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Article published In: 10th Anniversary Celebration
Edited by Pádraig Ó Duibhir and Laurent Cammarata
[Journal of Immersion and Content-Based Language Education 10:2] 2022
► pp. 374–399

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ITE provision in minority language contexts

The case of Wales and Ireland

ORCiD logo with link | Bangor University
 | Marino Institute of Education
Published online: 30 August 2022
DOI logo with link
https://doi.org/10.1075/jicb.21031.tho
Abstract
Within the broader contexts of language maintenance, revitalisation and use, schools have an important role to play in the early transmission of minority or minoritized languages. Through effective classroom-based practices, teachers can offer rich, continuous linguistic experiences for the young people they teach that can lead to long-term, sustained engagement with language over time. How effective a given approach or practice may be in delivering a linguistic outcome in different contexts depends to a large extent on the skills and competence of the teacher involved (Fitzpatrick, T., Morris, S., Clark, T., Mitchell, R., Needs, J., Tanguay, E., & Tovey, B. (2018). Rapid evidence assessment: Effective second language teaching approaches and methods. Welsh Government. [URL], p. 59), and the skills and competence of the teacher are usually rooted in their early experiences as student teachers. Initial teacher education (ITE) programmes are therefore central to the delivery of effective classroom-based practices and fundamental in generating autonomous teachers who can explore critically the different pedagogical approaches as they pertain to minority language contexts. This paper provides a comparative overview of the current issues and challenges facing ITE for primary education in two distinct minority language settings, namely Wales and Ireland. Both settings provide Welsh-medium or Irish-medium immersion education, as well as English-medium education offering Welsh or Irish as statutory subjects up to age 16. Both contexts also offer ITE programmes through the medium of Welsh or Irish, catering specifically for those student teachers wishing to teach in immersion settings. Both contexts face a number of shared challenges in terms of the content, design and delivery of an effective ITE programme for the context. We therefore highlight areas in which resources and methodologies could be shared amongst all those involved in ITE where minority language maintenance is a key component of education.
Article outline
  • 1.ITE provision in minority language contexts: The case of Wales and Ireland
  • 2.Sociolinguistic and sociopolitical contexts
    • 2.1Ireland
    • 2.2Wales
  • 3.Minority languages in primary education
    • 3.1Ireland
    • 3.2Wales
  • 4.Minority languages and initial teacher education
    • 4.1Ireland
    • 4.2Wales
  • 5.Using a collaborative model to identify areas for development in minority language ITE
    • 5.1Collaborative model: Process and outcomes
      • 5.1.1Fostering an awareness of the future language community
      • 5.1.2Emphasising the role of content and pedagogical knowledge
      • 5.1.3Inclusive language teaching and assessment
      • 5.1.4Flexible bilingual communication and education
  • 6.Conclusion
  • Notes
  • References
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Lanvers, Ursula
2024.  Language policy in the crossfire in Ireland: can Languages Connect deliver in the Republic of Ireland? . Irish Educational Studies 43:4 ► pp. 1209 ff. DOI logo
Tedick, Diane J. & Laurent Cammarata
2023. Bilingual and Immersion Teacher Education. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff. DOI logo

This list is based on CrossRef data as of 13 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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