Module Code:
Credits: 20

Module Summary
This module will facilitate competence and confidence in participants’ use of Gaelic in the professional setting. Participants will develop their understanding of basic aspects of Gaelic grammar and the module will target the four language skills of reading, writing, listening and talking, in order to promote accurate Gaelic language use for leading learning in the classroom or for use in a professional setting. Key grammatical areas will be focused upon through individual tasks, group interaction and collaboration, and translation activities.

Module Content
Participants are expected to develop and enrich language skills through collaborative interactions and translation, and through focusing on the following grammatical areas:

1. Pronunciation
2. The verb ‘to be’
3. Regular and irregular verbs
4. Noun gender and the article (singular and plural)
5. The infinitive of the verb
6. Prepositional pronouns
7. Grammatical cases: nominative, dative, genitive and vocative
8. Gaelic orthographic conventions

Learning Outcomes
On successful completion of this module, students should be able to:

• Learning Outcome 1 (LO1):
  Demonstrate a knowledge and understanding of identified Gaelic grammatical rules.
• Learning Outcome 2 (LO2):
  Demonstrate an ability to use identified grammatical rules effectively.
• Learning Outcome 3 (LO3):
  Demonstrate an ability to apply Gaelic Orthographic Conventions (SQA, 2009) to literacy output.

Language Outcomes
On successful completion of this module, students should be able to:

• Language Outcome 1 (LaO1):
  Demonstrate grammatical competence across all language skill areas of listening, talking, reading and writing, to enhance professional practice.

Module Code:
Credits: 20

Module Summary
This module will facilitate a high level of competence and confidence in participants’ use of Gaelic in the professional setting. Participants will develop their understanding of more advanced aspects of Gaelic grammar and the module will target the four language skills of reading, writing, listening and talking, in order to further promote accurate Gaelic language use for leading learning in the classroom or for use in a professional setting. A range of advanced grammatical areas will be focused upon through individual tasks, group interaction and collaboration, and translation activities.

Module Content
Participants are expected to develop and enrich language skills through collaborative interactions and translation, and through focusing on the following grammatical areas:

1. Pronunciation
2. The verb ‘to be’
3. Verbal phrases
4. The passive voice
5. Dative and genitive cases
6. The relative future
7. Possessive pronouns
8. Interrogatives

Learning Outcomes
On successful completion of this module, students should be able to:

• Learning Outcome 1 (LO1):
  Demonstrate an advanced knowledge and understanding of identified Gaelic grammatical rules.
• Learning Outcome 2 (LO2):
  Demonstrate an advanced ability to use identified grammatical rules effectively.
• Learning Outcome 3 (LO3):
  Demonstrate an advanced ability to apply Gaelic Orthographic Conventions (SQA, 2009) to literacy output.

Language Outcomes
On successful completion of this module, students should be able to:

• Language Outcome 1 (LaO1):
  Demonstrate advanced grammatical competence, with accurate use of tone and register, across all language skill areas of listening, talking, reading and writing, to enhance professional practice.

Module Code:
Credits: 20

Module Summary
This module will provide participants with a knowledge and understanding of the key theories, concepts and principles of language acquisition. Opportunities will be provided to consider how these relate to the practice of teaching Gaelic, a minority language, through the immersion approach in a monolingual cultural context. It will consider language acquisition theories relevant to immersion education and examine key cognitive theories of bilingualism and biliteracy, together with the implications of these for curriculum and classroom practice.

The shift that has taken place within language acquisition theories since the early days of immersion education, particularly in relation to pedagogical practices, will be examined. This shift has important implications in the Gaelic medium context for both learner language proficiency and academic achievement. The role of language input and output, together with the need for a greater focus on form within immersion teaching, will be considered in the Gaelic medium and Gaelic learner contexts.

Additionally, international research in relation to issues such as teaching the curriculum through a minority language to first and second language learners, and the assessment of bilingual learners’ knowledge and understanding, will be addressed. Through gaining a pedagogical knowledge and understanding of immersion education and language acquisition, participants will develop relevant skills that can be applied in their own educational setting.

Module Content
Content will cover the following areas:

1. Defining bilingual education, immersion education and the history of immersion education and Gaelic education in Scotland. Theories relating to the characteristics of well-implemented immersion programmes and international examples of best practice.
2. The benefits of bilingualism and biliteracy.
3. Theories that influenced immersion education in its early stages and subsequent theories, including research that is now almost unanimous in recognizing the need for a greater focus on language features, or focus on form, in immersion teaching. Pedagogical theories in relation to Content and Language Integrated Learning (CLIL) and Content Based Language Teaching (CBLT), and language acquisition for first and second language learners.
4. Theory underpinning the teaching of language through content, including a counterbalanced approach to strengthen language proficiency.
5. The impact of linguistic development, bilingualism and biliteracy on classroom practice, school communities and the wider implications for language revitalisation, including linguistic ideology and identity.

Learning Outcomes
On successful completion of this module, students should be able to:

• Learning Outcome 1 (LO1):
  Demonstrate a knowledge and understanding and critical appreciation of the main principles and theory underpinning immersion education and language acquisition methodology.
• Learning Outcome 2 (LO2):
  Demonstrate a knowledge and understanding of the principles and applications of Gaelic immersion education.
• Learning Outcome 3 (LO3):
  Identify and evaluate practice in immersion pedagogy.
• Learning Outcome 4 (LO4):
  Extract and reflect upon information from a range of sources using relevant analytical skills.

Language Outcomes
On successful completion of this module, students should be able to:

• Language Outcome 1 (LaO1):
  Develop professional language in Gaelic to present to an audience and to engage in personal and collaborative discussion relating to Gaelic education, immersion education, language acquisition and the evaluation of Gaelic policy and practice.
• Language Outcome 2 (LaO2):
  Demonstrate a developing ability to apply Gaelic grammatical guidance to all areas of literacy.