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Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Early Years Immersion: Learning from Children's Playroom Experiences
Author(s): Stephen, Christine
McPake, Joanna
Pollock, Irene
McLeod, Wilson
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Keywords: preschool pedagogy
preschool immersion education
Scottish Gaelic
language revitalisation
young children
early total immersion
Issue Date: Mar-2016
Citation: Stephen C, McPake J, Pollock I & McLeod W (2016) Early Years Immersion: Learning from Children's Playroom Experiences, Journal of Immersion and Content-Based Language Education, 4 (10), pp. 59-85.
Abstract: This paper considers the pedagogic challenges encountered in preschool settings which strive to provide high quality learning experiences across the curriculum for three- to five-year olds while also immersing them in a second language. In our effort to develop an empirically and theoretically informed foundation for the development of pedagogic practices in Gaelic-medium preschools in Scotland, we draw on literature from early years education and from early total immersion, particularly in relation to language revitalisation initiatives, and report the findings from our study of the everyday experiences of young learners in three Gaelic-medium playrooms. The paper concludes with a discussion of the challenges for early years practitioners charged with meeting the goals of both the early years curriculum and early language immersion. It proposes theoretical foundations from which a specific pedagogy and professional practice model forpreschool immersion educationcan be developed, to ensure that these goals are integrated rather than in tension.
Rights: Publisher policy allows this work to be made available in this repository. Published in Journal of Immersion and Content-Based Language Education Vol. 4:1 (2016) pp. 59–85 by John Benjamins Publishing. The original publication is available at:

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