Developing potentiality: pre-service elementary teachers as learners of language immersion teaching

Ceallaigh, T.J. Ó; Hourigan, Máiréad; Leavy, Aisling

doi:10.1080/13670050.2018.1489779

Cited by 19 publications

(12 citation statements)

References 39 publications

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“…In this section, studies that are eligible according to our review criteria are presented in a summative way. Firstly, Ceallaigh, Hourigan, and Leavy (2018) conducted their study in an Irishmedium content-based instructional setting. They utilized lesson study to design mathematics lessons in a second language and content integration program in the elementary school context.…”

Section: International Researchmentioning

confidence: 99%

“…International review of research concerning lesson study highlights the potential of lesson study to empower contentbased language education such as immersion classes in the Republic of Ireland (Ceallaigh, Hourigan and Leavy, 2018) and Canada (Cammarata and Haley, 2018) or ELLs in the USA (Von Esch and Kavanagh, 2018). The authors clearly demonstrated that lesson study's structure which allows a group of teachers to work specifically on student learning in a specific research lesson provides a recursive process to observe, revise, and develop this lesson collaboratively.…”

Section: Potential Of Lesson Study To Prepare Teachers For Content-bamentioning

confidence: 99%

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Lesson Study for Professional Development of English Language Teachers: Key Takeaways from International Practices

Uştuk

Çomoğlu

2019

ERIES Journal

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Even though various professional development practices are provided for language teachers worldwide, these practices are still considered ineffective in addressing teachers' needs in their classrooms. The effectiveness of these practices is stalled when teachers do not actively engage in their professional development processes. When language teachers are not involved as active decision makers regarding their own professional development practices, the outcomes may not be as desirable as policymakers plan. Considering the deficiencies of the current language teacher professional development practices in Turkey, this paper provides a systematic review of lesson study as a professional development model for language teachers which promotes agency and reflective practice. Comparing the current practice of lesson study in Turkey to the international practices reported in the literature, this review suggests that lesson study has potential to support teacher professional development in the country in alignment with the educational visions of decision makers. Given the empowering dimension of lesson study model both in terms of content and form, it can be adopted as a model for effective and sustainable language teacher professional development.

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Section: International Researchmentioning

confidence: 99%

Section: Potential Of Lesson Study To Prepare Teachers For Content-bamentioning

confidence: 99%

Lesson Study for Professional Development of English Language Teachers: Key Takeaways from International Practices

Uştuk

Çomoğlu

2019

ERIES Journal

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“…By "must", Spada and Lightbown hint at the contextual constraints hindering the adoption of educational innovations. To minimize the effects of contextual constraints, Ó Ceallaigh, Hourigan, and Leavy, (2018) argue for enhancing teachers' potential in terms of knowledge and skills. Also, solving the problems that arise in a particular context can be triggered through collaboration among teachers across and within disciplines (Zappa-Hollman, 2018;Pawan & Greene, 2017), and through teacher education as well (Cammarata & Cavanagh, 2018).…”

Section: Discussionmentioning

confidence: 99%

Untitled

2020

ijl

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“…Scholars have built on the pedagogical content knowledge' construct of Shulman (1986) in efforts to present a knowledge base for immersion teachers (Troyan, Cammarata, and Martel 2017;Ó Ceallaigh, Hourigan, and Leavy 2018). They advance the concept of integration pedagogical content knowledge (I-PCK) which is 'an amalgam of all knowledge domains and may be defined as the situated synthesis of immersion teacher knowledge' (Ó Ceallaigh, Hourigan, and Leavy 2018, 4).…”

Section: Clil and Immersion Best Practice Is Good Pedagogymentioning

confidence: 99%

“…The iterative, collaborative, observational and practice-based nature of this approach makes it ideal for persuading and enabling teachers to integrate language teaching/learning into content area classes. In the Irish context, Ní Shúillleabháin (2015) found that lesson study had a positive effect on the professional development of mathematics teachers at post-primary and a study of pre-service teachers by Ó Ceallaigh, Hourigan, and Leavy (2018) found that the approach offers valuable insights into the immersion classroom. Murata (2011) states that action research has many of the same characteristics as lesson study.…”

Section: How?mentioning

confidence: 99%

Actualising Content and Language Integrated Learning (CLIL) in Irish-medium education; why, how and why now?

Gearailt

Ruairc

Murray

2021

Irish Educational Studies

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This is a time of great change, vulnerability and possibility for the Irish language and for Irish-medium education. Research shows the language in serious decline in the Gaeltacht; areas of Ireland designated as being predominantly Irish speaking. There are also inconsistent approaches at the policy level in addition to an ambiguous attitude to the language amongst the general public. This article examines the research, policies and recent initiatives relating to Irish-medium education and to the language itself. A core imperative underpinning this article is to explicate a strong case for the connection between Irish-medium education and international research on Content and Language Integrated Learning (CLIL), a field that encompasses the cognate area of immersion education best practice and draws on the theory and practice of language acquisition, teaching and learning. The authors contend that if the language learning outcomes of students in Irishmedium education, particularly at the post-primary level, are to be maximised, now is an opportune time, if not the last chance, to truly actualise CLIL.

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Developing potentiality: pre-service elementary teachers as learners of language immersion teaching

Cited by 19 publications

References 39 publications

Lesson Study for Professional Development of English Language Teachers: Key Takeaways from International Practices

Lesson Study for Professional Development of English Language Teachers: Key Takeaways from International Practices

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Actualising Content and Language Integrated Learning (CLIL) in Irish-medium education; why, how and why now?

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