Educación bilingüe en contextos de lengua minoritaria: cuando el nivel de competencia lingúística no es suficiente

Much of the debate on bilingualism and interculturality has focused on the cultural and linguistic diversity of indigenous populations in regions such as South America. In Europe and North America, the educational rights of migrant children have been emphasised. The needs of speakers of regional, minority or lesser-used languages have tended to be overlooked and hence received less attention in the literature. The most distinctive differences between minority language speakers and their compatriots are, on the surface at least, linguistic rather than cultural. This paper explores current discourse and research about the linguistic identity of speakers of minority or lesser-used languages, living in communities where world languages predominate. My background in Irish-medium education in Ireland has been a driving force in questioning and understanding the factors within schools and across the wider community and society that influence active bilingualism. In my experience, minority language speakers seek to negotiate a bi- or pluri-lingual identity. The role of minority language education in supporting individual emerging identity is complex. Evidence from the Irish context suggests that while the Irish-medium education system is successful in generating competent bilingual speakers, the graduates of this system don’t necessarily become active bilinguals. Power, prestige and status lie with the dominant language and students may consider the minority language redundant with limited function. Emerging evidence suggests that the school environment may have limited influence in shaping teenagers’ bilingual identity and this paper will explore why competence is not enough.Gran parte del debate sobre el bilingüismo y la interculturalidad se ha centrado en la diversidad cultural y lingüística de las poblaciones indígenas en regiones como América del Sur. En Europa y América del Norte se han enfatizado los derechos educativos de los niños migrantes. Las necesidades de los hablantes de lenguas regionales, minoritarias o menos usadas a menudo se han pasado por alto y, por lo tanto han recibido menor atención en las investigaciones. Las diferencias más significativas entre los hablantes de lenguas minoritarias y sus compatriotas son, al menos en apariencia, diferencias lingüísticas más que culturales. Este artículo explora la discusión actual y la investigación sobre la identidad lingüística de los hablantes de lenguas minoritarias o menos utilizadas, que viven en comunidades donde predominan lenguas de alcance mundial. Mi experiencia en la educación secundaria irlandesa en Irlanda ha sido el detonante para cuestionar y tratar de comprender los factores que inciden sobre este fenómeno, dentro de las escuelas, en la comunidad y en la sociedad en general y que influyen sobre el bilingüismo activo. De acuerdo con mi experiencia, los hablantes de lenguas minoritarias tratan de negociar una identidad bilingüe o plurilingüe. El papel de la educación de lenguas minoritarias como apoyo a la identidad emergente individual es complejo. La evidencia del contexto irlandés sugiere que si bien un sistema educativo con el irlandés como lengua vehicular consigue generar hablantes bilingües competentes, estos no se convierten necesariamente en bilingües activos. El poder, el prestigio y el estatus forman parte de la lengua dominante y los estudiantes pueden considerar que el idioma minoritario es redundante con una función limitada. Los últimos descubrimientos sugieren que el entorno escolar probablemente tenga una influencia limitada en la configuración de la identidad bilingüe de los adolescentes y este artículo explorará por qué su nivel de competencia no es suficiente

The CPD needs of Irish-medium primary and post-primary teachers in special education

There are few professional development courses available to teachers with a focus on meeting the special educational needs (SEN) of students in immersion education contexts worldwide. The continuous professional development (CPD) needs of immersion education teachers in SEN are under researched internationally. This study investigated the CPD needs of primary and post-primary Irish immersion education teachers (N = 133) in SEN using an anonymous online survey. In this article, we provide an overview of the types of CPD that teachers have engaged with in the past and their preferences for future CPD in this area. The challenges they face in relation to CPD are evaluated and provide a context for the future development of CPD courses for this cohort. It was found that teachers want to learn more about inclusive pedagogies and assessments through a variety of interactive pedagogies. The findings of this study will be of interest to immersion educators in other contexts

Féiniúlacht agus inspreagadh i gcás cúntóirí teanga i scoileanna Gaeltachta [Identity and motivation among language assistants in Gaeltacht schools]

San alt seo, cuirtear i láthair taighde a rinneadh ar ghnéithe éagsúla de chur i bhfeidhm Scéim na gCúntóirí Teanga (an Scéim feasta) atá á reáchtáil ag an Roinn Turasóireachta, Cultúir, Ealaíon, Gaeltachta, Spóirt agus na Meán. Cuireann an Scéim, atá ar bun ó bhí 1999 ann, cúntóirí teanga ar fáil do scoileanna Gaeltachta d’fhonn an Ghaeilge a láidriú mar theanga labhartha i measc daltaí scoile sna ceantair sin. Ba é aidhm mhór an tionscadail taighde ná iniúchadh a dhéanamh ar staid reatha na Scéime agus ina dhiaidh sin moltaí chun feabhais a chur ar fáil. Úsáideadh ceistneoirí, agallaimh agus grúpaí fócais le sonraí a bhailiú ó pháirtithe leasmhara na Scéime. San alt seo, dírítear ar shonraí a bhaineann le féiniúlacht agus inspreagadh na gcúntóirí teanga a tháinig chun cinn sna grúpaí fócais ar ghlac 50 cúntóir páirt iontu. I gcomhthéacs na féiniúlachta, is iad na téamaí a d’eascair ó na comhráite ná féindearcadh na gcúntóirí orthu féin, a ról i suíomh na hoibre, agus ról na hoibre a dhéanann siad i dtacú leis an phobal lena mbaineann siad. I dtaca leis an inspreagadh, bhain na téamaí leis an teanga féin, na páistí a mbíonn siad ag obair leo, tacú le céad ghlún eile chainteoirí na Gaeilge agus todhchaí na Gaeltachta. Pléitear ráitis na gcúntóirí i gcomhthéacs na litríochta ar fhéiniúlacht teanga agus inspreagadh múinteoirí teanga, mar aon le cás na Gaeilge agus na Gaeltachta. [In this article we present data from a research project which reviewed various aspects of the implementation of Scéim na gCúntóirí 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 Scheme’s 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 assistants’ 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 assistants’ statements are discussed in relation to the literatures on language identity and language teacher motivation, as well as the Irish language and the Gaeltacht.

‘We are always planning trips to Poland’: the influence of transnational family life on the family language policy of Polish-speaking families in Ireland

In the context of heightened global transnational movements and the proximate geographical positioning of Poland and Ireland, this study investigates the impact of the transnational nature of Polish families’ migration experiences in The Republic of Ireland on their family language policy. This research endeavours to address a gap in the literature surrounding the influence of transnationalism on family language policy within Polish-speaking migrant families in Ireland. Grounded in Curdt-Christiansen's [Curdt-Christiansen, X. L. 2018. “Family Language Policy.” In Oxford Handbook of Language Policy and Planning, edited by J. W. Tollefson and M. Pérez-Milans. New York: Oxford University Press.] interdisciplinary model of family language policy, this investigation draws on an ethnographic inquiry into three Polish-speaking families in Ireland. The study focuses on families with first- and second-generation migrant children. Data were gathered through a combination of semi-structured interviews and children's reflective language diaries. The results depict the transnational nature of family life, with recurrent travel between Ireland and Poland evident across all three families. To sustain connections with Poland, parents implemented specific language management strategies. The study underscored the participants’ recognition of the interdependence between the use of the Polish language and the continuation of connections with Poland, as well as the capacity to uphold family life across Ireland and Poland

Home language maintenance and development among first generation migrant children in an Irish primary school: An investigation of attitudes

This qualitative study was undertaken against the backdrop of rapidly increasing levels of immigration to Ireland and a subsequent growing increase in the percentage of children attending Irish primary schools with a first language other than English or Irish, the two official languages of the country. The research investigates the attitudes of a group of first generation minority language children, of various ethnic backgrounds, to home language maintenance and development as well as their experiences of home language use both in school and in the family home. Data were collected from 17 minority language children, aged between 10 and 13 years and living in Ireland for a period of between three and seven years. Data collection methods included focus group interviews and semi-structured individual interviews, during which participants expressed beliefs, opinions and attitudes surrounding language practices. Interviews conducted with four parents of the child participants provided additional data. In addition, an interview with the teacher of a complementary language school for Polish children highlighted the efforts made by the Polish community; the largest non-Irish group in Ireland, to promote home language maintenance in the family. The data show that while the majority of children and parents display positive attitudes to home language maintenance and development, children face challenges in continuing to develop the literacy skills in the home language. The importance of maintaining and continuing to develop the home language for continued communication with extended family members is clear. The need for familial support in relation to the opportunities children have to engage in home language learning is evident. The perceptions of English as a global language and as a valuable asset were evident among both children and parents. There is no provision made for the formal learning of home languages to children in Ireland, and the only opportunity for children to do so is limited to privately run complementary schools, which are not always accessible to all nationalities. Concerns of children and parents regarding continued development in the home language are voiced, and in most cases, these concerns are borne out of a possible return to their native countries

Dearcthaí agus cleachtais ghairmiúla maidir le tionchar an tumoideachais ar dhaltaí i nGaelscoileanna atá ionnaithe i gceantair faoi mhíbhuntáiste: deiseanna agus dúshláin

Irish immersion education, although traditionally deemed as an advantage enjoyed principally by middle-class families where parents were a driving force of demand and promotion, has become increasingly available to a more diverse body of students throughout Ireland. Diversity takes shape mainly in the socioeconomic, linguistic, ethnic and special educational needs of students from various backgrounds attending Irish-medium schools. Thirteen Irish-medium primary schools situated in designated areas of disadvantage throughout Ireland are part of the DEIS1 Plan, which offers additional support to improve the educational experiences and outcomes of young people who are at social disadvantage. This paper examines the challenges and benefits of immersion for students in Irishmedium education in disadvantaged settings. We present data collected from school principals, teachers and special education teachers on the issues that impact the schools and their students. The main issues highlighted were poor acquisition of English as a first language, attending to the needs of children with learning difficulties, lack of awareness and diagnostic tools in Irish during psychological assessments, lack of parental support, deficiencies in appropriate teaching and assessment resources through Irish, the absence of language support for Irish and a language support teacher, and a need for a greater emphasis in teacher education on immersion education and on education in socially disadvantaged settings

A Survey of Assessment and Additional Teaching Support in Irish Immersion Education

This study investigates the assessment methods used in Irish immersion schools to identify students for additional teaching support. An overview is provided of the percentage of students receiving additional teaching support in this context and whether there is a higher rate of students accessing additional teaching support in Irish immersion schools than English-medium schools. The challenges of assessment through Irish as a second language are evaluated. In addition, this study investigates the language used by educational professionals when assessing and/or providing interventions for these students. A quantitative research approach was adopted for this investigation, with a random stratified sample of 20% (N = 29) of Irish immersion schools in the Republic of Ireland completing an online questionnaire. SPSS was used to analyse the data. The findings of the present research contribute to the limited body of knowledge available on the types of assessment used in immersion education to identify students for additional teaching support. These findings are significant as there has been limited research undertaken on this aspect in immersion education and the findings of this study may have implications for immersion education contexts in other countries

Tuismitheoirí ina ngníomhairí in earnáil an Ghaeloideachais

Le dhá scór bliain anuas, is tuismitheoirí a chruthaigh an t-éileamh ar an oideachas lán-Ghaeilge agus a thiomáin borradh na scoileanna. Mar sin de, is fiú go mór aird an taighdeora a dhíriú ar na fachtóirí a spreagann an Ghaelscolaíocht mar rogha acu agus ar na tosca a mheallann a rannpháirtíocht nó a chuireann ina haghaidh. Sa mhórstaidéar as a n-eascraíonn an aiste taighde seo, tá rannpháirtíocht tuismitheoirí in oideachas lán-Ghaeilge a gcuid páistí ar na ceisteanna a ndearnadh anailís orthu. Cé gur peirspictíocht na múnlaí difriúla soláthair atá lárnach sa mhórstaidéar (Ó Duibhir et al. 2015), dírítear aird ar cheisteanna a bhaineann le tuismitheoirí san earnáil lán-Ghaeilge go speisialta san aiste seo. Go ginearálta, léirigh tuismitheoirí sásamh leis an oideachas a fuair a gcuid páistí agus bhí dearcadh dearfach le sonrú i leith na tacaíochta a chuirtear ar fáil dóibh. Tá an baol ann nach dtuigtear go forleathan impleachtaí a bhaineann le rannpháirtíocht tuismitheoirí agus an nasc le dearcadh na ndaltaí ar an fhoghlaim. Sa taighde seo, mar shampla, fuarthas gaol idir patrúin teanga sa bhaile agus an tuairim a bhí ag daltaí ar an spreagadh a thug nó nár thug tuismitheoirí dóibh. Nuair a labhair tuismitheoirí Béarla amháin sa bhaile lena bpáistí, thuairiscigh na daltaí scóir ní b’ísle maidir le spreagadh ó thuismitheoirí agus maidir le féinchoincheap ó thaobh a gcumais sa Ghaeilge de. De réir a chéile, tá an corpas taighde ar ghnéithe den oideachas lán-Ghaeilge ag dul i méid agus ag soláthar fianaise a threoraíonn pleanáil agus dul chun cinn an tsoláthair. Is éard is mian le húdair an ailt seo ná cur leis an tuiscint atá ar fáil ar an ról a imríonn tuismitheoirí i scolaíocht lán-Ghaeilge a gcuid páistí, léargas a thabhairt ar roinnt castachtaí sa phróiseas agus ar dhea-chleachtas a threisíonn rannpháirtíocht tuismitheoirí

The CPD Needs of Irish-Medium Primary and Post-Primary Teachers in Special Education

There are few professional development courses available to teachers with a focus on meeting the special educational needs (SEN) of students in immersion education contexts worldwide. The continuous professional development (CPD) needs of immersion education teachers in SEN are under researched internationally. This study investigated the CPD needs of primary and post-primary Irish immersion education teachers (N = 133) in SEN using an anonymous online survey. In this article, we provide an overview of the types of CPD that teachers have engaged with in the past and their preferences for future CPD in this area. The challenges they face in relation to CPD are evaluated and provide a context for the future development of CPD courses for this cohort. It was found that teachers want to learn more about inclusive pedagogies and assessments through a variety of interactive pedagogies. The findings of this study will be of interest to immersion educators in other contexts