Defying Expectations: Valuing the Engagement and Participation of Practitioners with Research. Insights from Minority Language Education in Scotland

Autor/inn/en	MacQuarrie, Sarah; Lyon, Fiona
Titel	Defying Expectations: Valuing the Engagement and Participation of Practitioners with Research. Insights from Minority Language Education in Scotland
Quelle	In: Journal of Multilingual and Multicultural Development, 39 (2018) 7, S.617-628 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (MacQuarrie, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2017.1417414
Schlagwörter	Language Minorities; Indo European Languages; Foreign Countries; Language of Instruction; Immersion Programs; Bilingual Education; Faculty Development; Instructional Materials; English; Second Language Learning; Native Language Instruction; Language Maintenance; Educational Research; Teacher Role; Elementary School Teachers; Elementary School Students; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Sprachminderheit; Indoeuropäisch; Ausland; Teaching language; Unterrichtssprache; Immersionsprogramm; Bilingual teaching; Bilingualer Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; English language; Englisch; Zweitsprachenerwerb; Native language education; Muttersprachlicher Unterricht; Sprachpflege; Bildungsforschung; Pädagogische Forschung; Lehrerrolle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This paper tackles the important question of practitioner engagement and is the first to present an overview of relevant Gaelic medium education (GME) research. Following the formal inception in 1985, GME is now more widely available across Scotland. An overview of GME is presented and situates provision within the other Celtic minority languages of the United Kingdom and the Republic of Ireland. While considerable achievements have been achieved in the provision of GME, it does mean that researchers have had a finite number of teachers to work with. Given the well-known difficulties of conducting research in applied settings, the noteworthy engagement and participation suggests Gaelic medium teachers are particularly eager to contribute and should be recognised when Gaelic is viewed internationally. The article ends with an outline of potential directions for future work and the scope of research needed to strengthen the developing body of research regarding GME. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01