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Gaelscoileanna and Multicultural Classrooms Potential for Transfer?

Gaelscoileanna and Multicultural Classrooms Potential for Transfer?. Background to the Project. Funded by Irish Research Council for Humanities and Social Sciences Two educational contexts in Irish primary schools Twelve schools – 5 EM, 5 GS, 2 G

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Gaelscoileanna and Multicultural Classrooms Potential for Transfer?

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  1. Gaelscoileanna and Multicultural Classrooms Potential for Transfer?

  2. Background to the Project Funded by Irish Research Council for Humanities and Social Sciences Two educational contexts in Irish primary schools Twelve schools – 5 EM, 5 GS, 2 G Stakeholders – pupils, teachers, principals, parents, experts, commentators Research questions • Celebratory v problematising? • Potential for transfer?

  3. Complexities characterising learners’ experiences “it’s kind of easy” “it’s good yet hard” Some subjects are more difficult (maths v history)

  4. Perception of Seamlessness • “it just happened” • exposure helps • time helps • “first I could not understand it at all and then I just picked up English” (EM) • “they’ll keep speaking Irish to you and you’ll just pick it [up] …” (GS)

  5. Awareness 1. of context/ social environment • Language proficiency of parent(s) • Learner’s individual position in group (common experience or all alone?) • Investment for the future - Multilingualism “it kind of helped me catch onto the French” (GS) “you learn like other languages I like it … I’m learning French and in secondary school I’m gonna learn German” (EM) - Further education “so when you go to secondary school you’ll be really very good in Irish okay” • Social access (meeting more people) “like you can understand double the people you would have” (GS)

  6. Awareness cont’d • Perceived responsibilities - Custodians of heritage – Letting the side down (GS) “I felt quite proud of myself that I was able to speak our native language” “I have to be honest now but it would be easier to write it in English” - Mixed picture (EM) “it’s better [that I speak some Polish] cause I still learn a bit of my my language” “I said to myself that I would learn Shona and Ngala when I am older like”

  7. Awareness 2. of factors affecting (language) learning • Characteristics of teachers (e.g. patience) • Resources/ materials (e.g. visual aids, lists) • Age – children’s perceptions “it’s easier if you start younger because then you’re just used to talking that your whole life if you don’t … and then you suddenly change but if you start younger then you have more time to get used to … and your muscles are always able to pronounce all the difficult words and all” (GS) • Group profile (all beginning together …/ others can help me) • Support classes

  8. Strategies Cognitive/ Metacognitive • Use of dictionaries • Guessing • Active listening • Active application (TV) • Seeking teacher’s assistance • Linguistic awareness – patterns • Translating or not (copy of book in English) • Reading – in the L2, tandem-reading • Setting goals/ targets (10 words a day) • Practice • Memorisation • Prioritisation • Non-verbal clues

  9. Strategies Affective • Wanting to learn – requirement for success everything will work out “if he wants to speak Irish” … “if they don’t want to learn English it’d be kind of difficult for them” • Confidence • Friends • Kindred spirits – seeking out support • Switching

  10. Further research/ Conclusions • Consensus - do-able but hard work/ hard work but do-able “keep on trying and your English will develop” “after a while it does really pay off definitely” • Awareness and role of context? (comparative study) • Conscious use of strategy • Explicit strategy training?

  11. Thank you Go raibh maith agaibh

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