Atnaujinkite slapukų nuostatas

Immersion Education: Lessons from a Minority Language Context [Kietas viršelis]

  • Formatas: Hardback, 216 pages, aukštis x plotis x storis: 234x156x16 mm, weight: 475 g
  • Serija: Bilingual Education & Bilingualism
  • Išleidimo metai: 01-May-2018
  • Leidėjas: Multilingual Matters
  • ISBN-10: 1783099836
  • ISBN-13: 9781783099832
Kitos knygos pagal šią temą:
Immersion Education: Lessons from a Minority Language ContextDidesnis paveikslėlis
  • Formatas: Hardback, 216 pages, aukštis x plotis x storis: 234x156x16 mm, weight: 475 g
  • Serija: Bilingual Education & Bilingualism
  • Išleidimo metai: 01-May-2018
  • Leidėjas: Multilingual Matters
  • ISBN-10: 1783099836
  • ISBN-13: 9781783099832
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781783099832.html
Raktažodžiai:
The body of research in this volume offers a detailed account of the success of young immersion learners of Irish in becoming competent speakers of the minority language. Taking account of in-class and out-of-class factors, it examines the variety of Irish spoken by the pupils, the extent to which the Irish spoken deviates from native-speaker norms, the degree to which pupils are aware of and attempt to acquire a native-like variety and the extent to which issues of identity and motivation are involved. The results highlight the limitations of an immersion system in generating active and accurate users of the language outside the immersion setting and will help immersion educators to gain a greater understanding of how young immersion learners learn and acquire the target language. The findings are placed in the context of other one-way immersion programmes internationally with a particular focus on minority language settings, and make an important contribution not only to our understanding of the Irish issues, but how the Irish situation can be placed in a broader scholarly and socio-political context.

Recenzijos

This book makes a substantial contribution to the literature on immersion education by exploring students Irish language development and attitudes while proposing possibilities for change both within and beyond the classroom. Pįdraig Ó Duibhirs welcome contribution is indispensable reading for anyone interested in understanding the full potential of immersion education. * Roy Lyster, Professor Emeritus, McGill University, Canada * Drawing on data from a wealth of studies along with his many years of experience as a successful teacher and acclaimed academic, Ó Duibhir presents an honest account of the current, changing status of the Irish language, the prognosis for its future, and the pivotal role of education. This fascinating volume is a must-read for anyone interested in the Irish language, minority language survival, bilingual education, language policy and planning, and/or applied linguistics. * Enlli Mōn Thomas, Bangor University, UK * This book is an important addition to the body of research on immersion education. Pįdraig Ó Duibhir, a respected academic and former practitioner in the sector, provides an insightful analysis of four research projects on the subject, bringing together both Irish and international perspectives and charting a way forward based on empirical evidence. * Anna Nķ Ghallachair, Maynooth University, Ireland * [ This book] will be a springboard for rich debate in the area of immersion education in Ireland (...) It will most definitely help inform future teacher education strategies and provide a valuable resource to immersion teachers and students and also second language acquisition researchers. The author's work has continued to strengthen the sector by providing a body of research that can now inform practice. -- Niamh Nķ Mhaolįin, Cork Education Support Centre, Ireland * InTouch, Issue No 181, October 2018 * Throughout this book, Ó Duibhirs significant experience of immersion education as a pupil, a teacher, a principal, a lecturer and a researcher is evident. It allows for an accessible, insightful exposition of the immersion education model in Ireland and internationally that would be difficult to achieve without having such a background. The book will serve as a useful text for researchers in immersion education and language revitalisation studies. -- Noel Ó Murchadha, Trinity College Dublin, Ireland * International Journal of Bilingual Education and Bilingualism, 2018 * The body of research contained in this volume gives both an insightful and detailed account of the linguistic trajectory of immersion learners of Irish, pointing to challenges to, and limitations of immersion programmes in generating active and accurate users of the languages for the speech community. -- Muiris O Laoire, Institute of Technology Tralee, Ireland * Journal of Immersion and Content-Based Language Education 8:2 *

Daugiau informacijos

An accessible, insightful exposition of the immersion education model in Ireland that will inform practice
Preface vii
1 Introduction
1(8)
Setting the Context
1(3)
Aims of this Volume
4(2)
Structure of this Volume
6(3)
2 Immersion Education in Ireland: Origins and Current Context
9(17)
Introduction
9(1)
Geographical and Political Context
9(2)
The Irish Language in Education
11(4)
Irish-Medium Schools Since the 1970s
15(5)
The Sociolinguistic Context of Irish Immersion Education
20(6)
3 Language Learning in Immersion Education in Ireland and Internationally
26(41)
Second Language Learning
26(7)
Sociocultural Theory and Second Language Learning
33(13)
Research and Pedagogy in Immersion Education
46(10)
Research on the Acquisition of Irish as a Second Language
56(9)
Summary
65(2)
4 Design of Studies
67(10)
Introduction
67(1)
Corpus-Based Studies
67(6)
Other Studies
73(3)
Conclusion
76(1)
5 An Analysis of a Corpus of the Spoken Irish of All-Irish Pupils
77(38)
Corpus Analysis
77(3)
Analysis of Corpus for the Presence of Errors
80(2)
Code-Mixing and Code-Switching
82(2)
General Use of English Words
84(1)
Layout of Glosses
84(1)
Pupil-Pupil Exchanges: Language-Related Episodes
85(1)
Syntactic and Morphological Features of Irish
86(4)
Syntactic and Lexical Features of All-Irish Pupils' Irish
90(15)
Use of Interrogative Pronouns Cad, Cad e and Ceard
105(2)
Pupils' Use of the Pronoun e `it'
107(3)
Discussion
110(5)
6 Pupils' Reflections on Their Communicative Performance in Irish
115(24)
Introduction
115(1)
Stimulated Recall Activity
115(1)
Phase 1 Pupils' Perceptions of the Quality of Their Irish
116(2)
Phase 2 Correction of Mistakes Following Reflection on Output
118(8)
Phase 3 Pupils' Insights into the Inaccurate Features of Their Irish Output
126(9)
Discussion and Conclusions
135(4)
7 Use of Irish Outside the Classroom
139(14)
Introduction
139(3)
Study Design
142(1)
Results
143(7)
Discussion
150(3)
8 Principal and Class Teacher Interviews to Explore Pupils' Proficiency in Spoken Irish or French
153(18)
Introduction
153(1)
Design
154(2)
Results
156(12)
Discussion
168(3)
9 Discussion
171(7)
Conclusions
173(1)
Pedagogical Practice
174(2)
Further Research
176(2)
References 178(16)
Appendix A Pupil Questionnaire -- Attitude/Motivation Test Battery (AMTB) 194(5)
Appendix B Interview Schedule for Irish/French Immersion Teachers 199(2)
Index 201
Pįdraig Ó Duibhir is Deputy Dean and Professor of Education, Dublin City University Institute of Education, Ireland. He has worked as an immersion teacher and now researches teacher education and second language teaching, with a particular interest in the teaching of Irish as a subject and as a medium of instruction.