It is time to face reality on the teaching of Irish. Thousands are already opting out or taking a very cynical approach, argues school principal Brian Fleming

Some weeks ago, the Fine Gael leader Enda Kenny called for a review of the teaching of Irish in our schools. In his statement, he went on to suggest that Irish should become an optional subject for students after the Junior Certificate. Unfortunately, this part of his statement attracted the most attention and had the effect of diverting consideration away from whether a review is necessary or not.

At post-primary level all students (subject to two exceptions which will be considered later) are required to study Irish. Yet The Irish Times reported recently that a forthcoming ESRI study, on a sample of second-level schools, reveals that many pupils are not taking Irish.

Clearly students and their parents are finding ways around these regulations, as many of those working in schools will be aware. Students are responding in a number of ways. Some study the subject for the 14 or so years they are in school and simply do not turn up for the examination. These probably number 1,500 or so. Another group turn up and leave the examination hall as soon as the regulations allow, which is 30 minutes after commencement. There are probably about 1,200 students in this category.

A more significant number make a conscious decision to concentrate on other subjects, notably their six scoring subjects for third-level entry requirements, and essentially underperform in a subject that they have studied for 14 years. It is difficult to estimate how many are in this category, but it is arguable that the figure is probably 7,500 or so.

So, something in the order of 10,000 students, which is approximately one in five, are in a sense treating official policy as a charade and finding their own means of dealing with it. This is not in the interest of the language or their fellow pupils, and indeed it is detrimental to the morale of teachers of Irish.

As mentioned previously, there are two categories of official exemption, but there are problems in relation to these also.

Those who are suffering from a specific learning disability of a serious nature, or a general learning disability due to either a serious intellectual or sensory impairment are exempt. This is based on the fact that they have failed to achieve the expected levels of attainment in basic skills in their mother tongue and so taking Irish would be extremely difficult for them.

To secure this exemption a student must have a psychological assessment which will provide evidence of this disability, or in the case of the sensory impairment, a report from a medical specialist. As we know, the level of psychological support for schools is inadequate. Accordingly, many parents who can afford it take the option of paying for a private psychological assessment to secure this exemption. The numbers of exemptions, as The Irish Times reported, has been increasing in recent years.

Another category is composed of those students whose primary education up to the age of 11 years was outside the State. Obviously, then, students who join our education system before they are 11 must take up Irish. Unfortunately, and increasingly, this includes a significant number of international students, many of whom have no English on moving to the country. It seems to me that it would be very difficult for a student to pick up the Irish language in addition to learning English while at the same time getting used to a new country and a new school.

Presumably the intention of our language policy is to increase, in succeeding generations, the level of knowledge and love for the language. Clearly, this is working for many students. Approximately, 30 per cent secure a satisfactory grade on higher-level papers, and indeed many others secure similar grades on the ordinary-level paper.

However, in the case of a significant proportion of students, current arrangements are inducing a cynicism which in turn leads them to treat the whole matter as a charade. It also, in some cases, contributes further to educational disadvantage among the less well off.

In addition, the ESRI study, not surprisingly in these circumstances, finds Irish to be the least popular subjects among school students. This is hardly what anyone would wish for.

It seems to me that in these circumstances those who have a love of the language and an interest in the welfare of our young people will agree that at least a review of current arrangements is called for as a matter of some urgency.

Brian Fleming is principal of Collinstown Park Community College, Clondalkin, Dublin.