3 research outputs found
FĂ©iniĂșlacht agus inspreagadh i gcĂĄs cĂșntĂłirĂ teanga i scoileanna Gaeltachta [Identity and motivation among language assistants in Gaeltacht schools]
San alt seo, cuirtear i lĂĄthair taighde a rinneadh ar ghnĂ©ithe Ă©agsĂșla de chur i bhfeidhm ScĂ©im na gCĂșntĂłirĂ Teanga (an ScĂ©im feasta) atĂĄ ĂĄ reĂĄchtĂĄil ag an Roinn TurasĂłireachta, CultĂșir, EalaĂon, Gaeltachta, SpĂłirt agus na MeĂĄn. Cuireann an ScĂ©im, atĂĄ ar bun Ăł bhĂ 1999 ann, cĂșntĂłirĂ teanga ar fĂĄil do scoileanna Gaeltachta dâfhonn an Ghaeilge a lĂĄidriĂș mar theanga labhartha i measc daltaĂ scoile sna ceantair sin. Ba Ă© aidhm mhĂłr an tionscadail taighde nĂĄ iniĂșchadh a dhĂ©anamh ar staid reatha na ScĂ©ime agus ina dhiaidh sin moltaĂ chun feabhais a chur ar fĂĄil. ĂsĂĄideadh ceistneoirĂ, agallaimh agus grĂșpaĂ fĂłcais le sonraĂ a bhailiĂș Ăł phĂĄirtithe leasmhara na ScĂ©ime. San alt seo, dĂrĂtear ar shonraĂ a bhaineann le fĂ©iniĂșlacht agus inspreagadh na gcĂșntĂłirĂ teanga a thĂĄinig chun cinn sna grĂșpaĂ fĂłcais ar ghlac 50 cĂșntĂłir pĂĄirt iontu. I gcomhthĂ©acs na fĂ©iniĂșlachta, is iad na tĂ©amaĂ a dâeascair Ăł na comhrĂĄite nĂĄ fĂ©indearcadh na gcĂșntĂłirĂ orthu fĂ©in, a rĂłl i suĂomh na hoibre, agus rĂłl na hoibre a dhĂ©anann siad i dtacĂș leis an phobal lena mbaineann siad. I dtaca leis an inspreagadh, bhain na tĂ©amaĂ leis an teanga fĂ©in, na pĂĄistĂ a mbĂonn siad ag obair leo, tacĂș le cĂ©ad ghlĂșn eile chainteoirĂ na Gaeilge agus todhchaĂ na Gaeltachta. PlĂ©itear rĂĄitis na gcĂșntĂłirĂ i gcomhthĂ©acs na litrĂochta ar fhĂ©iniĂșlacht teanga agus inspreagadh mĂșinteoirĂ teanga, mar aon le cĂĄs na Gaeilge agus na Gaeltachta.
[In this article we present data from a research project which reviewed various aspects of the implementation of ScĂ©im na gCĂșntĂłirĂ Teanga (The Language Assistants Scheme), which is run by the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media. The Scheme, established in 1999, provides language assistants to Gaeltacht schools in order to strengthen spoken Irish among pupils in those regions. The main aim of the research was to evaluate the current state of the Scheme and to make recommendations for its enhancement. Questionnaires, interviews and focus groups were used to gather data from the Schemeâs stakeholders. The present article focuses on issues of identity and motivation which were discussed by the 50 language assistants who took part in the focus groups. In relation to identity, the themes that emerged were assistantsâ self-image, their role in the workplace, and the role of the work they do to support their own community. As for motivation, the themes were connected to the language itself, the children they work with, supporting the next generation of Irish speakers, and the future of the Gaeltacht. The assistantsâ statements are discussed in relation to the literatures on language identity and language teacher motivation, as well as the Irish language and the Gaeltacht.
Projektowanie Ćrodowiska e-learningowego do nauki mĂłwienia w jÄzyku obcym
The purpose of this paper is to report on SpeakApps, a major collaborative computer-assisted language learning project, developed based on an open source techno-pedagogical solution to facilitate online oral language production and interaction. A mixed method approach was incorporated as part of the development process which included a comprehensive literature and practice review, user requirement survey of 815 learner, 61 pilot studies with 7,180 students, construction of qualitative teaching scenarios and a Delphi analysis. Language learners have limited experience of using synchronous communication tools within language learning contexts. Improving usability features within the Open Educational Resources supported the notion of sustainability and that the provision of the mechanism to indicate quality were vital to support the integrity of open content. The paper provides an overview of the operationalisation of an action-oriented approach to language learning which manifested as a design for learning development process. It illustrates the breadth of issues raised from technical to pedagogical when teacher and learner agency are central for development and sustainability