A presentation given at the 17th Association of University Language Centres Conference on 7th-8th January 2016.

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Teastas Eorpach na Gaeilge (TEG)
CEFR-related tests in Irish: punching above their
weight
Anne Gallagher/Anna Ní Ghallachair

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Introduction
• The statutory position of Irish
• Irish-language competence
• Irish-language attitudes
• Teastas Eorpach na Gaeilge (TEG)
• Quality
• Washback and impact
• TEG abroad
• Conclusions

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The statutory position
• First official language of the state
• Compulsory at both primary and second
level
• Official Languages Act (2003)
• Irish a working and official language of the EU
since January ’07
• An entry requirement for National University
of Ireland universities (4/7)

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• 1.77 million claim to be able to speak Irish (Census
2011)
• 26% (1,192,946) are confident in their ability to speak
Irish, and 35% ( 1,605,888 people) are confident in
their ability to understand Irish (Conradh na Gaeilge,
2015)
• 30% of native speakers would like to improve written
skills (Ó hIfearnáin 2008)
Irish-language competence

5. Attitudes
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• Successive surveys and studies have indicated a
positive attitude to the language on the part of a
majority of the population
• 44% would like the opportunity to learn more
Irish (Conradh na Gaeilge, 2015)

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Identity
• Review of Erasmus programme from
1987-1995: 30% wished to return to Irish
• Eurobarometer (2000): Irish mother
tongue (14%)
• Multilingual Ireland: 182 cited in 2011
census

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Challenges in 2005
• Many with poor communicative competence
• Many newcomers (766,770, Census 2011)
• Attitudes and perceived language deficits
were largely the same as just outlined
However,
• No structured courses for adult learners
• No tests/certification
• No funding available for comprehensive
package

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Teastas Eorpach na Gaeilge
• Examinations and certification system for Irish
• Introduced in 2005
• Broadly based on the CEFR
• Examines four skills, emphasis on communication
• Syllabi for 5 levels completed, levels A1 to C1
• Membership of Association of Language Testers in
Europe (ALTE)
• Awarded ALTE Q-mark in 2015
• Website: teg.ie

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Candidates
• Public servants
• Directors of Irish-medium playschools
• Entrance and exit requirements for certain
university Irish courses
• Parents of schoolgoing children
• Transition year students
• Native speakers
• Students of Irish abroad
• Newcomers to Ireland
• Those curious about their level
is

10. Importance of quality control (1)
• To ensure fairness across the entire
examination process, from initial test
development to final presentation of
results
• Tests both high and low stakes;
importance of being able to stand over
results (validity and reliability)
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11. Importance of quality control (2)
• Membership of ALTE
• Other members include Cambridge
Assessment, CIEP, Goethe Institut, etc.
• Sharing expertise and experience
• ALTE 17 minimum standards
• Regular ALTE audit
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12. ALTE minimum standards
The standards cover five main areas:
•test construction
•administration and logistics
•marking and grading
•test analysis
•communication with stakeholders
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Washback and Impact
• Tests influence teaching and learning
• In applied linguistics, washback is broadly defined as
the effect of a test on teaching and often also on
learning
• While impact may occur at a macro or social and
institutional level, washback occurs only at the micro
level of the individual participant (primarily teachers
and students). (Green, 2007)

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Positive Impact (1)
• Emphasis on communicative
competence
• Awareness of CEFR/European
dimension
• Distinction between achievement and
proficiency
• Structuring of teaching/learning
• Response to institutional/national need
• Promotion of Irish language abroad

15. Professional Profile of B2
candidates in 2015
• Student 43.75%
• Working 39.58%
• Retired 4.17%
• Seeking employment 4.17%
• Stay-at-home partner 8.33%
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16. Reasons for taking B2 in 2015
• To progress at work 18.51%
• On instruction from employer 3.7%
• To help with my children’s education
11.11%
• Personal reasons 74%
• Other reasons 11.11%
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Washback
“Sixty members of staff attended the courses last
year. There was a further 25 we couldn’t cater
for, but it looks like we’ll have 80 at the very least
in the classes this year”
“The exam itself let me know what my weak points
were, and it was good to pass it as well”
“I noticed the progress every week. The syllabus is
geared to bring you along”
Irish Times, Sept 2007

18. A Russian candidiate
Subject: Beannachtaí ón Rúis
Dia dhaoibh a chairde!
Is mise Vitaly X, is as an Rúis mé. Tá 2 theastas TEG bainte amach agam (B2 2012 agus C1
- 2015).
Nollaig faoi shéan agus athbhliain faoi mhaise daoibh agus do bhur muintir go léir!
Beannachtaí na Nollag ón Rúis ar gach éinne atá ag múineadh agus ag foghlaim Gaeilge i
NUI.
Mo bheannachtaí ar léith ar Aisling. Bhí sí fáilteach agus ana-chairdiúil liom agus mise i
Maigh Nuad.
Adh mór ar gach iarrthóir leis na scrúduithe TEG i 2016!
Le gach dea-ghuí,
Vitaly X
Moscó, An Rúis
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19. TEG visits 2015
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Examination centres
10 centres in Ireland:
Centre Culturel Irlandais, Paris
Charles University, Prague
New York University
University of Ottawa
Sydney from 2016
Requests from many more

21. Other developments
• Development of test specifications/syllabus
• Tests
• Teaching materials
• Dioplóma i Múineadh na Gaeilge
(Foghlaimeoirí Fásta)
• Training raters from many institutions
• National Council for Curriculum and
Assessment
• Encouraging good testing practice within
University
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22. In conclusion
• Over 3,000 candidates have taken TEG tests to date :
candidate numbers only tip of iceberg
• Impact on stakeholders an indication of quality of tests
• Importance of proficiency tests for minority language,
tough love
• Dissemination of good practice in language testing
• Awareness of CEFR
• Better Irish-language learning
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Award ceremony, Paris 2015