Picture of sea vessel plough through rough maritime conditions

Innovations in marine technology, pioneered through Open Access research...

Strathprints makes available scholarly Open Access content by researchers in the Department of Naval Architecture, Ocean & Marine Engineering based within the Faculty of Engineering.

Research here explores the potential of marine renewables, such as offshore wind, current and wave energy devices to promote the delivery of diverse energy sources. Expertise in offshore hydrodynamics in offshore structures also informs innovations within the oil and gas industries. But as a world-leading centre of marine technology, the Department is recognised as the leading authority in all areas related to maritime safety, such as resilience engineering, collision avoidance and risk-based ship design. Techniques to support sustainability vessel life cycle management is a key research focus.

Explore the Open Access research of the Department of Naval Architecture, Ocean & Marine Engineering. Or explore all of Strathclyde's Open Access research...

Professional development programmes for teachers moving from majority to minoritised language medium education : lessons from a comparative study

McPake, Joanna and McLeod, Wilson and O'Hanlon, Fiona and Fassetta, Giovanna and Wilson, Mona (2016) Professional development programmes for teachers moving from majority to minoritised language medium education : lessons from a comparative study. Language Policy. pp. 1-27. ISSN 1573-1863

[img]
Preview
Text (McPake-etal-LP2016-professional-development-programmes-for-teachers-moving)
McPake_etal_LP2016_professional_development_programmes_for_teachers_moving.pdf
Final Published Version
License: Creative Commons Attribution 4.0 logo

Download (530kB) | Preview

Abstract

Education through the medium of a minoritised language is widely regarded as a critical component of language revitalisation initiatives. Given the demographic and social position of many minoritised languages, however, it may not be easy to find teachers who are fluent and literate in the language, confident about using and teaching it, and prepared for the demands of working in classrooms where the language is the medium of instruction. This article presents findings from a comparative study of teacher education programmes adopted in Catalonia, the Basque Autonomous Community, Wales and New Zealand, to prepare teachers to teach through the media of Catalan, Basque, Welsh and Māori respectively. The research was conducted to inform new professional development initiatives in Scotland, designed to enable qualified teachers to transfer from English-medium to Gaelic-medium education. The findings have wider relevance for other contexts in which the recruitment, professional development and retention of teachers to work in minoritised language medium education represent a challenge.