School of Education RESEARCH BRIEFING December 2011 | Number 6E YOUNG CHILDREN LEARNING IN GAELIC Investigating children’s learning experiences in Gaelic-medium preschool INTRODUCTION Gaelic-medium (GM) education is an important part of current efforts to re-vitalise the language in Scotland. Beginning Gaelic-medium education in preschool is seen as a crucial entry point, enhancing the numbers entering GM primary education and facilitating transition to the school learning environment. However, it is essential that GM preschool is of high quality. Government-funded provision is expected to offer children the same learning opportunities as their peers who attend English-medium settings. Meeting these expectations is challenging because most children enter Gaelic-medium preschool from English-speaking homes so that the nursery or playgroup is their only exposure to Gaelic. Our earlier study1 mapped the range and extent of Gaelic-medium early education and childcare provision but in the research reported here our focus was on what happens within settings, the children’s activities in the playroom2 and the ways in which practitioners help them to learn Gaelic, as well as ensuring that national expectations about curriculum and learning outcomes are met. The study used observation methods developed to investigate everyday curricula and pedagogic experiences in early years settings. Our case study settings all aimed to offer an immersion experience with Gaelic being used for interactions between the practitioners and children and for displays and resources where spoken or written language was involved. They followed the national curriculum guidance for the Early Level3 and adopted what can be described as ‘typical’ practices for preschool in Scotland. The emphasis was on learning through play and active engagement. Children attended for half-day sessions during which they spent most of their time making their own choices from the activities and resources set out for them, with only short periods gathered together in small or large groups to take part in adult-led activities. RESEARCH QUESTIONS AND METHODS We set out to investigate: > how 3 to 5 year olds spend their time in GM preschool settings – the activities they are involved with and who they spend time with > what language is used when children talk to adults and other children and what language they hear in the playroom. Our observations were carried out in three Gaelic immersion settings: > nursery class in a Gaelic-medium primary school (Highfields) > nursery class in a primary school with Gaelic and English strands (Newton) > nursery class in a nursery school with Gaelic and English strands (Braes). Two of these settings were located in the central belt of Scotland and one in the north of the country. We conducted five rounds of systematic observations over the course of one school year, recording what children were doing, the resources they were using, their response modes, the language they used with adults and peers and the pedagogic actions of their practitioners. We noted the learning opportunities, materials and displays available in the playroom, paying particular attention to the resources and activities associated with provision of a rich language learning environment e.g. books, puppets, singing, props for dramatic play. On our sixth visit to each setting we invited children to take part in structured conversations about using Gaelic in the playroom. When we invited children to talk to the researcher we ensured their willing assent and respected their wishes if they chose not to take part or to leave before all of the structured conversation was completed. RESEARCH FINDINGS4 What are children doing in the playroom? In each of the playrooms involved in this study children were expected to choose from the variety of activities and resources set out. Our data reflects what children chose from the options available and the activities that they were drawn into when they were required to take part in brief adult-led small group periods or times when all children were gathered together under the direction of an adult e.g. for singing at the end of the session. What was on offer varied across the settings and children were observed over time pursuing individual interests (e.g. playing ‘families’, drawing) or choosing to use particular resources such as sand or construction equipment. Nevertheless, there were variations between settings in the provision of learning opportunities which might have particular relevance for language immersion playrooms. For instance, during our five observation periods puppets were only used in one setting, group story reading happened sometimes in two settings but was not seen at all in the third. There were few opportunities available in any setting for other group activities which could support language learning such as reciting finger rhymes and poems, hearing a story told by an adult or children sharing news. There were Gaelic books on display in each setting and the books changed over time. However, the settings had varying numbers of books available and at Newton there were books written in English in the library area as the space was used for English-medium provision too. There were ample opportunities for play with small world resources, dolls and dramatic play props but many fewer activities planned to support the development of language for reasoning and limited use of technologies to stimulate the understanding and use of Gaelic. When we look at what children are doing in terms of curriculum areas then we find that they were most frequently observed engaged in activities that can be categorised as related to expressive arts and language development. They were less frequently observed to be engaged in activities concerned with health and wellbeing, mathematics and science. However, there was more emphasis on number at Highfields than either of the other settings and a temporary project at Braes raised the level of engagement in science activities. The children in these three settings were seldom observed taking part in activities related to three areas of the curriculum: religious and moral understanding; social science and technology. While the focus on expressive arts and language is not surprising, the lack of engagement with technology is unexpected but may reflect the availability and attractiveness of the technologies in the playroom compared to the more traditional resources. On this basis it appears that children in these playrooms may not be experiencing the full range of curricular areas anticipated for the Early Level, or at least not in their regular, day by day choices in the playroom. An alternative way of looking at how the children spend their time in the playroom is to focus on their actions and behaviours. Approached in this way our data suggest that at each setting children spent more time in what can be summarised as tidying and transition than any other actions. In Table 1 we have listed the most commonly observed actions at each setting along with the proportion of all observations at that setting accounted for by each action type. Activities recorded on less than 5% of the observation episodes were not included in this table. TABLE 1 ACTIONS FREQUENTLY OBSERVED IN THE PLAYROOMS NEWTON BRAES HIGHFIELDS Tidying/transitions 35% Tidying/transitions 15% Tidying/transitions 28% Dramatic play/role play 9% Singing in Gaelic 13% Number 11% Singing in Gaelic 7% Sand 12% Drawing/writing/painting 9% Construction 6% Chatting 8% Physical play 9% Computer/technologies 6% Science 7% Listen to story in Gaelic 7% Craft 7% Singing in Gaelic 6% Dramatic play/role play 6% Small world play 5% Computer/technologies 6% Construction 5% Two things are striking about these figures. The first is the dominance of time spent in tidying or transitions between phases of the day (e.g. waiting for all to gather into one group, getting dressed to go outside). The second is the variability across settings. For instance, singing in Gaelic was noted on 13% of the observations at Braes but only 7% and 6% at the other settings. Physical play accounts for 9% at one setting but less than 5% elsewhere, and while children at Newton were observed engaging in dramatic play on 9% of observations this dropped to 6% at Braes and less than 5% at Highfields. Among the least frequently observed activities were small group discussions with an adult, looking at books and playing music. What language do children hear and use in the playroom? Although each of the settings aimed to offer an immersion experience it is clear that English intrudes. In just over half the observation episodes across all the settings the language that children were hearing was Gaelic. Children were hearing English in 27-37% of the total number of observations. Practitioners used English to talk to visitors and to parents. They were heard to re-phrase in English to aid understanding or to console an unhappy child. TABLE 2 LANGUAGE SPOKEN BY CHILDREN IN THE PLAYROOM Speaking English Speaking Gaelic Not speaking BRAES 65% 20% 15% NEWTON 62% 8% 31% HIGHFIELDS 53% 13% 34% Table 2 shows the proportion of observations episodes across the school year when the target children were noted to be speaking English, Gaelic or not speaking at all. In these settings children spoke in English much more often than they spoke in Gaelic but for beginning learners this may be what can be expected and it does not necessarily reflect what they can understand in Gaelic. However, the differences between settings warrant further investigation. For instance, what practices can be shared to ensure that all children in GM settings achieve the higher levels of use of Gaelic presented in Table 2? When children were heard using Gaelic this was overwhelmingly in the context of adult–led story time or singing. They were also recorded responding correctly in Gaelic about the name of the day or month, rote counting or using familiar phrases such as ‘thank you’, asking to go to the toilet or ‘tidy-up time’ (expressions typically found on the ‘target’ language lists of the settings) . Some children were able to name activities in Gaelic (e.g. sand or water). While this use of Gaelic may be a helpful preparation for progression to the routines of primary school it does not seem to equip the children with conversational or personally meaningful language at this stage. It is clear from our evidence that the children speak to each other in English. With very few children coming from homes where Gaelic is spoken the language which they share is English and it is unsurprising that in a child-led learning environment, where children often engage in activities with peers and without an adult present, English will be used. One to one time with a practitioner was unusual (varying across settings from 1-4% of the total number of observations) but children were more likely to experience small group discussions, games and activities led by an adult. At Braes and Newton this kind of interaction occurred on 21% of the observation episodes but at Highfields it was only 13%. However, there was no adult involved in the activities of most children during the majority of observations (ranging from 61-70% of the total across the settings). These findings reflect the consensus on appropriate preschool practice in Scotland and the adult:child ratios in the playrooms. But they raise questions about whether what is considered appropriate in English-medium provision is best suited to immersion settings where children depend on practitioners for access to the language they are learning and through which they are learning. Are the children engaged? Regardless of the activity in which they are engaged children are more likely to learn when they are intensely engaged. These experiences are satisfying too and enhance children’s self-esteem and disposition to learn. During the observations we recorded children’s level of engagement using a four-point scale developed in previous studies: disengaged; engaged but easily distracted; engaged but distractible; intensely engaged. Typical levels of engagement varied across the settings. At Newton there were more than twice as many episodes when children were disengaged and only about two thirds as many where they were intensely engaged as at the other two settings. Across the three settings we found that when children were hearing Gaelic the most frequently observed level of engagement was ‘engaged but easily distracted’. When English was being used some were ‘engaged but easily distracted’ but others were more likely to be engaged and less readily distracted. It is interesting to note that when children were alone or alongside others but not in conversation the most frequently observed level of engagement was ‘intensely engaged’. While these periods of intense engagement are welcome positive indicators for learning they are also times when no Gaelic is being experienced. Developing practice so that children in all settings move towards more periods of intense engagement and are more intensely engaged when listening to and responding to Gaelic should support their attainment across all learning outcomes and their acquisition of Gaelic. CHALLENGES FOR GAELIC-MEDIUM PRESCHOOL PROVISION Deciding on priorities and expectations > Developing practice means considering the purposes of provision, deciding on priorities and finding ways of addressing the particular explicit and implicit tensions which arise with Gaelic-medium preschool. For instance, should there be a focus on distinctive cultural forms and practices? What should be ‘imported’ from English-medium provision and resources? Should families be expected to learn Gaelic along with their children? Training and recruiting practitioners > High quality Gaelic immersion provision demands practitioners who have: (i) a developed understanding of practices which support young children as they learn about and through a language which they do not encounter at home or in their community; (ii) are confident and fluent Gaelic speakers, able to respond quickly to children’s spontaneous requests and talk about a broad range of topics; and (iii) understand and implement up-to-date guidance on good preschool practices. The predominantly English-medium initial professional education currently available, the lack of targeted continuing professional development and the limited pool of Gaelic speakers from which to recruit means that it is difficult to ensure that practitioners in all settings meet these criteria. The quality of GM preschool provision would be enhanced by articulating a body of professional expertise about Gaelic immersion provision in the early years and ensuring that all practitioners can share in this knowledge. Achieving learning outcomes > GM preschools offer a broad range of activity types and encourage children’s development of an appropriate range of behavioural responses but our evidence suggests that they may not be covering all aspects of the curriculum. They may therefore be experiencing a different range of learning opportunities from their peers in Englishmedium provision. Whether this is an inevitable consequence of immersion education, balanced by the benefit of learning another language, or a matter for concern should be debated and acknowledged in planning and evaluation. The cognitive challenge some curriculum areas pose for children learning in a new language needs to be investigated and taken into account in terms of the outcomes expected from GM provision. Some behaviours which contribute to learning may not require language (e.g. mastering fine motor skills) or are likely to be most highly developed in English (e.g. role play). Encouraging these behaviours will have to be balanced with concerns about maximising children’s exposure to Gaelic. Developing pedagogy > In immersion settings where children depend on adults for access to the language of learning direct scaffolding from practitioners who engage in multimodal interactions (e.g. gestures, demonstrations, visual clues) is critical. However, our data indicates that the 1:1 or small group activities with an adult that foster this approach did not happen often. While the pedagogic importance of interactions with adults is acknowledged in current guidance on appropriate practice, children in preschool settings are also expected to learn as they engage with peers or explore, act or practise alone. Posing extending questions, encouraging sustained shared thinking and asking children to solve problems are valuable pedagogic strategies but may be less useful when they have limited access to the language of the playroom. It is necessary to consider whether staffing ratios and expectations about pedagogy can be transferred from English-medium to Gaelicmedium provision. Supporting engagement > Learning is fostered by periods of intense engagement. The challenge for Gaelic-medium provision is to ensure that children experience high levels of engagement in activities that involve using or hearing Gaelic. Children are more likely to be engaged when they are able to choose what to be involved with and when the activities on offer are clearly linked to authentic experiences. Technology offers the prospect of engaging with resources that children find motivating and which can contribute to the scaffolding which expert practitioners provide. However, the technological resources available in the settings involved in this study were limited in their appeal and potential for supporting learning. New technologies such as ipads will have more to offer and, along with commonly available items like digital cameras, will be familiar to children and open possibilities for creating and communicating in Gaelic. Balancing the possibly contradictory demands of (i) free play and language learning methods and (ii) authentic, contemporary activities and access to Gaelic culture requires development work across the GM preschool sector. Endnotes 1 Stephen C., McPake J., McLeod W., Pollock I. & Carroll T. (2010) Review of Gaelic Medium Early Education and Childcare. Scottish Government Social Research, Research Findings No 57 available at http://www.scotland.gov.uk/Resource/ Doc/315694/0100403.pdf 2 By playroom we mean all the indoor and outdoor spaces used by children in each setting. 3 Early Years: Curriculum for Excellence, Education Scotland available at http://www.ltscotland.org.uk/earlyyears/curriculum/ index.asp 4 All place names and names of individuals are pseudonyms. This project was funded by the British Academy FURTHER DETAILS Project Team Christine Stephen, University of Stirling Joanna McPake, University of Strathclyde Wilson McLeod, University of Edinburgh Irene Pollock, University of Stirling Contact Dr Christine Stephen School of Education University of Stirling Stirling FK9 4LA christine.stephen@stir.ac.uk The University of Stirling is a charity registered in Scotland, number SC 011159. Photography: ©istockphoto.com/enjoynz & dcdp 

School of Education RESEARCH BRIEFING December 2011 | Number 6G Clann Òga ag IonnsaChadh sa ghàIdhlIg: a’ sgrùdadh eòlasan ionnsachaidh chloinn òga ann an ro-sgoil tro mheadhan na gàidhlig Ro-Ràdh Tha Foghlam tro mheadhan na Gàidhlig (FMG) na phàirt cudromach de dh’oidhirpean làithreach gus athbheothachadh a thoirt air a’ chànan ann an Alba. Thathar a’ faicinn gur e àm riatanach a tha ann an ro-sgoil airson tòiseachadh air FMG, a’ meudachadh nan àireamhan a tha a’ dol a-steach gu FMG bun-sgoile agus a’ dèanamh a’ ghluasaid gu àrainneachd ionnsachaidh na sgoile nas fhasa. Ach, tha e riatanach gu bheil ro-sgoil FMG aig ìre àrd càileachd. Thathar an dùil gum bi solar a tha air a mhaoineachadh leis an Riaghaltas a’ tabhann nan aon chothroman ionnsachaidh do chloinn rin co-aoisean a bhios a’ dol gu ionadan tro mheadhan na Beurla. Tha dùbhlan an lùib a bhith a’ coinneachadh nan dùilean seo ge-tà, oir bidh a’ mhòr-chuid de chloinn a’ dol gu ro-sgoil FMG bho dhachannan far a bheilear a’ bruidhinn na Beurla agus mar sin chan eil iad a’ cluinntinn na Gàidhlig ach san sgoil-àraich no sa bhuidhinn-chluiche. Rinn an sgrùdadh a bu tràithe againn1 clàradh air raon agus meud FMG thràth-bhliadhnachan agus solar cùram-cloinne, ach san rannsachadh air a bheilear ag aithris an seo, bha sinn ag amas air na bha a’ tachairt taobh a-staigh nan ionadan, cleasan na cloinne san t-seòmar-chluiche2 agus na dòighean sa bheil luchd-cleachdaidh gan cuideachadh gus a’ Ghàidhlig ionnsachadh, a bharrachd air dèanamh cinnteach gu bheilear a’ coinneachadh ri dùilean nàiseanta a thaobh a’ churraicealaim agus builean ionnsachaidh. Bha an sgrùdadh a’ cleachdadh dhòighean amhairc a chaidh a leasachadh gus eòlasan curraicealaim agus dòighean-teagaisg làitheil a sgrùdadh ann an ionadan thràth-bhliadhnachan. B’ e amas nan ionadan uile sa chùis-sgrùdaidh againn a’ chlann a bhogadh sa chànan, agus bhathar a’ cleachdadh na Gàidhlig airson conaltradh eadar an luchd-cleachdaidh is a’ chlann agus airson thaisbeanaidhean is ghoireasan far an robh an cànan labhairteach no sgrìobhte na lùib. Bha iad a’ leantainn stiùireadh a’ churraicealaim nàiseanta airson na Tràth Ìre3 agus a’ cleachdadh dhòighean-obrach a bhiodh air an dealbhachadh mar ‘àbhaisteach’ airson ro-sgoil ann an Alba. Bha an cuideam air a bhith ag ionnsachadh tro chluiche agus com-pàirteachas gnìomhach. Bha clann an làthair airson seiseanan leth-latha agus bha iad a’ cur seachad a’ mhòr-chuid dhen ùine aca a’ dèanamh nan roghainnean aca fhèin bho na cleasan agus na goireasan a bha air an cur mun coinneamh, le dìreach amannan goirid nuair a bha iad air an cur còmhla ann am buidhnean beaga no mòra gus com-pàirt a ghabhail ann an cleasan air an stiùireadh le inbhich. Ceistean agus Modhan RannsaChaidh Chuir sinn romhainn na nithean a leanas a sgrùdadh: > mar a bhios clann aois 3-5 a’ cur seachad an cuid ùine ann an ionadan ro-sgoile FMG – na cleasan sa bheil iad a’ gabhail com-pàirt agus cò còmhla ris am bi iad a’ cur seachad ùine > dè an cànan a tha air a chleachdadh nuair a bhios clann a’ bruidhinn ri inbhich agus ri clann eile agus dè an cànan a bhios iad a’ cluinntinn san t-seòmar-chluiche. Bha sinn a’ coimhead air trì ionadan bogaidh sa Ghàidhlig: > clas sgoil-àraich ann am bun-sgoil tro mheadhan na Gàidhlig (Na Blàir Àrda) > clas sgoil-àraich ann am bun-sgoil le meuran Gàidhlig agus Beurla (Am Baile Ùr) > clas sgoil-àraich ann an sgoil-àraich le meuran Gàidhlig agus Beurla (Na Bràighean). Bha a dhà de na h-ionadan seo ann am meadhan na h-Alba agus bha aon ann an ceann a tuath na dùthcha. Rinn sinn còig cuairtean de dh’amharcan eagaraichte thairis air bliadhna, a’ clàradh na bha a’ chlann a’ dèanamh, na goireasan a bha iad a’ cleachdadh, na modhan freagairt aca, an cànan a bha iad a’ cleachdadh le inbhich is co-aoisean agus na gnìomhan teagaisg aig an luchd-cleachdaidh. Thug sinn fa-near do na cothroman ionnsachaidh, na stuthan agus na taisbeanaidhean a bha san t-seòmar-chluiche, a’ gabhail aire shònraichte do na goireasan agus na cleasan a bha co-cheangailte ri bhith a’ solarachadh àrainneachd bheairteach airson a bhith ag ionnsachadh cànan m.e. leabhraichean, pupaidean, seinn, cùl-taic airson cluiche dràmadach. Air an t-siathamh tadhal againn do gach ionad, thug sinn cuireadh dhan a’ chloinn gus com-pàirt a ghabhail ann an còmhraidhean structaraichte mu bhith a’ cleachdadh na Gàidhlig san t-seòmar-chluiche. A bharrachd air sin, bha agallamhan le luchd-cleachdaidh agus manaidsearan sgoil-àraich a’ còmhdach chuspairean leithid amasan an ionaid, teagasg cànain agus ro-innleachdan ionnsachaidh, dòighean gus adhartas na cloinne a chlàradh agus dealbhadh airson tuilleadh leasachaidh. Bha sinn faiceallach gun robh cead againn gus com-pàirt a ghabhail bho mhanaidsearan gach ionaid, an luchd-cleachdaidh a bha ag obair annta agus pàrantan na cloinne a bha sinn air a thaghadh airson amharc orra gu sònraichte. Nuair a thug sinn cuireadh dhan a’ chloinn gus bruidhinn ris an neach-rannsachaidh rinn sinn cinnteach gun robh iad deònach sin a dhèanamh agus thug sinn spèis dhan roghainn aca mura robh iad airson com-pàirt a ghabhail no ma bha iad airson fàgail mus robh an còmhradh structaraichte air a chrìochnachadh air fad. toRaidhean RannsaChaidh4 dè tha clann a’ dèanamh san t-seòmar-chluiche? Anns gach fear de na seòmraichean-cluiche a ghabh com-pàirt san sgrùdadh seo bhathar an dùil gun dèanadh a’ chlann taghadh bho raon chleasan is ghoireasan a bha air an cur mun coinneamh. Tha an dàta againn a’ sealltainn nan taghaidhean a rinn a’ chlann fhèin bho na roghainnean a bha rim faotainn, agus na cleasan dhan deach an tarraing nuair a bha aca ri com-pàirt a ghabhail ann an cleasan buidhne goirid fo stiùir inbheach, no amannan nuair a bha a’ chlann air an toirt còmhla fo stiùir inbheach m.e. airson seinn aig deireadh an t-seisein. Bha na rudan a bha air an tabhann diofraichte thar nan ionadan agus chaidh amharc air a’ chloinn rè ùine a’ sireadh rudan san robh ùidh aca fhèin gu pearsanta (m.e. a’ cluiche ‘teaghlaichean’, a’ tarraing dhealbhan) no a’ roghnachadh goireasan sònraichte a chleachdadh m.e. gainmheach no acfhainn togail. Ach a dh’aindeoin seo bha diofaran eadar ionadan a thaobh solar chothroman ionnsachaidh a dh’fhaodadh a bhith gu sònraichte buntainneach do sheòmraichean-cluiche airson bogadh cànain. Mar eisimpleir, sna còig amannan amhairc againn cha deach pupaidean a chleachdadh ach ann an aon ionad, bha leughadh sgeulachdan ann am buidhinn air tachairt uaireannan ann an dà ionad ach cha deach fhaicinn idir san treas ionad. Cha robh mòran chothroman rim faighinn ann an gin dha na h-ionadan airson cleasan buidhne eile a dh’fhaodadh taic a chur ri ionnsachadh cànain, leithid aithris rannan corraige is bàrdachd, sgeulachd a chluinntinn bho inbheach, no clann ag innse naidheachdan dha chèile. Bha leabhraichean Gàidhlig air an taisbeanadh anns gach ionad agus bha na leabhraichean ag atharrachadh rè ùine. Ach, bha an àireamh leabhraichean a bha rim faotainn ag atharrachadh sna h-ionadan agus sa Bhaile Ùr bha leabhraichean Beurla cuideachd ann an àrainn an leabharlainn seach gun robhar a’ cleachdadh an aon àite airson foghlam tro mheadhan na Beurla. Bha am pailteas chothroman cluiche ann le goireasan ‘saoghal beag’, doileagan agus cùl-taic airson cluich dràmadach, ach gu math na bu lugha de chleasan air an dealbhadh gus taic a thoirt do leasachadh cànain airson breithneachadh agus cha robhar a’ dèanamh ach feum cuingealaichte de theicneòlasan gus tuigse agus cleachdadh na Gàidhlig a bhrosnachadh. Nuair a tha sinn a’ coimhead air na tha clann a’ dèanamh a thaobh raointean curraicealaim tha sinn a’ faicinn gun deach amharc orra mar bu trice a’ gabhail com-pàirt ann an cleasan a dh’fhaodadh a bhith air an seòrsachadh mar a’ buntainn ris na h-ealain fhaireachdail agus leasachadh cànain. ClàR 1 Cha deach amharc orra cho tric a’ gabhail com-pàirt ann an cleasan co-cheangailte ri slàinte is mathas, matamataig agus saidheans. Ach, bha barrachd cuideam air àireamhan aig Na Blàir Àrda na bha sna h-ionadan eile agus bha pròiseact sealach sna Bràighean a’ togail na h-ìre com-pàirteachais ann an cleasan saidheans. ’S ann ainneamh a chaidh amharc air a’ chloinn sna trì ionadan seo a’ gabhail com-pàirt ann an cleasan a’ buntainn ri trì raointean den churraicealaim: tuigse creideimh is moralta; saidheans sòisealta agus teicneòlas. Ged nach eil am fòcas air ealain fhaireachdail agus cànan idir na iongnadh, cha robh dùil ris a’ chion com-pàirteachais le teicneòlas, ach dh’fhaodte gu bheil seo mar thoradh air na teicneòlasan a tha rim faotainn san t-seòmar-chluiche agus cho tarraingeach ’s a tha iad an coimeas ris na goireasan nas traidiseanta. Stèidhichte air a seo, a rèir coltais dh’fhaodte nach eil clann sna seòmraichean-cluiche seo a’ cur eòlas air farsaingeachd iomlan nan raointean curraicealaim ris am biodh dùil airson na Tràth Ìre, no co-dhiù sna taghaidhean cunbhalach, làitheil aca san t-seòmar-chluiche. ’S e dòigh eile air coimhead air mar a bha a’ chlann a’ cur seachad an ùine san t-seòmar-chluiche a bhith a’ coimhead air an gnìomhan is an giùlain. Le bhith ga làimhseachadh san dòigh seo tha an dàta againn a’ nochdadh gun robh a’ chlann anns gach ionad a’ cur seachad barrachd ùine a’ sgioblachadh agus a’ gluasad na chuir iad seachad air gnìomh sam bith eile. Ann an Clàr 1 tha sinn air liosta a dhèanamh de na cleasan a bu trice air an do dh’amharc sinn anns gach ionad, cuide ri co-roinn de na h-amharcan uile san ionad sin, air an cunntas a rèir gach seòrsa cleas. Cha deach cleasan a chaidh amharc na bu lugha na 5% den ùine a ghabhail a-steach sa chlàr seo idir. Cleasan a Chaidh aMhaRC tRiC sna seòMRaiChean-CluiChe aM Baile ÙR Sgioblachadh/gluasadan na BRàighean 35% Cluiche dràmadach/cluich na BlàiR àRda Sgioblachadh/gluasadan 15% Sgioblachadh/gluasadan 28% Seinn sa Ghàidhlig 13% Àireamh 11% mas-fìor 9% Gainmheach 12% Dèanamh dhealbhan Seinn sa Ghàidhlig 7% Cabadaich 8% /sgrìobhadh/peantadh 9% Togail 6% Saidheans 7% Cluich corporra 9% Coimpiutair/teicneòlasan 6% Làimh-chiùird 7% Èist ri sgeulachd sa Ghàidhlig 7% Seinn sa Ghàidhlig 6% mas-fhìor 6% Cluiche ‘saoghal beag’ 5% Coimpiutair/teicneòlasan 6% Togail 5% Cluiche dràmadach/cluich Tha dà rud gu h-àraid follaiseach mu na igearan seo. ’S e a’ chiad fhear gun deach tòrr ùine a chosg a’ sgioblachadh no a’ gluasad eadar diofar thràthan tron latha (m.e. feitheamh gus an cruinnicheadh a h-uile duine dhan aon bhuidhinn, a’ cur orra aodach airson a dhol a-mach). ’S e an dàrna fear gu bheil atharrachaidhean thar nan ionadan. Mar eisimpleir chaidh seinn sa Ghàidhlig a thoirt fa-near ann an 13% de na h-amharcan sna Bràighean ach dìreach ann an 7% agus 6% sna h-ionadan eile. Tha cluich corporra a’ dèanamh suas 9% airson aon ionad ach nas lugha na 5% ann an àiteachan eile, agus ged a chaidh amharc air clann a’ Bhaile Ùir a’ gabhail com-pàirt ann an cluich dràmadach ann an 9% de na h-amharcan, bha seo sìos gu 6% sna Bràighean agus na bu lugha na 5% aig Na Blàir Àrda. Am measg nan cleasan sin nach deach fhaicinn cho tric bha còmhradh ann am buidhnean beaga le inbheach, coimhead air leabhraichean agus a’ cluiche ceòl. dè an cànan a bhios clann a’ cluinntinn agus a’ cleachdadh san t-seòmar-chluiche? Ged a bha gach fear de na h-ionadan ag amas air bogadh sa chànan a thoirt seachad, tha e soilleir gu bheil a’ Bheurla a’ brùthadh a-steach. Ann am beagan a bharrachd air leth nan tràthan amhairc thar nan ionadan uile bha a’ chlann a’ cluinntinn na Gàidhlig. Bha a’ chlann a’ cluinntinn na Beurla ann an 27-37% de àireamh iomlan nan amharcan. Bhiodh luchdcleachdaidh a’ cleachdadh na Beurla gus bruidhinn ri luchd-tadhail agus pàrantan. Chaidh an cluinntinn ag ath-aithris sa Bheurla gus tuigse a neartachadh no gus leanabh a bha mì-thoilichte a chomhfhurtachadh. ClàR 2 Cànan a Bha Clann a’ BRuidhinn san t-seòMaR-ChluiChe a’ bruidhinn Beurla a’ bruidhinn gàidhlig nach robh a’ bruidhinn na BRàighean 65% 20% 15% aM Baile ÙR 62% 8% 31% na BlàiR àRda 53% 13% 34% Tha Clàr 2 a’ sealltainn na co-roinn de dh’amannan amhairc thar na bliadhna nuair a chaidh toirt fa-near gun robh a’ chlann air an robhar ag amas gu sònraichte a’ bruidhinn sa Bheurla, sa Ghàidhlig no nach robh iad a’ bruidhinn idir. Sna h-ionadan seo bha a’ chlann a’ bruidhinn sa Bheurla fada na bu trice na bha iad a’ bruidhinn sa Ghàidhlig, ach airson luchd-ionnsachaidh dh’fhaodte nach eil seo na iongnadh, agus chan eil seo idir na fhianais air na tha iad a’ tuigsinn sa Ghàidhlig. Ach, tha an t-eadar-dhealachadh eadar na h-ionadan airidh air sgrùdadh a bharrachd. Mar eisimpleir, dè na cleachdaidhean a dh’fhaodas a bhith air an co-roinn gus dèanamh cinnteach gu bheil clann uile ann an ionadan FMG a’ cleachdadh na Gàidhlig gu na h-ìrean as àirde a thathar a’ sealltainn ann an Clàr 2? 21% de na h-amannan amhairc ach aig Na Blàir Àrda cha robh seo ach aig 13%. Ach, cha robh inbheach a’ gabhail com-pàirt ann an cleasan na mòr-chuid den chloinn rè na mòr-chuid de na h-amharcan (a’ dol bho 61-70% den iomlan thar nan ionadan). Tha na toraidhean seo a’ nochdadh a’ cho-aonta air cleachdadh iomchaidh ro-sgoile ann an Alba agus na co-mheasan inbheach:pàiste sna seòmraichean-cluiche. Ach tha iad a’ togail cheistean a thaobh co dhiubh a tha na rudan a thathar a’ meas freagarrach airson solar tro mheadhan na Beurla cuideachd a’ freagairt air ionadan bogaidh far a bheil a’ chlann an crochadh air luchd-cleachdaidh gus cothrom a thoirt dhaibh chun a’ chànain a tha iad ag ionnsachadh agus tro bheil iad ag ionnsachaidh. Tha e soilleir bhon fhianais againn gu bheil a’ chlann a’ bruidhinn ri chèile sa Bheurla. Le glè bheag dhen chloinn a’ tighinn bho dhachannan far a bheilear a’ bruidhinn na Gàidhlig, ’s e a’ Bheurla a bhios iad a’ cleachdadh am measg a chèile, agus ann an àrainneachd ionnsachaidh a tha air a stiùireadh leis a’ chloinn fhèin, agus far a bheil iad a’ gabhail com-pàirt ann an cleasan len co-aoisean gun inbheach a bhith an làthair, chan eil e na iongnadh gu bheilear a’ cleachdadh na Beurla. Bha amannan far an robh a’ chlann a’ cur seachad ùine leotha fhèin còmhla ri neach-cleachdaidh gu math an-àbhaisteach (ag atharrachadh thar ionadan bho 1-4% de àireamh iomlan nan amharcan) ach bha a’ chlann na bu bhuailtiche eòlas fhaighinn air buidhnean beaga còmhraidh, geamaichean agus cleasan air an stiùireadh le inbheach. Aig Na Bràighean agus Am Baile Ùr bha an seòrsa eadar-obrachaidh seo a’ tachairt air Nuair a bhathar a’ cluinntinn na cloinne a’ cleachdadh na Gàidhlig b’ ann gu mòr ann an co-theacsa àmsgeulachdan no seinn, air a stiùireadh le inbheach. Bha iad cuideachd air an clàradh a’ toirt freagairt cheart sa Ghàidhlig a thaobh ainm an latha no na mìos, a’ cunntais gu h-aithriseach no a’ cleachdadh abairtean cumanta mar ‘tapadh leibh’, ag iarraidh a dhol dhan taigh-bheag no ‘àm sgioblachaidh’ (abairtean a tha gu h-àbhaisteach air liostaichean cànan ‘amais’ nan ionadan). B’ urrainn do chuid dhen chloinn na cleasan ainmeachadh sa Ghàidhlig (m.e. gainmheach no uisge). Ged a dh’fhaodadh an cleachdadh seo a thaobh na Gàidhlig a bhith cuideachail gus a’ chlann a dheasachadh airson a dhol air adhart gu cleachdaidhean cunbhalach na bun-sgoile, chan eil coltas ann gu bheil e, aig an ìre seo, ag uidheamachadh na cloinne le cànan còmhraidh no cànan le brìgh phearsanta aig an ìre seo. a bheil a’ chlann a’ gabhail com-pàirt? A dh’aindeoin dè an cleas sa bheil iad a’ gabhail compàirt, tha clann nas buailtiche ionnsachadh nuair a tha iad a’ gabhail com-pàirt gu dlùth. Tha na cleasan seo riarachail cuideachd agus a’ neartachadh fèin-spèis na cloinne agus a’ fosgladh an comasan ionnsachaidh. Rè nan amharcan seo chlàr sinn ìrean com-pàirteachaidh na cloinne a’ cleachdadh sgèile ceithir-phuingeach a chaidh a leasachadh ann an sgrùdaidhean a rinneadh roimhe: gun a bhith a’ gabhail com-pàirt; a’ gabhail com-pàirt ach buailteach aire a chall; a’ gabhail com-pàirt ach dh’fhaodadh aire a chall; a’ gabhail com-pàirt gu dlùth. Bha na h-ìrean com-pàirteachaidh diofraichte thar nan ionadan. Aig a’ Bhaile Ùr bha còrr is dà uidhir nan amannan ann nuair nach robh a’ chlann a’ gabhail com-pàirt agus dìreach dà thrian far an robh iad a’ gabhail com-pàirt gu dlùth, an coimeas ris an dà ionad eile. Thairis air na trì ionadan thug sinn fa-near nuair a bha a’ chlann a’ cluinntinn na Gàidhlig, gur e an ìre chom-pàirteachaidh as trice a chunnaic sinn ‘a’ gabhail com-pàirt ach buailteach aire a chall’. Nuair a bhathar a’ cleachdadh na Beurla bha cuid ‘a’ gabhail com-pàirt ach buailteach aire a chall’ ach bha feadhainn eile na bu bhuailtiche a bhith a’ gabhail com-pàirt agus gun a bhith cho buailteach aire a chall. Tha e inntinneach toirt fa-near nuair a bha a’ chlann leotha fhèin no còmhla ri càch ach gun a bhith a’ còmhradh gur e ‘a’ gabhail com-pàirt gu dlùth’ an ìre chom-pàirteachaidh a bu trice a chaidh amharc. Ged a tha na h-amannan seo nuair a tha a’ chlann a’ gabhail com-pàirt gu dlùth nan deagh chomharran ionnsachaidh, air am bu chòir fàilte a chur, ’s e amannan a th’ annta cuideachd nuair nach eilear a’ faighinn eòlas sam bith air a’ Ghàidhlig. Le bhith a’ leasachadh cleachdadh gus am bi clann anns gach ionad a’ gluasad gu ruige barrachd amannan nuair a tha iad a’ gabhail com-pàirt gu dlùth, agus a’ gabhail com-pàirt nas dlùithe nuair a tha iad ag èisteachd ri agus a’ freagairt sa Ghàidhlig, bu chòir gun toireadh seo taic do na tha iad a’ coileanadh thar nam builean ionnsachaidh uile agus mar a tha iad a’ togail na Gàidhlig. dÙBhlain aiRson solaR Ro-sgoile tRo Mheadhan na gàidhlig a’ dèanamh cho-dhùnaidhean mu phrìomhachasan is dhùilean > Ann a bhith a’ leasachadh cleachdadh feumar beachdachadh air adhbharan an t-solair, a’ dèanamh cho-dhùnaidhean mu phrìomhachasan agus a’ lorg dhòighean gus aghaidh a chur ris na duilgheadasan soilleir agus iom-fhillte a bhios a’ tighinn am bàrr ann an ro-sgoil tro mheadhan na Gàidhlig. Mar eisimpleir, am bu chòir fòcas a bhith air cruthan agus cleachdaidhean àraid cultarail? Dè a bu chòir a ‘thoirt a-nall’ bho sholar agus ghoireasan Beurla? Am bu chòir dùil a bhith ann gun ionnsaich pàrantan a’ Ghàidhlig cuide rin cuid cloinne? a’ trèanadh agus a’ fastadh luchd-cleachdaidh > Tha solar a tha a’ toirt seachad bogadh sa Ghàidhlig aig ìre àrd càileachd a’ cur feum air luchd-cleachdaidh : (i) aig a bheil tuigse leasaichte air dòighean-obrach a tha a’ toirt taic do chloinn òga fhad’s a tha iad ag ionnsachadh mu agus tro chànan nach eil iad a’ cluinntinn san dachaigh no sa choimhearsnachd; (ii) a tha misneachail agus ileanta sa Ghàidhlig, comasach freagairt luath a thoirt do dh’iarrtasan na cloinne a thig air làrach nam bonn, agus bruidhinn mu raon farsaing chuspairean; agus (iii) stiùireadh làithreach mu chleachdaidhean matha ro-sgoile a thuigsinn is a chur an gnìomh. Tha am foghlam proifeasanta tùsail a tha ri fhaotainn an-dràsta gu mòr tro mheadhan na Beurla, tha cion leasachadh leantainneach proifeasanta ann a tha ag amas air a’ Ghàidhlig agus tha gainnead luchd-labhairt Gàidhlig ann bhon urrainnear luchd-cleachdaidh ùr fhastadh. Tha na nithean seo uile a’ ciallachadh gu bheil e doirbh dèanamh cinnteach gu bheil luchdcleachdaidh sna h-ionadan uile a’ coinneachadh ris na slatan-tomhais seo. Bhiodh càileachd foghlam ro-sgoile FMG air a neartachadh le bhith a’ cur buidheann le eòlas proifeasanta mu sholar bogaidh sa Ghàidhlig an gnìomh sna tràth-bhliadhnachan agus le bhith a’ dèanamh cinnteach gun urrainn do luchdcleachdaidh uile an t-eòlas seo a cho-roinn. a’ coileanadh bhuilean ionnsachaidh > Tha ro-sgoiltean FMG a’ tabhann raon farsaing chleasan agus a’ brosnachadh na cloinne gus raon iomchaidh de mhodhan a leasachadh, ach tha an fhianais againn a’ nochdadh nach eil iad, dh’fhaodte, a’ còmhdach gach taobh den churraicealaim. Mar sin dh’fhaodte gu bheil iad a’ cur eòlas air raon diofraichte chothroman ionnsachaidh an coimeas rin co-aoisean ann an solar tro mheadhan na Beurla. Cò dhiubh is e toradh nach gabh a sheachnadh a tha seo a thaobh foghlam bogaidh, ach air a chothromachadh leis na buannachdan a tha an lùib a bhith ag ionnsachadh cànan eile, no cò dhiubh is e adhbhar iomagain a th’ ann, bu chòir seo a dheasbad agus aithneachadh nuair a thathar a’ dealbhadh agus a’ measadh. Feumar sgrùdadh a dhèanamh air na dùbhlain inntinneil a tha an lùib cuid de raointean a’ churraicealaim do chloinn a tha ag ionnsachadh ann an cànan ùr, agus feumar aire a ghabhail dhan a seo a thaobh nan toraidhean ris a bheil dùil bho sholar FMG. Dh’fhaodte nach eil cuid de mhodhan a bhios a’ cur ri ionnsachadh a’ cur feum air cànan (m.e. a’ gleusadh sgilean motoir fìnealta) no tha iad buailteach a bhith fada nas leasaichte sa Bheurla (m.e. cluich mas-fhìor). Feumar cothromachadh a lorg eadar a bhith a’ brosnachadh nam modhan seo le uallaichean mu bhith a’ meudachadh na bhios a’ chlann a’ faighinn de Ghàidhlig. a’ leasachadh eòlas-teagaisg > Ann an suidheachaidhean bogaidh, far a bheil clann an crochadh air inbhich airson slighe a-steach gu cànan ionnsachaidh, tha frèam-taic bho luchd-cleachdaidh a bhios a’ gabhail com-pàirt ann an eadar-obrachaidhean ioma-mhodhach (m.e. gluasadan, taisbeanaidhean, comharran faicsinneach) riatanach. Ach, tha an dàta againn a’ sealltainn nach robh seo a’ tachairt tric sna cleasan 1:1 no buidhne bige còmhla ri inbheach. Ged a thathar a’ gabhail ri cudromachd eadar-obrachadh le inbhich ann an stiùireadh làithreach a thaobh cleachdadh iomchaidh, thathar cuideachd an dùil gun ionnsaich clann an an suidheachaidhean ro-sgoile fhad ’s a tha iad a’ compàirteachadh le co-aoisean no a’ rannsachadh, a’ cleasachd no a’ dèanamh rudan leotha fhèin. ’S e roinnleachdan teagaisg luachmhor a tha ann a bhith a’ cur cheistean a ghabhas leudachadh, a’ brosnachadh smaoineachadh co-roinnte agus seasmhach, agus ag iarraidh air cloinn ceistean fhuasgladh ach dh’fhaodte This Project was funded by the British Academy nach eil iad buileach cho luachmhor nuair a tha cothrom cuingealaichte aca air cànan an t-seòmairchluiche. Tha e riatanach beachdachadh air cò dhiubh a dh’fhaodas àireamhan luchd-obrach/cloinne, agus dùilean a thaobh eòlas-teagaisg a bhith air an toirt a-nall bho sholar tro mheadhan na Beurla gu solar tro mheadhan na Gàidhlig. a’ toirt taic do chom-pàirteachas > Tha ionnsachadh air àrach le amannan de chompàirteachadh dlùth. ’S e an dùbhlan do sholar tro mheadhan na Gàidhlig dèanamh cinnteach gu bheil a’ chlann a’ cur eòlas air ìrean àrda com-pàirteachaidh ann an cleasan far a bheilear a’ cleachdadh no a’ cluinntinn na Gàidhlig. Tha clann nas buailtiche pàirt a ghabhail nuair a tha cothrom aca fhèin an rud sa bheil iad a’ gabhail com-pàirt a thaghadh agus nuair a tha na cleasan a tha air an tabhann co-cheangailte gu soilleir ri eòlasan fìor. Tha teicneòlas a’ tabhann cothrom com-pàirt a ghabhail le goireasan a tha brosnachail dhan a’ chloinn agus a chuireas ris a’ chùltaic a bheir luchd-cleachdaidh eòlach seachad. Ach, cha robh na goireasan teicneòlais a bha rim faotainn sna h-ionadan a ghabh com-pàirt san sgrùdadh seo ro tharraingeach agus b’ ann cuingealaichte a bha an comas gus taic a thoirt do ionnsachadh. Tha teicneòlasan ùra leithid an iPad a’ tabhann barrachd agus, cuide ri nithean cumanta mar chamarathan didseatach, bidh clann eòlach orra agus fosglaidh seo cothroman airson a bhith a’ cruthachadh is a’ conaltradh sa Ghàidhlig. Tha feum air obair leasachaidh thar roinn ro-sgoile FMG gus cothromachadh a thoirt air iarrtasan diofraichte (i) cluiche saorsail agus modhan ionnsachadh cànain agus (ii) cleasan fìor, ùr-nodha agus fosgladh gu cultar na Gàidhlig. endnotes 1 Stephen C., McPake J., McLeod W., Pollock I. & Carroll T. (2010) Breithneachadh air Foghlam Tràth agus Cùram Cloinne Meadhan Gàidhlig. Rannsachadh Sòisealta Riaghaltas na h-Alba, Toraidhean Rannsachaidh Àir. 57 ri fhaotainn aig http://www.scotland.gov.uk/ Resource/Doc/315694/0100403.pdf 2 Le seòmar-cluiche tha sinn a’ ciallachadh nan àrainnean uile a-staigh agus a-muigh a bha a’ chlann a’ cleachdadh anns gach ionad. 3 Tràth-bhliadhnachan: Curraicealam airson Sàr-mhathais, Foghlam Alba ri fhaotainn aig http://www.ltscotland.org.uk/earlyyears/ curriculum/index.asp 4 ’S e ainmean-brèige a tha sna h-ainmean-àite agus ann an ainmean nan daoine uile. Contact details Dr Christine Stephen, University of Stirling. Email: christine.stephen@stir.ac.uk Joanna McPake, University of Strathclyde. Email: joanna.mcpake@strath.ac.uk Dr Wilson McLeod, University of Edinburgh. Email: wmcleod@staffmail.ed.ac.uk The University of Stirling is a charity registered in Scotland, number SC 011159. Photography: ©istockphoto.com/enjoynz & dcdp