Appendix 1 - Definition of terms
Definition of terms related to Gàidhlig as used in this report.
| Term | Definition |
| Advice on Gaelic Education | HM Inspectors produced the Advice on Gaelic Education to give professional advice and share analysed inspection findings on matters relating to Gàidhlig Medium and Learner Education. In particular, it has set expectations for immersion approaches and self-evaluation. HM Inspectors use the Advice on Gaelic Education with quality improvement frameworks to evaluate the distinctive features of Gàidhlig Education. |
| Bòrd na Gàidhlig | The main statutory body charged with the responsibility of securing the future of Gàidhlig. |
| Comann nam Pàrant | Organisation to support parents with Gàidhlig Medium Education. |
| Cròileagan | Playgroup provision through the medium of Gàidhlig. |
| Gaelic (Learners) | In English Medium Education, the programme for young people to learn Gàidhlig is referred to as Gaelic (Learners). |
| Gaelic Learner Education | Children may learn Gàidhlig as a second language in English medium schools, often alongside another European language. In primary, this is referred to as Gaelic Language Learning. The equivalent in secondary programme is referred to as Gaelic (Learners). When referring to both the provision in primary and secondary this report uses Gaelic Learner Education. |
| Gàidhlig Medium Education | In Gàidhlig Medium Education, all education takes place through the medium of Gàidhlig. This begins with a total Gàidhlig immersion phase until P4 and is followed by an immersion phase. The aim of Gàidhlig Medium Education is to enable children and young people to be bilingual and have equal fluency in both Gàidhlig and English. Young people who are fluent in Gàidhlig study literacy and Gàidhlig in S1-3 and Gàidhlig in the senior phase, along with other curricular contexts. |
| Immersion - Total immersion and Immersion |
Immersion in Gàidhlig Medium Education has two stages – Total immersion in the Gàidhlig language to the beginning of P4, and thereafter an immersion phase. In immersion phase, Gàidhlig remains the language of learning, teaching, assessment and socialising. The major difference to total immersion phase is that English language is taught formally. This is through the medium of Gàidhlig. Children and young people are totally immersed in the language with emphasis on receptive skills and then productive skills. By the end of P7, children’s attainment in English language will be broadly similar to that of children in English Medium Education. Immersion should continue into secondary with schools providing progression from primary by delivering curriculum areas and subjects through the medium of Gàidhlig. This is alongside other curricular contexts. Immersion in Gàidhlig language quickly results in children’s fluency to enable them to access the whole curriculum through the medium of Gàidhlig. Teachers choose pedagogy to develop children’s receptive skills initially where they hear and interact with Gàidhlig constantly. This is followed by productive skills. Learning through immersion is supported, promoted and strengthened with a language rich environment where Gàidhlig is heard and seen. Children and young people engage in Gàidhlig cultural and other language related activities to set Gàidhlig within context. Children and young people should engage in activities through the medium of Gàidhlig beyond the sgoil to extend and deepen their fluency. For more information, please see advice written by HM Inspectors, Advice on Gaelic Education. |
| Immersion pedagogy |
Teachers choose immersion pedagogy to develop children’s receptive skills initially where they hear and interact with Gàidhlig constantly. This is followed by receptive skills. Immersion pedagogies include:
Learning through immersion is supported, promoted and strengthened with a language-rich environment and culture where Gàidhlig is heard and seen in and beyond the sgoil. For more information, please see advice written HM Inspectors, Advice on Gaelic Education |