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Teaching Irish As a Second Language in Ireland

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Teaching Irish As a Second Language in Ireland Open Research Online The Open University’s repository of research publications and other research outputs Grammar matters? Teaching Irish as a second language in Ireland Thesis How to cite: Browne, Elaine (2017). Grammar matters? Teaching Irish as a second language in Ireland. EdD thesis The Open University. For guidance on citations see FAQs. c 2017 The Author https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.0000cde9 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk Elaine Browne M.Ed Grammar matters? Teaching Irish as a second language in Ireland A dissertation submitted to The Open University in partial fulfilment of the requirements for the degree of: DOCTOR OF EDUCATION (EdD) Date of Submission: 31.01.17 2 CONTENTS ABSTRACT ........................................................................................................................ 5 ACKNOWLEDGEMENTS ................................................................................................ 7 LIST OF TABLES .............................................................................................................. 8 1 INTRODUCTION .................................................................................................. 9 1.1 The focus ................................................................................................................................ 9 1.2 A sociocultural perspective .................................................................................................. 10 1.3 The sociopolitical context: a brief history ............................................................................ 12 1.4 L2 teaching in Irish primary schools ................................................................................... 13 1.5 The primary school context ................................................................................................. 18 1.6 Research questions ............................................................................................................... 20 1.7 Research approach ............................................................................................................... 21 1.8 The structure of the thesis .................................................................................................... 22 1.9 Summary .............................................................................................................................. 22 2 LITERATURE REVIEW...................................................................................... 24 2.1 Introduction .......................................................................................................................... 24 2.2 Research paradigm and theoretical position ........................................................................ 25 2.3 Definitions of grammar ........................................................................................................ 28 2.4 Teachers’ perspectives .......................................................................................................... 29 2.5 Grammar teaching and grammatical knowledge ................................................................. 31 2.6 Declarative versus procedural knowledge ........................................................................... 34 2.7 Communicative language teaching ...................................................................................... 36 2.8 The educationalist’s perspective .......................................................................................... 41 2.9 The linguist’s perspective .................................................................................................... 43 2.9.1 FoF to accelerate learning ......................................................................................... 43 2.10 Grammar and primary children ......................................................................................... 51 2.11 Official documents that informed the study ...................................................................... 59 2.12 Conclusion ........................................................................................................................ 60 3 METHODOLOGY ................................................................................................ 63 3.1 Introduction .......................................................................................................................... 63 3.2 The settings and the participants .......................................................................................... 64 3.3 Methodological approach ..................................................................................................... 65 3.4 Methodological issues .......................................................................................................... 67 3.4.1 Reflective practice..................................................................................................... 67 3.5 Data collection tools ............................................................................................................ 68 3.5.1 The questionnaire ...................................................................................................... 69 3.5.2 Semi-structured interview ......................................................................................... 70 3 3.5.3 Classroom observation .............................................................................................. 74 3.5.4 Reflective journal ...................................................................................................... 77 3.6 Sampling and ethical considerations .................................................................................... 77 3.6.1 Ethics ......................................................................................................................... 77 3.6.2 Responsibilities to participants ................................................................................. 77 3.6.3 Incentives .................................................................................................................. 79 3.7 Conclusion ........................................................................................................................... 79 4 THE ANALYSIS .................................................................................................. 81 4.1 Introduction .......................................................................................................................... 81 4.2 Phase One: Quantitative analysis – the questionnaire.......................................................... 82 4.3 Phase Two: Qualitative analysis – comments in the questionnaires .................................... 84 4.3.1 Thematic analysis ...................................................................................................... 84 4.3.2 The emergence of themes.......................................................................................... 85 4.3.3 Grammar as a means to ‘mean’ ................................................................................. 88 4.3.4 Grammar for communication .................................................................................... 89 4.3.5 Grammar for precision .............................................................................................. 91 4.3.6 Perspectives on the role of grammar for L2 learning ................................................ 92 4.3.7 Teachers’ prior experiences of learning grammar and linguistic subject knowledge 96 4.3.8 Teachers’ own grammar experiences ........................................................................ 96 4.3.9 Pupils’ responses to grammar learning...................................................................... 97 4.3.10 Affective responses to grammar ................................................................................ 98 4.3.11 Perspectives on primary pupils’ readiness for grammar ........................................... 99 4.3.12 Using the language to teach the language ................................................................. 99 4.4 Phase Three: Interview analysis ......................................................................................... 104 4.4.1 Paula ........................................................................................................................ 105 4.4.2 Rachel ..................................................................................................................... 115 4.4.3 Marcus ..................................................................................................................... 123 4.5 Phase Four: Classroom observation ................................................................................... 127 4.5.1 First observation ...................................................................................................... 128 4.5.2 Second observation ................................................................................................. 131 4.5.3 Third observation .................................................................................................... 134 4.6 Conclusion
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