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Article published In: Emerging Issues in Content-Based Minority Language Immersion Education Contexts
Edited by Laurent Cammarata and Pádraig Ó Duibhir
[Journal of Immersion and Content-Based Language Education 13:1] 2025
► pp. 138–163

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Exploring immersion competencies in secondary education

Transformative professional development for pedagogical integration in Home Economics

ORCiD logo with link | University of Limerick
 | University College Cork
 | Mary Immaculate College Limerick
Published online: 29 August 2024
DOI logo with link
https://doi.org/10.1075/jicb.24013.nid
Abstract
This study delves into immersion competencies within secondary education, specifically focusing on transformative professional development in Home Economics pedagogical integration. Specifically, this paper investigates how six teacher participants, in the Gaeltacht education context in Ireland, acquired the necessary competencies for meaningful language integration, as outlined by the IPACK framework. In addition, the role of a bespoke professional development programme in fostering such competencies was examined. Through qualitative action research design, data collection tools such as classroom observations, stimulated recall interviews, questionnaires, and reflective diaries were employed. Findings demonstrated evident evolvement of participants’ pedagogical approach of Form-Focused Instruction and contributed to understanding the intricacies of immersion competencies at secondary level, highlighting their interdependence as a prerequisite for effective pedagogical integration. Implications suggest the need for targeted professional development initiatives to empower teachers with the competencies necessary for effective integration of content and language pedagogies.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1The Irish linguistic landscape
    • 2.2Gaeltacht schools
    • 2.3Content and language integration
    • 2.4Teacher knowledge for language and content integration in immersion
  • 3.Methodology
    • 3.1Professional development programme of the study
  • 4.Results and discussion
    • 4.1CK-L content knowledge of language
    • 4.2CK-C content knowledge of the curriculum area
    • 4.3PCK-L and I-PCK
  • 5.Conclusion
  • Notes
  • References
References (50)
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