Foghlaim chomhtháite ábhar agus teanga i gclár oideachais tosaigh do mhúinteoirí bunscoile

Abstract

<jats:p>Content and language integrated learning (CLIL) has been defined as an educational approach where content is taught through the medium of a second language. The focus is on the learning of content rather than on the language. Much of the underlying theory for CLIL draws on the research from immersion education. The Irish Government’s 20-Year Strategy for the Irish Language 2010-2030 proposes to improve the proficiency in Irish of primary school pupils by offering CLIL to all pupils. This paper examines the role of CLIL in initial teacher education and the contribution that it can make to improving student teachers’ proficiency in Irish and in preparing the student teachers to teach in Irish-medium schools. While a CLIL approach has become quite common at school level in many countries, the number of empirical studies on the effectiveness of CLIL approaches on learners’ language achievement is relatively small. This paper reports on a study in St Patrick’s College, Dublin City University, where 29 Postgraduate Diploma in Education (Primary) students opted to study a number of curricular areas through the medium of Irish utilising a CLIL approach.</jats:p>

Students’ Experiences of the Teaching and Learning of Irish in Designated Disadvantaged Schools

“…There has been media commentary on the quality of Irish language teaching in Ireland [38] with two research reports showing that about a quarter of primary school teachers do not have a satisfactory standard of Irish to teach the language effectively [39,9]. The Inspectorate of Department of Education and Skills (DES) report (2007) into Irish primary school teachers' levels of Irish proficiency offered up some worrying figures for the contexts in which students are learning Irish [11].…”

“…Content and Language Integrated Learning (CLIL) has been defined as an educational approach where content is taught through the medium of a second language. The focus is on learning of content rather than on language.The Irish Government's 20-Year Strategy for the Irish Language 2010-2030 [23] proposes to improve the proficiency in Irish of primary school pupils by offering CLIL to all pupils [38]. CLCL is also mentioned as a means of developing pupils 'literacy skills in Irish' in the highly influential National Literacy and Numeracy Strategy [48].…”

Taithí múinteoirí faoi oiliúint ar an bhFoghlaim Chomhtháite Ábhar agus Teangacha

“…De ghnáth is teanga iasachta a bhíonn i gceist le FCÁT ach, cé nach teanga iasachta í an Ghaeilge in Éirinn, comhlíonann sí an critéar oiriúnachta do FCÁT (Dalton-Puffer 2011) toisc nach mbíonn teagmháil ag formhór na bhfoghlaimeoirí léi taobh amuigh de chomhthéacs na scoile. Tagann an taighde ar FCÁT leis an taighde atá déanta ar mhúnlaí tumoideachais ar fud an domhain, is é sin le rá nach gcuireann FCÁT isteach ar Aisling Ní Dhiorbháin agus Máire Ní Bhaoill thorthaí foghlama sa chéad teanga agus, le FCÁT, go mbaineann foghlaimeoirí oilteacht níos fearr amach sa sprioctheanga (Ó Duibhir 2016). Tá múnlaí éagsúla de FCÁT curtha i bhfeidhm ar fud na hEorpa cheana, ach is éagsúil na tátail atá bainte ag scoláirí astu chomh fada is a bhaineann sé le torthaí foghlama ábhair (Slyvén 2013).…”

“…Aithníonn Darling-Hammond gur beag fiúntas atá le baint as leasuithe curaclaim mura mbíonn sé de chumas ag múinteoirí iad a chur i bhfeidhm: 'Regardless of the efforts or initiative, time and time again teachers tip the scale towards success or failure' (2012: 8). Is beag sainoiliúint ar FCÁT a chuirtear ar fáil i gcúrsaí oideachais san Eoraip, áfach, agus is níos measa arís atá an scéal in Éirinn (Ó Duibhir 2016).…”

“…Mar a mhíníonn Cammarata (2010), is é comhthéacs an ábhair a chruthaíonn an t-ábhar foghlama teanga sa cheacht. Aithnítear úsáid dhílis na teanga mar cheann de na dúshláin is mó a bhaineann le cur i bhfeidhm an chur chuige chumarsáidigh sa Ghaeilge (An Chigireacht 2007b;Ó Duibhir 2016).…”