Target varieties for language learning are contentious in applied linguistics and sociolinguistics. Debates centre on the nature and utility of alternative norms. Approximation to ‘native speaker’ practices is the hallmark of language education. Thus, policy and pedagogy frequently orient toward achieving nativelike production. While many language learning stakeholders are committed to this model, it is also
contested. Opponents point to the ideological assumptions about ‘native’ and ‘nonnative’ speech inherent in the model, and to the unrealistic aims it presents to teachers and learners. While much research focuses on learner preferences, little work exists on teacher attitudes. This article aims to address this dearth in the target variety debate. By focusing on Irish as a minority language, the article supplements the literature on classroom targets for English and other major languages. A thematic analysis of interviews with Irish language pedagogues is presented and reveals their engagement with target varieties for the language.
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