Aisling Ní Dhiorbháin
Biographic Data
| ID | 6689253 |
|---|---|
| NAME | Aisling Ní Dhiorbháin |
| GIVEN NAMES | Aisling Ní |
| FAMILY NAME | Dhiorbháin |
| SIGNATURE | DHIORBHÁIN A N |
| AFFILIATIONS | Dublin City University |
| ORCID | 0000-0001-5307-2516 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Coaching teachers to support a plurilingual approach to the teaching of Irish grammar in diverse primary schools
Purpose This paper describes the use of coaching to enhance the professional development of a group of primary school teachers working in diverse school environments, focusing on the teaching of Irish grammar using an explicit-inductive plurilingual (EIP) approach.Methodology/design/ approach This pilot project involved eleven teachers who were teaching 375 students in 4th to 6th class (aged 10–12) in English-medium primary schools, where the maj…
Everything Starts with Attitudes”
Minority language immersion education for multilingual learners
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…
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…
No prominent works on this page.
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…
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…
Everything Starts with Attitudes”
Minority language immersion education for multilingual learners
Coaching teachers to support a plurilingual approach to the teaching of Irish grammar in diverse primary schools
Purpose This paper describes the use of coaching to enhance the professional development of a group of primary school teachers working in diverse school environments, focusing on the teaching of Irish grammar using an explicit-inductive plurilingual (EIP) approach.Methodology/design/ approach This pilot project involved eleven teachers who were teaching 375 students in 4th to 6th class (aged 10–12) in English-medium primary schools, where the maj…
EFL/ESL Teaching and Learning (5 works) · Multilingual Education and Policy (4 works) · Second Language Learning and Teaching (4 works) · Irish (3 works) · Linguistics (3 works) · Pedagogy (3 works) · Grammar (2 works) · Professional development (2 works) · Psychology (2 works) · Teaching method (2 works)