A Review from Northern Ireland of the Linguistic Devolution of Primary School Languages

Collen, Ian

doi:10.1007/978-3-030-56654-8_7

Cited by 3 publications

(4 citation statements)

References 15 publications

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“…Recursion is one of those intrinsic abilities, and it is exactly what allows human language to produce infinite meaning (Maican & Cocoradă, 2021) and (Collen, 2021). The power to produce an unlimited number of sentences and meaningful utterances is the core of language.…”

Section: Discussionmentioning

confidence: 99%

The Significances of Recursion in Early Language Learning: The Study of Psycholinguistics

Zumam,

Amiruddin,

Ramadhani

2024

jpp

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This study is to finding out the significances of recursion in early language learning. This study is a qualitative research by using descriptive case study approach. This study describes in details the significances of recursion in early on language acquisition. The participants of this study are 44 participants. Observation and interview are conducted to get the data of the significance of recursion in early language development. Furthermore, the elements of the inquiry examine how recursion affects their capacity to offer feedback. The results show that recursion is important for overcoming stimulus poverty in a second language and producing sentences. According to 16 (36%) of the participants, the recursion notion can address the lack of stimuli in language acquisition. Whereas 28 (64%) of participants claim they can produce sentences because their lecturers apply recursion ideas. It is used to drill and reinforce the supplied input. Students can use their existing knowledge to address language learning challenges since teachers have repeatedly offered a procedure.

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Section: Discussionmentioning

confidence: 99%

The Significances of Recursion in Early Language Learning: The Study of Psycholinguistics

Zumam,

Amiruddin,

Ramadhani

2024

jpp

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“…Scotland has adopted an ambitious 1+2 policy whereby two additional languages are learned in addition to English. Here, L1 Gaelic medium schools , account for less than five percent of primary provision (Collen, 2021b). In Wales, language provision is also distinct: around 16% of pupils attend Welsh-medium schools, with a further ten percent attending schools that are bilingual, dualmedium, or in English with significant Welsh provision.…”

Section: Lote Clil In Australia and Englandmentioning

confidence: 99%

CLIL with languages other than English

Bower¹

2023

The Routledge Handbook of Content and Language Integrated Learning

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and is President of the Association for Language Learning. She is a principal fellow of the Higher Education Academy and received a National Teaching Fellowship for her leadership of curriculum innovation in language and teacher education in England. An experienced researcher in these fields, Kim leads an international network for content and language integrated learning (CLIL) in Anglophone countries. Her research focuses on CLIL and motivation.The recent rapid expansion of Global English as a lingua franca has seen its predominance as the language of choice for foreign language study increase at the expense of Languages Other Than English (LOTE) such as French or Spanish. The development of bilingual and multilingual education is, however, dependent on many variables and the picture is complex. Although LOTE languages are facing a resulting crisis across sectors in many European and Asian countries as preference to learn English above other languages increases, Anglophone countries provide the majority of contexts in which LOTEs are learned. Here, Content and Language Integrated Learning (CLIL) has been found to have the potential to counter the prevailing trend of demotivation for language learning through age-relevant, content-based, meaningful use of the foreign language for learning subject disciplines and language. CLIL practice in these contexts is limitedand as a result, so is research. This chapter provides an overview of CLIL in the Anglophone contexts of Australia and the UK, considers CLIL's potential for addressing demotivation in learning LOTEs, optimal conditions for implementation and direction of travel.

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“…Scotland was the first in the UK to adopt a 1+2 approach with a first additional language (L2) taught from Primary 1 and a second additional language from Primary 5 since 2012 (Collen, 2021). In England, languages (both ancient and modern) have been included on the curriculum at Key Stage 2 since September 2014, although academies and free schools are exempt from this requirement (Long & Danechi, 2022).…”

Section: )mentioning

confidence: 99%

“…Despite its neighbour the Republic of Ireland adopting a vibrant strategy for foreign languages from 2017-2026, Languages Connect where it is stipulated that all pupils learn Irish and English with modern foreign languages being strongly encouraged, Northern Ireland "has made the least progress in making language learning a priority in the school system" (Collen, 2018, p. 1). This is exemplified in Language Trends Northern Ireland (Collen, 2021) by only 15% of the 123 primary schools surveyed teaching a modern language at primary education, down from 55% in 2019. This low percentage could be attributed to COVID-10 (Collen, 2021) although it might also represent a refusal to engage with the strategy.…”

Section: )mentioning

confidence: 99%

Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE

Brooks

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At a time of significant curriculum reform in Wales, this study sought to establish the perceptions of teachers of Welsh, English and international languages in secondary English-medium schools in Wales to the grouping of their languages into a curriculum area of Language, Literacy and Communication, an understanding of the challenges they are facing as well as their confidence in in the pedagogical practices needed to teach elements of What Matters statement 1: Languages connect us. The assumptions explored were that teachers of Welsh, English and international languages are having significant issues with teaching What Matters statement 1: Languages connect us, crosslinguistic influence between the languages taught in Wales is beneficial to pupils and teachers and exploiting this benefit requires new or different pedagogy. This vii 4.3 Part B: Quantitative Analysis 4.3.1 Statistical Analysis .

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A Review from Northern Ireland of the Linguistic Devolution of Primary School Languages

Abstract: A review from Northern Ireland of the linguistic devolution of primary school languages

Cited by 3 publications

References 15 publications

The Significances of Recursion in Early Language Learning: The Study of Psycholinguistics

The Significances of Recursion in Early Language Learning: The Study of Psycholinguistics

CLIL with languages other than English

Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE

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