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| 81 |
Exploring the construction of the irish mammy in ‘mrs brown’s boys’
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| 83 |
Orality in Joyce: Food, Famine, Feasts and Public Houses
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In: Books/Book Chapters (2018)
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| 84 |
The Fall from 'Their Ancient Dignities': How the Old English Became Irish from the Viewpoint of England
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In: History Theses (2018)
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| 85 |
The Native Scientist project in Ireland: Promoting Heritage Languages through informal Engagements with Scientists
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| 86 |
Towards a Better Understanding of Bilingualism: Considerations for Teachers of Children with Speech, Language and Communication Needs
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Abstract:
PUBLISHED ; Census figures show that more and more children in Ireland are growing up speaking two or more languages. While fluency in two languages is generally considered an asset for both children and adults, bilingualism is seen as a barrier to learning for children with special educational needs. The belief that developing two languages would be challenging for these children has been pervasive among education and healthcare professionals in Europe and beyond. This belief has informed both policy and practice, and for this reason for many years the majority of children with special educational needs have been deprived of the chance to become bilingual. In recent years, international research has highlighted the benefits of bilingualism at the social, cognitive and educational level, and this has raised questions in relation to encouraging bilingualism among families with children who have special educational needs. Most of the research carried out in recent years shows that parents are advised to avoid bilingualism, to stop speaking their home languages, and to favour the use of the majority language or the language of instruction. However, research on bilingual language development has shown that children with language and communication difficulties can indeed grow up bilingually, and their abilities in each language does not differ from that of monolingual children who are affected by the same disorders.The paper reviews relevant literature to shed light on the latest findings on bilingual language development in children with language disorders, and suggests possible solutions for some of the challenges faced by teachers.
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Keyword:
Bilingualism; bilingualism and multilingualism; CHILD LANGUAGE; Education; Identities in Transformation; Inclusive Society; Language Acquisition (first & second); Language and Immigration in Ireland; Language disorders; Language impairment; Second language learning; special educational needs
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URL: http://hdl.handle.net/2262/89260
http://people.tcd.ie/flamorgi
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| 87 |
Deaf Women of Ireland (1922-1994).
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: CDS/SLSCS Monograph No. 4, 2018
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| 88 |
Investigating Entity Linking in Early English Legal Documents ; ACM/IEEE Joint Conference on Digital Libraries, JCDL 2018
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| 89 |
Heteroglossia: Bakhtinian dialogism within a play's monologue
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In: International Letters of Social and Humanistic Sciences ; 52 ; 55-60 (2018)
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| 90 |
Ireland’s Cultural Empire: Contacts, Comparisons, Translations
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| 91 |
National identification and foreign language education in Ukraine ; Національна ідентифікація та іншомовна освіта в Україні ; Национальная идентификация и иноязычное образование в Украине
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In: Humanities Bulletin of Zaporizhzhe State Engineering Academy; № 74 (2018); 138-149 ; Гуманитарный вестник Запорожской государственной инженерной академии; № 74 (2018); 138-149 ; Гуманітарний вісник Запорізької державної інженерної академії; № 74 (2018); 138-149 ; 2072-7941 ; 2072-1692 (2018)
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| 92 |
No fixed form: the Infra-Éireann – Making Ireland Modern pavilion and the sites of modernity
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| 93 |
Languages in Northern Ireland Education: A Brief Overview
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In: Teanga: The Journal of the Irish Association for Applied Linguistics, Vol 24 (2018) (2018)
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| 94 |
Editorial
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In: Teanga: The Journal of the Irish Association for Applied Linguistics, Vol 25 (2018) (2018)
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| 95 |
The Development of Chinese Language Education in Ireland: Issues and Prospects
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In: Teanga: The Journal of the Irish Association for Applied Linguistics, Vol 25 (2018) (2018)
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| 96 |
Irish post-primary teachers’ conceptions of assessment
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Darmody, Marie. - : Dublin City University. Institute of Education, 2017
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In: Darmody, Marie (2017) Irish post-primary teachers’ conceptions of assessment. Doctor of Education thesis, Dublin City University. (2017)
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| 97 |
Lin et lignes retissés : De la réappropriation de l’histoire dans « Cloth » de Rita Duffy et Paul Muldoon
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In: ISSN: 1164-6225 ; EISSN: 2647-6754 ; Interfaces : image, texte, language ; https://halshs.archives-ouvertes.fr/halshs-02064707 ; Interfaces : image, texte, language, Université de Bourgogne ; College of the Holy Cross ; Université de Paris, 2017, Crossing Borders: Appropriations and Collaborations, 38 ; https://preo.u-bourgogne.fr/interfaces/index.php?id=316 (2017)
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| 98 |
Masculinities in Contemporary Northern-Irish Fiction ; L'écriture des masculinités dans la fiction nord-irlandaise contemporaine
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In: https://tel.archives-ouvertes.fr/tel-01774373 ; Linguistique. Université Charles de Gaulle - Lille III, 2017. Français. ⟨NNT : 2017LIL30020⟩ (2017)
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