Minority Language Advising in the Workplace

292 Pages·2015·4.34 MB·English

Minority Language Advising in the
Workplace: Contextual Practices, Relational
Knowing, Mandate, and Change

Deirdre Ní Loingsigh

Ed.D. 2015
MINORITY LANGUAGE ADVISING IN THE WORKPLACE:
CONTEXTUAL PRACTICES, RELATIONAL KNOWING, MANDATE,
AND CHANGE

DEIRDRE NÍ LOINGSIGH

A thesis submitted in accordance with the requirements for the award of
DOCTORATE IN EDUCATION

Maynooth University
National University of Ireland Maynooth

Department of Adult and Community Education
and
Education Department

February 2015

Head of Department (Adult and Community Education): Josephine Finn
Head of Department (Education): Prof. Sharon Todd
Supervisor: Dr. Pádraig Hogan

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DECLARATION

I hereby declare that this thesis is entirely my own work and that it has not been submitted as an
exercise for a diploma or degree in any other college or university. I agree that the library may lend
or copy the thesis upon request from the date of deposit of the thesis.

Signed ___________________________
Dated ____________________________

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Do mo chuid den tsaol: Tom, Aodán, Róise agus Sailí

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BUÍOCHAS

Táim an-bhuíoch don Dr. Pádraig Hogan as a threoir agus a mholtaí fiúntacha agus mé ag gabháil
don taighde seo.
Gabhaim buíochas le gach éinne in Ollscoil na hÉireann Má Nuad a tháinig i gcabhair orm agus an
tráchtas á scríobh agam: iar-Stiúrthóirí an chláir Ed.D., an Dr. Rose Malone agus an Dr. Anne B.
Ryan ach go háirithe; an fhoireann acadúil sa Rannóg Oideachais agus sa Roinn Oideachais Aosaigh
agus Pobail; agus mo chomh-mhic léinn dochtúireachta.
Tá aitheantas ar leith ag dul do bhaill an Líonra Tacaíochta Teanga in Ollscoil Luimnigh a bhí i
bpáirt liom sa taighde féin. Ba mhaith liom a gcuid fuinnimh, a gcuid tuairimí, agus a gcuid léirstine
ar fad a mholadh. Tá buíochas tuillte ag Ciara Considine, ag Rebecca Breen, ag Máire Ní Ghráda, ag
Aisling Ní Bheacháin, agus ag teagascóirí Aonad na Gaeilge, Ollscoil Luimnigh a thacaigh go
fonnmhar liom agus mé i mbun an tsaothair seo. Rinne siad dianphlé ar mo chleachtas gairmiúil liom
agus choinnigh siad ar bhóthar an mhisnigh mé nuair a bhí sin de dhíth. Ba mhór an phribhléid í a
bheith ag comhoibriú le muintir Oidhreacht Chorca Dhuibhne don tréimhse Ghaeltachta le linn an
taighde chomh maith.
Tá buíochas ag dul do mo thuismitheoirí, Seán agus Peggy. Is mór agam a dtacaíocht gan staonadh.
Gabhaim buíochas ó chroí le Tom a thuig an mhóriarracht a bhí idir lámha agam, a ghlac le cúraimí
an bhaile, agus a bhí foighneach liom agus an bhó seo á cur thar abhainn agam. Tuigim go raibh sé
dian ar mo chlann, Aodán, Róise agus Sailí, scaoileadh liom nuair a bhí mé i mbun na
scríbhneoireachta. Go raibh míle maith agaibh triúr. Tá an tEarrach ann ar deireadh!

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ABSTRACT

Minority Language Advising in the Workplace:
Contextual Practices, Relational Knowing, Mandate, and Change

Ed.D. Thesis, Maynooth University, 2015
Deirdre Ní Loingsigh
An investigation of minority language advising in the organisational context is carried out in this
thesis. The focus is on Irish language support for employees mandated by the Official Languages
Act, 2003 to provide public services through Irish. The research participants are adult second-
language learners of Irish, designated contacts to provide Irish-medium services at a university. An
Líonra Tacaíochta Teanga, a language support network, facilitated by the researcher in the role of
language advisor, was established to explore language anxiety and support needs. A Participatory
Action Research methodology was used to bring about constructive change in professional practices
and attitudes. The conceptual framework merges the theoretical lens of transformative learning
(Mezirow, 1991), and the Dialogue, Tools and Context Model for advising in language learning
(Mynard, 2012). ‘Relational knowing’ is used as a theoretical ‘tool’. Activities over three action
research cycles facilitated worker-learners to move from a situation of individual uncertainty to one
of group confidence. Three distinctive language advising stances are revealed. The first role is that of
language advisor as architect of learning spaces. Two positions relating to the role of advisor as
action researcher are proposed. The first is a role to lead interaction with ‘critical friends’ in the
minority language context. The second is that of ambassador for language learners within the
organisation. New learner identities and spatial practices of An Líonra members are uncovered.
Group transformative learning and a ‘shared mental model’, which prioritised putting colleagues at
ease about interactions in Irish, are observed. These are presented as the hallmarks of An Líonra.
The study reveals the contextual practices of minority language advising in the workplace. It
highlights what happens at the intersections of learning at individual, network, and organisational
levels, and the productive benefits of a focus on care and collaboration in professional development
contexts. Language learners in the workplace merit attention as a significant group of ‘new speakers’
of Irish. An extended pedagogical framework is suggested for the design of future language support
initiatives. A proposal regarding the establishment of a Centre for Irish Language Skills in the
Workplace is presented in conclusions regarding new directions for language advising.

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TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION .................................................................................... 1
SETTING THE SCENE: PROFESSIONAL, POLICY AND HISTORICAL CONTEXTS ........................ 1
WHAT I DID AND WHAT I HOPED TO ACHIEVE ..................................................................... 5
WHY I DID IT .......................................................................................................................... 6
UNIQUENESS OF THE THESIS TOPIC ...................................................................................... 6
STRUCTURE OF THE THESIS ................................................................................................... 7
CONCLUSION .......................................................................................................................... 9
CHAPTER TWO: LITERATURE REVIEW ........................................................................ 11
INTRODUCTION .................................................................................................................... 11
MANDATED LANGUAGE LEARNING IN THE WORKPLACE ..................................................... 11
AFFECTIVE FACTORS IN LANGUAGE LEARNING WITH A FOCUS ON LANGUAGE ANXIETY.... 16
SITUATION-SPECIFIC ANXIETY: INDIRECT LANGUAGE LEARNING STRATEGIES .................. 19
AUTONOMY IN LANGUAGE LEARNING ................................................................................. 21
THE PRACTICE OF LANGUAGE ADVISING AND THE ROLE OF THE LANGUAGE ADVISOR ..... 23
CONCLUSION ........................................................................................................................ 27
CHAPTER THREE: CONCEPTUAL FRAMEWORK ........................................................ 28
INTRODUCTION .................................................................................................................... 28
FRAMEWORK 1: THE DIALOGUE, TOOLS AND CONTEXT MODEL OF LANGUAGE ADVISING . 31
FRAMEWORK 2: ADULT LEARNING AS TRANSFORMATION .................................................... 34
An Overview of Transformative Learning ......................................................................................... 34
Transformative Learning in Groups and Relational Knowing ........................................................ 35
Fostering Transformative Learning ..................................................................................................... 38
LINKS AMONG SCHOOLS OF THOUGHT................................................................................. 40
CONCLUSION ........................................................................................................................ 42
CHAPTER FOUR: METHODOLOGY ................................................................................ 43
INTRODUCTION .................................................................................................................... 43
WHY ACTION RESEARCH? .................................................................................................... 43
An Interest in Change ............................................................................................................................ 43
Relevance of the Action Research Approach to the Research Context ......................................... 44
Knowledge Interests and Positionality ................................................................................................ 47
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THE RESEARCH PARTICIPANTS ............................................................................................ 50
OVERVIEW OF RESEARCH STAGES, DATA COLLECTION & ANALYSIS ................................... 51
The First Cycle: An Bóthar Foghlama ................................................................................................. 51
Action: One-to-One Consultations ................................................................................................. 51
Action: Reflection on Language Learning ...................................................................................... 52
Action: Increased Language Support through Sulis Site .............................................................. 53
Action: Awareness Raising through An Líonra Blog .................................................................... 54
Action: Group Language Advising Workshops............................................................................. 55
The Second Cycle: Tearmann, a Gaeltacht-Based Programme ....................................................... 56
The Third Cycle: An Ghaeilge san Ionad Oibre ................................................................................ 58
Communication Procedures ............................................................................................................. 58
Cúpla Ceist, a Video Initiative .......................................................................................................... 60
Research Strategy for Group and Individual Context ....................................................................... 62
Audio-Recordings and Observations of Group Interaction ........................................................ 62
Semi-Structured Interviews ............................................................................................................... 63
Data Analysis ........................................................................................................................................... 64
CREDIBILITY OF STUDY: VALIDATION STRUCTURES AND STRATEGIES ................................ 65
Triangulation ........................................................................................................................................... 66
Researcher Reflexivity and an Audit Trail ........................................................................................... 66
Collaboration and Member Checking .................................................................................................. 67
Prolonged Engagement in the Field .................................................................................................... 68
Peer Debriefing ....................................................................................................................................... 68
THE ROLES, VALUES, BELIEFS AND EXPERIENCES OF THE RESEARCHER ........................... 70
ETHICAL CONCERNS ............................................................................................................ 71
CONCLUSION ........................................................................................................................ 72
CHAPTER 5: FINDINGS AND ANALYSIS 1 ...................................................................... 74
INTRODUCTION .................................................................................................................... 74
PREPARATORY PHASE: ESTABLISHING THE CONTEXT ......................................................... 74
THE FIRST RESEARCH CYCLE: AN BÓTHAR FOGHLAMA ...................................................... 76
TOOLS/LEADERSHIP INITIATIVES ........................................................................................ 76
One-to-One Consultations .................................................................................................................... 76
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Increased Language Support through Sulis Site ................................................................................. 78
Awareness-Raising through An Líonra Blog ...................................................................................... 80
Group Language Advising Workshops ............................................................................................... 81
LANGUAGE ADVISING STANCES ............................................................................................ 84
MONITORING AND REVIEWING ............................................................................................ 85
CHANGE IN LANGUAGE PRACTICES ...................................................................................... 87
CONCLUSION ........................................................................................................................ 87
CHAPTER 6: FINDINGS AND ANALYSIS 2 ...................................................................... 88
INTRODUCTION: THE SECOND RESEARCH CYCLE, TEARMANN, A GAELTACHT-BASED
PROGRAMME ......................................................................................................................... 88
TOOLS/LEADERSHIP INITIATIVES ........................................................................................ 89
Supporting Group Cohesion and Relational Knowing ..................................................................... 89
Developing Language Awareness ......................................................................................................... 91
Exploring Language Anxiety ................................................................................................................. 94
LANGUAGE ADVISING STANCES ............................................................................................ 96
MONITORING AND REVIEWING ............................................................................................ 98
CHANGE IN LANGUAGE PRACTICES AND ATTITUDES ........................................................... 99
CHAPTER 7: FINDINGS AND ANALYSIS 3 .................................................................... 102
INTRODUCTION: THE THIRD RESEARCH CYCLE, AN GHAEILGE SAN IONAD OIBRE ......... 102
TOOLS/LEADERSHIP INITIATIVES ...................................................................................... 102
Communication Procedures ............................................................................................................... 102
Cúpla Ceist, a Video Initiative ........................................................................................................... 107
LANGUAGE ADVISING STANCES .......................................................................................... 109
MONITORING AND REVIEWING ........................................................................................... 111
CHANGE IN LANGUAGE PRACTICES AND ATTITUDES .......................................................... 113
CONCLUSION ....................................................................................................................... 117
CHAPTER EIGHT: DISCUSSION ...................................................................................... 118
INTRODUCTION ................................................................................................................... 118
SECTION 1: CONCEPTUALISING THE ROLE OF LANGUAGE ADVISOR IN THE WORKPLACE .. 119
Language Advisor as Architect of Learning Spaces ........................................................................ 119
Seomra na Gaeilge ........................................................................................................................... 119
The Virtual Language Learning Space, Sulis ............................................................................... 121
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The Gaeltacht Space ....................................................................................................................... 122
Language Advisor as Action Researcher: Engagement with Critical Friends ............................. 123
Language Advisor as Action Researcher: An Ambassadorial Role .............................................. 124
SECTION 2: THE HALLMARKS OF AN LÍONRA .................................................................... 126
Spatial Considerations ......................................................................................................................... 126
Líonra Appropriation of Space: The Virtual Learning Environment, Sulis ........................... 126
Líonra Appropriation of Space: An Ghaeltacht ......................................................................... 127
A Space of Surveillance .................................................................................................................. 128
Safe-Houses in the Workplace ...................................................................................................... 129
A Shared Mental Model ...................................................................................................................... 131
Transformative Learning in Groups: The Organisational Context .............................................. 133
CONCLUSION ...................................................................................................................... 135
CHAPTER 9: CONCLUSIONS ........................................................................................... 137
INTRODUCTION .................................................................................................................. 137
SECTION 1: EMPIRICAL AND THEORETICAL FINDINGS ...................................................... 138
Research Question One ...................................................................................................................... 138
Research Question Two ...................................................................................................................... 139
Research Question Three ................................................................................................................... 140
Dialogue ............................................................................................................................................ 140
Context ............................................................................................................................................. 141
Research Question Four ..................................................................................................................... 144
Tools ................................................................................................................................................. 144
Summary of Language Advising Framework .............................................................................. 146
Further Research Insights ................................................................................................................... 147
Formalisation of Collaborations in Irish Language Learning and Support ............................ 147
Learners of Irish in the Workplace as ‘New Speakers’ of Irish ................................................ 147
SECTION 2: IMPLICATIONS OF RESEARCH .......................................................................... 149
New Directions in Field of Language Advising ...................................................................... 149
Bridging the Materials Gap ............................................................................................................ 150
Professional Development Opportunities ................................................................................... 151
Language Advising Stances in the Organisational Context ....................................................... 151
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