Teaching and Irish English

Abstract

The first decade of the twenty-first century has been characterised in Irish English studies by a diversification of research agendas. Whereas studies before 2000 were largely concerned with internal issues in the development of Irish English, more recent research has been marked by the desire to view Irish English in the context of international varieties of English, as demanded by Barker and O'Keeffe (1999). Much has changed in the study of Irish English in the last decade or so. This is in part due to a broader perspective adopted by researchers and also to the emergence of new ways of looking at Irish English: see Barron and Schneider (eds) 2005; Hickey, 2005, 2007a; Corrigan, 2010; Amador-Moreno, 2006, 2010. There seems to be a less exclusive concern with Irish English within the strict orbit of British English and the effects of contact with the Irish language. This is perhaps aided by looking at Irish English in the context of English as a global language (Kirkpatrick ed. 2010). A function of this globalisation is variation and that in itself brings richness and diversity. In the context of English language teaching, Irish English is one of many types of English.

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