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Bridging the gap
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In: Teanga: The Journal of the Irish Association for Applied Linguistics, Vol 11 (2020) (2020)
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Hands in Motion
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In: Teanga: The Journal of the Irish Association for Applied Linguistics, Vol 11 (2020) (2020)
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The European Charter for Regional or Minority Languages: Ceart domhsa ceart duitse?
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In: Teanga: The Journal of the Irish Association for Applied Linguistics, Vol 20 (2020) (2020)
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Principals’ attitudes towards the suitability of Irish language immersion education for children with dyslexia
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In: Teanga: The Journal of the Irish Association for Applied Linguistics , Vol 27 (2020) (2020)
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Abstract:
This study explores principals’ attitudes towards the suitability of language immersion education (LIE) enrolment for children with dyslexia in Ireland. It also aims to examine the challenges faced by those in LIE settings working to include children with special educational needs (SEN), specifically dyslexia, in their schools. Participants include primary school principals working in Irish LIE settings across Ireland. The study follows a mixed methods approach including a focus group interview and a self-completion online questionnaire. Results indicate that principals believe that LIE enrolment is suitable for children with dyslexia and that these children can benefit from being placed in such a learning environment. However, the Irish immersion system faces considerable challenges in its aims to support children with dyslexia, namely the lack of an appropriate assessment system, the lack of sufficient research and training and negative attitudes held towards the Irish language.
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Keyword:
dyslexia; immersion education; inclusion; Irish language; P1-1091; Philology. Linguistics; special education
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URL: https://doi.org/10.35903/teanga.v27i.208 https://doaj.org/article/03a7bfcb27454fe0930658a2b4463f9b
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Teachers’ and students’ perspectives of corrective feedback on the grammatical accuracy of immersion students’ second language
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Ní Aogáin, Sylvaine. - : Dublin City University. School of Language, Literacy, & Early Childhood Education, 2019
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In: Ní Aogáin, Sylvaine (2019) Teachers’ and students’ perspectives of corrective feedback on the grammatical accuracy of immersion students’ second language. PhD thesis, Dublin City University. (2019)
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Code-switching in Irish tweets: a preliminary analysis
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In: Lynn, Teresa and Scannell, Kevin orcid:0000-0003-4075-9524 (2019) Code-switching in Irish tweets: a preliminary analysis. In: Third Celtic Language Technology Workshop 2019, 19 Aug 2019, Dublin, Ireland. (2019)
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Investigating backtranslation for the improvement of English-Irish machine translation
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In: Dowling, Meghan orcid:0000-0003-1637-4923 , Lynn, Teresa and Way, Andy orcid:0000-0001-5736-5930 (2019) Investigating backtranslation for the improvement of English-Irish machine translation. Teanga, 26 . pp. 1-25. ISSN 0332-205X (2019)
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PHOIBLE 2.0 phonemic inventories for Irish
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: Max Planck Institute for the Science of Human History, 2019
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The role of emotions and positionality in the trajectories of ‘new speakers’ of Irish
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National identity and belonging among gay ‘new speakers’ of Irish
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Students as creators: The impact of digital innovation on Irish-language learning
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Imperialism’s Effects on Language Loss and Endangerment: Two North American Cases of Resilience, the Maliseet-Passamaquoddy and Wôpanâak Language Communities
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Online and Kicking: Sign Language Activism via Social Media ; ICMLXVII Colloquium Virtual communities a breathing space for minority languages
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Leveraging Phonetic and Speech Research for Irish Language Revitalisation and Maintenance ; ICPhS 2019: the 19th International Congress of Phonetic Sciences
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Reconciliation through language learning? A case study of the Turas Irish language project in East Belfast
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Past, present and future: Computational approaches to mapping historical Irish cognate verb forms
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Indigenous language immersion: The challenge of meeting the needs of L1 and L2 speakers in Irish-medium preschools
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