Academic biography

Tugaim l¨¦achta¨ª ar ch¨²rsa¨ª a bhaineann le sealbh¨² dara teanga le b¨¦im faoi leith ar fhoghlaim na Gaeilge in iar-bhunscoileanna. Sular thosaigh m¨¦ ag obair in Institi¨²id an Oideachais d¡¯oibrigh m¨¦ mar theagasc¨®ir in Fiontar & Scoil na Gaeilge (DCU) (2022/23). Roimhe sin caith m¨¦ c¨²ig bliana d¨¦ag ag obair mar mh¨²inteoir le Gaeilge agus mata in iar bhunscoileanna.

Bhain m¨¦ m¨¢istreacht (MTeach) amach san oideachas in 2018. Bh¨ª m¨® tr¨¢chtas anseo bunaithe ar Thaighde Ghn¨ªomhach agus pl¨¦ s¨¦ leis an gcomharfhoghlaim mar bhun¨²s chun an teanga ¨® bh¨¦al a chur chun cinn i measc dhalta¨ª na hidirbhliana i scoil T2. Ansin in ¨¦ineacht le Megan O Connor scr¨ªobh m¨¦ sraith leabhar don

tSraith Sh¨®isearach darb ainm Cro¨ª na Gaeilge (2021 & 2022). Mar aon leis sin dhear an bheirt againn treoir staid¨¦ir don tSraith Sh¨®isearach leis an gcomhlacht oideachais 4Schools (2023). Roimhe sin dhear m¨¦ acmhainn¨ª d¨¢theangacha oideachas¨²la don ESB (2016) darb ainm Inside Aghada. T¨¢ na hacmhainn¨ª seo feili¨²nach don teagasc¨®ir at¨¢ ag iarraidh an eola¨ªocht a cheangail leis an nGaeilge chun ceachtanna FC?T a bhun¨² ina sheomra ranga.

Faoi l¨¢thair t¨¢im i mbun taighde do mo PhD agus m¨¦ ag tabhairt faoi Thaighde Dearadh-bhunaithe at¨¢ ag pl¨¦ leis na braistint¨ª at¨¢ ag m¨²inteoir¨ª agus ag dalta¨ª maidir leis an Teagasc agus an Fhoghlaim Thasc-bhunaithe. T¨¢ an modh teagaisc seo luaite go minic i Sonra¨ªochta¨ª Gaeilge na Sraithe S¨®iseara¨ª mar aon leis an Dr¨¦achtsonra¨ªochta¨ª Curaclaim Gaeilge na hArdteistim¨¦ireachta

I am interested in looking at the best approaches for teaching Irish as a second language and at ways to engage students in the digital age. I am also interested in exploring the full power of the CEFR to assist teachers who want to incorporate plurilingualism into minority language teaching.  My experience has taught me that the students' perspective is in the first instance heavily influenced by the assessments which drive the module. For this reason, I hold firm to a core-working assumption that good teaching can only occur when it is supported by high-quality assessment. The design of which must incorporate diagnostic, dynamic, and formative elements.  I believe that this journey is best served by researchers who collaborate with practitioners in the design and development of