Abstract:

This research study will discuss the effective use of language and other methodologies to support an inclusive classroom to allow students to achieve learning outcomes in English, History and resource classes. This topic raises three fundamental research questions, namely ‘How can the teacher create a safe space in the classroom to allow for inclusivity and the possibility of learning?’, ‘What methodologies could be utilised to improve literacy skills?’ and ‘How can the teacher use co-operative learning to create a safe space and improve literacy skills?’

This study will reveal challenges that teachers face, with particular focus on traveller-background students and methodologies that work for teachers in an Irish post-primary school. Teacher rapport and influence, resources and classroom environment all impact literacy attainment. The focus will primarily be on the junior cycle due to the new Irish Junior Cycle Framework.

The origin of the research is relevant as literacy barriers frequently affect socio-economic disadvantaged minorities such as the Irish travelling community. The Irish census of 2018 revealed that only 13.3% of female travellers were educated to upper secondary level and only 8% of travellers have completed secondary education. This came to light for the traveller cohort in the school where the research took place, a Delivering Equality of Opportunity in Schools (DEIS) secondary school in Ireland. Having worked previously as a Special Needs Assistant (SNA), and having taught junior cycle English and History, language barriers evidently contributed to students failing to achieve their full potential. Often, students could not complete a task until the language was broken down. Within the conventions of the English and History classroom, language is the tool used to empower the students. However, the language used often surpasses their reading age or does not allow for linguistic differences in the student body.

Language is the starting point for students; do they understand the language of the classroom, the language of the material taught or instructions given to enable them to learn and gain the knowledge necessary to be successful? Students must feel accepted and welcomed in the classroom; inclusivity must be evident. This presentation will identify methodologies that work for teachers, and the challenges they may face while implementing these strategies with particular focus on traveller-background students.

Literacy is central to effective learning in every area of the Irish curriculum, particularly in relation to English and History. A teacher can begin to break down existing barriers by highlighting the importance of language in the classroom. Literature on active and co-operative learning has influenced the types of questions asked in this qualitative research and enhanced an understanding of the methods discussed by the teachers interviewed.

Keywords:

Language, education, Irish Travellers, methodologies, inclusive classroom, resources, co-operative learning.