Teanga最新文献

{"title":"The Native Scientist project in Ireland: Promoting Heritage Languages through informal Engagements with Scientists","authors":"Francesca La Morgia, Tatiana Correia, Joana A. Moscoso","doi":"10.35903/TEANGA.V25I0.53","DOIUrl":"https://doi.org/10.35903/TEANGA.V25I0.53","url":null,"abstract":"This project report focuses on the results of a series of heritage language STEM workshops which were run in Ireland by the organization Native Scientist. The results indicate that the workshops represent a positive experience for children and scientists, and show high potential to enhance the linguistic skills of bilingual pupils.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74883833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peer Observation of Language Teaching: A Reflective Approach to Teaching","authors":"Anna Nunan","doi":"10.35903/TEANGA.V24I0.44","DOIUrl":"https://doi.org/10.35903/TEANGA.V24I0.44","url":null,"abstract":"Peer observation of teaching has increasingly been considered as a means of promoting reflective practice for language teachers. An interactive model is critical to the success of the observation process as it is structured, supportive and emphasises choice, control and observation between equals. The insistence on an information flow aimed at the observed helps reaffirm the idea that observation is not an administrative exercise but a beneficial process for the teacher and learner. If peer observation can uncover some of the assumptions teachers use to shape language teaching, including the resistance to teaching as an open practice, an improvement of existing approaches to language teaching may be within reach.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"93 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80813733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional Development of Foreign Language Teachers: The Example of the COMENIUS Project Schule im Wandel (School Undergoing Change)","authors":"A. Witte, Annelie Eberhardt","doi":"10.35903/TEANGA.V24I0.41","DOIUrl":"https://doi.org/10.35903/TEANGA.V24I0.41","url":null,"abstract":"This paper explores blended learning in the context of the further professional development of L2 language teachers. Presenting the European Commission-funded COMENIUS project Schule im Wandel, the authors examine issues relevant to  teachers of German as a second language. This course aimed to provide European reference model for the professional development of teachers of modern languages, using Moodle as a virtual and universally accessible learning platform. The course included a set of short thematic documentary films filmed at ten German schools, with associated exercises for learners. The authors describe the aims and architecture of the course, and review two pilot projects which used Schule im Wandel for the purpose of professional development of teachers in Ireland.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74983793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Consideration of Language Teacher Education in Ireland, North and South","authors":"Patrick Farren, E. Mckendry","doi":"10.35903/TEANGA.V24I0.38","DOIUrl":"https://doi.org/10.35903/TEANGA.V24I0.38","url":null,"abstract":"This paper surveys the context of language teacher education in Ireland, north and south, across the sectors (primary and post-primary, Irish, Modern Languages and English as an Additional Language). The discussion and analysis that follows arose through the contributions by language teacher educators to a conference organised by the Queen’s University of Belfast under the auspices of the Standing Conference on Teacher Education, North and South (SCoTENS)1. The authors suggest that a traditional view of diversification in language education, focusing on Irish and the main European languages, must be reconsidered in light of the new demographic and linguistic landscape of Ireland, North and South.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74173698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Re-Imagining Academic and Professional Irish Language Programmes in Initial Teacher Education: Implications of a New Third Level Irish Language Syllabus","authors":"Máirín Nic Eoin","doi":"10.35903/teanga.v24i0.40","DOIUrl":"https://doi.org/10.35903/teanga.v24i0.40","url":null,"abstract":"In 2008, a national working group was established in Ireland with the objective of producing a new third level Irish-language syllabus based on the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Council of Europe, 2001). The need for such a syllabus was widely acknowledged by third level teachers of Irish, in particular by those working in Irish Departments in the Colleges of Education. This article documents the progress of the Syllabus Project initiated by the national working group, and addresses in particular the question of linguisticdiversity among student teachers preparing for a career in the primary school sector. The author considers language teaching in the debate about initial teacher education models, the policy background to the Syllabus Project, pedagogy and practice in piloting the new syllabus, and future perspectives on third level Irish-language course provision.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91169117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multilingualism, Multi-competence and (Limits to) the Interaction Between Language Systems","authors":"D. Singleton","doi":"10.35903/TEANGA.V25I0.46","DOIUrl":"https://doi.org/10.35903/TEANGA.V25I0.46","url":null,"abstract":"This article addresses the proposition that all talk whatsoever of bounds between language-varieties in the mind should be abandoned. This abandonment of boundaries is a standard view in respect of the semantic or conceptual dimensions of language. The tendency does not, however, stop there; being called into question is the whole notion that languages in the mind are bounded entities in any of their aspects. The response offered here to such a position is that language knowledge in the mind is all its aspects, in fact, highly differentiated, and that this differentiation broadly follows the lines recognized by the traditional conception which draws (always, of course, permeable) lines between languages. Evidence is adduced in favour of this latter view from a number of areas, including language loss and recovery, bilingual/multilingual development and communication and the affective dimension of language differentiation.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90696445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cur siar mhúineadh an Bhéarla i mbunscoileanna Gaeltachta: más mall is mithid","authors":"Pádraig Ó Duibhir, Laoise Ní Thuairisg","doi":"10.35903/TEANGA.V10I0.80","DOIUrl":"https://doi.org/10.35903/TEANGA.V10I0.80","url":null,"abstract":"Bhí iliomad coiste, comhairle, agus coimisiúin a rinne iniúchadh ar an gcóras oideachais Gaeltachta i gcaitheamh na mblianta ó 1926 i leith. Tugadh neamhaird den chuid is mó ar mholtaí na dtuarascálacha éagsúla go dtí gur foilsíodh Curaclam Teanga na Bunscoile (An Chomhairle Náisiúnta Curaclaim agus Measúnachta, 2015) agus an Polasaí don Oideachas Gaeltachta (An Roinn Oideachais agus Scileanna, 2016). Ceadaítear tréimhse tumadh iomlán sa Ghaeilge den chéad uair de réir na moltaí sna cáipéisí sin. Ardaíonn sé seo ceisteanna do scoileanna Gaeltachta maidir le riachtanais oideachais teanga cainteoirí óga Gaeilge na Gaeltachta. Ar chóir múineadh an Bhéarla a thosú go luath do na cainteoirí seo ag aithint go maireann siad i ndomhan ina bhfuil an Béarla ceannasach? Déantar cur síos san alt seo ar an iniúchadh a rinneadh ar na moltaí éagsúla a rinneadh maidir leis an oideachas Gaeltachta agus ar an litríocht ábhartha le fáil amach an bhfuil bonn láidir oideachasúil faoin bpolasaí seo. Mhaígh Ó Duibhir agus Cummins (2012) go n-aistríonn scileanna áirithe teanga, ar nós scileanna litearthachta, ó theanga amháin go teanga eile. Más fíor sin, d’fhéadfaí a mhaíomh gur cuma cé acu teanga go dtéitear i ngleic léi ar dtús mar go n-aistreofar na scileanna ó theanga amháin go dtí an ceann eile. Léiríonn taighde eile le páistí Gaeltachta (7-12 bliain d’aois) ar chainteoirí dúchais iad, go bhfuil stór focal níos fairsinge acu sa Bhéarla ná mar atá sa Ghaeilge (Péterváry, Ó Curnáin, Ó Giollagáin, & Sheahan, 2014). B’fhéidir gur fianaise í seo go bhfuil sealbhú neamhiomlán i gceist do na páistí seo agus go rachadh sé chun sochair dóibh múineadh an Bhéarla a chur siar chun breis ama a thabhairt dóibh bonn níos seasmhaí a chur faoina gcumas Gaeilge. \u0000Numerous committees, advisory bodies and commissions have investigated the Gaeltacht education system over the years since 1926. The recommendations of the resulting reports were on the whole ignored until the publication of the Primary Language Curriculum (National Council for Curriculum and Assessment, 2015) and the Policy for Gaeltacht Education (Department of Education and Skills, 2016). According to the recommendations in these documents, a total immersion period in Irish is permitted for the first time. This raises questions for Gaeltacht schools about the language education needs of young Irish speakers in their schools. Should the teaching of English commence early for these speakers recognising that they live in an English dominated world? In this paper, we describe an investigation of the various recommendations that were made about Gaeltacht education and the relevant literature to examine whether there is a strong educational rationale underlying this policy. Ó Duibhir and Cummins (2012) claimed that some linguistic skills, such as literacy skills, transferred from one language to another. If this is the case, it could be claimed that it does not matter which language is encountered first as the skills will tra","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80791488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}