Gaeilge Gaming

2016 ◽  
Vol 6 (4) ◽  
pp. 22-38 ◽  
Author(s):  
Gene Dalton ◽  
Ann Devitt
Keyword(s):  
Language Learning ◽  
School Children ◽  
Primary School Children ◽  
Language Community ◽  
Factors Associated ◽  
Novel Approach ◽  
Gaming Technology ◽  
Team Interactions ◽  
Approach To Teaching ◽  
Central Statistics Office

In the 2011 census almost one in three Irish teenagers claimed to be unable to speak Irish (Central Statistics Office, Ireland, 2012), despite the language being taught daily in school. The challenges facing the Irish language in schools are complex and multifaceted. The research reported here attempts to address some of these challenges by adopting a novel approach to teaching Irish to primary school children using an online detective game. This paper details how a group of 10 year old children (n = 17) report their experience of the game, and how this compares to its proposed affordances for language learning. Overall, the children responded very positively, and identified significant motivational factors associated with the game, such as rewards, positive team interactions, challenge and active learning. Their feedback demonstrates that this use of gaming technology has the potential to support children's language learning through creating a language community where users are motivated to use Irish in a meaningful way.

Gaeilge Gaming

2019 ◽  
pp. 1093-1110
Author(s):  
Gene Dalton ◽  
Ann Devitt
Keyword(s):  
Active Learning ◽  
Language Learning ◽  
School Children ◽  
Primary School Children ◽  
Language Community ◽  
Novel Approach ◽  
Gaming Technology ◽  
Team Interactions ◽  
Approach To Teaching ◽  
Central Statistics Office

In the 2011 census almost one in three Irish teenagers claimed to be unable to speak Irish (Central Statistics Office, Ireland, 2012), despite the language being taught daily in school. The challenges facing the Irish language in schools are complex and multifaceted. The research reported here attempts to address some of these challenges by adopting a novel approach to teaching Irish to primary school children using an online detective game. This paper details how a group of 10 year old children (n = 17) report their experience of the game, and how this compares to its proposed affordances for language learning. Overall, the children responded very positively, and identified significant motivational factors associated with the game, such as rewards, positive team interactions, challenge and active learning. Their feedback demonstrates that this use of gaming technology has the potential to support children's language learning through creating a language community where users are motivated to use Irish in a meaningful way.

Language Education and primary school children: the story of using stories

2019 ◽  
Vol 15 (2-2019) ◽  
pp. 157-169 ◽  
Author(s):  
Christina Nicole Giannikas
Keyword(s):  
Longitudinal Study ◽  
Action Research ◽  
Primary School ◽  
Language Learning ◽  
Language Learners ◽  
School Children ◽  
Research Study ◽  
Language Education ◽  
Primary School Children ◽  
Western Greece

The present study concentrates on the development of interactive skills in the L2 and the pedagogical aspects of Young Language Learners’ (YLLs) through the use of story telling. Such an approach reveals the benefits of encouraging creativity in learning and, as a result, captures the dynamics of the classroom and the progress of the learner. The data derives from an Action Research study carried out as part of a longitudinal study in South Western Greece, where storytelling is a neglected language learning source. The research concentrates on YLLs of a Beginners level, aged 7-9 years old. The results show the advantageous use of Action Research as a tool of intervention to apply necessary change in language teaching contexts.

Can WordBricks Make Learning Irish More Engaging for Students?

2019 ◽  
Vol 9 (2) ◽  
pp. 20-39
Author(s):  
Monica Ward ◽  
Maxim Mozgovoy ◽  
Marina Purgina
Keyword(s):  
Primary School ◽  
Language Learning ◽  
School Children ◽  
Visual Learning ◽  
Age Groups ◽  
Primary School Children ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Paradigm ◽  
Typical School

Learning a language is challenging and it is important that learners be kept motivated throughout the process. Many Irish primary school children are not particularly motivated to learn the language and there are few computer assisted language learning (CALL) resources available to them. WordBricks is an app that enables learners to construct only grammatically correct sentences. It leverages a visual learning paradigm and has a Scratch-like interface. It was originally developed for English, and more recently has been expanded to cater for Irish. This article investigates if using Irish WordBricks is both suitable and usable for primary school learners, if it is pedagogically appropriate for them and if it is enjoyable for them. The WordBricks app was tested by five classes of two different age groups in a typical school in Ireland. This article reports on the results of the WordBricks deployment and the feedback of students and teachers.

scholarly journals Family-based factors associated with overweight and obesity among Pakistani primary school children

2011 ◽  
Vol 11 (1) ◽  
Author(s):  
Muhammad Umair Mushtaq ◽  
Sibgha Gull ◽  
Ubeera Shahid ◽  
Mahar Muhammad Shafique ◽  
Hussain Muhammad Abdullah ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Overweight And Obesity ◽  
Primary School Children ◽  
Factors Associated ◽  
Family Based

scholarly journals Factors associated with anemia among Sri Lankan primary school children in rural North Central Province

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Gayani Shashikala Amarasinghe ◽  
Naotunna Palliya Guruge Chamidri Ra Naottunna ◽  
Thilini Chanchala Agampodi ◽  
Suneth Buddhika Agampodi
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Sri Lankan ◽  
Central Province ◽  
North Central ◽  
Factors Associated ◽  
North Central Province

scholarly journals Prevalence and factors associated with warts in primary school children in Tema District, Sohag Governorate, Egypt

2019 ◽  
Vol 94 (1) ◽  
Author(s):  
Nagwa Essa ◽  
Medhat A. Saleh ◽  
Rasha M. Mostafa ◽  
Emad A. Taha ◽  
Taghreed A. Ismail
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Factors Associated

scholarly journals Exploring the pandemic through language learning and multicultural studies

2021 ◽  
pp. 113-118
Author(s):  
Stephan Caspar
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Employability Skills ◽  
Learning Methods ◽  
Cultural Understanding ◽  
Social Community ◽  
Novel Approach ◽  
Agents Of Change ◽  
Approach To Teaching

This piece offers a reflection on how language learning and multicultural studies during the pandemic have highlighted the potential to help communities draw parallels with, and face wider issues concerning, minorities within a challenged society. Through storytelling, a novel approach to teaching and learning helps students find their voice and become active agents of change. A review of teaching and learning methods may bring about improvements both in academia and individual circumstances to help bridge the gap between loneliness and the need to be part of a wider social community. This article reiterates the importance of language learning, cultural understanding, and identity as useful employability skills for the new global graduates to support, rebuild, and unite communities especially in challenging times.

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