Teaching through Irish in a post-primary setting presents a unique and rewarding professional experience. For subject teachers working in Gaelcholáistí, Aonaid Lán-Ghaeilge, or Gaeltacht schools, it often means balancing the demands of curriculum delivery with the responsibility of supporting students’ language development, all while maintaining confidence and fluency in a second language.
The growing demand for high-quality Irish-medium education has brought increased focus on the specific needs of these teachers. While many enter the profession with strong subject knowledge, teaching through Irish adds another layer of complexity that can often be overlooked in traditional teacher training.
Subject teachers teaching through Irish are expected not only to deliver complex content, in subjects like mathematics, science, geography, or business, but to do so in a way that supports students' acquisition and development of Irish. This dual role requires a unique skillset, including:
Language awareness: Understanding how Irish functions in the context of academic subjects.
Classroom language strategies: Knowing how to support students who may be less confident in Irish without compromising the depth of subject matter.
Assessment literacy: Evaluating students fairly in a way that accounts for both subject knowledge and language proficiency.
Many teachers in Irish-medium settings share similar concerns. Some may have completed their teacher education through English and feel uncertain about their own fluency when it comes to classroom language. Others may struggle with accessing high-quality resources in Irish or adapting existing materials for their students. Even fluent speakers can find the switch from casual to academic or subject-specific Irish a challenge.
Moreover, the relative scarcity of professional development opportunities specifically tailored to Irish-medium subject teaching can leave teachers feeling isolated or underprepared.
Professional learning opportunities that acknowledge these specific challenges are essential. Teachers benefit enormously from spaces where they can:
Deepen their own Irish-language competence in practical ways.
Explore pedagogy that integrates language and subject learning.
Connect with a community of peers who understand the demands of teaching through Irish.
These opportunities are not just about language; they’re about identity, confidence, and professional growth. Being able to function effectively and authentically as a teacher in Irish-medium settings contributes to the wider goals of preserving and promoting the Irish language and delivering equitable, high-quality education.
As Irish-medium education continues to expand, supporting the professional development of subject teachers must remain a priority. That means recognising the specific nature of teaching through Irish, and ensuring that those who do so have access to relevant training, resources, and networks.
For teachers, this also means taking time to reflect on their own needs, seeking out opportunities to grow, and connecting with others facing similar challenges. In doing so, they strengthen not only their own teaching practice but the future of Irish-language education itself.
Mary Immaculate College
