Book contents
- Frontmatter
- Contents
- Preface
- 1Introduction
- 2Immersion Education in Ireland: Origins and Current Context
- 3Language Learning in Immersion Education in Ireland and Internationally
- 4Design of Studies
- 5An Analysis of a Corpus of the Spoken Irish of All-Irish Pupils
- 6Pupils’ Reflections on Their Communicative Performance in Irish
- 7Use of Irish Outside the Classroom
- 8Principal and Class Teacher Interviews to Explore Pupils’ Proficiency in Spoken Irish or French
- 9Discussion
- References
- Appendix A:Pupil Questionnaire – Attitude/Motivation Test Battery (AMTB)
- Appendix B:Interview Schedule for Irish/French Immersion Teachers
- Index
Appendix B: - Interview Schedule for Irish/French Immersion Teachers
Published online by Cambridge University Press: 09 October 2026
Book contents
- Frontmatter
- Contents
- Preface
- 1Introduction
- 2Immersion Education in Ireland: Origins and Current Context
- 3Language Learning in Immersion Education in Ireland and Internationally
- 4Design of Studies
- 5An Analysis of a Corpus of the Spoken Irish of All-Irish Pupils
- 6Pupils’ Reflections on Their Communicative Performance in Irish
- 7Use of Irish Outside the Classroom
- 8Principal and Class Teacher Interviews to Explore Pupils’ Proficiency in Spoken Irish or French
- 9Discussion
- References
- Appendix A:Pupil Questionnaire – Attitude/Motivation Test Battery (AMTB)
- Appendix B:Interview Schedule for Irish/French Immersion Teachers
- Index
Summary
(1) How many years teaching experience do you have in immersion education? 1–5 years 6–10 years 11–14 years 15–20 years >20 years How many years' experience teaching Grades 6/7? 1–5 years 6–10 years 11–14 years 15–20 years >20 years
(2) What is your own language background?
(3) Pre-service and post-graduate education.
(4) Could you describe the programme for immersion education in your school? (e.g. total early, late, partial, immersion stream within English-medium school, etc.)
(5) When does the teaching of English commence?
(6) What percentage of time is spent teaching through the medium of English in this grade?
(7) What teaching and learning materials are available to support teaching the curriculum through the medium of Irish/French? How adequate are they in your opinion?
(8) What provisions are there for language arts lessons in Irish/French?
(9) I would like to ask you some questions now in relation to the children's proficiency in Irish/French.
(a) How satisfactory in your opinion is the children's proficiency in Irish/French at the end of Grades 6/7? How would it compare to native speakers of a similar age? Is it a cause for concern?
(b) How would you describe their fluency?
(c) Do any issues arise in relation to the accuracy of the pupil's Irish/French? What are the most common errors?
(d) Can you tell me about the strategies that you adopt when children make grammatical errors in Irish/French?
(e) What strategies, if any, do you adopt to encourage the children to speak Irish/French?
(f) Could you describe, to the best of your ability, the exposure the children have to French outside of school? (e.g. opportunities to speak Irish/French, contact with native speakers of French)
(g) How would you describe the children's attitudes towards learning Irish/French?
Information
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- Immersion EducationLessons from a Minority Language Context, pp. 199 - 200Publisher: Multilingual MattersFirst published in: 2026
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