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41-686: Students in the Gaelscoileanna acquire the Irish language through language immersion , and study the standard curriculum through it. Gaelscoileanna, unlike English-medium schools , have the reputation of producing competent Irish speakers. English-medium schools, in contrast, produce relatively few fluent Irish speakers, despite the Irish language being an obligatory subject in the Republic of Ireland in both primary and secondary school. This has been attributed in part to

82-1314: A Gaelcholáiste. There are 31 Gaelcholáistí and 17 second-level Irish language units ( aonaid Ghaeilge ) on the island of Ireland, attended by over 12,000 students. Close to 4,000 further students receive their second level education through Irish in the Gaeltacht. Two new second-level gaelscoileanna opened in Ireland in 2014: Coláiste Ghlór na Mara in Balbriggan and Gaelcholáiste an Phiarsaigh in Rathfarnham (both in County Dublin ). Gaelcholáiste Charraig Uí Leighin opened in Carrigaline and Northern Ireland 's second gaelcholáiste Gaelcholáiste Dhoire opened in Dungiven Castle in 2015. Gaelcholáiste Mhic Shuibhne opened in Knocknaheeney in 2019. Gaelcholáiste Mhaigh Nuad opened in Maynooth in September 2020. Gaelcholáistí are supported and represented on

123-578: A curriculum that taught all subjects, including literature and math, in the children’s L1: P’urhepecha. Years after the curriculum was implemented in 1995, researchers conducted a study comparing L1 P’urhepecha students with L1 Spanish students. Results found that students who had acquired L1 P’urhepecha literacy performed better in both languages (P’urhepecha and Spanish) than students who were L1 Spanish literate. New Zealand shows another instance of heritage bilingual immersion programs. Established in 1982, full Māori-language immersion education strictly forbids

164-534: A place (within their native country or abroad) where their native language is not the majority language of that community. For example, Canadian anglophones go to Quebec (see Explore and Katimavik ), and Irish anglophones go to the Gaeltacht . Often, that involves a homestay with a family that speaks only the target language. Children whose parents emigrate to a new country also find themselves in an immersion environment with respect to their new language. Another method

205-573: A practical day-to-day basis by Gaeloideachas (who also support Irish-medium schools in the Gaeltacht) and An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (whose name translates into English as "The Council for Gaeltacht and Gaelscoileanna Education") or COGG in the Republic of Ireland and by Comhairle na Gaelscolaíochta in Northern Ireland. In 2023 An Foras Pátrúnacha revealed that there

246-461: A program because it allows for yearly evaluation and, if it were to fail from the beginning, the impact of the loss is less significant. The method of implementation is crucial to the success of the program, as the RAND Institute has concluded that the final result of these programs is positive, but only so long as implemented correctly, meaning consistency and strict adherence to the curriculum in

287-492: A reputation for providing excellent academic results at a moderate cost. They have been described as a system of "positive social selection" giving better than average access to tertiary education and the social and employment opportunities which follow. An analysis of "feeder" schools which send students on to tertiary level institutions shows that 22% of Irish-medium schools send all their students on to tertiary level, compared to 7% of English-medium schools. Supporters argue that

328-448: A second language leads students to fail to be proficient in their first language. As of 2009, about 300,000 Canadian students (roughly 6% of the school population) were enrolled in immersion programs. In early immersion, L1 English-speakers are immersed in French in their education for 2 to 3 years prior to formal English education. This early exposure prepares Canadian L1 English speakers for

369-433: A strong foundation for fluency later in life and help students gain appreciation of languages and cultures other than their own. There are no long-term adverse effects of bilingual education on the learning of the majority language, regardless of whether the students' first language (L1) is a majority or a minority language or of the organization of the educational program. Several observed outcomes of bilingual education are

410-756: A variety of different approaches outside the traditional sink-or-swim model of full submersion in an L2 without assistance in the L1. According to the Center for Applied Linguistics (CAL), in 1971, there were only three immersion programs within the United States. As of 2011, there were 448 language immersion schools in the US, with the three main immersion languages of instruction being Spanish (45%), French (22%), and Mandarin (13%). The first French-language immersion program in Canada, with

451-523: Is a demand for 7 new Gaelcholáistí in the Republic of Irealand and in 2021 Comhairle na Gaelscolaíochta revealed that there is a demand for 3 new Gaelcholáistí in Northern Ireland. The function and future of Gaelscoileanna in the Republic of Ireland falls within the scope of the 20-Year Strategy for the Irish Language 2010-2030 , published by the then Irish government in December 2010. This report emphasises

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492-502: Is a policy and planning document launched by the Government of Ireland on 20 December 2010 and which will be in operation until December 2030. The main aim of the strategy was stated to be to increase the number of daily Irish speakers in Ireland to 250,000 by 2030. In the 2011 census this number was 77,185. By the time of the 2016 census , more than a quarter of the life of the strategy having passed, it had dropped to 73,803, and in

533-507: Is a technique used in bilingual language education in which two languages are used for instruction in a variety of topics, including maths, science, or social studies. The languages used for instruction are referred to as the L1 and the L2 for each student, with L1 being the student's native language and L2 being the second language to be acquired through immersion programs and techniques. There are different types of language immersion that depend on

574-455: Is still no evidence to prove that any particular way is best. In the United States, state and local government only provide curriculum for teaching students in only one language. There is no standard curriculum for language-immersion schools. Besides, the states do not provide assistance in how to promote biliteracy. Bilingual teaching has been too little researched. The report of the Council of

615-518: Is taught as a separate course. In Zambia, English is the main language of instruction, and the local language, Nyanja, is taught as a separate course. Williams's study took children from six schools in each country in Grade 5. He administered two tests: an English-language reading test, and a mother-tongue reading test. One result showed that there was no significant difference in the English reading ability between

656-481: Is to create a temporary environment in which the target language predominates, as in linguistic summer camps like the " English villages " in South Korea and parts of Europe. Study abroad can also provide a strong immersion environment to increase language skills. However, many factors may affect immersion during study abroad, including the amount of foreign-language contact during the program. To impact competence in

697-733: The 4th grade, when they begin to be instructed in English 50% of the time and French the other 50%. In the United States and since the 1980s, dual immersion programs have grown for a number of reasons: competition in a global economy, a growing population of second-language learners, and the successes of previous programs. Language immersion classes can now be found throughout the US, in urban and suburban areas, in dual-immersion and single-language immersion, and in an array of languages. As of May 2005, there were 317 dual immersion programs in US elementary schools, providing instruction in 10 languages, and 96% of those programs were in Spanish. The 1970s marked

738-448: The Center for Advanced Research on Language Acquisition is a phase-in method, which starts with the lowest year participating in the program as the only year and adds a new grade of students into the program each year, working up towards high school. This slow incorporation of an immersion program is useful for schools with limited funding and those who are skeptical about the benefits of such

779-620: The Great City Schools in 2013 has shown that half of the city schools lack professional bilingual teaching instructors. There are challenges to developing high proficiency in two languages or balance in bilingual skills, especially for early immersion students. Children complete the development of their first language by the age 7, and L1 and L2 affect each other during language development. High levels of bilingual proficiency are hard to achieve. Students with more exposure are better. For second-language immersion schools, immersion too early in

820-588: The US because of immigration from Spanish-speaking countries. The other two common immersion language programs in the US are French and Mandarin, which have 114 and 71 language immersion programs, respectively. Types of language immersion can be characterized by the total time students spend in the program and also by the students' age. Types that are characterized by learning time: Types that are characterized by age: The stages of immersion can also be divided into: People may also relocate temporarily to receive language immersion, which occurs when they move to

861-580: The Zambian and Malawian school children. However, there were significant differences in the proficiency of mother tongue reading ability. The results of the study showed that the Malawian students did better in their mother tongue, Chichewa, than Zambian children did in their mother tongue, Nyanja. 20-Year Strategy for the Irish Language 2010-2030 The 20-Year Strategy for the Irish Language 2010–2030 ( Irish : Straitéis 20 Bliain don Ghaeilge 2010–2030 )

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902-431: The age of the students, the classtime spent in L2, the subjects that are taught, and the level of participation by the speakers of L1. Although programs differ by country and context, most language immersion programs have the overall goal of promoting bilingualism between the two different sets of language-speakers. In many cases, biculturalism is also a goal for speakers of the majority language (the language spoken by

943-584: The beginning of bilingual education programs in Hawaii. The Hawaiian Language Program was geared to promote cultural integrity by emphasizing native-language proficiency through heritage language bilingual immersion instruction. By 1995, there were 756 students enrolled in the Hawaiian Language Immersion Program from K to 8. The program was taught strictly in Hawaiian until Grades 5 and 6, when English

984-406: The bilingualism resulting from early acquisition of another language is of general intellectual benefit and helps children to learn still other languages. Irish-language advocates of the immersion approach sometimes refer to studies showing that bilingual children have advantages over monoglot children in other subjects. A secondary-level Gaelscoil located in a non-Gaeltacht area is commonly known as

1025-590: The classroom. Studies have shown that students who study a foreign language in school, especially those who start in elementary school, tend to receive higher standardized test scores than students who have not studied a foreign language in school. According to additional research, learning another language can also help students do better in math, focusing, and remembering. Students who study foreign languages also tend to have increased mental capabilities, such as creativity and higher-order thinking skills (see cognitive advantages of bilingualism ) and have advantages in

1066-642: The first, initially reported that students receive standardized test scores that are slightly below average. That was true in Canada's program, but by Grade 5, there was no difference between their scores and the scores of students who were instructed only in English. The English spelling abilities soon matched those of the English-only students. Ultimately, students did not lose any proficiency in English and were able to develop native-like proficiency in French reading and comprehension but they did not quite reach native-like proficiency in spoken and written French. However,

1107-415: The immersion program is seen as providing a strong foundation for oral French fluency later in life, and other similar programs that might not fully reach their projected goals may also be seen in the same light. Programs with the goal of preserving heritage languages, such as Hawaii's language immersion program, have also reported initial outcomes of below-average test scores on standardized tests. However,

1148-437: The importance of offering all children in primary schools in Ireland the opportunity to experience partial immersion in the formative years of primary education. It calls for primary teachers to have additional immersion classes to improve their competence in the language. This would involve teaching some subjects such as Mathematics and Science in Irish. Language immersion Language immersion , or simply immersion ,

1189-537: The initial lag in achievement of the programs of Canada and Hawaii but are less effective than full immersion programs, and students generally do not achieve native-like L2 proficiency. The first issue is the allocation of time given to each language. Educators have thought that more exposure to the students' L2 will lead to greater L2 proficiency, but it is difficult for students to learn abstract and complex concepts only by L2. Different types of language immersion schools allocate different time to each language, but there

1230-483: The lack of Irish-language immersion programs. Gaelscoileanna have undergone a striking expansion over the last few decades, although there are now concerns that rules limiting the founding of new schools is affecting the establishment of new Irish-medium education in areas where there is a competition amongst educational patrons. Their success is due to effective (though limited) community support and an efficient administrative infrastructure. They are distinguished by being

1271-558: The low test scores may not have been caused by purely language-related factors. For example, there was initially a lack of curriculum material written in Hawaiian, and many of the teachers were inexperienced or unaccustomed to teaching in Hawaiian. Despite the initial drawbacks, the Hawaiian program was overall successful in preserving Hawaiian as a heritage language, with students in the program being able to speak Hawaiian fluently while they learned reading, writing, and math, which were taught in Hawaiian. Partial immersion programs do not have

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1312-440: The majority of the surrounding population) and the minority language (the language that is not the majority language). Research has shown that such forms of bilingual education provide students with overall greater language comprehension and production of the L2 in a native-like manner, especially greater exposure to other cultures and the preservation of languages, particularly heritage languages . Bilingual education has taken on

1353-605: The postprimary schools and four of the postprimary units operated are in Northern Ireland. Additionally, some 4,000 children attend Irish-medium preschools or Naíonra í outside the Gaeltacht with around 1,000 children attending Naíonraí within the Gaeltacht. There is now at least one gaelscoil in every county in Ireland with over 50 in County Dublin; 30 in County Cork and 13 in County Antrim included. Gaelscoileanna have acquired

1394-489: The product, not of state policy, but of a genuine community movement. In 1972 there were only 11 such schools at primary level and five at secondary level in the Republic of Ireland . As of September 2023 there were 188 gaelscoileanna at primary level, attended by over 40,000 students, and 31 gaelcholáistí and 17 aonaid Ghaeilge (Irish language units) at secondary level, attended by over 12,000 students in non- Gaeltacht areas across Ireland . 35 of these primary schools, two of

1435-405: The survey by CAL in 2011, there are over 528 immersion schools in the US. Besides, language immersion programs have spread to Australia, Mainland China, Saudi Arabia, Japan and Hong Kong, which altogether offer more than 20 languages. The survey also showed that Spanish is the most common immersion language in language immersion programs in US. There are over 239 Spanish-language immersion programs in

1476-508: The target language being taught as an instructional language, started in Quebec in 1965. Since the majority language in Quebec is French, English-speaking parents wanted to ensure that their children could achieve a high level of French as well as English in Quebec. Since then, French immersion has spread across the country and has led to the situation of French immersion becoming the most common form of language immersion in Canada so far. According to

1517-509: The target language positively, Celeste Kinginger notes, research about language learning during study abroad suggests "a need for language learners' broader engagement in local communicative practices, for mindfulness of their situation as peripheral participants, and for more nuanced awareness of language itself.” The task of organizing and creating such a program can be daunting and problematic, with everything from planning to district budget posing issues. One method of implementation proposed by

1558-440: The transfer of academic and conceptual knowledge across both languages, greater success in programs that emphasize biliteracy as well as bilingualism, and better developed second-language (L2) literary skills for minority students than if they received a monolingual education in the majority language. Language immersion programs with the goal of fostering bilingualism, Canada's French-English bilingual immersion program being one of

1599-468: The use of English in classroom instruction even though English is typically the students' L1. That has created challenges for educators because of the lack of tools and underdeveloped bilingual teaching strategy for Māori. A study by Williams (1996) looked at the effects bilingual education had on two different communities in Malawi and Zambia. In Malawi, Chichewa is the main language of instruction, and English

1640-410: The workplace, such as higher salary and a wider range of opportunities, since employers are increasingly seeking workers with knowledge of different languages and cultures. Bilingual immersion programs are intended to foster proficiency or fluency in multiple languages and therefore maximize these benefits. Even if fluency in the desired language is not fully attained, bilingual immersion programs provide

1681-523: Was introduced as the language of instruction for one hour per day. The Hawaiian Language immersion Program is still in effect today for K-12. With an emphasis on language revival, Hawaiian is the main medium of instruction until Grade 5, when English is introduced but does not usurp Hawaiian as the main medium of instruction. A study by Hamel (1995) highlights a school in Michoacan, Mexico, which focuses on two bilingual elementary schools in which teachers built

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