Submitted Successfully!
To reward your contribution, here is a gift for you: A free trial for our video production service.
Thank you for your contribution! You can also upload a video entry or images related to this topic.
Version Summary Created by Modification Content Size Created at Operation
1
Sinéad Andrews
 -- 644 2024-10-08 09:41:03 |
2 layout
Camila Xu
 Meta information modification 644 2024-10-08 09:42:27 |

Video Upload Options

Do you have a full video?
Send video materials Upload full video

Confirm

Are you sure to Delete?
Yes No
Cite
If you have any further questions, please contact Encyclopedia Editorial Office.
Nic Aindriú, S. Inclusion in Immersion Education: Identifying and Supporting Students with Additional Educational Needs. Encyclopedia. Available online: https://encyclopedia.pub/entry/57237 (accessed on 16 October 2024).
Nic Aindriú S. Inclusion in Immersion Education: Identifying and Supporting Students with Additional Educational Needs. Encyclopedia. Available at: https://encyclopedia.pub/entry/57237. Accessed October 16, 2024.
Nic Aindriú, Sinéad. "Inclusion in Immersion Education: Identifying and Supporting Students with Additional Educational Needs" Encyclopedia, https://encyclopedia.pub/entry/57237 (accessed October 16, 2024).
Nic Aindriú, S. (2024, October 08). Inclusion in Immersion Education: Identifying and Supporting Students with Additional Educational Needs. In Encyclopedia. https://encyclopedia.pub/entry/57237
Nic Aindriú, Sinéad. "Inclusion in Immersion Education: Identifying and Supporting Students with Additional Educational Needs." Encyclopedia. Web. 08 October, 2024.
Peer Reviewed
Inclusion in Immersion Education: Identifying and Supporting Students with Additional Educational Needs
This is a peer-reviewed entry published in Encyclopedia Journal, full entry can be found at 10.3390/encyclopedia4040097

This entry reviews the research around identifying and supporting students with additional educational needs (AEN) in immersion education. This is important as it is clear from international research that teachers in this form of education experience challenges due to the lack of availability of minority language services, assessments, interventions, and resources. The international research and literature on the positive practices that can be implemented in immersion education to help teachers and schools overcome the challenges they encounter is reviewed. The themes included in this entry are inclusive pedagogies, assessment, literacy, mathematics, and challenging behaviour.

inclusion additional educational needs assessment intervention mathematics language literacy
Inclusive education involves the removal of barriers so that all students can access education, regardless of their abilities [1][2][3]. It is based on the premise that the education system, or the school, needs to adapt to meet the needs of the student, rather than the emphasis being on the student changing to “fit in”. The understanding is that all students can learn when presented with appropriate learning opportunities [4][5]. To achieve inclusion in education, all students should be treated equally, and accommodations to the environment and teaching/learning strategies should be made to ensure equality of access to the curriculum [6]. Immersion education is an effective form of bilingual education where students are immersed in a new language, where they become bilingual whilst also maintaining their first language development [7]. In this form of education, the day-to-day language of instruction in the school is a minority language, for example, Irish in Irish-medium education. In this context, the students receive all their education through Irish (e.g., mathematics, history, geography) except for formal English and modern foreign language lessons. There are many benefits of immersion education for students with additional educational needs (AEN), for example, developing their linguistic ability, bilingualism, cognitive advantages, social and communication development, and higher levels of self-esteem [8][9][10][11][12][13][14][15]. Students with AEN may require additional support or accommodations to enable them to access the curriculum, for example, differentiation, additional teaching support, or physical adaptations. Foreign language classrooms offer numerous opportunities for students with AEN to develop social skills through peer interaction and communicative practice [16][17]. This can help boost their confidence and motivation to communicate [18].
Even though there are many benefits of this form of education, there have been concerns about the suitability of bilingualism and immersion education for students with AEN [19][20][21][22][23][24]. Much of this advice is based on misconceptions such as it would be too difficult for these students to learn a second language, it would place too much pressure on them, confuse them, or delay their first language development [24][25][26]. These misconceptions have discouraged many students from enrolling in immersion education, and they have also led to students transferring to monolingual schools due to their learning difficulties [19][20][21][22][23][24]. However, recent research on the benefits and suitability of immersion education and bilingualism for these students has been positive [19][27][28][29][30]. Some studies make a valid argument around the moral and ethical implications of exempting students from learning second/minority languages or withholding them from attending this form of education [17][26][31]. One of the cornerstones of inclusion is that every child with AEN should have an equal right to attend the same form of education as their peers. However, within the contexts of immersion education worldwide, it is stated that schools and teachers face difficulties accessing assessments, resources, and interventions through minority languages [32][33][34]. This entry reviews the international research and literature on the positive practices that can be implemented in immersion education to help teachers and schools to overcome the challenges they encounter. The themes included in this entry are inclusive pedagogies, assessment, literacy, mathematics, and challenging behaviour. The inclusive practices reviewed are important for immersion education teachers as inclusive practices in the immersion education classroom are vital to ensure that students are not exempted/removed from this form of education, but, instead, provided with opportunities to thrive within it [35].

References

  1. Essex, J.; MacAskill, M.G. Modern foreign language education for learners with additional support needs in Scotland. Support Learn. 2020, 35, 440–453.
  2. Winter, E.; O’Raw, P. Literature Review of the Principles and Practices Relating to Inclusive Education for Children with Special Educational Needs; National Council for Special Education: Trim, Ireland, 2010.
  3. Florian, L.; Spratt, J. Enacting inclusion: A framework for interrogating inclusive practice. Eur. J. Spec. Needs Educ. 2013, 28, 119–135.
  4. Florian, L. What counts as evidence of inclusive education? Eur. J. Spec. Needs Educ. 2014, 29, 286–294.
  5. Florian, L. Conceptualising inclusive pedagogy: The inclusive pedagogical approach in action. In Inclusive Pedagogy across the Curriculum; Emerald Group Publishing Limited: Bingley, UK, 2015; Volume 7, pp. 11–24.
  6. Ainscow, M. From special education to effective schools for all: Widening the agenda. In The Sage Handbook of Special Education; Sage: Thousand Oaks, CA, USA, 2014; pp. 171–186.
  7. Swain, M.; Lapkin, S. Additive bilingualism and French immersion education: The roles of language proficiency and literacy. In Bilingualism, Multiculturalism, and Second Language Learning; Psychology Press: London, UK, 2014; pp. 203–216.
  8. Bialystok, E. Coordination of executive functions in monolingual and bilingual children. J. Exp. Child Psychol. 2011, 110, 461–468.
  9. Bunta, F.; Douglas, M.; Dickson, H.; Cantu, A.; Wickesberg, J.; Gifford, R.H. Dual language versus English-only support for bilingual children with hearing loss who use cochlear implants and hearing aids. Int. J. Lang. Commun. Disord. 2016, 51, 460–472.
  10. Gunnerud, H.L.; Ten Braak, D.; Reikerås, E.K.L.; Donolato, E.; Melby-Lervåg, M. Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis. Psychol. Bull. 2020, 146, 1059–1083.
  11. Howard, K.; Gibson, J.; Katsos, N. Parental perceptions and decisions regarding maintaining bilingualism in autism. J. Autism Dev. Disord. 2021, 51, 179–192.
  12. Patton, R.; Mathews, E. Principals’ attitudes towards the suitability of Irish language immersion education for children with dyslexia. TEANGA J. Ir. Assoc. Appl. Linguist. 2020, 27, 22–43.
  13. Tinsley, T.; Comfort, T. Lessons from Abroad: International Review of Primary Languages; CfBT: London, UK, 2012.
  14. Tsimpli, I.M.; Peristeri, E.; Andreou, M. Object clitic production in monolingual and bilingual children with specific language impairment: A comparison between elicited production and narratives. Linguist. Approaches Biling. 2017, 7, 394–430.
  15. Uljarević, M.; Katsos, N.; Hudry, K.; Gibson, J.L. Practitioner review: Multilingualism and neurodevelopmental disorders—An overview of recent research and discussion of clinical implications. J. Child Psychol. Psychiatry 2016, 57, 1205–1217.
  16. Marsh, D.; Linnil, M.; Ojala, T.; Peuraharju, N.; Poor, Z.; Stevens, A.; Wiesemes, R.; Wolff, D. Special Educational Needs in Europe: The Teaching and Learning of Languages—Teaching Languages to Learners with Special Needs . European Commission, 2005. Available online: https://incpill.com/wp-content/uploads/2017/01/eudxamfl.pdf (accessed on 12 December 2023).
  17. Stevens, A.; Marsh, D. Foreign language teaching within special needs education: Learning from Europe-wide experience. Support Learn. 2005, 20, 109–114.
  18. Digard, B.G.; Sorace, A.; Stanfield, A.; Fletcher-Watson, S. Bilingualism in autism: Language learning profiles and social experiences. Autism 2020, 24, 2166–2177.
  19. Nic Aindriú, S.; Ó Duibhir, P.; Travers, J. The suitability of Irish immersion education for children with special educational needs. Int. J. Biling. Educ. Biling. 2024, 27, 898–909.
  20. Wise, N.; Chen, X. At-Risk Readers in French Immersion: Early Identification and Early Intervention. Can. J. Appl. Linguist. 2010, 13, 128–149.
  21. Dillon, C. Factors Putting Late French Immersion Students “at Risk” and What We Can Do as Teachers. Master’s Thesis, University of Toronto, Toronto, ON, Canada, 27 November 2014. Available online: https://tspace.library.utoronto.ca/bitstream/1807/67019/1/Dillon_Curtis_J_201406_MT_MTRP.pdf (accessed on 13 December 2023).
  22. Harding, D. The state of French-Second Language education in Canada 2012: Academically challenged students and FSL programs. Can. Parents Fr. 2012. Available online: https://cpf.ca/wp-content/uploads/Academically-Challenged-Students-Parents.pdf (accessed on 10 December 2023).
  23. Ní Thuairisg, L.; Duibhir, P.Ó. An leanúnachas ón mbunscoil go dtí an iar- bhunscoil lánGhaeilge i bPoblacht na hÉireann (The Continuity from Irish-Medium Primary to Post-Primary School in the Republic of Ireland). 2016. Available online: https://gaeloideachas.ie/wp-content/uploads/2017/06/An-Lean-nachas-on-mbunscoil-go-dt-an-iar-bhunscoil-l-n-Ghaeilge-_MF-2016.pdf (accessed on 8 December 2023).
  24. Nic Aindriú, S. The reasons why parents choose to transfer students with special educational needs from Irish immersion education. Lang. Educ. 2022, 36, 59–73.
  25. Bird EK, R.; Genesee, F.; Verhoeven, L. Bilingualism in children with developmental disorders: A narrative review. J. Commun. Disord. 2016, 63, 1–14.
  26. Wight, M.C.S. Students with learning disabilities in the foreign language learning environment and the practice of exemption. Foreign Lang. Ann. 2015, 48, 39–55.
  27. García, O.; Wei, L. Language, languaging and bilingualism. In Trans Languaging: Language, Bilingualism and Education; Palgrave Pivot: London, UK, 2014; pp. 5–18.
  28. Genesee, F.; Lindholm-Leary, K. The suitability of dual language education for diverse students: An overview of research in Canada and the United States. J. Immers. Content-Based Lang. Educ. 2021, 9, 164–192.
  29. Sutton, A.; Genesee, F.; Kay-Raining Bird, E.; Chen, X.; Sorenson Duncan, T.; Pagan, S.; Oracheski, J. Academic achievement of minority home language students with special education needs in English language of instruction and French immersion programs. J. Immers. Content-Based Lang. Educ. 2024, 12, 1–24.
  30. Kay-Raining Bird, E.; Genesee, F.; Sutton, A.; Chen, X.; Oracheski, J.; Pagan, S.; Squires, B.; Burchell, D.; Sorenson Duncan, T. Access and outcomes of children with special education needs in Early French Immersion. J. Immers. Content-Based Lang. Educ. 2021, 9, 193–222.
  31. Kontra, E.H. The L2 motivation of learners with special educational needs. In The Palgrave Handbook of Motivation for Language Learning; Lamb, M., Csizér, K., Henry, A., Ryan, S., Eds.; Palgrave Macmillan: London, UK, 2019; pp. 495–513.
  32. Nic Aindriú, S.; Ó Duibhir, P. The Challenges Facing Irish-Medium Primary and Post-Primary Schools When Implementing a Whole-School Approach to Meeting the Additional Education Needs of Their Students. Educ. Sci. 2023, 13, 671.
  33. Cammarata, L.; Tedick, D.J. Balancing content and language in instruction: The experience of immersion teachers. Mod. Lang. J. 2012, 96, 251–269.
  34. May, S. Indigenous immersion education: International developments. J. Immers. Content-Based Lang. Educ. 2013, 1, 34–69.
  35. Howard, K.B. Supporting learners with special educational needs and disabilities in the foreign languages classroom. Support Learn. 2023, 38, 154–161.
More
© Text is available under the terms and conditions of the Creative Commons Attribution (CC BY) license; additional terms may apply. By using this site, you agree to the Terms and Conditions and Privacy Policy.
Upload a video for this entry
Information
Subjects: Education & Educational Research
Contributor MDPI registered users' name will be linked to their SciProfiles pages. To register with us, please refer to https://encyclopedia.pub/register :
Sinéad Nic Aindriú
View Times: 207
Online Date: 08 Oct 2024
Table of Contents
    1000/1000
    Hot Most Recent
    ScholarVision Creations
    Feedback