Academic Outcome, Anxiety and Attitudes in Early and Late Immersion in Ireland

Muircheartaigh, Jonathan Ó; Hickey, Tina

doi:10.1080/13670050802149184

Cited by 17 publications

(15 citation statements)

References 18 publications

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“…Knell and Chi (2012), in China, found that immersion programmes translated in lower levels of anxiety amongst participants of 4th, 5th and 6th grades (primary school). In the Irish context, those students (M=15.4) who joined an immersion school later, showed higher levels of anxiety (Ó Muircheartaigh and Hickey, 2008).…”

Section: Affective Variables and Immersion Programmesmentioning

confidence: 99%

Affective variables in a foreign language immersion programme: a quantitative study

Beamud

2020

Cuadernos de Investigación Filológica

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La inmersión lingüística ha cobrado mucha importancia durante las últimas décadas, ya que muchos estudiantes de todo el mundo se han beneficiado de esta experiencia tan motivadora. Por tanto, el objetivo principal de este estudio es determinar si una semana de inmersión en inglés tiene una influencia positiva en los niveles de motivación extrínseca e intrínseca, ansiedad en LE y los yoes en LE (Deci Ryan 2000, Dörnyei, 2005, Horwitz, Horwitz Cope 1991). Nuestros participantes son estudiantes de educación primaria (M: 11,5) que participaron en dicho programa. Estos cumplimentaron un cuestionario cuantitativo al llegar (test) y antes de terminar la semana (retest). Con el fin de comparar los resultados obtenidos en ambos momentos se utilizaron análisis ANOVA de un factor. Los resultados indicaron que después de la experiencia, la motivación aumenta, mientras que la ansiedad disminuye y la presencia de los yoes en los participantes se debilita.

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Section: Affective Variables and Immersion Programmesmentioning

confidence: 99%

Affective variables in a foreign language immersion programme: a quantitative study

Beamud

2020

Cuadernos de Investigación Filológica

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“…The study byÓ Muircheartaigh and Hickey (2008) features two models of Irish as medium of instruction: early immersion (EI), beginning in primary school, and late immersion (LI), beginning in secondary school. The study byÓ Muircheartaigh and Hickey (2008) features two models of Irish as medium of instruction: early immersion (EI), beginning in primary school, and late immersion (LI), beginning in secondary school.…”

Section: Early and Late Immersion Comparedmentioning

confidence: 99%

“…A recent visit to Ireland presented two contrasting pictures of the Irish language: much de-motivation and low performance when taught as a school subject, but higher motivation and impressive achievement when used as the medium of instruction in all-Irish schools (with students whose L1 is generally English). The study by Ó Muircheartaigh and Hickey (2008) features two models of Irish as medium of instruction: early immersion (EI), beginning in primary school, and late immersion (LI), beginning in secondary school. The academic outcomes in terms of examination performance showed that by the age of 15–16 there were no significant differences between the EI and the LI students in mathematics or Irish.…”

Section: Policy and Evaluationmentioning

confidence: 99%

Review of research on language teaching, learning and policy published in 2008

Johnstone¹

2010

Lang. Teach.

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The format for the present review is similar to that of previous years, though the number of references to research published before 2008 has been somewhat increased in order to identify a few key studies which have influenced some of 2008's published output. In selecting the texts for discussion, I have sought to offer the reader what I consider to be an overview of key themes emerging from the 2008 research which are in one way or another related to the teaching and learning of additional languages, and policies pertaining thereto. In doing so, I have tried to draw on a fairly broad range of journals, languages, countries, sectors of education and research approaches. However, in the space available (which is generous) I find it possible to discuss only some 80–90 articles out of a field of well over 1000 that would be available, if I had the time and the energy to read them all. Accordingly, there is no sense in which I am claiming that those selected are the cream which has risen to the top. There must be many articles not included in the present review which are equal in quality to those I have been able to include.

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“…A popular method for teaching Indigenous languages is through immersion programs (Pitawanakwat, 2018). Immersion programs have proven useful -even critical -for producing highly proficient speakers in Te Reo Māori (Bishop, Berryman & Richardson, 2002), Anishinabemowin (Gordon, 2009;Pitawanakwat, 2018), Cherokee (Peter, Hirata-Edds, Feeling, Kirk, Mackey & Duncan, 2017), Kanien'kéha (Maracle, 2001;Maracle, 2002), Gaeilge (Ó Muircheartaigh & Hickey, 2008) and in many other minority and endangered language communities. Practices differ, but the main element of immersion programs is providing a space where the target language is used and spoken almost exclusively.…”

Section: L2 Teaching and Pedagogymentioning

confidence: 99%

Qallunaat Learners of Inuktitut: A Qualitative Investigation of How and Why Non-Inuit Learn Inuktitut as a Second Language

Mitchell¹

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Academic Outcome, Anxiety and Attitudes in Early and Late Immersion in Ireland

Cited by 17 publications

References 18 publications

Affective variables in a foreign language immersion programme: a quantitative study

Affective variables in a foreign language immersion programme: a quantitative study

Review of research on language teaching, learning and policy published in 2008

Qallunaat Learners of Inuktitut: A Qualitative Investigation of How and Why Non-Inuit Learn Inuktitut as a Second Language

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