Cur Síos

Is scéim spreagtha í Gaelbhratach a thacaíonn le scoileanna atá ag déanamh iarrachta an Ghaeilge a chur chun cinn. Tá an scéim oscailte do scoileanna de gach saghas ag leibhéal bunscoile agus iarbhunscoile. Bronntar Gaelbhratach ar scoileanna tar éis dóibh spriocanna éagsúla a bhaint amach. Baineann na spriocanna le ceol, ealaín, sport, páirt a ghlacadh in imeachtaí, ócáidí a eagrú agus go leor eile. Is í príomhaidhm na scéime ná cultúr de labhairt na Gaeilge neamhfhoirmiúil a chruthú agus a chothú i measc phobal na scoile agus eile.

Is é Gael Linn atá i mbun reachtáil na scéime le tacaíocht ó Chonradh na Gaeilge agus Glór na nGael.
Tá Gaelbhratach maoinithe ag Foras na Gaeilge.

Ceisteanna Coitianta

“Not another flag! Will this involve a lot of extra work”? +

Teachers tell us that they would like help and support to encourage children to use the Irish they have learnt in everyday conversation. This scheme provides that help and support.

The approach for the Gaelbhratach is based on the themes and language functions in the Conversation Course for the Irish language of the Primary School Curriculum. Thus it should not involve extra work or time, but should enhance the use of the Irish language already taught /learnt.

Games and fun will help use the Irish they have learnt – (See for example Spreag an Ghaeilge le Spraoi. The classes will be enjoyable. Progress will be very satisfying for both pupils and teachers.

Teaching will be successful – the first step in the learning cycle:

Teach/Learn                Use

Satisfaction                  Teach/Learn.

(e)The Gaelbhratach displayed prominently at the school will proudly and publicly declare that Irish is used in this school.

”What will be different?” +

The Language Awareness Programme involving pupils as well as teachers will support a new way forward with emphasis on:

Phrases, sayings and sentences being chosen for the spoken Irish lesson to enable the pupils to say, in Irish, what they want/need to say.

Planning so that any Irish learned is used, new phrases are incorporated into what is already learned and work progresses in a way that ensures knowledge and use of Irish is cumulative. Each new phrase/ word is added to what is known rather than replacing it.

Pupils will be encouraged to use the Irish learnt throughout the day.

Teachers will be encouraged to lead by example using new phrases and sayings herself/ himself as well as simple phrases such as: “Más é do thoil é /le do thoil; go raibh maith agat; tá sé sin go deas; gabh mo leithscéal … Cá bhfuil…”?

This is advised for teaching languages in general. (See for example Pilot Project on Modern Languages in Primary School, NCCA 2000).

Some of the daily routine tasks will be carried out through Irish, e.g.

“Is gearr go mbeidh sé in am dul abhaile. Caithfimid an seomra a ghlanadh.”

“Is gearr go mbeidh sé in am don rang corpoideachais. Caithfimid críoch/deireadh a chur leis an obair sin anois agus seasamh sa líne.”

“Fáilte romhaibh ag an Tionól ar maidin”

The assembly could then continue in English until opportunities arise again to use Irish phrases/ songs… The assembly should be concluded in Irish, with the amount of Irish used increasing as new phrases are learned.

During the music lesson for example, “Canfaimid Déirín Dé / Beidh Aonach Amárach …anois” “Caithfimid éisteacht go cúramach chun an nóta/ an veidhlín/ pianó a chloisteáil.” “Éistigí leis an gceol agus comhair na buillí – a haon, a dó …”

Give good example to the pupils by speaking Irish yourself with colleagues, with the Principal and with parents as appropriate. (See examples in Tacábhar based on material from Céimeanna Beaga. FNT 2006).

Perhaps some regular announcements on the PA could be in Irish, e.g. “Tá sé ag cur báistí inniu agus ní féidir dul amach sa chlós ag am lóin.”

In some schools pupils are given a ticket/ sticker when they are heard speaking Irish. These tickets may then be used in a raffle for example.

See sample conversation Tacábhar pg 13

“How do we get involved?” +

(a) The school enters the scheme provided the staff agrees with the idea.

(b) There are two stages:

(i) Initially a Teastas/ certificate will be awarded after 1 year when certain targets are achieved.

(ii) The Gaelbhratach is presented after 2 years when the relevant criteria indicating that Irish is used throughout the school have been achieved.

“But I’m not very confident about my Irish /my grammar is terrible/ my pronunciation is different. Where can I turn for help? What can I do”? +

Start by listening to colleagues speaking Irish, e.g. the phrases that have been listed in the School plan.

Arrange for a colleague to help you if you are uncertain about pronunciation or phraseology.

It is a great help to listen to the daily news in English first and then in Irish. As you progress you can switch to the news in Irish first and then in English if needed.

Listen to Irish on CDs and repeat what you hear, starting with a sentence or two, (See Céimeanna Beaga, (FNT 2006) stories, rhymes, songs etc.) You could do this in the car or while out walking.

Listen to Raidió na Gaeltachta/ TG4

Use the phrases you already know – “Más é do thoil é; go raibh maith agat; gabh mo leithscéal; ó féach air sin; tá sé go hálainn; cá bhfuil an…” etc.

You definitely know more Irish than you think.

(Perhaps you need to practice the phrases aloud to get used to hearing yourself speaking Irish. This is recommended for languages in general. It will help your confidence.)

Not everyone will be starting at the same level, but making progress is very satisfying.

N.B. Remember a phrase in Irish containing an English word – “An bhfuil cead agam folder a fháil?” – is much better that a phrase / sentence in English containing an Irish word – “Can I get my fillteán?”.

Perhaps you would be interested in TEG, (an Irish course) (Teastas Eorpach na Gaeilge) – See www.teg.ie

“Why teach Irish through Irish? Isn’t it easier to just explain things in English?” +

(a) On the whole it is more effective to use the target language no matter what language is being taught.

(b) Learning is faster in the long run.

(c) We have to help the learner to think in the target language. The more we translate for them the harder it is for them to achieve this.

(d) If you make a habit of translating material the pupils will ignore what you say in the target language first and wait for the translation.

(e) They will make no effort to understand the material and without effort there will be no learning.

It is necessary for the pupils to hear you speaking Irish as much as possible during the Irish lesson – initially around 40% of the time, gradually increasing to say 70% and eventually reaching 100%.

“But they won’t understand.” +

(a) They do not have to understand each word. It is sufficient if they understand the general meaning initially.

(b) Remember that one cannot translate directly word for word from one language to another.

(c) Much can be expressed through voice, facial expressions and gestures.

(d) Material can also be explained through actions, or using suitable props, gestures, mime, images quickly drawn on a blackboard or whiteboard, pictures, or referring to basic words – for example, to explain barr na fuinneoige indicate and or name the window itself – fuinneog – and then indicate the top of the window as “barr na fuinneoige”.

(e) Sometimes it may be more effective to refer to the English term, but in such cases be sure to say the Irish term several times after using the English term. This will ensure that the Irish term is heard last and will remain with them.

(f) Use the new phrase/ saying/ sentence in context to help the pupil’s understanding of the meaning and use of the language.

“I have pupils in my class with special needs” +

As with all pupils each child’s need is different. However it may not be necessary to exclude pupils with special needs from Irish classes. It is a great pity to exclude them from an important element of their culture when very many could enjoy some at least of the work in an oral Irish lesson.

(a) Usually pupils with special needs can sing, learn and enjoy Irish songs and rhymes.

(b) The regularity and certainty of routines, language formulae and functions helps them.

(c) In this scheme we are dealing with conversational Irish and many pupils with special needs, can learn to speak Irish.

(d) When using board/ reading games they should be appropriate and compatible with the pupil’s level of ability in the language.

(e) There would also be a place in sketches/ drama for all pupils in a class.

“I have many immigrant pupils in my class” +

It is necessary to recognize the home- language of the pupils (Language Matters). On the whole they will not experience difficulties learning Irish if the home is supportive of the idea. It is necessary to take account of the class level, the age and the linguistic experience of the pupils.

Acknowledge the home language of immigrants.

“What will the parents say”? +

(a) Parents should be informed of the Gaelbhratach Scheme from the start See <strong>Language Awareness</strong>).

(b) Send material home – Phrases, stories on CDs, rhymes, poems, songs – (Teach a song that the parents would know.)

(c) Perhaps the parents could participate in the work – reading a story in Irish to the pupils in the library corner for example, or sitting and listening to an Irish story on a CD <strong>with the pupils</strong>.

(d) Explain the important role the parents play in supporting the children in any way they can. Parents will wish the best for their children and they will be happy when they hear the results – as long as the children are not stressed.

Gaelbhratach – Bunleibhéal

Is scéim scoile í seo atá dírithe ar bhunscoileanna ina múintear trí mheán an Bhéarla chun labhairt na Gaeilge a chur chun cinn.

Tá an scéim ann chun:

  • Tacú leis an obair a dhéanann múinteoirí chun spriocanna foghlama Curaclam Teanga na Bunscoile a bhaint amach i gcomhar le plean oifigiúil na scoile
  • Comhrá Gaeilge neamhfhoirmiúil a spreagadh mar chuid nádúrtha de shaol na scoile
  • Go mbeidh foirmlí teanga áirithe aontaithe sa phlean scoile agus in úsáid sna ranganna ar fad
  • Deiseanna rialta a chur chun cinn a mhéadódh foclóir agus úsáid na Gaeilge ag pobal na scoile, idir mhúinteoirí agus dhaltaí
  • Ról lárnach na dtuismitheoirí a aithint agus tacaíocht cuí a chur ar fáil

Cur Chuige

Is féidir le scoileanna iarratas a chur isteach anseo. Nuair atá an fhoirm sin líonta, cuirfear an scoil ar an liosta feithimh. De bharr srianta buiséide, ní féidir linn ach líon áirithe spásanna a chur ar fáil do scoileanna nua gach bliain.

Nuair a thairgtear spás do do scoil, glacfar páirt in 2 ceardlann le foireann Gael Linn. Tabharfaidh an chéad cheardlann léargas ar chúlra, struchtúr agus critéir mheasúnaithe na scéime. Clúdóidh an cheardlann seo na spriocanna éagsúla agus na hiliomad bealaí gur féidir iad a bhaint amach.

Tabharfaidh an dara ceardlann smaointe praiticiúila do mhúinteoirí ar chonas gur féidir leo úsáid a bhaint as cluichí, leabhair agus acmhainní eile chun stuchtúir nua a mhúineadh agus comhrá Gaeilge a spreagadh.

Tá an scéim roinnte in dhá chuid, Roinn A agus Roinn B. Tá Roinn A éigeantach do na scoileanna ar fad atá páirteach sa scéim. Roghnaítear 6 sprioc ó Roinn B le cur i gcrích roimh dheireadh na dara bliana chun Gaelbhratach a bhaint amach. Tagann athrú ar líon na spriocanna atá ag teastáil de réir an méid ama atá caite ag an scoil leis an scéim. Cliceál anseo chun léargas níos fairsingí a fháil.

Tacaíocht atá ar fáil

Cuirfear acmhainní, nascanna, eolas agus ábhair tacaíochta ar fáil go rialta. Faigheann scoileanna cuairteanna tacaíochta de réir mar is cuí le linn na bliana acadúla. Tá achmhainní le feiscint anseo freisin.

Measúnú

Is scéim féinmheasúnaithe í Gaelbhratach. Tá critéir áirithe le comhlíonadh, áfach, le cinntiú go gcoinnítear ardchaighdeán na scéime i bhfeidhm.

Tá dhá mhórghné den mheasúnú: an blag agus an fillteán féinmheasúnaithe.

Ní mór do scoileanna fianaise den obair atá ar siúl acu a uaslódáil ar a laghad 3 uair le linn na bliana acadúla. Tá an blag cosanta ag pasfhocal agus níl rochtain ag éinne seachas múinteoirí atá ag glacadh páirte sa scéim air.

Ba cheart don fhillteán féinmheasúnaithe léargas cuimsitheach agus soiléir a thabhairt ar iarrachtaí na scoile i dtaobh na spriocanna. Cuirfear fillteán samplach agus treoirlínte ar fáil.

Gaelbhratach – Iar-bhunscoil

Is scéim í Gaelbhratach a thugann aitheantas do scoileanna a ghníomhann le húsáid na Gaeilge agus feasacht ar an teanga a chur chun cinn tríd an scoil ar fad agus lasmuigh di.

10 fáth gur fiú don scoil páirt a ghlacadh:

  1. Spreagfaidh Gaelbhratach úsáid na Gaeilge sa scoil ina hiomláine
  2. Cuirfidh Gaelbhratach le híomhá dearfach na Gaeilge sa scoil agus i measc an phobail lasmuigh di
  3. Ardóidh Gaelbhratach feasacht i measc na ndaltaí ar an saol Gaeilge lasmuigh den scoil
  4. Beidh níos mó spéise ag na daltaí sa Ghaeilge
  5. Spreagfaidh Gaelbhratach ceannaireacht i measc na ndaltaí
  6. Cumasófar na daltaí le gníomhú le húsáid na Gaeilge a chur chun cinn sa scoil
  7. Cruthóidh Gaelbhratach gréasán oibre idir na mic léinn, na múinteoirí agus ceannasaíocht na scoile
  8. Beidh a fhios ag na daltaí agus ag foireann na scoile go bhfuil spéis faoi leith ag an scoil sa Ghaeilge agus cur chun cinn úsáid na Gaeilge
  9. Beidh an scoil páirteach sa ghluaiseacht náisiúnta le húsáid na Gaeilge a chur chun cinn
  10. Nuair a chomhlíonfar na céimeanna go sásúil beidh Gaelbhratach bronnta ar an scoil tar éis bliana. Beidh sé mar chomhartha aitheantais don obair ar fad déanta ag an scoil le húsáid na Gaeilge a chur chun cinn go gníomhach. Is próiséas leanúnach é seo, mar sin moltar tabhairt faoin scéim gach bliain ag iarraidh an Ghaeilge a chur chun cinn ó bhliain go bliain. Moltar gan dabht tabhairt faoi imeachtaí agus gníomhaíochtaí nua gach bliain.

Má tá scoil chun tabhairt faoin scéim seo, ní mór do struchtúr na scoile ar fad a bheith tiomanta don Ghaelbhratach a bhaint amach:

  • Mic léinn
  • Foireann – Múinteoirí & Baill foirne eile
  • An Bord Bainistíochta
  • Coiste na dTuismitheoirí

Cuspóirí Gaelbhratach don mhac léinn:

  • Go spreagfar agus go gcumasófar an dalta le bheith páirteach go gníomhach in úsáid na Gaeilge agus feasacht ar an teanga a chur chun cinn sa scoil
  • Go spreagfar agus go gcumasófar an dalta le feidhmiú go gníomhach mar cheannaire agus le scileanna eagrúcháin a fhoghlaim
  • Go mbeidh an dalta níos muiníne agus tiomáinte chun an Ghaeilge a úsáid, ní mar ábhar scoile nó teanga scoile amháin, ach mar rogha teanga níos mó ina shaol pearsanta
  • Go mbeidh feasacht níos fearr ag an dalta ar na deiseanna úsáide Gaeilge lasmuigh den scoil

Cuspóirí Gaelbhratach don mhúinteoir:

  • Go mbeidh cúnamh agus tacaíocht ghníomhach ar fáil don mhúinteoir ó na daltaí le húsáid na Gaeilge a chur chun cinn sa scoil
  • Mar thoradh ar an obair ar fad go mbeidh na daltaí níos spreagtha chun an Ghaeilge a fhoghlaim
  • Go mbeidh an múinteoir nasctha le córas náisiúnta le húsáid na Gaeilge a chur chun cinn agus go mbeidh tacaíocht ann don mhúinteoir de bharr seo
  • Go spreagfar múinteoirí na scoile le níos mó úsáide a bhaint as an nGaeilge agus go mbeidh níos mó feasachta acu ar an teanga

Na Meáin Shóisialta