The lived experiences of secondary Irish-medium immersion teachers: An examination of language-sensitive teaching in content areas

This multi-phase phenomenological study aimed to examine the lived experiences of Irish-medium immersion teachers. In particular, it focused on their language-sensitive practices as they endeavour to integrate the teaching of language with the teaching of content. During the literature review phase, a research-based pedagogical tool, SIOF, was developed. This tool endeavours to aid immersion teachers in their efforts at language-sensitive teaching and was also used in this study to prompt reflection amongst participants on their immersion practices 28 teachers were recruited for this study from 11 Irish-medium settings and there were some 23 subjects represented. During the analysis of the data, themes were developed around the various aspects of SIOF:the nature of scaffolding; managing the language input; encouraging student output; and grappling with feedback. As the discussions in the interviews and focus groups deepened, a second set of themes was developed. These related to the various challenges, supports and opportunities related to immersion teaching: professional learning and awakenings, teacher language and metalinguistic knowledge, departmental and whole-school collaboration, and the affordances of technology in the immersion classroom. In addition, an underlying theme was developed concerning the interplay of commitment, conflict and examination backwash.

Publisher

University of Galway

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CC BY-NC-ND

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University of Galway Theses (PhD Theses)