Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts

Paper/Best Practice Session (1 hour)

Irish

Co-Official/Regional Language Immersion

Elementary (K-5)
Middle School/Junior High
High School

The number of students entering an early language immersion program and continuing to the end of high school appears to be quite small. Students leave for a wide variety of reasons. We report here on the challenges and best practice from a sample of 25 immersion schools in Ireland.

The number of students who enter an early language immersion programme and continue though to the end of high school appears to be quite small in many jurisdictions. Students leave immersion programmes for a wide variety of reasons. Among the reasons cited are a lack of qualified teachers, restricted subject choice at high-school level in immersion programmes, a lack of suitable learning resources in the immersion language, a perceived inability to cater for students with learning disabilities, the personal views of parents or students in relation to immersion education, and leadership and policy issues at school or school-board level (Bourdreaux, 2011; Cadez, 2006; Ó Duibhir, NigUidhir, Ó Cathalláin, Ní Thuairisg & Cosgrove, 2015). These issues can result in attrition from immersion programmes and a lack of continuity from elementary to middle or high school when students are in their early teens (Bourdreaux & Olivier, 2009; Conseil Canadien sur l’Apprentissage, 2007; Llywodraeth Cynulliad Cymru 2009). There are disadvantages associated with this phenomenon not just to the students’ language skills but also to the reputation of immersion programmes in general.

In this paper we report on the challenges and best practice from a random sample of 25 elementary immersion schools in Ireland. The analysis of data gathered from questionnaires to principals (n=25), Grade 6 parents (n=321) and pupils (n=284) reveal the main factors that influence the decision of parents and their children to continue in an immersion programme at post-primary (high-school) level.  The questionnaire data was augmented with parent (n=20) and principal (n=20) interviews. We believe that addressing the issues arising from this research is important for the strategic development and sustainability of immersion education internationally.