoisigh atá san fhoilseachán seo. Bonn do chlár oibre úr atá i moltaí an tsaothair seo — do thuismitheoirí, do mhúinteoirí, do ghníomhairí pobail agus do lucht polasaí.
Analysis of Bilingual Competence
Language acquisition among young peope in the Gaeltacht.
This study derives from the analysis of the current crisis in the social use of Irish in the Gaeltacht, as described in Staid Reatha na Scoileanna Gaeltachta (2005) and the Comprehensive Linguistic Study of the use of Irish in the Gaeltacht (2007).
This publication presents an in-depth and multifaceted analysis of the linguistic competence in Irish and English of young pupils (7-12 years old) whose home language is exclusively Irish. It is the first comparative bilingual study of its kind in Ireland. The analysis is based on recordings of the speech of 50 pupils in both of their languages (engaged in narration and language tests).
The results indicate a linguistic disadvantage in Irish in the context of the pupils’ bilingual ability (i.e. their competence in English significantly surpasses their Irish) and we present recommendations which seek to address this disadvantage in competence and the reduced functionality in Irish. The analysis provides valuable insights into the complexities of the contemporary minority language condition. The recommendations provide a new agenda for parents, teachers, community activists and policy makers.
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