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Immersion Education
The body of research in this volume offers a detailed account of the success of young immersion learners of Irish in becoming competent speakers of the minority language. Taking account of in-class and out-of-class factors, it examines the variety of Irish spoken by the pupils, the extent to which the Irish spoken deviates from native-speaker norms, the degree to which pupils are aware of and attempt to acquire a native-like variety and the extent to which issues of identity and motivation are involved. The results highlight the limitations of an immersion system in generating active and accurate users of the language outside the immersion setting and will help immersion educators to gain a greater understanding of how young immersion learners learn and acquire the target language. The findings are placed in the context of other one-way immersion programmes internationally with a particular focus on minority language settings, and make an important contribution not only to our understanding of the Irish issues, but how the Irish situation can be placed in a broader scholarly and socio-political context.
The Minority Language as a Second Language
This innovative collection is the first of its kind to showcase global perspectives on learning minority languages as second languages, offering unique insights into their acquisition and specific characteristics and raising greater awareness around other languages and contexts where SLA occurs. The volume examines how minority languages are acquired as second languages across a range of geographic settings where these languages are unique minorities; that is, they are spoken in one or more states where they have a minority status. International case studies explore particular features of these languages as well as the challenges of teaching and learning them, including standardization, lega...
Immersion Education
This volume showcases the practice and promise of immersion education through in-depth investigations of program design, implementation practices, and policies in one-way, two-way and indigenous immersion programs. Contributors present new research and reflect on possibilities for strengthening practices and policies in immersion education to increase programmatic impact and promote higher levels of language proficiency and literacy among learners.
Language Policy and the New Speaker Challenge
Analyses the current state of minority language policy in Western Europe and provides comprehensive, evidence-based policy recommendations.
Curriculum Change within Policy and Practice
This book explores how curriculum reform is interconnected with policy, practice and society. Curriculum reform is increasingly associated with efforts to better the lives of citizens and provide a competitive edge to national prosperity. Educational policy and practice have been the subject of unprecedented convergence worldwide in the quest for so-called 21st century skills. This book offers a case study of curriculum reform within the Republic of Ireland, focusing on antecedents, processes and outcomes of government efforts to evoke fundamental curriculum realignment at lower secondary level. Set against a backdrop of fluctuating economic fortunes and concerns about academic standards and educational equity, this volume has wider relevance beyond Ireland for any system undertaking education reform at scale.
Adult Minority Language Learning
This book examines the role of affective variables in the process of learning a minority language. It presents a comprehensive account of how adult learners’ attitude, motivation and identity are related to their awareness of, and commitment to, different dialects and varieties as target speech models. These issues are examined in the context of Irish, a minority language which does not have a standard spoken variety and where the vast majority of learners have no regular contact with native speakers. Using a mixed methods research approach, this study explores the relationships that exist between, on the one hand, learners’ attitudes towards the three main traditional dialects of Irish and non-traditional second language varieties, and on the other, their motivation and self-concept as second language learners.
Captain Rock
Named for its mythical leader “Captain Rock,” avenger of agrarian wrongs, the Rockite movement of 1821–24 in Ireland was notorious for its extraordinary violence. In Captain Rock, James S. Donnelly, Jr., offers both a fine-grained analysis of the conflict and a broad exploration of Irish rural society after the French revolutionary and Napoleonic wars. Originating in west Limerick, the Rockite movement spread quickly under the impact of a prolonged economic depression. Before long the insurgency embraced many of the better-off farmers. The intensity of the Rockites’ grievances, the frequency of their resort to sensational violence, and their appeal on such key issues as rents and tit...
Language Issues
This book emerged out of contributions to a bilingual conference that was organised at the Institut du Monde Anglophone and the Bibliothque Sainte-Barbe in Paris on December 5 and 6, 2008. The conference was entitled "Indigenous Minority Languages in Ireland: A Comparative Perspective," translated into French as: "Les langues regionales et minoritaires en Irlande: Perspectives croisies."
Peter Paul Galligan
The stories of the leading figures of the Irish revolution - Michael Collins, Eamon de Valera, and guerrillas like Tom Barry and Ernie O’Malley - have been well told. But many other senior-ranking activists were equally committed. However, their experience remains obscure to most people. What was it like to try to launch the Easter Rising in a provincial town outside Dublin? What happened to the Volunteers imprisoned after the rising in maximum security prisons? How did counties such as Cavan and Wexford experience the revolution? This look at the life of Peter Paul Galligan throws light on these issues. Peter Paul Galligan joined the Irish Republican Brotherhood in 1910 and the Irish Volu...
Patrick Pearse
Patrick Pearse was not only leader of the 1916 Easter Rising but also one of the main ideologues of the IRA. Based on new material on his childhood and underground activities, this book places him in a European context and provides an intimate account of the development of his ideas on cultural regeneration, education, patriotism and militarism.
