A Survey of Assessment and Additional Teaching Support in Irish Immersion Education
Bibliographic Data
| ID | 5901022 |
|---|---|
| Authors | Sinéad Nic Aindriú (0000-0001-8959-253X, Dublin City University, corresponding author), Pádraig Ó Duibhir (0000-0003-2316-027X, Dublin City University), Joe Travers, Joseph Travers (0000-0002-1932-2961, Dublin City University) |
| Year | 2021 |
| Volume | 6 |
| Issue | 2 |
| Pages | 62 |
| Publication date | 2021-03-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages6020062 |
| OpenAlex | W3143228553 |
| Language | EN |
| Citations received | 7 |
| References cited | 39 |
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
English language · French immersion · Immersion (mathematics · Irish · Mathematics education · Medical education · Pedagogy · Education Systems and Policy · EFL/ESL Teaching and Learning · Medicine · Psychology · Second Language Learning and Teaching
The CPD Needs of Irish-Medium Primary and Post-Primary Teachers in Special Education
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 reasons why parents choose to transfer students with special educational needs from Irish immersion education
How do they read? Findings from teachers and principals on the teaching and learning of reading in Irish in immersion settings in two jurisdictions
Exploring special educational needs prevalence in Irish-medium post-Primary schools
Predictors of dual-language literacy attainment in Irish-English bilinguals
Minority language immersion education for multilingual learners
Formative Assessment in Language Education Policies
Bilingual children with primary language impairment
Justifying and Explaining Disproportionality, 1968–2008
Individual differences in second language reading outcomes
Bilingual Children with Specific Language Impairment and Standardized Assessments
Dual language exposure and early bilingual development
Specific Language Impairment and Early Second Language Acquisition
Dynamic assessment of language disabilities
Language learning impairment in sequential bilingual children
| Unique citing works | 7 |
|---|---|
| Citations per year | 1.75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |