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

Paper/Best Practice Session (1 hour)

English

Co-Official/Regional Language Immersion
Two-Way Bilingual Immersion

Elementary (K-5)

This presentation explores examples of innovative pedagogy and leadership within complex, highly nuanced heritage language areas in Ireland's Gaeltacht. Evidence is presented from four case studies, highlighting these schools' attempts to balance the linguistic and educational needs of L1 and L2 pupils within a variety of minoritized language education models.

The paradox of Irish language education over the past forty years has been the growth in Irish language immersion schooling in non-traditional, mostly urban contexts, coupled with a decline in the quantity and quality of Irish speakers in traditional Irish speaking areas on Ireland’s western seaboard. With the realization that Irish may be in terminal decline in these complex heritage language areas, the spotlight is turning to the education system and more specifically for the purpose of this paper, to pedagogical practices which aim to maintain, revitalize and/or enrich this minoritized language. In-class teacher observations, semi-structured interviews, and document analysis in a phenomenological case-study approach have helped to unearth a fresh insight into ‘actual’ classroom practice at a micro level as opposed to larger quantitative surveys that have been undertaken heretofore. Although these case studies have highlighted examples of innovative and creative pedagogy, rooted in a deep understanding of the Gaeltacht’s complex sociolinguistic nuances, it appears that a considerable gap exists between formal school planning and language policy on the one hand and actual classroom practices on the other. Furthermore, this research shows that effective school planning and pedagogy, incorporating language immersion, differentiated learning, and detailed enrichment strategies for L1 pupils, appear to depend primarily on the expertise, previous professional background and dedication of exceptional individual educators rather than any officially sanctioned, clearly defined, structured educational system. Other challenges to the successful implementation of minoritized language programs include the need to mix L1 and L2 speakers, standardized testing and parental hesitancy surrounding intensive immersion.