Teaching subjects as languages: academic English development in the multilingual post-primary classroom

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dc.contributor.advisor Schewe, Manfred en
dc.contributor.author Collins, Mandy Jane
dc.date.accessioned 2017-03-30T11:35:43Z
dc.date.available 2017-03-30T11:35:43Z
dc.date.issued 2016
dc.date.submitted 2016
dc.identifier.citation Collins, M. J. 2016. Teaching subjects as languages: academic English development in the multilingual post-primary classroom. PhD Thesis, University College Cork. en
dc.identifier.endpage 299 en
dc.identifier.uri http://hdl.handle.net/10468/3848
dc.description.abstract This action research study explores three classroom interventions in the context of Biology and Religion transition year classes (15 year old pupils) to answer these research questions: 1. How can academic language development be integrated into mainstream curriculum lessons to the benefit of all pupils in a multilingual post-primary context? 2. What are pupils’ and teachers’ attitudes towards classroom interventions designed to integrate academic language development into lessons? The study includes a detailed description of the post-primary educational context of Ireland and discusses ethical issues pertaining to school-based research. It reviews the literature around academic English, particularly at post-primary level. By analysing public examination papers, classroom texts and classwork written by pupil participants, this study offers a description of post-primary academic English specific to this context in real terms. Systemic functional linguistics, particularly genre theory, provides the linguistic theoretical framework, with sociocultural perspectives based on the work of Vygotsky providing the theory of learning. Language is integral to learning. As academic English development supports subject content learning, it should be a feature of all subject lessons, pre-planned and spontaneous. There is evidence of a lack of awareness of the importance of academic English development at all levels of the education system. Initial teacher education and continuing professional development for serving teachers is required to equip all teachers to integrate academic English development into their mainstream subject lessons. This will also address English as an additional language (EAL) and promote the ideal of plurilingualism. The study recommends raising linguistic awareness, in particular through teacher education, to the benefit of all post-primary pupils. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights © 2016, Mandy Jane Collins. en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ en
dc.subject Irish post-primary education en
dc.subject Ireland en
dc.subject L. Vygotsky en
dc.subject M. A. K. Halliday en
dc.subject Teacher Acts, Class Speaks (TACS) en
dc.subject Academic English en
dc.subject Multilingual classroom en
dc.subject Applied linguistics en
dc.subject Linguistic analysis en
dc.subject Thematic analysis en
dc.subject Genre en
dc.subject Action research en
dc.subject Linguistic awareness en
dc.title Teaching subjects as languages: academic English development in the multilingual post-primary classroom en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral en
dc.type.qualificationname PhD (Applied Linguistics) en
dc.internal.availability Full text available en
dc.check.info No embargo required en
dc.description.version Accepted Version
dc.description.status Not peer reviewed en
dc.internal.school German en
dc.check.type No Embargo Required
dc.check.reason No embargo required en
dc.check.opt-out Not applicable en
dc.thesis.opt-out false
dc.check.embargoformat Not applicable en
ucc.workflow.supervisor m.schewe@ucc.ie
dc.internal.conferring Spring 2017 en

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© 2016, Mandy Jane Collins. Except where otherwise noted, this item's license is described as © 2016, Mandy Jane Collins.
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