Pádraig Ó Duibhir
Biographic Data
| ID | 3531913 |
|---|---|
| NAME | Pádraig Ó Duibhir |
| GIVEN NAMES | Pádraig Ó |
| FAMILY NAME | Duibhir |
| SIGNATURE | DUIBHIR P Ó |
| AFFILIATIONS | Dublin City University |
| ORCID | 0000-0003-2316-027X |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
How do they read? Findings from teachers and principals on the teaching and learning of reading in Irish in immersion settings in two jurisdictions
‘They Started School and Then English Crept in at Home’
Amidst increased global migration and the close geographic proximity of Poland and Ireland, there exists a significant number of Polish speaking families in Ireland today. This study examines family language policy (FLP) within Polish transnational families in Ireland and addresses a gap in the literature by exploring the influence of forces outside of the family domain on children’s language socialisation and FLP negotiation. These forces includ…
Everything Starts with Attitudes”
Minority language immersion education for multilingual learners
We are always planning trips to Poland’
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 migr…
The teaching and learning of reading in an immersion setting
Word recognition is vital in the reading process and word reading relates to comprehension. In immersion settings, there is a lack of empirical evidence internationally of how the teaching of reading affects pupils’ literacy development, and what skills and strategies are employed by pupils in their reading. In Ireland, children learn to read in Irish and English in Irish language immersion schools. In recent years, phonics programmes in Irish ha…
It’s more the invisible benefits – multilingual parents’ experiences of immersion education and their reasons for choosing immersion
The participation of multilingual children in minority language immersion programmes is under-researched internationally. The Republic of Ireland (RoI) has become a linguistically and culturally diverse society. In the RoI, parents have the opportunity to educate their child in English-medium or Irish-medium (IM) schools. However, the cohort of multilingual children attending IM schools is very small. This study investigated the reasons why paren…
The suitability of Irish immersion education for children with special educational needs
Additive bilingualism has long been reported as a benefit of immersion education. Nevertheless, the suitability of this form of education and bilingualism for children with special educational needs (SEN) has been much debated. Recent studies show that children with autism spectrum disorder (ASD), specific speech and language disorder (SSLD), and dyslexia can acquire varying levels of proficiency in a second language. Nevertheless, research has h…
The Challenges Facing Irish-Medium Primary and Post-Primary Schools When Implementing a Whole-School Approach to Meeting the Additional Education Needs of Their Students
The literature states the importance of adopting a whole-school approach to inclusion and for meeting the needs of all students. This study investigated the challenges faced by Irish-medium (IM) primary and post-primary schools in relation to providing a whole-school approach to inclusion. This was achieved through a mixed methods study where a stratified sample of teachers from IM schools (N = 56) undertook an anonymous online survey in the firs…
The Design and Content of an Online Continuous Professional Development Course in Special Education for Teachers in Irish Immersion Primary and Post-Primary Schools
This article discusses the design and content of an online continuous professional development (CPD) course in special education provision for students in Irish immersion (IM) primary and post-primary schools. The course was developed using the data from a mixed methods study on the needs of teachers in this area. This article describes the ABC course design method used. It presents the five modules of the course: (1) bilingualism and second lang…
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 …
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 …
Young immersion learners’ language use outside the classroom in a minority language context
There has been a long history of early Irish language learning in Ireland as a result of Government policy to promote greater use of Irish. All children learn Irish in school from age 4–18 years. The majority learn Irish as a subject, typically for 30–40 minutes per day, and the levels of competence achieved are mostly disappointing. Approximately 6.7% of primary school children learn Irish in an immersion context, however, and these children ach…
Immersion Education
This book offers a detailed account of the success of young immersion learners of Irish in becoming competent speakers of the minority language. The results highlight the limitations of an immersion system and will help immersion educators to gain a greater understanding of how young immersion learners learn and acquire the target language
An explicit-inductive approach to grammar in Irish-medium immersion schools
This article focuses on qualitative self-report data from a mixed-methods study which investigated Grade 5 and 6 (n = 274), 11–12-year-old, Irish-medium (IM) immersion students’ improvement in linguistic accuracy in response to an explicit-inductive approach to form-focused instruction (FFI). A series of typographically enhanced PowerPoint slides were designed to explicitly draw students’ attention to the genitive case in Irish over a four-week p…
‘I Thought That We Had Good Irish’
Immersion Education
This book offers a detailed account of the success of young immersion learners of Irish in becoming competent speakers of the minority language. The results highlight the limitations of an immersion system and will help immersion educators to gain a greater understanding of how young immersion learners learn and acquire the target language
We are always planning trips to Poland’
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 migr…
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 …
‘I Thought That We Had Good Irish’
An explicit-inductive approach to grammar in Irish-medium immersion schools
This article focuses on qualitative self-report data from a mixed-methods study which investigated Grade 5 and 6 (n = 274), 11–12-year-old, Irish-medium (IM) immersion students’ improvement in linguistic accuracy in response to an explicit-inductive approach to form-focused instruction (FFI). A series of typographically enhanced PowerPoint slides were designed to explicitly draw students’ attention to the genitive case in Irish over a four-week p…
Immersion Education
This book offers a detailed account of the success of young immersion learners of Irish in becoming competent speakers of the minority language. The results highlight the limitations of an immersion system and will help immersion educators to gain a greater understanding of how young immersion learners learn and acquire the target language
Young immersion learners’ language use outside the classroom in a minority language context
There has been a long history of early Irish language learning in Ireland as a result of Government policy to promote greater use of Irish. All children learn Irish in school from age 4–18 years. The majority learn Irish as a subject, typically for 30–40 minutes per day, and the levels of competence achieved are mostly disappointing. Approximately 6.7% of primary school children learn Irish in an immersion context, however, and these children ach…
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 …
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 …
The Challenges Facing Irish-Medium Primary and Post-Primary Schools When Implementing a Whole-School Approach to Meeting the Additional Education Needs of Their Students
The literature states the importance of adopting a whole-school approach to inclusion and for meeting the needs of all students. This study investigated the challenges faced by Irish-medium (IM) primary and post-primary schools in relation to providing a whole-school approach to inclusion. This was achieved through a mixed methods study where a stratified sample of teachers from IM schools (N = 56) undertook an anonymous online survey in the firs…
The Design and Content of an Online Continuous Professional Development Course in Special Education for Teachers in Irish Immersion Primary and Post-Primary Schools
This article discusses the design and content of an online continuous professional development (CPD) course in special education provision for students in Irish immersion (IM) primary and post-primary schools. The course was developed using the data from a mixed methods study on the needs of teachers in this area. This article describes the ABC course design method used. It presents the five modules of the course: (1) bilingualism and second lang…
It’s more the invisible benefits – multilingual parents’ experiences of immersion education and their reasons for choosing immersion
The participation of multilingual children in minority language immersion programmes is under-researched internationally. The Republic of Ireland (RoI) has become a linguistically and culturally diverse society. In the RoI, parents have the opportunity to educate their child in English-medium or Irish-medium (IM) schools. However, the cohort of multilingual children attending IM schools is very small. This study investigated the reasons why paren…
The suitability of Irish immersion education for children with special educational needs
Additive bilingualism has long been reported as a benefit of immersion education. Nevertheless, the suitability of this form of education and bilingualism for children with special educational needs (SEN) has been much debated. Recent studies show that children with autism spectrum disorder (ASD), specific speech and language disorder (SSLD), and dyslexia can acquire varying levels of proficiency in a second language. Nevertheless, research has h…
‘They Started School and Then English Crept in at Home’
Amidst increased global migration and the close geographic proximity of Poland and Ireland, there exists a significant number of Polish speaking families in Ireland today. This study examines family language policy (FLP) within Polish transnational families in Ireland and addresses a gap in the literature by exploring the influence of forces outside of the family domain on children’s language socialisation and FLP negotiation. These forces includ…
Everything Starts with Attitudes”
Minority language immersion education for multilingual learners
We are always planning trips to Poland’
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 migr…
The teaching and learning of reading in an immersion setting
Word recognition is vital in the reading process and word reading relates to comprehension. In immersion settings, there is a lack of empirical evidence internationally of how the teaching of reading affects pupils’ literacy development, and what skills and strategies are employed by pupils in their reading. In Ireland, children learn to read in Irish and English in Irish language immersion schools. In recent years, phonics programmes in Irish ha…
How do they read? Findings from teachers and principals on the teaching and learning of reading in Irish in immersion settings in two jurisdictions
Pedagogy (12 works) · Psychology (11 works) · EFL/ESL Teaching and Learning (10 works) · Irish (10 works) · Second Language Learning and Teaching (8 works) · Linguistics (7 works) · Mathematics education (7 works) · Multilingual Education and Policy (7 works) · Medicine (6 works) · Medical education (5 works)