Language and Literacy Education (Peer reviewed publications)

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Representations of race and racism in the textbooks used in southern black schools during the American Civil War and Reconstruction era, 1861–1876 (Pre-published version)
(Routledge, 2016-08-30) Brosnan, AnneMarie
During the American Civil War and Reconstruction era, 1861–1876, formerly enslaved men and women demanded access to education. Aided by northern white missionaries, free blacks and some southern whites, freed men and women throughout the American South built schoolhouses, hired teachers and purchased textbooks. Some of these textbooks were specifically created for the freed people, otherwise known as freedmen’s texts or textbooks. Others were the same as those that were typically used in antebellum northern common schools. This article analyses the textbooks that were used in southern black schools between 1861 and 1876. In particular, it investigates how black people were portrayed in the textbooks and to what end. Ultimately, this article finds that in both sets of textbooks, black people were portrayed as racially inferior to whites. This, I argue, was principally done to maintain white supremacy. Recognising that textbooks are reflective of societal attitudes and values, such a portrayal suggests that the white Americans of this period subscribed to the notion that mankind was naturally divided into distinct racial groups and, more significantly, that whites were the inherently superior race. It also suggests that the powerful white Americans of this period were committed to perpetuating the racial subordination of black people, both before and after the Civil War period.
Student teachers’ evolving conceptions of self, learning and teaching: a longitudinal study (Pre-published version)
(Taylor & Francis [Routledge], 2019) Gardiner-Hyland, Fiodhna; Horgan, Kathleen
Access to elementary school teaching in Ireland is provided through concurrent and consecutive programmes of teacher education which are accredited by the professional standards body for the teaching profession, The Teaching Council, established in 2006. As a member state, Ireland is influenced also by the European Commission’s work on teacher education, which prioritises the improvement of teacher quality and teacher education. Following an International Review Panel Report (2012) on behalf of the Department of Education and Skills on Initial Teacher Education provision, specific recommendations were made in terms of enhancing teacher education programmes in Ireland. Part of this reconceptualisation included increased duration of the B.Ed. Degree from a three- to a four-year programme; the inclusion of undergraduate research-informed teaching; reflective portfolios; guided reflection; examination of the transition from teacher education to school; mentoring; induction and school leadership. The first students were enrolled on this reconceptualised programme in September 2012 and completed their studies in 2016. Following a similar review, the three-semester Graduate Diploma in Primary Teaching was reconceptualised and extended to a two-year programme leading to the award of a Professional Master of Education (Primary Teaching) degree. The first cohort of students commenced this programme in Autumn 2014 and graduated in 2016. This longitudinal study involved students who participated in the B.Ed programme prior to its reconceptualisation.
Literacy in transition, literacy at the transitions: (Dis)continuities in literacy’s position in the broader curriculum (Pre-published version)
(Literacy Association of Ireland, 2018) Burke, Patrick
Literacy has been conceptualised and reconceptualised, positioned and repositioned, backgrounded and foregrounded in myriad ways in Irish schools over the past decades and centuries. While it has always tended to dominate school timetables, the lack of variation seen in literacy’s time allocation has not been replicated in the varied roles and purposes that it has held in different iterations of the school curriculum. From the initiation of the Payment by Results programme in 1872, through to the publication of the Primary Language Curriculum in 2015, the nation’s priorities for literacy, as captured in the curriculum, have continued to evolve. Yet one does not need to look back in time to uncover shifting conceptualisations of literacy. Surveying children’s experiences of literacy in the current day, from the time they enter pre-school, to the time they leave post-primary school, we see further variation in the nature of literacy learning at different points in schooling. Varying conceptions of literacy span the spectrum of the formal education system in Ireland, particularly as literacy relates to the broader curriculum, and purposeful communication outside of ‘formal’ literacy time. The current article adopts a longitudinal and cross-sectional lens to examine the role that literacy played, and plays, in the broader curriculum. It does not purport to be conclusive in findings about the nature of literacy instruction during a given time period, or at certain levels of schooling. Rather, it provides an illustrative account of some of the ways that literacy is and was conceived at points of major transition in Irish schooling; historical points of transition in curriculum, and contemporary points of transition in the school system. These transitions serve as an interesting and useful focal point for the consideration of literacy teaching, the broader curriculum, and the connection between the two.
“It’s very hard to know how much is the EAL and how much is the learning difficulty”: Challenges in organising support for EAL learners in Irish primary schools (Pre-published version)
(ILSA [Irish Learning Support Association], 2018) Gardiner-Hyland, Fiodhna; Burke, Patrick
The growth in linguistic diversity in Irish primary schools presents significant opportunities. Learners for whom English is an additional language (EAL) contribute to the rich tapestry of our classrooms. However, ensuring that their achievement is adequately supported requires attention in both policy and practice. Part of a broader study of EAL in Irish primary classrooms, the present article reports on how teachers from seven schools went about organising support for EAL learners at a time of significant curriculum and policy change. Findings relating to the use of support hours, resourcing, special education needs and assessment are discussed.
“Working with learners”: shaping and contextualizing a teacher education methodology course in the U.A.E. (Pre-published version)
(TESOL Arabia, 2007) Gardiner-Hyland, Fiodhna
Language teacher education programs have traditionally focused on transmission, product-orientated approaches that are applicable to any teaching context. However, there is a growing shift towards a constructivist, process-orientated perspective where student teachers are active participants in learning to teach. This article discusses the rationale behind shaping and contextualizing a teacher education reading methodology course in the Higher Colleges of Technology (HCT) B.Ed program in the United Arab Emirates (UAE). Through the HCT’s Program Quality Assurance (PQA) process – using course evaluations and observational analysis – it was suggested that approaches such as microteaching, reciprocal teaching, modeling and problem-based learning might better maximize opportunities to practice the teaching of reading in a foreign language context. These findings could have important implications for teacher education programs in the UAE, by establishing the importance of building concrete links between theory and practice.
10 ways to encourage beginning reading in an Emirati home
(International Printing Press, 2011) Gardiner-Hyland, Fiodhna
Parents worldwide play a significant role in the development of their children’s reading (Trelease, 2006). Yet, the fostering of home reading practices seems to be a challenge in both the United Arab Emirates and wider Arab world (Mograby, 1999; Al Tanejji, 2001; TahaThomure, 2003; Hyland, 2003). Learning to read takes practice, more practice than children get during the school day. Schools that genuinely want to create readers can’t do it without parental involvement. As teachers in the UAE, we need to think of how we can ensure Arabic parents feel able enough to help at home, especially when much of their children’s reading is in a foreign language. Providing them with ideas that are manageable and stimulating is a good starting point. This article makes ten simple suggestions on how to encourage Emirati parents to get involved in their child’s literacy at home.
Modeling the use of electronic books to engage young EFL readers in a teacher education methodology course in the U.A.E. (Pre-published version)
(TESOL Arabia, 2008) Gardiner-Hyland, Fiodhna; Hyland, Padraig
Teaching “Reading” has traditionally focused on using conventional printed books. However, there is a growing shift towards interactive reading approaches, some of which may incorporate digital media. This article discusses the use of electronic books to engage young EFL learners, as part of a larger study which shaped a teacher education reading methodology course in the Higher Colleges of Technology (HCT) B.Ed. program in the United Arab Emirates (UAE). Teacher educators model a variety of interactive strategies such as animation, sound effects, hyperlinked vocabulary, hidden hotspots and gradual revelation of text for involving young EFL learners in the reading process. Through course evaluations, focus group discussions and Teaching Practice observational analysis, perceptions of the impact of multimedia rich reading lessons on EFL Emirati students are explored. These findings could have important implications for the effective delivery of teacher education in the UAE. It is suggested that performance modeling using e-books may maximize opportunities for student teachers to enhance children’s English literacy and language development.
Read aloud experiences in a second language Arabic context: effects upon vocabulary acquisition (Pre-published version)
(TESOL Arabia, 2010) Gardiner-Hyland, Fiodhna; Malmaith, Seeham
Teachers exhibit a variety of styles in reading aloud, which influences vocabulary development. This study examined the effects of two conditions on student’s second language English vocabulary acquisition: listening to stories with an explanation of the unfamiliar target words and listening to stories with no explanation of the words. The sample comprised 150 Grade Two ESL children divided into two groups, treatment and contrast. Pre-tests and post-tests were administered to measure the extent of new vocabulary acquired. Statistical analysis revealed that students who listened to the stories along with a brief explanation of target words learned significantly more new words and remembered them ten weeks later, compared with students who heard stories with no explanation of the words. Offering simple explanations of target words in the context of rhyming texts is discussed as an effective method of second language vocabulary learning and extends previous findings.
A musical approach to shared reading: effects upon English vocabulary acquisition in an Arabic environment
(TESOL Arabia, 2010) Gardiner-Hyland, Fiodhna
The notion of music enhancing language learning is increasingly common in the bilingual classroom. Yet, little is known about the effects of music on second language vocabulary acquisition. This article investigates the potential impact of a musical approach to Shared Reading on the English vocabulary acquisition of bilingual learners. Subjects were one hundred and fifty Grade One Arabic/ English speakers, of mainly Kuwaiti nationality. Six intact classes were divided equally into two groups, Treatment and Contrast. The No-Music group subjects (Contrast) shared stories without the benefit of Music while the Music subjects (Treatment) heard a sung version of the same stories and simultaneously viewed the printed text. Quantitative results indicated statistically significant differences between the groups, having music and not having music. Implications for the use of music in Shared Reading instruction in the second language classroom are discussed and further research is recommended.
In my reading classroom…Emirati student teachers constructing teaching styles in the college classroom (Pre-published version)
(TESOL Arabia, 2012) Gardiner-Hyland, Fiodhna
Those entering the education profession in the United Arab Emirates (UAE) often face considerable obstacles in the government’s primary school system, particularly in the teaching of English reading. Traditional curricula and methodologies, reliance on rote learning, teachers shouting and instilling fear and too few qualified teachers pose a threat to the establishment of a reading culture in schools. As part of a larger case study, this article discusses a teacher educator’s path toward the development of a reading culture, with a focus on the perspectives of Emirati student teachers’ developing reading teaching styles as they engage in a revised teacher education Vygotskian constructivist reading methodology module in the college classroom. Particular reference is given to student teachers’ online teaching identities, reflections of self and aspirational accounts of their future reading classrooms.
Exploring the impact of teacher education pedagogy on EFL reading teacher identities: a United Arab Emirates case (Pre-published version)
(Routledge, 2014) Gardiner-Hyland, Fiodhna;
In response to a demand by government authorities to significantly improve educational practices in the UAE, and to simultaneously Emiratize and professionalize the teaching profession (Mograby, 1999; UAE Ministry of Education and Youth, 2000; Clarke & Otaky, 2006), Vision 2030 was developed. This plan was created to reform education in the UAE by encouraging effective teaching methods. Within this recognition of the need for reform in UAE schools and classrooms, one issue of concern to educators and teacher educators is the need to develop a culture of reading for pleasure. However, the fostering of a reading culture among Arab students as a pleasurable activity is a challenge in both the UAE and the Arab world. This obstacle exists partly because of the belief that Arabs share an oral rather than a written culture (Shannon 2003). Within this situation, those entering the education profession in the UAE often face considerable obstacles in the government’s primary school system, particularly in the teaching of English reading. Despite the enormous wealth of the UAE, many public schools are ill-equipped, lacking basic facilities such as proper libraries. Furthermore, public libraries are not common. For example, the city of Abu Dhabi, with a population of more than 1,000,000 people, currently has only one library. A consequence of this situation is that many Emirati parents are unable to fully support their children’s learning. Moreover, schools are commonly staffed with poorly trained and poorly paid Egyptian, Lebanese, Syrian, and Tunisian teachers, who operate within a traditional behaviorist model of transmission based on rote memorization. Ironically, these same teachers supervise Emirati student teachers who have attended extremely well-funded colleges and universities, and have been exposed to radically different Western ideas of the processes of teaching and learning reading. Within the context outlined above, this research provides insights into the teaching of reading in UAE primary government schools. This study specifically demonstrates, through innovative examples, how Emirati student teachers aspire to make a difference in increasing the quality of the teaching of reading to young learners.
Manuscript Men
(Mary Immaculate College, 1998) Ní Dheá, Eilís
Amhránaíocht Thraidisiúnta don Aos Óg:Oileán Dhún an Óir agus Táimse ar an mBaile seo.
(CDU Coláiste Mhuire Gan Smál/ Oidhreacht Chorca Dhuibhne, 2009) Ó'Cathasaigh, Roibeard
Coiglímis an Tine: Réamhrá agus Scéalta Grinn: 'Seán Chiarraí'.
(Oidreacht Chorca Dhuibhne, 2010) Ó'Cathasaigh, Roibeard
Rannta traidisiúta:(7) chuaigh an mhicín seo ar an aonach, (8) aon dó, muc ís bó, (15) ag iarraidh dul a chodladh
(CDU Coláiste Mhuire Gan Smál & Oidhreacht Chorca Dhuibhne., 2006) Ó'Cathasaigh, Roibeard
Rabhlaí Rabhlaí is a selection of traditional rhymes in Irish for children, published as a result of the work of Togra Béaloidis i mBunscoileanna Chorca Dhibhne, a unique curriculum development project in the area of folklore(in oral tradition) initiated in eleven primary schools in Cora Dhuibjne Gaeltacht in 1991.
Réamhrá in ó bhéal an bhab
(Cló Iar-Chonnachta, 2002) Ó'Cathasaigh, Roibeard
Lois Pó Corca Dhuibhne
(Cló Iar-Chonnachta, 2000) Ó'Cathasaigh, Roibeard
An Diabhal I mBéoideas na hÉireann
(An tIrisleabhar MÁ Nuad, 1980) Ó'Cathasaigh, Roibeard
From Policy to Practice The Oral Language Challenge for Teachers
(2010-07) Cregan, Áine

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