Achieving excellence in modern Irish. Students will gain experience of the Irish Language sector, of the Gaeltacht and of Irish speaking communities.
The University offers a comprehensive range of programmes in Irish in both part-time and full-time mode at a number of centres which serve a diverse constituency of students. The breadth of Irish language provision at Ulster and the practice amongst staff and students of using Irish as a primary medium of communication reflects the University’s strong commitment to cultural and linguistic diversity within Northern Ireland. The University’s Irish programmes play a vital role in preserving, sustaining and celebrating Ireland’s Gaelic literary and linguistic heritage as well as serving the demands of the Irish language sector within the local and international job market. Our programmes will enable you to participate fully in the Irish language community as a confident and independent user of the language and to support you in gaining stimulating and fulfilling employment.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
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Our programmes fulfil the needs of individuals who wish to acquire the necessary competence to fully participate in the Irish language community as confident and independent users of the language. The BA programme has been designed to reflect our vision of leading in the provision of professional education for professional life. To that end, students on the programme will study a broad range of modules covering the main aspects of Irish Studies including language and grammar, literature, history, folklore, dialectology. translation and Irish in professional contexts.
All staff in Irish are members of The Irish and Celtic Studies Research Institute which was rated the second in the UK for Celtic Studies in the Research Excellence Framework (REF) 2014. Staff members are leading figures in the Irish Language revival movement and play key advisory roles at governmental level.
3 years full-time.
Teaching
Irish adopts a variety of strategies to encourage and support learning. These include lectures, seminars, practicals, conversation classes, and the provision of formative coursework such as written assignments and presentations. Lectures generally provide an overview of the subject matter to be covered, locate it contextually, direct attention to important issues of interpretation and provide a guide to primary and secondary literature. Seminars take a number of forms: intensive reading and critical examination of texts or discussion of a previously announced topic for which reading has been prescribed. The aim of seminars is to give students an opportunity to discuss material presented in lectures with their peers and their lecturer, to allow the lecturer to judge the degree to which students have understood the lecture topics, and to develop high-order intellectual skills such as critical thinking and transferable/professional skills such as oral presentation. Practicals generally take the form of small class groups and focus on the acquisition of subject-based skills such as reading skills, grammar, and pronunciation. A large proportion of modern language practicals take place in the Multimedia Language Labs and consist of both presentation of new material and linked exercises aimed at reinforcing and testing material covered by the tutor in that session. One-to-one tutorials are organised for the Dissertation.
There is a degree of differentiation in teaching methods according to level. In Year 1, various methods are used to assist students in the transition from School to University. In particular, CALL and multimedia are used in class to improve language skills, especially grammar. This provides students with a supportive environment in which they can take instruction from the tutor and immediately apply newly-acquired/revised knowledge without the pressure of public performance. Immediate feedback from CALL packages assures them that they are on the right track or alerts them/the tutor to any problems. In Years 2 and 3, greater independence is encouraged; CALL is used for independent study and students are expected to make greater independent use of media in Irish.
Assessment
Students are assessed through a combination of coursework assignments and formal examinations. In the final year, all modules except the dissertation are weighted 50% coursework and 50% examination; in Year Two, most modules are assessed entirely by coursework, but this includes a number of class tests. In Year 1, students are assessed by 100% coursework in the first semester, and by a predominance of 50% coursework/50% examination in the second semester. Assessment criteria are directly related to learning outcomes.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10, 20, or 40 credit modules (more usually 20) and postgraduate courses typically 15 or 30 credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Teaching and learning activities will be in-person and/or online depending on the nature of the course. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification, the assessment timetable and the assessment brief. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study.
In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
Staff in Irish Language and Literature are active researchers and experienced and highly qualified teachers. They play leading roles in the Irish language sector outside of the University and within national and international academic networks.
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures from the academic year 2022-2023.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
In this section
Year: 1
Status: C
This module aims to help students acquire skills and critical acumen in active reading that will be essential for successful progression through the degree program.
Year: 1
Status: C
This module aims to further develop students' skills and critical acumen in active reading, to bring about an awareness of dialect differences, and to expand knowledge of idiom in Irish.
Year: 1
Status: C
This module takes students on the course from B2 (Vantage or upper intermediate):
- Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialization.
- Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
- Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
to C1 (Effective operational proficiency or advanced level):
- Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
- Can express ideas fluently and spontaneously without much obvious searching for expressions.
- Can use language flexibly and effectively for social, academic and professional purposes.
- Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
Year: 1
Status: C
This module should consolidate the students' C1 level (Effective operational proficiency or advanced level) (CEFRL):
- Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
- Can express ideas fluently and spontaneously without much obvious searching for expressions.
- Can use language flexibly and effectively for social, academic and professional purposes.
- Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
Year: 1
Status: C
This module examines the various political, socio-economic and cultural factors that precipitated the decline of Irish, its revival at the end of the nineteenth century and the emergence of a modern Irish literature in Irish
Year: 1
Status: C
The module provides an elucidation of important aspects of Irish folklore, oral tradition and
literary heritage.
Year: 2
Status: C
This module seeks to build on the language skills gained in previous modules. The module's primary focus is to help students write and speak Irish with increased accuracy. Students will study the grammatical rules of Irish in a systematic manner while using spoken Irish in a range of speech acts. The module introduces the concepts of register and error analysis.
Year: 2
Status: C
This module builds on an Ghaeilge Scríofa 1 and covers the acquisition of written communicative skills, enabling the student to express themselves correctly in writing with confidence in a variety of everyday and academic contexts.
Year: 2
Status: C
This module aims to develop students' understanding of the literary tradition of Ireland from the earliest times down to the revival efforts of the 19th Century. Students will learn to appreciate the scope of the Irish literary tradition and be guided through texts from various genres.
Year: 2
Status: C
This module will cover the factors affecting the development of Irish language media in
the 20th century and equip students with the critical skills to evaluate its the current state of Irish language media.
Year: 2
Status: C
This module aims to develop students' understanding of the literary tradition of Ireland since
the revival efforts of the 19th Century. Students will learn to appreciate the scope of the Irish
literary tradition and be guided through texts from various genres
Year: 2
Status: C
This module will cover the factors affecting the survival and revival of the Irish language from
the late 19th century to the present day and equip students with the critical skills to evaluate
the effectiveness of historical and current language planning initiatives.
Year: 3
Status: C
This module provides the student with the opportunity to select any topic from the area of Irish Studies/Irish Language and Literature on which he/she may undertake an individual project.
Year: 3
Status: C
This module introduces students to Classical Irish and the Irish of the seventeenth century. It examines Bardic poetry, learned love poetry and key prose texts of the period.
Year: 3
Status: C
This module will allow students to enhance their understanding of the Irish language sector in a broader professional context whilst absorbing experiences gained within a work-based environment and/or scenario. This Level 6 Semester 1 module may also serve as a precursor to a placement inspired Research Project in Semester 2.
Year: 3
Status: C
This module will introduce students to the study of grammar, syntax and phonology in Irish translation. Students will also study of the discourse of contemporary Irish translation and engage critically with key concepts in translation.
Year: 3
Status: C
This module seeks to build on the language skills gained in all previous modules. Students will be given the chance to further develop their written and oral proficiency by completing a range of tasks. Detailed comprehension exercises in Irish will enable students to perfect their knowledge of Irish grammar. Extended debates and presentations will help students speak Irish with confidence and complete accuracy.
Year: 3
Status: C
This module examines various diachronic and synchronic features of the Irish language.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
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The A Level requirement for this course is CCC
Applicants may satisfy the requirement for an A level C grade by substituting a combination of alternative qualifications to the same standard as defined by the University.
*** To note that only qualifications defined as “Applied General” will be accepted for entry onto any undergraduate course at Ulster University.***
BTEC Awards
QCF Pearson BTEC Level 3 Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma (2012 Suite)
Award profile of Distinction Merit Merit
RQF Pearson BTEC Level 3 National Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma (2016 Suite)
Award profile of Merit Merit Merit
QCF Pearson BTEC Level 3 Diploma / OCR Cambridge Technical Level 3 Diploma (2012 Suite)
Award profile of Distinction Merit plus A Level Grade C or award profile of Distinction Merit plus A Level Grade C
RQF Pearson BTEC Level 3 National Diploma / OCR Cambridge Technical Level 3 Diploma (2016 Suite)
Award profile of Merit Merit plus A Level Grade C
QCF Pearson BTEC Level 3 Subsidiary Diploma / OCR Cambridge Technical Level 3 Introductory Diploma (2012 Suite)
Award profile of Merit plus A Level Grades CC
RQF Pearson BTEC Level 3 National Extended Certificate / OCR Cambridge Technical Level 3 Extended Certificate (2016 Suite)
Award profile of Merit plus A Level Grades CC
Diploma, National Diploma and Subsidiary Diploma applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - grade C) by substituting a combination of alternative qualifications to the same standard as defined by the University.
96 UCAS tariff points to include a minimum of five subjects (four of which must be at higher level) to include English at H6 if studied at Higher level or O4 if studied at Ordinary Level.
The Scottish Highers requirement for this course is to include CCCCC.
Applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - Grade C ) by substituting a combination of alternative qualifications to the same standard as defined by the University.
The Scottish Advanced Highers requirement for this course is grades DDD.
Applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - Grade C ) by substituting a combination of alternative qualifications to the same standard as defined by the University.
Overall International Baccalaureate profile minimum 24 points to include 12 at higher level. Candidates must fulfill the subject requirement for Irish (A level grade C or equivalent) via other qualifications.
For Access qualifications validated by Ulster University or QUB the entry requirement is:
An overall mark of 55% (120 credit Access Course) (NI Access course)
Overall profile of 45 credits at Merit (60 credit Access course) (GB Access course)
For full-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C/4 or above English Language.
Level 2 Certificate in Essential Skills - Communication will be accepted as equivalent to GCSE English.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Applicants holding a HND should achieve an overall Merit with distinctions in 15 Level 5 credits. Candidates must fulfill the subject requirement for Irish (A level grade C or equivalent) via other qualifications.
Applicants holding a HNC with overall Merit with distinctions in 45 Level 4 credits. Candidates must fulfill the subject requirement for Irish ( A level grade C or equivalent) via other qualifications.
Foundation Degree - an overall mark of 40% in Level 5 modules for Year 1 entry. Candidates must fulfill the subject requirement for Irish (A level grade C or equivalent) via other qualifications.
Applicants who hold the Ulster University Diploma in Irish Language will be considered for Year 1 entry.
If you do not meet the requirement for a qualification in Irish, please contact us and we can discuss how we might recognise your prior experience in the area in assessing your application.
The University will consider applications on the basis of experiential learning for those who do not hold the normal entry qualifications. Those applicants seeking entry with advanced standing, (eg. Transfer from another institution) will be considered on an individual basis .
Studies pursued and examinations passed in respect of other qualifications awarded by the University or by another university or other educational institution, or evidence from the accreditation of prior experiential learning, may be accepted as exempting candidates from part of an approved programme provided that they shall register as students of the University for modules amounting to at least the final third of the credit value of the award at the highest level.
Although students may transfer out of the programme to other courses within the University, transfer in is subject to this condition.
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Graduates from this course are now working for:
With this degree you could become:
Employment opportunities exist in a wide range of areas including education, the media, publishing, government, librarianship and various areas of business.
The employability profile of our students in recent years has been more than impressive, with a disproportional number of our ex-students holding senior positions in Irish language organisations throughout Ireland. This includes: Several translators within the European Union, Chief Executive of Comhairle na Gaelscolaíochta (Irish medium education advisory body), Senior Programme manager with Foras na Gaeilge (cross-border body responsible for Irish), Programme Manager with CCEA, President of Conradh na Gaeilge, Director of An Carn Translations, Principal of Gaelscoil an tSrátha Báin (Strabane Irish-medium primary school) and a Senior Producer in the BBC. The unprecedented growth of the Irish language in recent years has resulted in an increase of demand for services through the medium of Irish. Due to this, our students find themselves in the enviable position of being able to be circumspect when it comes to choosing the career path they wish to follow.
Graduates will also be well equipped to pursue postgraduate studies in the broad field of linguistics, folklore, Celtic Studies, translation and sociolinguistics.
For information on postgraduate research opportunities see: www.ulster.ac.uk/doctoralcollege
Students can study abroad as part of Erasmus+ and have an opportunity to study for a semester in the Donegal Gaeltacht.
Students can gain placement experience as part of An Ghaeilge Ghairmiúil in Year 2.
Prize for best final year dissertation.
Students visit the Gaeltacht for a week each year. The cost of each course is circa £125 to cover travel, accommodation, food, activities, excursions and classes.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
“The School of Irish creates a lot of opportunities to achieve excellence in Irish, for example, annual trips to the Gaeltacht and also assists in getting work in the Gaeltacht as summer school leaders. I really enjoyed the Irish course and the classes.”
“Is mór a chuaigh an chéim sa Ghaeilge i bhfeidhm orm. Bhí béim ar leith ar an Nua-Ghaeilge agus ar scileanna feidhmiúla teanga a chruthaigh cuid mhór deiseanna dom i ndiaidh an chúrsa. Bhí muid mar a bheadh pobal teanga san Ollscoil, rud a chuidigh liom agus mé ag cur le mo chuid Gaeilge.”
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
