ERIC Number: EJ1370219
Record Type: Journal
Publication Date: 2022
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0957-1736
EISSN: EISSN-1753-2167
Available Date: N/A
Exploring Student Primary Teachers' Linguistic Knowledge of Irish
Language Learning Journal, v50 n6 p732-746 2022
In order to teach a language effectively, teachers need to be both proficient users of the target language, and have an explicit understanding of its linguistic structures. This study reports on the linguistic knowledge of Irish of a group of student primary teachers (SPTs) (N = 75) preparing to teach in primary schools in the Republic of Ireland. A C-test was administered as a measure of students' general language proficiency in Irish, and a written grammar test was designed to assess their explicit knowledge of four target forms. Results from the study highlighted a wide variance in student proficiency in Irish and significant gaps in students' explicit knowledge of the language. There was a clear difference between students' procedural and declarative knowledge of the target language forms, with declarative knowledge posing the greatest challenge. SPTs were found to lack knowledge of common metalinguistic terms and to have particular difficulty with the verbal noun clause, a structure which does not map directly from English to Irish. Implications arise for teacher education for generalist language teachers, and for teachers of minority languages in particular.
Descriptors: Preservice Teachers, Student Attitudes, Elementary School Teachers, Knowledge Level, Irish, Second Language Instruction, Foreign Countries, Language Proficiency, Grammar
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A
Author Affiliations: N/A