Immersion Education : : Lessons from a Minority Language Context / / Pádraig Ó Duibhir.

• Superior document: Title is part of eBook package: De Gruyter EBOOK PACKAGE COMPLETE 2018 English
• VerfasserIn: Ó Duibhir, Pádraig,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2018]; ©2018
• Year of Publication: 2018
• Language: English
• Series: Bilingual Education & Bilingualism
• Physical Description: 1 online resource
• Other title: Frontmatter --; Contents --; Preface --; 1. Introduction --; 2. Immersion Education in Ireland: Origins and Current Context --; 3. Language Learning in Immersion Education in Ireland and Internationally --; 4. Design of Studies --; 5. An Analysis of a Corpus of the Spoken Irish of All-Irish Pupils --; 6. Pupils’ Refl ections on Their Communicative Performance in Irish --; 7. Use of Irish Outside the Classroom --; 8. Principal and Class Teacher Interviews to Explore Pupils’ Profi ciency in Spoken Irish or French --; 9. Discussion --; References --; Appendix A: Pupil Questionnaire – Attitude/ Motivation Test Battery (AMTB) --; Appendix B: Interview Schedule for Irish/French Immersion Teachers --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781783099849; 9783110604252; 9783110603255; 9783110604078; 9783110603170; 9783110606782
• DOI: 10.21832/9781783099849
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Pádraig Ó Duibhir.

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.