Buntáistí an Dátheangachais do dhaltaí i Scoileanna Lán-Ghaeilge DEIS, de réir tuarascáil taighde nua
Léiríonn tuarascáil taighde nua ó Choláiste Mhuire gan Smál (CMgS), ón Institiúid Oideachais, Ollscoil Chathair Bhaile Átha Cliath agus ón bhForas Taighde ar Oideachas go bhfuil ag éirí níos fearr le daltaí bunscoile i scoileanna lán-Ghaeilge DEIS ná mar atá ag éirí lena bpiaraí i scoileanna DEIS go náisiúnta.
Léiríonn an taighde leis na húdáir An Dr Karen Ní Chlochasaigh, léachtóir sa Roinn um Oideachas Teanga agus Litearthachta, Coláiste Mhuire gan Smál, An Dr Gerry Shiel, An Foras Taighde ar Oideachas agus An tOllamh Pádraig Ó Duibhir, Institiúid Oideachais, Ollscoil Chathair Bhaile Átha Cliath go n-éiríonn níos fearr le daltaí i scoileanna lán-Ghaeilge DEIS i léamh an Bhéarla ná a bpiaraí i scoileanna DEIS go náisiúnta, faoi dheireadh na bunscolaíochta, fhad is go bhfuil siad ag sealbhú inniúlacht sa Ghaeilge mar dhara teanga chomh maith. Nochtann an tuarascáil go raibh níos mó daltaí ag feidhmiú ag nó os cionn an 90ú peircintíl (an rangú is airde) i scoileanna lán-Ghaeilge DEIS ná daltaí i scoileanna DEIS go náisiúnta.
Dar leis an Dr Ní Chlochasaigh “Cuireann torthaí an staidéir léargais spreagúla ar fáil ní do na scoileanna lán-Ghaeilge DEIS amháin ach don chóras tumoideachais i gcoitinne. Léiríonn an taighde torthaí dearfacha do dhaltaí atá ag freastal ar SLG DEIS agus cuireann siad in iúl nach mbíonn tionchar diúltach ag an tumoideachas sa suíomh DEIS ar ghnóthachtáil i léamh an Bhéarla faoi dheireadh na bunscolaíochta. Is toradh suntasach é seo agus is léir buntáistí an dátheangachais, go háirithe maidir le haistriú scileanna ó theanga amháin go teanga eile sa litearthacht.”
Léirigh an tuarscáil chomh maith go bhfuil ag éirí chomh maith céanna le daltaí i scoileanna lán-Ghaeilge DEIS is atá ag a bpiaraí i scoileanna DEIS go náisiúnta sa mhatamaitic, faoi dheireadh na bunscolaíochta.
Ag tagairt do thorthaí an taighde, dúirt An tOllamh Emer Ring, Déan an Oideachais, Coláiste Mhuire gan Smál, “Is staidéar tábhachtach é seo a chuirfidh eolas ar fáil maidir le hoideolaíocht agus le hionchuimsiú an oideachais maidir le daltaí a d’fhéadfadh a bheith i mbaol mar gheall ar rioscaí a eascraíonn ó stádas socheacnamaíoch nó riachtanais speisialta oideachas, i ngort an oideachais lán-Ghaeilge. Ba cheart go dtabharfaidh na torthaí dearfacha maidir le léamh an Bhéarla suaimhneas agus dóchas do mhúinteoirí agus do thuismitheoirí maidir le tús déanach le léamh an Bhéarla agus clár lánthumadh sa luaththumoideachas.”
Rinne an staidéar iniúchadh ar mheánscóir ghnóthachtála i dtrialacha caighdeánaithe i léamh an Bhéarla agus sa mhatamaitic ag daltaí i Rang a Trí agus a Sé i 13 scoil lán-Ghaeilge DEIS sa tír. Cuireadh i gcomparáid iad le meánscóir ghnóthachtála ar dhaonraí DEIS go náisiúnta.
As an 13 scoil lán-Ghaeilge DEIS, bhí sé scoil i mBanda DEIS 1, ina bhfuil leibhéal níos airde de mhíbhuntáiste agus bhí seacht scoil i mBanda DEIS 2, ina bhfuil an leibhéal de mhíbhuntáiste níos ísle. Cé go raibh gnóthachtáil na ndaltaí i scoileanna lán-Ghaeilge DEIS Rang a Trí Banda 1 ní ba ísle go suntasach ná Rang a Trí DEIS go náisiúnta, faoi Rang a Sé léiríodh go raibh ag éirí ní b’fhearr go suntasach le daltaí i SLG DEIS Banda 1 ná daltaí DEIS Rang a Sé go náisiúnta.
Cuireann torthaí in iúl chomh maith go raibh gnóthachtáil ní b’fhearr i léamh an Bhéarla i scoileanna Lán-Ghaeilge Banda 2 ná mar a bhí i scoileanna DEIS Banda 2 go náisiúnta, ag a dá rang leibhéal.
Léiríonn an chomparáid idir torthaí gnóthachtála don mhatamaitic áfach, go raibh torthaí gnóthachtála ní ba ísle ag daltaí i scoileanna lán-Ghaeilge DEIS Banda 2 ná mar atá ag a bpiaraí i scoileanna DEIS Banda 2 go náisiúnta. Bhí meanscóir ní ba ísle ag daltaí scoileanna lán-Ghaeilge Rang a Trí, Banda 1 i gcomparáid le daltaí Rang a Trí DEIS go náisiúnta, ach gur éirigh níos fearr le daltaí Rang a Sé Banda 1 i gcomparáid le daltaí Rang a Sé DEIS go náisiúnta.
Dar leis an Dr Ní Chlochasaigh, “Cuireann na torthaí gnóthachtála don mhatamaitic léargais luachmhara ar fáil maidir le dúshláin sa suíomh lán-Ghaeilge DEIS agus an géarghá a bhaineann le tuilleadh acmhainní teanga agus foghlama chun foghlaim ábhair tré mhéan na Gaeilge a fhorbairt”.
Bhí an staidéar ‘Iniúchadh ar an Tumoideachas do Dhaltaí i Scoileanna Lán-Ghaeilge i gCeantair Mhíbhuntáiste’ maoinithe ag An Chomhairle Um Oideachas Gaeltachta agus Gaelscolaíochta (COGG).
Is féidir teacht ar an tuarascáil taighde anseo. Tá aistriúchán Béarla den achoimre fheidhmeach ar fáil anseo.
New Report from MIC Reveals Benefits of Bilingualism for Students in DEIS Schools
A new report from Mary Immaculate College (MIC), DCU Institute of Education and the Educational Research Centre (ERC) has revealed that primary school students in Irish medium DEIS schools are outperforming their counterparts in DEIS schools nationally.
The study by Dr Karen Ní Chlochasaigh, lecturer in the Department of Language and Literacy Education at MIC, Dr Gerry Shiel from the Educational Research Centre and Professor Pádraig Ó Duibhir from DCU’s Institute of Education has shown that by the end of the primary school cycle students in Irish medium DEIS schools reported a higher level of academic achievement in English reading than their peers in DEIS schools nationwide, while also acquiring proficiency in Irish as a second language. The report reveals that more pupils in Irish medium education (IME) DEIS schools were performing at or above the 90th percentile (the highest ranking) than those in DEIS schools nationally.
The report also revealed that students in Irish medium DEIS schools achieved about the same level in mathematics as students in DEIS schools nationally, by the end of primary school years.
According to Dr Karen Ní Chlochasaigh, “Results from this study provide encouraging insights not just for Irish medium DEIS schools but immersion education as a whole. They show positive outcomes for students in Irish medium DEIS schools and suggest that, over time, immersion education in a DEIS settings does not impact negatively on the English reading attainment of children in these schools. This is a significant result and we can now clearly see the benefits of bilingualism, particularly in relation to transferable skills in literacy.”
Commenting on the findings of the study, Professor Emer Ring, Dean of Education at MIC said, “This study is an important piece of research that will impact pedagogical practice in immersion settings and further promote the inclusion of students who may be at particular risk stemming from socio-economic status and special educational needs. Positive outcomes in relation to English reading may help ease teachers and parents concerns about the delayed introduction of English reading and full immersion in the early years.”
The study of 13 Irish medium education (IME) DEIS schools nationwide examined the attainment of third and sixth class students on standardised national assessments in English reading and mathematics. Their scores were then compared to those of students attending schools in areas of disadvantage nationally.
Of the 13 schools, six were categorised as DEIS Band 1 schools, where the level of disadvantage is considered higher, while seven schools were classed as Band 2 due to a lower level of associated disadvantage. Although the performance of students in third class in Band 1 schools was significantly lower than the national average in third class, by sixth class students in IME Band 1 schools were doing significantly better those in the same class in DEIS schools nationally.
Results also show that performance was higher in English reading in IME Band 2 schools than in DEIS Band 2 schools nationally at both grade levels.
The comparison of test scores in mathematics however shows that students in IME DEIS Band 2 schools are performing slightly lower than their peers in English medium DEIS schools. Third class pupils in IME DEIS Band 1 schools performed significantly below national DEIS averages, while those in sixth class performed slightly better.
According to Dr Ní Chlochasaigh, “Results in mathematic achievements provide valuable insights into the challenges faced by Irish medium DEIS schools and the critical need for additional language and learning supports in these schools to support accessing maths through Irish.”
‘An Investigation of Immersion Education for Students in Irish Medium Schools in Areas of Disadvantage’ was funded by An Chomhairle Um Oideachas Gaeltachta agus Gaelscolaíochta (COGG).
The full report can be accessed here. An English translation of the executive summary is also available here.
