Metadata for texts common to Corpas na Gàidhlig and Faclair na Gàidhlig have been provided by the Faclair na Gàidhlig project. We are very happy to acknowledge here Dr Catriona Mackie’s sterling work in producing this data; the University of Edinburgh for giving us permission to use and publish the data; and the Leverhulme Trust whose financial support enabled the production of the metadata in the first place. The metadata is provided here in draft form as a useful resource for users of Corpas na Gàidhlig. The data is currently being edited and will be updated in due course.

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Metadata for text 24
No. words in text5454
Title Gaidhlig Mar Mheadhon Teagaisg, Athaisg Air A’ Phroisect Seolaide [sic] 1983-85
Author Dunn, Catriona N.
Editor N/A
Date Of Edition 1986
Date Of Language 1950-1999
Publisher Comhairle nan Eilean Siar (Western Isles Council)
Place Published Stornoway
Volume N/A
Location NLS
Geographical Origins Lewis
Register Formal, Prose
Alternative Author Name N/A
Manuscript Or Edition MS
Size And Condition 29.7cm x 21cm
Short Title Gaidhlig Mar Mheadhon Teagaisg
Reference Details NLS: HP4.86.593
Number Of Pages [11]
Gaelic Text By N/A
Illustrator N/A
Social Context This is the report of a two-year pilot project to introduce the teaching of certain subjects through the medium of Gaelic into the first and second years of two Lewis secondary schools (Lionel and Shawbost). The project was confined to these two schools, and to S1 and S2, partly because of financial restraints and partly due to the availability, in these schools, of Gaelic-speaking teachers and of classes comprising fluent Gaelic speakers. An English-language version of this document also exists – Gaelic-Medium Teaching, Report of the Pilot Project 1983-85.
Contents This document is divided into eleven sections, plus an appendix, as follows:

1 Roimh Radh: This section introduces the project, the schools, and the people involved.

2 Raon-Obrach: This section explains that the task was to produce teaching material to facilitate the teaching of certain Social Science and Celtic Studies subjects through the medium of Gaelic. This included compiling appropriate vocabulary where necessary.

3 Curriculum: This section describes the initial consultation process with teaching staff and the discussion of suitable subject areas to include in the project. It describes the type of material to be produced, such as written units, illustrative material, and suggestions for further study (‘aonadan sgrìobhte, le dealbhan agus stiùireadh a-thaobh tuilleadh obrach’).

4 Stuth-Teagaisg: This section contains a list of the subjects to be covered by the project under the headings of Eachdraidh (e.g. An Creidheamh [sic] Crìosdaidh and Na Stiùbhartaich), Cruinn-eolas [sic] (e.g. Ainmean Aitean – Fianais ar n-Eachdraidh and Cosgais Droch Shìde), and Eòlas Ceilteach (e.g. An Teaghlach anns an Taigh and Math na Bà).

5 Sgaoileadh: This section explains that the material used in the pilot schools was also distributed to Gaelic departments in secondary schools throughout the Western Isles. Several requests for material were received from other bodies including Luchd-sgrùdaidh na Ban-rìgh (HM Inspectorate) and Pròisect Stòir Albannach an Sgoiltean (Scottish Resources in Schools Project).

6 Clasaichean Gaidhlig a’ Cleachdadh an Stuth an Sgoiltean Eile: This section reports how some of the material was also used in Gaelic classes in other schools which did not have all-Gaelic History or Geography classes. The results were positive.

7 Ceangal ri Sgoiltean: This section explains how visits were made to the two pilot-schools to discuss the progress of the project with both staff and students. In-service days, where staff could come together and discuss the materials, were held in the first year, but industrial action prevented this from continuing in the second year. These in-service days were also open to staff from non-pilot schools.

8 Athaisgean bho na Sgoiltean: This section explains how reports were submitted by the four teachers involved (a Geography teacher and a History teacher from each school) in August 1984; these are included in Appendix II. This section also makes reference to interviews conducted with participating pupils for a Radio nan Eilean program about the project and records the lack of parental objection with regard to the project.

9 Uidh bho Bhuidhnean Eile: This section mentions a number of outside bodies that expressed an interest in the project, such as Jordanhill College of Education (Colaisde Chnoc Iordain), which sent some students to the pilot schools on work-placements. Information about the project was also disseminated through a report presented at a Community Languages Conference, organised by Strathclyde Regional Council (Roinn Strathchluaidh) and Moray House College of Education (Colaisde Moray House), in June 1985.

10 Daingneachadh agus Leudachadh air a’ Phroisect: This section first explains that the pilot schools are to continue using the project material. It also states that, ideally, other Western Isles schools would become involved in bi-lingual education and that bi-lingual teaching should also be extended above the level of S2. Problems identified include a shortage of Gaelic-speaking staff and the range of syllabuses in use in schools throughout the area, making it impossible for any single approach to the project to be applied to all schools.

11 Molaidhean: This section details some of the recommendations for the extension and expansion of the project, such as the review and development of existing material (Lèirmheas agus leasachadh air stuth-teagaisg), a syllabus review (Lèirmheas Clar-obrach), the extension of the project to all Western Isles schools and, eventually, to secondary levels above S2. It also recommends that a small committee be set up to help review and develop the material. In addition it is suggested that bi-lingual schools, where both Gaelic and English are spoken, could make their bi-lingualism more obvious by using more Gaelic in the classroom and in day-to-day written and spoken communication within the school. Gaelic might also be made more visible on school signage, for example on mini-buses (‘soighnichean bhusaichean-mini’).

Appendix II: Contains two short reports (1/2 page to 1 page) from each of the two schools, one report from each of the Geography teachers and one from each of the History teachers. All reports indicate that the project had been well received, was working well and that they had found the material very useful.

Appendix I is not included in this document.
Language The lexicographical value of this text lies in its use of terminology relating to the organisation and implementation of projects and its use of terminology relating to education. The language of this document is relatively free of jargon.

Terminology relating to the organisation and implementation of projects includes cosgaisean, cuibhreannan taghte ‘selected aspects’, teamannan ‘themes’, fianais measaidh ‘assessment evidence’, feumalachd a’ phròiseact ‘the validity of the project’, cnapan-starra, bha aonta ann, chaidh aontachadh, dh’aontaichear, furasda a thighinn gu còrdadh, an co-cheangal ri, adhartas, a dh’aona ghnothaich, a’ breithneachadh, air a ghabhail os làimh, air cur rompa, anns a’ chathair, ballrachd, a chur air chois, puingean deasbuid, gnìomhan, and stiùiridhean ionadail ‘regional guidelines’.

Terminology relating to education and language-learning includes cuspairean, Ealain Sòisealach, Eòlas Ceilteach, fileantaich, luchd-ionnsachaidh, clàr-obrach ‘syllabus’, faclan speisealta ‘specialist terminology’, dà-chànanach, briathran, sgilean cànaine, cruinn-eòlas, duilleagan obrach, streath dhealbh, crithean-talmhainn, gnìomhachas, aireamh-sluaigh, fein-eisimealachd [sic], seatan ‘sets’, leth-bhreacan, roinnean, modhan-teagaisg ‘teaching approaches’, stuth-teagaisg ‘materials’, cinn-sgòile, làithean in-sheirbhis, deuchainnean, Ire-Choitcheann ‘Standard Grade’, and nuadh-eòlas ‘modern studies’.

Some of the terminology included in this document is not in common usage today, e.g. Ealain Sòisealach ‘Social Science(s)’, whereas some recent dictionaries such as Robertson and MacDonald (2004) use the term sòisealach to mean ‘socialist’ rather than ‘social’, which they translate as sòisealta.
Orthography The orthography is generally that of the late twentieth century. There are a number of typing errors and missing accents. All accents have been added by hand, after typing. No accents are shown on capital letters.
Edition This appears to be a photocopy of an original document. It consists of 11 sheets of A4 paper stapled in the top left hand corner. The paper is typed on both sides, with the exception of the title page and the last page. The pages are not numbered. Appendix I is not included in the copy consulted. It is not clear whether this document is a translation of the English-language version or whether the document was originally written in Gaelic.
Other Sources
Further Reading Dunn, Catherine M., Gaelic-Medium Teaching, Report of the Pilot Project 1983-85 ([Stornoway], 1986: Western Isles Islands Council).
Robertson, Boyd and Ian MacDonald, Teach Yourself Gaelic Dictionary (London, 2004: [Teach Yourself]).
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