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Murtagh, Lelia Teaching and Learning Irish in Primary School

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Murtagh, Lelia Teaching and Learning Irish in Primary School DOCUMENT RESUME ED 432 150 FL 025 909 AUTHOR Harris, John; Murtagh, Lelia TITLE Teaching and Learning Irish in Primary School: A Review of Research and Development. INSTITUTION Institiuid Teangeolaiochta Eireann (Ireland). ISBN ISBN-0-946452-96-2 PUB DATE 1999-00-00 NOTE 533p. PUB TYPE Information Analyses (070) Reports - Research (143) EDRS PRICE MF02/PC22 Plus Postage. DESCRIPTORS Art Education; Change Strategies; Classroom Observation Techniques; Communicative Competence (Languages) ;Curriculum Design; Curriculum Development; Educational Change; Elementary Education; Foreign Countries; *Heritage Education; Instructional Materials; *Irish; *Language of Instruction; *Language Research; *Native Language Instruction; Oral Language; Science Instruction; Second Language Instruction; *Second Languages; Teaching Methods IDENTIFIERS Content Area Teaching; *Ireland ABSTRACT Three studies concerning the-teaching of Irish in elementary schools in Ireland are presented and the implications of their findings for Irish instruction are examined. The first study described the range of conditions under which spoken Irish is taught and learned by studying a number of diverse classes, describe the teaching and learning of Irish in greater detail and from more perspectives, and develop instruments and observation procedures for collecting this new data. The second study was intended to produce guidelines and sample instructional materials for an elementary school Irish language program usiag a communicative approach. The third project involved researchers working regularly with 50 third- and fourth-grade teachers over a two-year period to develop full courses in science and art taught through the medium of Irish. Substantial documentation of the three studies is appended. (Contains 307 references.) (MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 0 kr) N 0 ;L 410 A U S DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY tit This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent official OERI position or policy 1 a 0 BEST COPY AVAILABLE Research Report 2 5 Teaching and Learning Irish in Primary School A Review of Research and Development John Harris lnstitiijd Teangeolaiochta Lelia Murtagh Eireann 3 @ 1999 Institinid TeangeolaiochtaEireann ISBN 0-946452-96-2 Institinid Teangeolaiochta Eireann 31, Fitzwilliam Place Dublin 2 Cover design by Mark Loughran, Identikit Printed by Colour Books. 4 Contents 1 Introduction 1 1.1 Background 1 1.2 Three research-and-development projectson Irish 7 1.3 Organisation of the report 16 2 The Twenty-Classes Study in a national context 18 2.1 Introduction 18 2.2 Methodology of the study 22 2.3 Pupils in the present study comparedto pupils nationally 33 2.4 The Twenty-Classes Study comparedto classes nationally 43 2.5 Discussion 53 3 Pupils' attitude and motivation in relationto Irish 60 3.1 Introduction 60 3.2 Development and administration of the PupilQuestionnaire 65 3.3 Results 72 3 4 Discussion 90 4 Pupils' views on the Irish lesson in theirown words 102 4.1 Introduction 102 4.2 Method 102 4.3 Coding procedures and sampling ofresponses 103 4.4 Results: Themes, complaints and preferences 105 4.5 Discussion 118 5 Parents' views and practices in relationto Irish 127 5.1 Introduction 127 5.2 Method 132 5.3 Results 135 5.4 Discussion 161 6 Development of the Irish Lesson Analysis System (ILAS) 178 6.1 Introduction 178 6.2 Classroom processes related to successfullanguage learning 179 6.3 The ITE classroom observation study 186 6.4 The ILAS 187 6.5 Dimensions and categories ofILAS 192 6.6 Teachers' reactions to the observation work 198 6.7 The transcripts 199 7The Irish lesson: Topic, language activity andmaterials 203 7.1 Introduction 203 , 7.2 Results 205 7.3 Discussion 231 8 Pupil and teacher roles and classroom organisation 247 8.1 Introduction 247 8.2 Results 247 8.3 Discussion 258 269 9 Pupil participation and language use in the Irishlesson 9.1 Introduction 269 9.2 Method 271 9.3 Results 276 9.4 Discussion 294 10Summary and conclusions 306 10.1 Introduction 306 10.2 Main themes and findings 306 10.3 Summaries of individual chapters 308 10.4 Implications 336 Bibliography 342 Appendices 356 Appendix 1.1 Sample lesson from the CommunicativeMaterials Project 356 Appendix 1.2 Sample lessons from the Teachingthrough Irish Project 359 Appendix 2.1 Twenty-Classes Study: Instructions for theexaminer 369 Appendix 2.2 Teacher's rankings of pupils 373 Appendix 2.3 Observers' Global Rating of Lesson: Itemused in Chapter 9 378 Appendix 2.4 Teacher Questionnaire: Selected items 379 Appendix 2.5 Teachers' reactions to the observationwork 381 Appendix 3.1 Pupil Questionnaire: Instructions foradministration 383 Appendix 3.2 Pupil Questionnaire: Item-response data 389 Appendix 4 Pupils' comments 397 Appendix 5.1 Parents' Questionnaire: Note to inspector 406 Appendix 5.2 Parents' Questionnaire: Letter to parents 407 Appendix 5.3 Parents' Questionnaire: Item-responsedata 409 Appendix 5.4 Parents' comments 417 Appendix 6.1 Observers' Manual 424 Appendix 6.2 Irish Lesson Analysis System (ILAS):Short form 427 Appendix 6.3 Irish Lesson Analysis System (ILAS):Long form 434 Appendix 6.4 Lesson transcripts 453 Appendix 9 Pupil Communicative Behaviour Record 496 Author index 505 Subject index 509 Acknowledgements Many people helped us in the preparation of this report and in carryingout the research and development work on which it is based. Weare particularly indebted to those who participated in the Twenty-Classes Study: teachers, pupils, parents and inspectors.The teachers permitted us unusually open access to all aspects of their work. Not onlydid they allow us into their classrooms to observe and record Irish lessons inprogress but they also agreed to the pupils themselves and their parents being surveyed confidentiallyregarding their views on Irish in primary school.We are very grateful to the pupils for their generous response to the various demands which the study made on them and to their parents who responded to our questionnaire. We would also like to thank the primary school inspectors who collected all the data. We are greatly indebted to the teachers, one hundred and ten in all, whoparticipated in the Communicative Materials Project and the Teaching through IrishProject.The teachers tried out draft lessons in their own classrooms and also travelled regularlyto meet ITE staff to discuss guidelines and teaching materials; We would alsolike to thank the teachers who worked full-time on these projects- ITE Project Officers Padraig 0 Néill, Make Ui Dhufaigh and Sean Mac Giollabhui. Weare also indebted to Dr. Eoghan 0 Süilleabhdin, Departmental Inspector in the Department of Education andScience who made a significant contribution to the work. Thanksare also due to the Irish Curriculum Committees in the National Council for Curriculum and Assessment, andparticularly the Chairpersons, Nollaig Feirt6ir and Proinsias 0 Brodlaigh,on whose initiative the Communicative Materials Project was carried out. We would like to thank the Department of Education and Sciencefor funding the Twenty Classes Study and the Communicative Materials Project.Special thanks are due to Sean 0 Fiachra, Deputy Chief Inspector and Breandan 0 Coinghéallaigh,former Assistant Chief Inspector. We are also grateful to Dr. Robert Gardner,The University of Western Ontario, for permission to adapt the Attitude/Motivation TestBattery and for his advice on interpreting our own data. Our colleagues in ITE contributed to the report inmany ways. Our thanks go to Wnea 0 Baoill and Iosold Ni Dheirg who were consistentlygenerous in their advice on matters relating to Irish. We are grateful to Donncha 0 Cróinin who readsections of the report in draft form and advised us on the compilation of the indices. Weare also grateful to him and to Sean 0 Dubhda for technical support. We would liketo thank Sean 0 Cathalldin, Mary Conway, P61 0 Canainn and Annette Byrne who proof-read individualchapters. Thanks are due also to Padraig 0 Riagdin and Tina Hickey for theiradvice on various occasions. We are grateful to Deirdre Ni Bhaoill for laying out and producing thetext for the lesson materials in the Communicative Materials Project and the Teachingthrough Irish Project, and for helping to prepare the final manuscript for thepresent report. Thanks are u u 7 also due to Peig Ni Mhuiri, Wire Ni Eafa, Aine Ni Chonghaile and Or la Ni Chanainn for their help. Finally, we ate particularly indebted to Dr. Eoghan Mac Aogain, Director of ITE, for commenting on an earlier version of the report and for his advice and generous support at all stages of the work. 1 Introduction 1.1 Background The imminent publication of the new curriculum in Irish for primary schools bringsto a close a period of great uncertainty about the teaching of the language. A central feature of that uncertainty has been the gradual decline over a long period in confidence in the NuachUrsai, the official Department of Education audio-visualcourses for teaching the spoken language based on the Bunths research (Ireland: Department of Education, 1978). In 1978, for example, a national survey conducted by Institiiiid Teangeolaiochta Eireann (ITE) showed that 58.8% of sixth-grade teacherswere using the `NuachUrsai only' to teach Irish, while 33.6% were using the NuachUrsai in combination with the older ABC method. By 1985, the proportions were 29.4% for the `NuachUrsai alone' and 58.8% for the NuachUrsai in combination with the ABC (Harris and Murtagh, 1988b). Despitethe indications here of teachers returning to an older method, it is nevertheless clear thatthe NuachUrsai were still very dominant at this stage.
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