Now showing 1 - 10 of 32
  • Publication
    Understanding Irish Spelling: A Handbook for Teachers and Learners
    (COGG: An Chomhairle un Oideachas Gaeltachta agus Gaelscolaíochta, 2019-11-08) ;
    The focus of this handbook is to describe systematic patterns of spelling in Irish that can be explicitly taught to help pupils relate written Irish words to what they already know of spoken Irish. However, our ultimate goal is to facilitate and encourage Irish reading as a supplement to the classroom experience of spoken Irish, to increase exposure to the language and to build vocabulary and grammar knowledge. This handbook is not a comprehensive course on reading pedagogy, but we hope that it will help to provide teachers with some ideas for approaching the teaching of the relationship between Irish spelling and pronunciation,and perhaps help to enhance their confidence in their own understanding of the orthographic system of Irish. If any readers are dubious about the value of such instruction, we discuss that too, in the next chapters.
      912
  • Publication
    The Experiences of American International Students in a Large Urban Higher Education Institute in Ireland
    (University of Louisiana, 2015-02) ; ;
    Growing numbers of American students are travelling overseas to study abroad and enroll in full degree programs. Despite this trend, relatively little is known about the experiences of United States (U.S.) students abroad. The aim of this research was to examine the experiences of American international students in Ireland. Findings suggest that while U.S. students experience some adaptation problems, overall, they adapt well to studying in Ireland. Subtle differences in long-term and short-term international students¿ levels of social support and academic satisfaction were also detected. This research has important practical implications for facilitating the adaption of U.S.  students abroad. At a time when many governments and academic institutions are devising strategies to attract international students, this research is timely and necessary.Keywords: international students; psychological well being; sociocultural adaptation; cross-cultural adjustment.
      325
  • Publication
    ILARSP: A Grammatical Profile of Irish
    (Multilingual Matters, 2012)
    This collection is a resource book for those working with language disordered clients in a range of languages. It collects together versions of the well-known Language Assessment Remediation Screening Procedure (LARSP) prepared for different languages. Starting with the original version for English, the book then presents versions in more than a dozen other languages. Some of these are likely to be encountered as home languages of clients by speech-language therapists and pathologists working in the UK, Ireland, the US and Australia and New Zealand. Others are included because they are major languages found where speech-language pathology services are provided, but where no grammatical profile already exists.                       
      936
  • Publication
    Out of the communist frying pan and into the EU fire? Exploring the case of Kashubian
    (Taylor & Francis, 2009-07) ;
    A language currently at the nexus of change is Kashubian (in Polish: kaszubski), a West Slavic language spoken in northern Poland in the province of Pomerania. Termed a 'regional language' by the Polish government in preparation for the ratification of the European Charter for Regional or Minority Languages (signed in 2003 and ratified in 2008), it presents interesting parallels with other minority languages at different phases, in terms of its weak economic status and a history of repression. The impact of Poland's accession to the EU in 2004 and the Polish government's recent revitalisation initiatives will be explored. The views of three prominent Kashubian activists are considered as they reflect on the past, present and future of Kashubian. Issues considered include the changing status of Kashubian and the impact of such change on identity, the role of Catholicism in supporting Kashubian and the need for development in the spheres of literature and education. Of particular interest is a consideration of the effect on the language's visibility and status as a result of having a Kashub, Donald Tusk, become Prime Minister in October 2007, following decades of neglect and denial of Kashubian's status as a language under Communism, and he is one of those interviewed here.                     
      681Scopus© Citations 4
  • Publication
    In Defense of Decoding
    (North American Association for Celtic Language Teachers, 2014) ;
    Literacy instruction in primary schools in Ireland has fallen on hard times of late. Although the 1999 Revised Curriculum for Irish (Government of Ireland, 1999) specifically states that the recommended communicative approach encompasses all four skills (listening, speaking, reading and writing), it is often interpreted as emphasizing oral at the expense of written language. Perhaps as a result, research of the last decade shows that pupils’ Irish reading ability is suffering. While research on reading in Irish has been fairly limited, it shows rather disappointing results. A study conducted by the Department of Education and Science in 2008 found that "in approximately one third of classes, pupils had significant gaps in their skills of word recognition and reading comprehension" (DES 2008:60). More recently, Gileece et al. (2012) found attitudes toward reading in Irish declining among older children, even in Irish immersion and Gaeltacht schools, where skills are presumably higher than in the schools under consideration here. Finally, the latest evaluation of Irish schools (DES 2013) found Irish lessons to be unsatisfactory in 20% of classrooms inspected and 24% of student outcomes were unsatisfactory, well above the percentages for English and mathematics. Thus, there are grounds for concern, confirmed by reports from Irish teachers and scholars to be discussed below.
      1060
  • Publication
    Code-switching and borrowing in Irish
    (Wiley Online, 2009-11-04)
    An increase in code-switching is one of the signs that a minority language is coming under pressure from a majority language. This study examines the extent and nature of code-switching among a key group of adult native speakers of Irish -Leaders in Irish-medium preschools. Data were collected from 10 women (aged 30-50) as they interacted with preschool children (aged 3-5) years in naíonraí (Irish-medium preschools) in Irish-speaking communities. The frequency of intrasentential code-switching varied among the Leaders: 7 had intrasentential code-switching in less than 7% of their utterances, while 2 were above 15%. However, they showed similarities in the code-switched elements: 78% of the Leaders' intrasentential switches came from a limited set of English discourse markers. The trajectory of change is considered from code-switched items, tononce borrowings, to recurrent and widespread borrowings which co-exist with the Irish forms, to loan words that may show signs of replacing the Irish form.
      973Scopus© Citations 18
  • Publication
    Early Immersion Education in Ireland : Na Naíonraí
    (Institiúid Teangeolaíochta Éireann/Linguistics Institute of Ireland, 1997)
    A study addressed educational and psychological issues raised by the phenomenal growth of Irish-medium pre-schools ("naionrai"). Data were gathered in surveys of almost 2,000 parents, over 170 teachers and advisors, and 225 children in 25 Irish-medium pre-schools in both "Gaeltacht" (Irish-speaking districts) and "Galltacht" (English-speaking districts) areas were tested for cognitive and linguistic development. Results indicate that children make significant advances in Irish language development during their time in the "naionrai," which leads to increased use of Irish in their homes as their parents try to help them acquire the language. Many recommendations for future development of the "naionrai" are included. The report is presented in both English and Irish. The survey forms are appended. Contains 296 references. (MSE)
      853
  • Publication
    Léirbhreithniú ar Thorthaí Taighde ar an Dátheangachas: An Overview of Research on Bilingualism
    (Institiúid Teangeolaíochta Éireann, 1995)
    Bilingualism remains a controversial topic today, despite many decades of research. This paper discusses some of this research, looking at the different types of bilingualism, and the range of factors in the home (such as different parental language strategies) and community which impact on the development of bilingualism. Some of the theories regarding simultaneous bilingual acquisition are examined and described, using examples from the author's data on a young simultaneous bilingual and from a number of other studies. The contentious issue of whether bilingualism can be cognitively advantageous or disadvantageous is discussed in light of a number of research results. Finally, some of the findings regarding the neurological aspects of bilingualism are discussed.
      167
  • Publication
    Reading in an endangered language in primary schools in Ireland
    (Editions Phi: Université du Luxembourg, 2011-05)
    While Irish has State support in the Republic of Ireland, and is taught as a compulsory school subject from school entry, there is growing concern about a decline in the standard attained in this threatened minority language. The majority of Irish children begin learning Irish as a second language at school entry, and are expected to become literate in both English and in Irish over the course of their primary school years. The achievement of this biliteracy is to some extent taken for granted, with a tendency in recent years to focus more on developing oral skills and to view literacy in Irish as a lower priority, which results in less analysis of ways to support reading in Irish. While Irish now uses the same script as English, its orthographic system differs significantly from English and poses considerable challenges. An outline of the teaching of Irish reading is given, and a brief outline of challenging features of Irish orthography. This is followed by exploration of some outcomes of the current approach, and a discussion of the need to target the development of decoding skills from the outset, but also to look at increasing exposure to a range of Irish texts.
      635
  • Publication
    How deep is your immersion? Policy and practice in Welsh-medium preschools with children from different language backgrounds
    (Taylor and Francis, 2014) ; ;
    A challenge noted in a number of endangered language contexts is the need to mix second-language (L2) learners of the target language with first-language (L1) speakers of that language in a less planned way than is found in the two-way immersion approach. Such mixing of L1 speakers of the target language with L2 learners arises from the difficulty of making separate provision for the dwindling L1 minority. The issue of how to manage the range of language proficiency in such mixed groups is relevant to a number of language contexts. This paper explores data gathered in Wales from educators in Welsh-medium preschool nursery groups (cylchoedd meithrin). Particular attention is given to issues relating to the grouping of Welsh L1 and L2 children and to policies and practices pertaining to the teaching and learning of Welsh in these groups. Survey data were collected from 162 cylchoedd Leaders in areas where such mixing of L1 speakers and L2 learners regularly occurs. The Leaders’ skills, attitudes and approaches to developing the language of the children in such mixed groups are examined, as well as the issues of differentiated input and pedagogical adaptation to address those needs, in an exploration of how policy and practice can diverge in dealing with this challenge. The study aims to develop a fuller understanding of the needs of these early immersion Leaders, in order to support them and maximise their effectiveness, by recognising that they are striving, not only to promote language maintenance/enrichment in L1 minority language speakers and L2 acquisition among L2 learners, but also to provide high-quality early years’ education.
      846Scopus© Citations 35