Off-Balance: The Integration of Physical Education Content Learning and Irish Language Learning in English-Medium Primary Schools in Ireland

Autor/inn/en	Ní Chróinín, Déirdre; Ní Mhurchú, Siobhán; Ó Ceallaigh, T. J.
Titel	Off-Balance: The Integration of Physical Education Content Learning and Irish Language Learning in English-Medium Primary Schools in Ireland
Quelle	In: Education 3-13, 44 (2016) 5, S.566-576 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2016.1170404
Schlagwörter	Physical Education; Foreign Countries; Elementary School Students; Integrated Curriculum; Literacy; Integrated Activities; Learning Activities; Numeracy; Second Language Learning; Physical Activities; Irish; English (Second Language); Intervention; Focus Groups; Faculty Development; Workshops; Interviews; Ireland + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Integrierender Unterricht; Lernaktivität; Rechenkompetenz; Zweitsprachenerwerb; Irisch; English as second language; English; Second Language; Englisch als Zweitsprache; Lernwerkstatt; Schulung; Interviewing; Interviewtechnik; Irland
Abstract	Increased attention to integrated approaches has resulted from demands to prioritise literacy learning while maintaining a balanced curriculum in primary schools. Limited empirical evidence to support integrated approaches to teaching physical education (PE) exists. This study explored the integration of PE content learning and the learning of Irish as a second language with eight English-medium primary school classes (ages 8-10). Data sources included direct observation, teacher interviews and written reflections, alongside focus groups with children. Careful implementation to balance language and content learning is recommended to ensure the promise of complimentary learning emerges within the spirit of an integrated curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01