Cover not available

Article published In: Journal of Immersion and Content-Based Language Education
Vol. 4:1 (2016) ► pp.33–58

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

An inductive approach to grammar teaching in Grade 5 & 6 Irish immersion classes

 | St. Patrick’s College, Dublin City University
Published online: 11 March 2016
DOI logo with link
https://doi.org/10.1075/jicb.4.1.02dui
This article describes quantitative findings from a mixed-methods exploratory study of the effectiveness of an explicit-inductive approach to grammar teaching in improving the linguistic accuracy of Grade 5 and 6 (n=274) students in 12 Irish immersion classes. A series of form-focused materials were designed to explicitly draw learners’ attention to the use of the genitive case in Irish over a four-week period. Students engaged in collaborative meta-talk when uncovering rule-based knowledge and they recorded explicit grammatical knowledge in a reflective language-learning journal. Results from a pre-test, post-test, delayed post-test design showed a highly statistically significant increase in the mean achievement of pupils from pre- to post-test, with a levelling off at delayed post-test. Interestingly, students’ increases in achievement were not dependent on initial student competency. This study points to the potential effectiveness of a social-constructivist explicit-inductive approach to improve the linguistic accuracy of students in immersion programmes.
References (65)
References
Andrews, S. (2001). The language awareness of the L2 teacher: Its impact upon pedagogical practice. Language Awareness, 10(2), 75–90. Google Scholar logo with link to Google Scholar
. (2003). Teacher language awareness and the professional knowledge base of the L2 teacher. Language Awareness, 12(2), 81–95. Google Scholar logo with link to Google Scholar
. (2007). Teacher language awareness. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Central Statistics Office. (2012). This is Ireland: Highlights from Census 2011 Part 1. Dublin: Stationery Office.Google Scholar logo with link to Google Scholar
Council of Europe. (2007). From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe. Strasbourg: Language Policy Division.Google Scholar logo with link to Google Scholar
Dam, L. (1995). Learner Autonomy 3: From theory to classroom practice. Dublin: Authentik.Google Scholar logo with link to Google Scholar
Decoo, W. (1996). The induction-deduction opposition: Ambiguities and complexities of the didactic reality. International Review of Applied Linguistics in Language Teaching, 34(2), 95–118. Google Scholar logo with link to Google Scholar
DeKeyser, R. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42–63). Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
. (2003). Implicit and explicit learning. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 313–348). Oxford: Blackwell Publishers Ltd. Google Scholar logo with link to Google Scholar
Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
Ellis, R. (2001). Form-focused instruction and second language learning. Oxford: Blackwell Publishers Ltd.Google Scholar logo with link to Google Scholar
. (2002a). Grammar teaching-practice or consciousness raising. In J.C. Richards, & W. Renandja (Eds.), Methodology in language teaching: An anthology of current practice (pp. 167–174). Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
. (2002b). The place of grammar instruction in the second/foreign language curriculum. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 17–34). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
. (2004). The definition and measurement of L2 explicit knowledge. Language Learning, 54(2), 227–275. Google Scholar logo with link to Google Scholar
. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(2), 141–172. Google Scholar logo with link to Google Scholar
. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83–107. Google Scholar logo with link to Google Scholar
. (2012). Language teaching research and language pedagogy. Hoboken, NJ: Wiley-Blackwell. Google Scholar logo with link to Google Scholar
Erlam, R. (2003). The effects of deductive and inductive instruction on the acquisition of direct object pronouns in French as a second language. The Modern Language Journal, 871, 242–260. Google Scholar logo with link to Google Scholar
Glaser, K. (2014). Inductive or deductive? The impact of method of instruction on the acquisition of pragmatic competence in EFL. Newcastle upon Tyne: Cambridge Scholars.Google Scholar logo with link to Google Scholar
Government of Ireland. (2010). 20-year strategy for the Irish language 2010–2030. Dublin: Stationery Office.Google Scholar logo with link to Google Scholar
Haight, C.E., Herron, C., & Cole, S.P. (2007). The effects of deductive and guided inductive instructional approaches on the learning of grammar in the elementary foreign language college classroom. Foreign Language Annals, 40(2), 288–310. Google Scholar logo with link to Google Scholar
Harley, B. (1993). Instructional strategies and SLA in early French immersion. Studies in Second Language Acquisition, 151, 245–259. Google Scholar logo with link to Google Scholar
Harley, B., Allen, P., Cummins, J., & Swain, M. (1990). The development of second language proficiency. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Harris, J., Forde, P., Archer, P., Nic Fhearaile, S., & O’Gorman, M. (2006). Irish in primary schools: Long-term national trends in achievement. Dublin: Department of Education and Science.Google Scholar logo with link to Google Scholar
Hawkins, E. (1984). Awareness of language: An introduction. Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
Henry, A., Andrews, Á., & Ó Cainín, P. (2002). Developing linguistic accuracy in Irish-medium primary schools. Bangor: Department of Education.Google Scholar logo with link to Google Scholar
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon.Google Scholar logo with link to Google Scholar
Hulstijn, J. (2002). Towards a unified account of the representation, processing and acquisition of second language knowledge. Second Language Research, 18(3), 193–223. Google Scholar logo with link to Google Scholar
Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. Google Scholar logo with link to Google Scholar
Krashen, S. (1981). Second language acquistion and second language learning. Oxford: Pergamon.Google Scholar logo with link to Google Scholar
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175–182. Google Scholar logo with link to Google Scholar
. (2007). Language learner autonomy: Some fundamental considerations revisited Innovation in Language Learning and Teaching, 1(1), 14–29. Google Scholar logo with link to Google Scholar
Little, D., Hodel, H-P., Kohonen, V., Meijer, D., & Perclová, R. (2007). Preparing teachers to use the European Language Portfolio. Graz, Austria: European Centre for Modern Languages, Council of Europe.Google Scholar logo with link to Google Scholar
Lyster, R. (2004). Research on form-focused instruction in immersion classrooms: Implications for theory and practice. French Language Studies, 14(3), 321–341. Google Scholar logo with link to Google Scholar
Mougeon, R., Nadasdi, T., & Rehner, K. (2010). The sociolinguistic competence of immersion students. Bristol, UK: Multilingual Matters. Google Scholar logo with link to Google Scholar
National Council for Curriculum and Assessment. (2006). Language and literacy in Irish-medium primary schools: Descriptions of practice. Dublin: National Council for Curriculum and Assessment.Google Scholar logo with link to Google Scholar
Ní Dhiorbháin, A., & Ó Duibhir, P. (2012). Múineadh na gramadaí sna hardranganna i mbunscoileanna Gaeltachta/lán-Ghaeilge: Cur chuige rathúil taitneamhach [Teaching grammar to senior classes in Gaeltacht and Irish-medium primary schools: An enjoyable, successful approach]. Paper presented at the Gaelscoileanna Annual Conference, Galway, Ireland.
Nic Pháidín, C. (2003). “Cén fáth nach?” Ó chanúint go criól [“Why not?” From dialact to creole]. In R. Ní Mhianáin (Ed.), Idir Lúibíní: Aistí ar an léitheoireacht agus ar an litearthacht [In brackets: Essays on reading and literature] (pp. 113–130). Dublin: Cois Life.Google Scholar logo with link to Google Scholar
Norris, J.M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. Google Scholar logo with link to Google Scholar
Ó Baoill, D. (1981). Earráidí scríofa Gaeilge Cuid 3: Réamhfhocail agus comhréir [Written errors in Irish Part 3: Prepositions and syntax]. Dublin: Institiúid Teangeolaíochta Éireann.Google Scholar logo with link to Google Scholar
Ó Catháin, B. (2001). Dearcadh an teangeolaí ar chomharthaí sóirt Ghaeilge an lae inniu [The linguist’s perspective on the features of present day Irish]. In R. Ó hUiginn (Ed.), Léachtaí Cholm Cille XXXI [Colmcille Lectures XXXI] (pp. 128–149). Maynooth: An Sagart.Google Scholar logo with link to Google Scholar
Ó Cíobháin, P. (1999). Cathair ghríobháin na samhlaíochta [The labyrinth of the imagination]. In M. Ó Cearúil (Ed.), An aimsir óg: Scéalta, aistí, dánta [Young times: Stories, essays, poems (pp. 105–111). Baile Átha Cliath: Coiscéim.Google Scholar logo with link to Google Scholar
Ó Duibhir, P. (2009). The spoken Irish of sixth-class pupils in Irish immersion schools (Unpublished doctoral thesis). Trinity College, Dublin.
. (2011). ‘I thought that we had good Irish’: Irish immersion students’ insights into their target language use. In D.J. Tedick, D. Christian & T.W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 145–165). Bristol: Multilingual Matters. Google Scholar logo with link to Google Scholar
Ó Giollagáin, C., Mac Donnacha, S., Ní Chualáin, F., Ní Shéaghdha, A., & O’Brien, M. (2007). Staidéar cuimsitheach teangeolaíoch ar úsáid na Gaeilge sa Ghaeltacht: Príomhthátal agus moltaí [The comprehensive linguistic study of the use of Irish in the Gaeltacht: Principal findings and recommendations]. Dublin: Department of Community, Rural and Gaeltacht Affairs.Google Scholar logo with link to Google Scholar
Ó Laoire, M. (2005). Múineadh teangacha ag an dara leibhéal: I dtreo an ilteangachais? In 1+1=1: Ceist na dTeangacha i gcóras oideachais na hÉireann [The teaching of languages at second level: Towards multilingualism? In 1+1=1: The question of languages in the Irish education system] (pp. 21–35). Dublin: Clódhanna Teoranta.Google Scholar logo with link to Google Scholar
Ó Riagáin, P. (1997). Language policy and social reproduction: Ireland, 1893–1993. Oxford: Clarendon.Google Scholar logo with link to Google Scholar
Ranta, L. (2002). The role of learners’ language analytic ability in the communicative classroom. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 159–180). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Ranta, L., & Lyster, R. (2007). A cognitive approach to improving immersion students’ oral language abilities: The awareness-practice feedback sequence. In R. DeKeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 141–160). Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Schmidt, R.W. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 111, 11–26.Google Scholar logo with link to Google Scholar
Schmidt, R., & Frota, S. (1986). Developing basic conversational ability in a second language. In R. Day (Ed.), Talking to learn (pp. 237–326). Rowley, MA: Newbury House.Google Scholar logo with link to Google Scholar
Shaffer, C. (1989). A comparison of inductive and deductive approaches to teaching foreign languages. The Modern Language Journal, 73(4), 395–403. Google Scholar logo with link to Google Scholar
Simard, D., French, L., & Fortier, V. (2007). Elicited metalinguistic reflection and second language learning: Is there a link? System, 351, 509–522. Google Scholar logo with link to Google Scholar
Smith, R.C. (2003). Teacher education for teacher-learner autonomy. In J. Gollin, G. Ferguson, & H. Trappes-Lomax (Eds.), Symposium for language teacher educators: Papers from three IALS symposia (CD-ROM). Edinburgh: Institute of Applied Language Studies, University of Edinburgh. Also available online: [URL].Google Scholar logo with link to Google Scholar
Stern, H.H. (1990). Analysis and experience as variables in second language pedagogy. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of second language proficiency (pp. 93–109). Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64–81). Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
. (2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.Google Scholar logo with link to Google Scholar
Tedick, D.J., & Young, A.I. (2014). Fifth grade two-way immersion students’ responses to form-focused instruction. Applied Linguistics, 1–25. Google Scholar logo with link to Google Scholar
Tomlinson, B. (2007). Using form-focused discovery approaches. In S. Fotos & H. Nassaji (Eds.), Form-focused instruction and teacher education: Studies in honour of Rod Ellis (pp. 177–192). Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
VanPatten, B. (1996). Input processing and grammar instruction in second language acquisition. Norwood, NJ: Ablex.Google Scholar logo with link to Google Scholar
Vogel, S., Herron, C., Cole, S.P., & York, H. (2011). Effectiveness of a guided inductive versus a deductive approach on the learning of grammar in the intermediate-level college French classroom. Foreign Language Annals, 44(2), 353–380. Google Scholar logo with link to Google Scholar
Widodo, H.P. (2006). Approaches and procedures for teaching grammar. English Teaching: Practice and Critique, 5(1), 122–141.Google Scholar logo with link to Google Scholar
Walsh, C. (2007). Cruinneas na Gaeilge scríofa sna hiar-bhunscoileanna lán-Ghaeilge i mBaile Átha Cliath. [Written accuracy in Irish in post-primary all-Irish schools in Dublin]. Dublin: An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.Google Scholar logo with link to Google Scholar
Cited by (10)

Cited by ten other publications

Ní Dhiorbháin, Aisling, Sylvaine Ní Aogáin & Pádraig Ó Duibhir
2024. ‘I learned more than the children learned’. A dual-focused professional development initiative to support immersion teachers. Teacher Development 28:4 ► pp. 475 ff. DOI logo
Batardière, Marie-Thérèse, Sarah Berthaud, Bronagh Ćatibušić & Colin J. Flynn
2023. Language teaching and learning in Ireland: 2012–2021. Language Teaching 56:1 ► pp. 41 ff. DOI logo
Hickey, Tina M.
2021. Heritage Language Early Years’ Immersion: Irish-Medium Preschools in Ireland. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 1 ff. DOI logo
Hickey, Tina M.
2022. Heritage Language Early Years’ Immersion: Irish-Medium Preschools in Ireland. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 317 ff. DOI logo
Alfonso Pena, Celia & Elisabet Pladevall-Ballester
2020. Effects of focus on form on primary CLIL students’ foreign language performance in task-based oral interaction. Journal of Immersion and Content-Based Language Education 8:1 ► pp. 53 ff. DOI logo
Rusk, Brian V., Johanne Paradis & Juhani Järvikivi
2020. Comprehension of English plural-singular marking by Mandarin-L1, early L2-immersion learners. Applied Psycholinguistics 41:3 ► pp. 547 ff. DOI logo
Mady, Callie
2018. Teacher adaptations to support students with special education needs in French immersion. Journal of Immersion and Content-Based Language Education 6:2 ► pp. 244 ff. DOI logo
Mady, Callie
2020. Teacher adaptations to support students with special education needs in French immersion. In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110], ► pp. 93 ff. DOI logo
Nic Fhlannchadha, Siobhán & Tina M. Hickey
2017. Acquiring an opaque gender system in Irish, an endangered indigenous language. First Language 37:5 ► pp. 475 ff. DOI logo
Ní Dhiorbháin, Aisling & Pádraig Ó Duibhir
2017. An explicit-inductive approach to grammar in Irish-medium immersion schools. Language Awareness 26:1 ► pp. 3 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.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue