Cover not available
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

ITE provision in minority language contexts

The case of Wales and Ireland

ORCID logo | Bangor University
| Marino Institute of Education

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 et al., 2018, 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.

Keywords: Minority language, initial teacher education, immersion education, bilingual education, Welsh, Irish
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
Published online: 30 August 2022
DOI logo
https://doi.org/10.1075/jicb.21031.tho
References
Aldous, D., Evans, V., & Penney, D.
(2022) Curriculum reform in Wales: Physical education teacher educators’ negotiation of policy positions. The Curriculum Journal. DOI logoGoogle Scholar
Arnau, J., & Vila, F. X.
(2013) Language-in-education policies in the Catalan language area. In J. Arnau (Ed.), Reviving Catalan at school challenges and instructional approaches (pp. 1–28). Multilingual Matters. DOI logoGoogle Scholar
Baker, C. R., & Wright, W.
(2021) Foundations of bilingual education and bilingualism. (7th ed.). Multilingual Matters. DOI logoGoogle Scholar
Ball, P., Kelly, K., & Clegg, J.
(2015) Putting CLIL into practice. Oxford University Press.Google Scholar
Barnes, E.
(2021) Predicting dual-language literacy attainment in Irish-English bilinguals: language-specific and language-universal contributions (Unpublished doctoral dissertation). Trinity College Dublin, Ireland.
Barry, S.
(2020) Irish language self-efficacy beliefs and the Official Languages Act 2003. Teanga, 27 1. DOI logoGoogle Scholar
Bialystok, E.
(2009) Bilingualism: The good, the bad and the indifferent, Bilingualism Language and Cognition, 12 ( 1 ), 3–11. DOI logoGoogle Scholar
(2010) Bilingualism. Wiley Interdisciplinary Reviews: Cognitive Science, 1 (4), 559–572. DOI logoGoogle Scholar
Cammarata, L., & Haley, C.
(2018) Integrated content, language, and literacy instruction in a Canadian French immersion context: A professional development journey. International Journal of Bilingualism and Bilingual Education, 21 (3), 32–348. DOI logoGoogle Scholar
Cammarata, L., & Tedick, D.
(2012) Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal 96 (2), 251–269. DOI logoGoogle Scholar
Cenoz, J., & Gorter, D.
(2017) Minority languages and sustainable translanguaging: threat or opportunity? Journal of Multilingual and Multicultural Development, 38 (10), 901–812. DOI logoGoogle Scholar
Central Statistics Office
(2016) Census summary results. Chapter 7. The Irish language. Author.Google Scholar
Chen, X., He, J., & Fan, X.
(2022) Relationships between openness to experience, cognitive flexibility, self-esteem, and creativity among bilingual college students in the US. International Journal of Bilingual Education and Bilingualism, 25 (1), 342–354. DOI logoGoogle Scholar
Cook, V.
(2001) Using the first language in the classroom. Canadian Modern Language Review, 57 (3), 402–423. DOI logoGoogle Scholar
Council of Europe
(2018) Common European framework of reference for languages. Learning, teaching, assessment. Author.Google Scholar
(1992) European charter for regional and minority languages. Author.Google Scholar
Creese, A., & Blackledge, A.
(2010) Translanguaging in the bilingual classroom: A Pedagogy for learning and teaching? Modern Language Journal, 94 (1), 103–115. DOI logoGoogle Scholar
Crystal, D.
(2000) Language death. Cambridge University Press. DOI logoGoogle Scholar
Cummins, J.
(2005) A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. Modern Language Journal, 89 (4), 585–592.Google Scholar
Darmody, M., & Smyth, E.
(2016) Entry to programmes of initial teacher education. Economic and Social Research Institute.Google Scholar
Department of Education and Science (DES). Inspectorate
(2007) Irish in the primary school. Stationery Office.Google Scholar
Department of Education and Skills (DES). Inspectorate
(2013) Chief inspector’s report. Stationery Office.Google Scholar
Department of Education and Skills (DES)
(2016) Policy on Gaeltacht Education. Stationery Office.Google Scholar
Department of Education and Skills (DES). Inspectorate
(2018) Chief inspector’s report. Stationery Office.Google Scholar
Department of Education and Skills (DES)
(2019) Circular 0052/2019, Exemptions from the study of Irish. Revising Circular 12/96. Stationery Office.Google Scholar
Department of Education (DoE). Inspectorate
(2022) Chief inspector’s report. Stationery Office.Google Scholar
Dombrowski, L., Danson Chalmers, D., & Neil, P.
(2014) Initial teacher education for minority medium-of-instruction teaching: the case study of Scottish Gaelic in Scotland, Current Issues in Language Planning, 15 (2), 119–132, DOI logoGoogle Scholar
Donaldson, G.
(2015) Successful futures: Independent preview of curriculum and assessment arrangements in Wales. Welsh Government. [URL]
Dornyei, Z.
(2005) The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.Google Scholar
Dunmore, S.
(2018) When school is over and done with: Linguistic practices and socio-demographic profiles of Gaelic-medium educated adults. In M. MacLeod & C. Smith-Christmas (Eds.), Gaelic in Contemporary Scotland: The Sociolinguistics of an Endangered Language (pp.62–78). Edinburgh University Press. DOI logoGoogle Scholar
Dunne, C. M.
(2015) Becoming a teacher of Irish: The evolution of beliefs, attitudes and role perceptions (Unpublished doctoral dissertation). Trinity College Dublin, Ireland.
(2019) Primary teachers’ experiences in preparing to teach Irish: Views on promoting the language and language proficiency. Studies in Self-Access Learning Journal, 10 (1), 21–43. [URL]. DOI logo
Dunne, C.
(2020) Learning and teaching Irish in English-medium schools 1971- present. National Council for Curriculum and Assessment.Google Scholar
Empowering Inclusive Teachers for Today and Tomorrow (EiTTT)
(2016) Co-teaching. [URL] (mie.ie)
España, C., Herrera, L., & García, O.
(2019) Translanguaging in educating teachers of language-minoritized students. Oxford Research Encyclopaedia of Education. DOI logoGoogle Scholar
Faltis, C. J.
(2020) Pedagogical codeswitching and translanguaging in bilingual schooling contexts. In J. MacSwan, and C. Faltis (Eds.), Codeswitching in the classroom: Critical perspectives on teaching, learning, policy, and ideology (pp. 39–62). Routledge.Google Scholar
Ferguson, G.
(2006) Language planning and education. Edinburgh texts in applied linguistics. DOI logoGoogle Scholar
Fishman, J. A.
(1991) Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages. Multilingual Matters.Google Scholar
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]
Flege, J. E., MacKay, I. R., & Piske, T.
(2002) Assessing bilingual dominance. Applied Psycholinguistics, 23 (4), 567–598. DOI logoGoogle Scholar
Flood, M., & Banks, J.
(2021) Universal Design for Learning: Is it gaining momentum in Irish education? Education Sciences, 11 (7), 3411, 1–11. DOI logoGoogle Scholar
Fortune, T. W., & Tedick, D. J.
(2008) One-way, two-way, and indigenous Immersion: A call for cross-fertilization. In T. W. Fortune and D. J. Tedick (Eds.), Pathways to Multilingualism: Evolving Perspectives on Immersion Education (Vol. 661) (pp. 3–21). Multilingual Matters. DOI logoGoogle Scholar
Freeman, D.
(2018) An interview with Donald Freeman. Iranian Journal of Language Teaching Research, 7 (3), 131–136. DOI logoGoogle Scholar
Furlong, J.
(2015) Teaching tomorrow’s teachers: Options for the future of initial teacher education in Wales. [URL]
(2019) The Universities and initial teacher education; challenging the discourse of derision. The case of Wales. Teachers and Teaching, 25 (5), 574–588. DOI logoGoogle Scholar
Furlong, J., Griffiths, J., Hannigan-Davies, C., Harris, A., & Jones, M.
(2021) The reform of initial teacher education in Wales: from vision to reality. Oxford Review of Education, 47 (1), 61–78. DOI logoGoogle Scholar
García, O., & Lin, A. M. Y.
(2017) Translanguaging in bilingual education. In O. García and A. M. Y. Lin (eds), Bilingual and multilingual education. Encyclopaedia of language and education (Vol. 51) (pp. 117–130). DOI logoGoogle Scholar
Gathercole, V. C. M.
(2007) Miami and North Wales, so far and yet so near: A constructivist account of morphosyntactic development in bilingual children. International Journal of Bilingual Education and Bilingualism, 10 (3), 224–247. DOI logoGoogle Scholar
(2013a) (Ed.). Issues in the assessment of bilinguals. Multilingual Matters. DOI logoGoogle Scholar
(2013b) (Ed.). Solutions for the assessment of bilinguals. Multilingual Matters.Google Scholar
Gathercole, V. C. M., Thomas, E. M., & Hughes, E.
(2008) Designing a normed receptive vocabulary test for bilingual populations: A model from Welsh. International Journal of Bilingual Education and Bilingualism, 11 (6), 678–720. DOI logoGoogle Scholar
Gathercole, V. C. M., & Thomas, E. M.
(2009) Bilingual first language development: Dominant language takeover, threatened minority language take-up. Bilingualism: Language and Cognition, 12 (2), 213–237. DOI logoGoogle Scholar
Government of Ireland
(2010) 20-year strategy for the Irish language. Author.Google Scholar
Green, D. W., & Kroll, J. F.
(2019) The neurolinguistics of bilingualism. In G. I. De Zubicaray & N. O. Schiller (Eds.) The Oxford Handbook of Neurolinguistics (pp. 261–294). Oxford University Press.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. Stationery Office.Google Scholar
Hickey, T.
(2001) Mixing beginners and native speakers in Irish immersion: Who is immersing whom? Canadian Modern Language Review, 57 (3), 443–474. DOI logoGoogle Scholar
(2009) Codeswitching and borrowing in Irish. Journal of Sociolinguistics, 13 1, 670–688. DOI logoGoogle Scholar
(2021) Family language policy: Promoting partnership in the early years to support heritage languages In H. Lewis and W. McLeod (Eds.) Language revitalisation and social transformation. Springer. DOI logo [URL]
Hickey, T. M., Lewis, G., & Baker, C.
(2014) How deep is your immersion? Policy and practice in Welsh-medium preschools with children from different language backgrounds. International Journal of Bilingual Education and Bilingualism, 17 (2), 215–234. DOI logoGoogle Scholar
Johnson, K. E.
(1996) Cognitive apprenticeship in second language teacher education. In G. Sachs, M. Brock, & R. Lo. (Eds.), Directions in second language teacher education (pp. 23–36). City University of Hong Kong.Google Scholar
Johnson, K. E., & Golombek, P. R.
(2018) Informing and transforming language teacher education. Language Teaching Research, 24 (1), 116–127. DOI logoGoogle Scholar
Jones, M. P., & Jones, C.
(2014) Welsh: The Welsh language in education in the UK (2nd ed). Mercator European Research Centre on Multilingualism and Language Learning. Fryske Akademy.Google Scholar
Jones, B., & Lewis, G.
(2014) Language arrangements within bilingual education. In E. M. Thomas & I. Mennen (Eds.), Advances in the study of bilingualism (pp. 143–172). Multilingual Matters. DOI logoGoogle Scholar
Lampert, J., Burnett, B., Patton, W., Lee Hong, A., & Anderson, J.
(2013) Improving retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education programs. Journal of Australian Indigenous Issues, 16 (4), 27–41. [URL]
Leavy, A., Hourigan, M., & Ó Ceallaigh, T. J.
(2018) Unpacking dimensions of immersion teacher educator identity. Journal of Immersion and Content Based Language Teaching, 6 (2), 218–243. DOI logoGoogle Scholar
Lewis, G.
(2003) Addysg gynradd Gymraeg: Trochi a chyfloethogi disgyblion [ Welsh Primary Education: Immersion and Enrichment for Pupils ]. Cylchgrawn Addysg Cymru / Wales Journal of Education, 12 1, 49–64. Addysg Gynradd Gymraeg: Trochi a Chyfoethogi Disgyblion ([URL])
Lewis, W. G.
(2008) Current challenges in bilingual education in Wales. Aila Review, 21 (1), 69–86. DOI logoGoogle Scholar
Lindsay, C. F.
(1993) Welsh and English in the city of Bangor: a study in functional differentiation. Language in Society, 22 (1), 1–17. DOI logoGoogle Scholar
Máirtín, C.
(2006) Soláthar múinteoirí do scoileanna lán-Ghaeilge [Teacher supply for Irish-medium schools]. An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.Google Scholar
Moate, J., & Ruohotie-Lyhty, M.
(2017) The emotional journey of being and becoming bilingual. International Journal of Bilingual Education and Bilingualism, 23 (2), 213–226. DOI logoGoogle Scholar
Montrul, S.
(2016) Heritage language acquisition. Cambridge University Press.Google Scholar
Morris, D.
(2010) Young people and their use of the Welsh language. In D. Morris (Ed.), Welsh in the Twenty-First Century (pp. 80–98). Cardiff University Press.Google Scholar
Murphy, M., & Martin, S.
(2015) Coteaching in teacher education: research and practice. Asia-Pacific Journal of Teacher Education, 43 (4), 277–280. DOI logoGoogle Scholar
Murphy, C., McCullagh, J., & O’Doherty, A.
(2014) Piloting a coteaching model in pre-service teacher education. Paper presented at the 2014 annual meeting of the American Research Association.Google Scholar
Mutton, T., & Burn, K.
(2020) Doing things differently: Responding to the “policy problem” of teacher education in Wales. Cylchgrawn Addysg Cymru/Wales Journal of Education, 22 (1), 85–112. DOI logoGoogle Scholar
Nic Aindriú, S., Ó Duibhir, P., & Travers, J.
(2021) A survey of assessment and additional teaching support in Irish immersion education. Languages 6 (62), 1–20. DOI logoGoogle Scholar
Nic Fhlannchadha, S. & Hickey, T. M.
(2018) Minority language ownership and authority: Perspectives of native and new speakers. International Journal of Bilingual Education and Bilingualism, 21 (1), 38–53. DOI logoGoogle Scholar
Ní Chuaig, N., Ó Brolcháin, C., Ní Chlochasaigh, K., & Ó Ceallaigh, T. J.
(2021) Staidéar ar theaghlaigh atá ag tógáil a gclann le Gaeilge laistigh de na Limistéir Oifigiúla Gaeltachta. Tuarascáil taighde do Tuismitheoirí na Gaeltachta [Study of homes raising children through Irish within Official Gaeltacht Regions. Research report to the organisation Gaeltacht Parents]. Mary Immaculate College.Google Scholar
Ní Dhiorbháin, A.
(2018) Oideolaíochtaí um theagasc an léireolais do bhunmhúinteoirí faoi oiliúint [Pedagogies for teaching explicit knowledge to student teachers]. Léann Teanga An Reiviú, 63–86.Google Scholar
Ní Dhiorbháin, A., & Ní Bhaoill, M.
(2018) Taithí múinteoirí faoi oiliúint ar an bhfoghlaim chomhtháite ábhar agus teangacha [Student teachers’ experiences of CLIL]. Comhar Taighde, 4 1, 1–13. DOI logoGoogle Scholar
Ní Dhiorbháin, A., & Ó Duibhir, P.
(2021) Exploring student primary teachers’ linguistic knowledge of Irish. The Language Learning Journal, 1–15. DOI logoGoogle Scholar
Ní Dhonnchadha, C.
(2021) Céard iad na cúinsí inspreagtha a bhain le cinneadh mhic léinn tabhairt faoin mBaitsiléir san Oideachas trí mheán na Gaeilge? [What are the motivational factors influencing students’ choice to undertake the Irish-medium Bachelor of Education]. (Unpublished Med dissertation). Coláiste Mhuire gan Smál, University of Limerick.
Ní Longaigh, E.
(2016) Scileanna teanga a fheabhsú i bpáistí ar ardchaighdeán Gaeilge: Scagadh ar na dea-chleachtais atá i bhfeidhm i ngaelscoileanna [Improving language skills in children with high competence in Irish: Exploring best practice in Irish-medium schools]. In T. J. Ó Ceallaigh & M. Ó Laoire (Eds.), An tumoideachas: bua nó dua? An chéad chomhdháil taighde uile-oileánda ar an tumoideachas: Imeachtaí comhdhála (pp.41–53). An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.Google Scholar
Ní Thuairisg, L.
(2012) Ionaid sealbhaithe teanga na Breataine Bige: Eiseamláir don Ghaeltacht [Language acquisition centres in Wales: An exemplar for the Gaeltacht]. In C. Lenoach, C. Ó Giollagáin & B. Ó Curnáin (Eds.), An chonair chaoch (pp. 171–192). Leabhar Breac.Google Scholar
Ní Thuairisg, L., & Ó Duibhir, P.
(2019) Teacht in inmhe: Tuarascáil taighde do Thuismitheoirí na Gaeltachta agus Teacht Aniar [Growing up: Research report to the organisations Gaeltacht Parents and Teacht Aniar]. An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta. [URL]
Ní Shéaghdha, A.
(2010) Taighde ar dhea-chleachtais bhunscoile i dtaca le saibhriú/sealbhú agus sóisialú teanga do dhaltaí arb í an Ghaeilge a gcéad teanga [Research on best practice in primary schools for enriching/acquiring and using language for socialisation amongst children whose first language is Irish]. An Chomhairle um Oideachais Gaeltachta agus Gaelscolaíochta.Google Scholar
Oattes, H., R. Oostdam, R. de Graaff, & A. Wilschut
(2018) The challenge of balancing content and language: Perceptions of Dutch bilingual education history teachers. Teaching and Teacher Education, 70 1, 165–174. DOI logoGoogle Scholar
Ó Brolcháin, C.
(2017) Oideolaíocht an trasteangaithe i mbunscoileanna na hÉireann: Páipéar seasaimh ar a poitéinseal i gcomhthéacsanna áirithe [The pedagogy of translanguaging: A standing paper on its potential in certain contexts]. Léann Teanga An Reiviú, 89–99.Google Scholar
Ó Ceallaigh, T. J., & Ní Dhonnabháin, Á.
(2015) Reawakening the Irish language through the Irish education system: Challenges and priorities. International Electronic Journal of Elementary Education, 8 (2), 179–198.Google Scholar
Ó Duibhir, P.
(2018) Immersion education lessons from a minority language context. Multilingual Matters.Google Scholar
Ó Duibhir, P., Ní Chuaig, N., Ní Thuairisg, L., & Ó Brolcháin, C.
(2015) Soláthar oideachais trí mhionteanga: Athbhreithniú ar thaighde idirnáisiúnta [Educational provision through a minority language: A review of international research]. An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.Google Scholar
Ó Duibhir, P., Ní Thuairisg, L., Ó Ciardubháin, C., Ó Floinn, C., & Uí Laighléis, G.
(2020) Athbhreithniú ar scéim na gcúntóirí teanga [A review of the language assistants’ scheme]. [URL]
Ó Giollagáin, C., & Charlton, M.
(2015) Nuashonrú ar an staidéar cuimsitheach teangeolaíoch ar úsáid na Gaeilge sa Ghaeltacht 2006–2011: Príomhfhaisnéis na limistéar pleanála teanga [Update on the comprehensive linguistic study on the use of Irish in the Gaeltacht 2006–2011: Language planning regions]. Údarás na Gaeltachta.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: Tuarascáil chríochnaitheach [Comprehensive linguistic study on the use of Irish in the Gaeltacht]. An Roinn Pobail, Tuaithe agus Gaeltachta.Google Scholar
Ó Laoire, M., & Harris, J.
(2006) Language and literacy in Irish-medium primary schools: Review of literature. National Council for Curriculum and Assessment.Google Scholar
O’Toole, C., & Hickey, T.
(2013) Diagnosing language impairment in bilinguals: Professional experience and perception. Child Language Teaching and Therapy, 29 ( 1 ), 91–109. DOI logoGoogle Scholar
Parry, N., & Thomas, E.
(2021) Addressing teacher confidence as a barrier to bilingual classroom transmission practices in Wales. In K. Talbot, M-T. Gruber, & R. Nishida (Eds.), The psychological experience of integrating language and content (Psychology of Language Learning and Teaching; No. 12) (pp.213–231). Multilingual Matters.Google Scholar
Oller, D. K., Pearson, B. Z., & Cobo-Lewis, A. B.
(2007) Profile effects in early bilingual language and literacy. Applied Psycholinguistics, 28 (2), 191–230. DOI logoGoogle Scholar
Peltoniemi, A., & Bergroth, M.
(2020) Developing language-aware immersion teacher education: identifying characteristics through a study of immersion teacher socialisation, International Journal of Bilingual Education and Bilingualism, 25 (1), 1–12. DOI logoGoogle Scholar
Péterváry, T., Ó Curnáin, B., Ó Giollagáin, C., & Sheahan, J.
(2014) Iniúchadh ar an gcumas dátheangach: An sealbhú teanga i measc ghlúin óg na Gaeltachta [Exploring bilingual competence. Language acquisition amongst the youth in the Gaeltacht]. An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.Google Scholar
Price, A. R., & Tamburelli, M.
(2016) Minority language abandonment in Welsh-medium educated L2 male adolescents: classroom, not chatroom. Language, Culture and Curriculum, 29 (2), 189–206. DOI logoGoogle Scholar
Singleton, D., & Flynn, C. J.
(2021) Translanguaging: a pedagogical concept that went wandering, International Multilingual Research Journal, 16 (2), 136–147. DOI logoGoogle Scholar
Shulman, L. S.
(1987) Knowledge and teaching foundations of the new reform. Harvard Educational Review, 57 (1), 1–23. DOI logoGoogle Scholar
Tabberer, R.
(2013) A review of initial teacher training in Wales. Welsh Government.Google Scholar
Tedick, D. J., & Lyster, R.
(2020) Scaffolding language development in immersion and dual language classrooms. Routledge.Google Scholar
Tedick, D. J., Christian, D., & Fortune, T. W.
(Eds.) (2011) Immersion education: Practices, policies, possibilities (Vol. 831). Multilingual Matters. DOI logoGoogle Scholar
The Teaching Council
(2020) Céim: Standards for initial teacher education. Author.Google Scholar
Thomas, H.
(2010) Brwydr i baradwys? Y Dylanwadau ar dwf ysgolion Cymraeg De-ddwyrain Cymru [A battle for paradise? The influences on the growth of Welsh-medium schools in South-East Wales]. University of Wales Press.Google Scholar
Thomas, E. M., Apolloni, D., & Lewis, W. G.
(2014) The learner’s voice: exploring bilingual children’s selective language use and perceptions of minority language competence. Language and Education, 28 (4), 340–361. DOI logoGoogle Scholar
Thomas, E. M., Lewis, W. G., & Apolloni, D.
(2012) Variation in language choice in extended speech in primary schools in Wales: implications for teacher education. Language and Education, 26 (3), 245–261. DOI logoGoogle Scholar
Thomas, E. M., & Roberts, D. B.
(2011) Exploring bilinguals’ social use of Welsh inside and out of the minority language classroom. Language and Education, 25 (2), 89–108. DOI logoGoogle Scholar
Timmerman, G.
(2009) Teacher educators modelling their teachers? European journal of teacher education, 32 (3), 225–238. DOI logoGoogle Scholar
Vygotsky, L. S., & Cole, M.
(1978) Mind in society: Development of higher psychological processes. Harvard University Press.Google Scholar
Wei, L.
(2000) The Bilingualism Reader. Routledge.Google Scholar
Welsh Government
(2010) Welsh-medium Education Strategy. Cardiff.Google Scholar
(2019) Statistical First Release. Statistics For Wales.Google Scholar
Williams, C.
(1994) Arfarniad o ddulliau dysgu ac addsygu yng nghyd-destun addysg uwchradd ddwyieithog [An evaluation of teaching and learning methods within the context of secondary bilingual education]. (Unpublished doctoral dissertation). Bangor University, Bangor, Wales.