Supporting children's participation in second‐language stories in an Irish‐language preschool

Abstract

This paper considers how children learning a second language were supported as active participants during storytelling sessions in an Irish-language immersion preschool in Dublin. Audio-recordings and observations were made of the story sessions once a fortnight over a period of six months. The resulting transcripts were analysed from an interactionist perspective, recognising both the cognitive and social aspects of the process. The staff were also interviewed and a questionnaire was completed by the parents. The analysis showed that the practitioners provided support for the children through dynamic repeated readings of target books, scaffolded interactions, sufficient experience of storybook reading and small and large group organisation of story sessions. The language of the stories was integrated with the language used in the other activities and interactional routines. Difficult choices had to be made in regard to the type and breadth of learning experiences provided when focusing primarily on second language learning.

Early years’ provision for young children in Wales: history, challenges, and the Welsh language

“…repetition and recasting, emphatic and exaggerated articulation, visual cues, and contracted speech units. Mhic Mhathúna (2008Mhathúna ( , 2012 in her study of the use of target language stories in naíonrai (Irish medium playgroups) makes reference to 'dynamic language scaffolding' in language immersion.…”

Ag plé le haincheisteanna measúnaithe i suíomhanna luathbhlianta Gaelscolaíochta

“…Léiríonn go leor taighde go mbíonn tréithe suntasacha a bhaineann leis an luath-thumoideachas le cur san áireamh nuair a bhíonn foghlaim agus measúnú sa dara teanga á bplé (Andrews 2006;Clay agus Nig Uidhir 2006;Hickey 2003;Hickey et al 2014;Mhic Aoidh agus Loughran 2005;Mhic Mhathúna 2009). Is den riachtanas é go gcothaítear timpeallacht chompordach foghlama a spreagann úsáid na teanga.…”

Playing and learning in another language: ensuring good quality early years education in a language revitalisation programme

“…The ways in which practitioners use the target language for routine situations, offer clues to understanding and build a supportive environment make an important contribution to second language learning (Mhic Mhathúna, 1999, 2008. At one setting in our island case the lead practitioner had worked hard to ensure that Gaelic was used with repetition and visual clues to reinforce meaning during routine care activities (for example, when applying sun-screen to all children before they went outside to play) and when children were engaged in learning across the curriculum.…”