Ó Theoiric go Cleachtas [From Theory to Practice]

Abstract

Coimriú Tá an córas tumoideachais in Éirinn imithe ó neart go neart le leathchéad bliain anuas. Is mór an t-éileamh atá ar an gcineál scolaíochta seo ar fud na tíre, ag leibhéal na bunscoile ach go háirithe. Cé go bhfuil sé tugtha le fios le fada an lá go mbaineann raidhse buntáistí leis an gcóras tumoideachais, is fada an tuiscint againn gur córas casta é le cur i bhfeidhm go rathúil agus maítear go bhfuil dúshláin ar leith le sárú fós sa chóras in Éirinn ar mhaithe leis an tairbhe is fearr a bhaint as. De réir na litríochta, ceann de na gnéithe is dúshlánaí atá roimh mhúinteoirí agus dhaltaí tumoideachais is ea sealbhú na gramadaí agus úsáid chruinn an dara teanga (T2) i measc daltaí. In ainneoin go moltar aiseolas ceartaitheach (AC) a úsáid go córasach sa rang tumoideachais chun botúin ghramadaí na ndaltaí a cheartú, tuairiscítear go mbíonn mearbhall ar mhúinteoirí tumoideachais maidir le conas agus cathain botúin ghramadaí a cheartú, go háirithe le linn theagasc ábharbhunaithe. Ach, is fíorbheag taighde atá curtha i gcrích sa ghort seo i gcomhthéacs na hÉireann. Sa pháipéar reatha, tabharfar léargas ar thaighde cáilíochtúil a rinne iniúchadh ar dhearcthaí múinteoirí agus daltaí maidir le húsáid chórasach AC i suíomhanna tumoideachais lán-Ghaeilge. Bailíodh sonraí taighde ó mhúinteoirí (n=8) trí agallaimh leathstruchtúrtha, ó dhaltaí Rang 5 trí ghrúpaí fócais (n=31) agus bhailigh na taighdeoirí tuilleadh sonraí trí sheisiúin bhreathnóireachta sna seomraí ranga le linn idirghabháil an taighde. Cuirfear na torthaí cáilíochtúla ba shuntasaí i láthair sa pháipéar seo agus pléifear a n-impleachtaí i dtaobh an teagaisc agus an taighde amach anseo. Cuireann an taighde faoi chaibidil le corpas litríochta an ghoirt agus tacóidh sé le múinteoirí agus le daltaí botúin ghramadaí a thapú mar dheiseanna foghlama d’fhonn ardchaighdeán sealbhaithe T2 a chur chun cinn.  Abstract Immersion education in Ireland has experienced considerable growth over the past number of decades and strong demand currently exists for this type of schooling on the island. While the literature generously celebrates the benefits associated with immersion education, it is understood that it is a complex and multifaceted system which presents many challenges in its effective implementation. It has been acknowledged that one of the greatest challenges, facing both immersion teachers and students, is the accurate acquisition of the students’ second language. Although a growing body of international research presents oral corrective feedback (CF) as a successful pedagogical approach to enhance L2 accuracy among students, it is well documented that teachers remain uncertain of how or when to correct students’ linguistic errors, during content lessons in particular. Given the paucity of research that exists in this field in Ireland, CF warrants further attention within the Irish language immersion context. In light of this, the current paper explores the prominent qualitative findings which emerged from a research study that investigated teachers’ and students’ perspectives of CF when implemented in a systematic manner in the Irish immersion classroom. To unpack participants’ perspectives, qualitative data were gathered from eight immersion teachers through semi-structured interviews and focus groups with eight Grade 5 class groupings (n=31). Researchers also engaged in regular observation routines in the participating classrooms, which generated further research data. The most significant research findings that emerged from the study are explored in the current paper and stemming from these findings, implications for future research, practice and policy are discussed. It is intended that the current study and paper will contribute to research in Ireland and further afield while also supporting teachers with implementation of CF in a systematic manner in immersion classrooms.