A comparative study investigating education and language policy in Scotland (with respect to Gaelic) and Israel (with respect to Hebrew)
Gaelic education in Scotland has no developed system for second language learning on an intensive, immersive, communicative basis. The Israeli situation was investigated and used as a comparator and contrastor to inform the present revival of the Gaelic language and to suggest possible future developments for intensive immersion language courses. Israel has long experience in second-language teaching and their ulpan method is renowned throughout the world. Both the Basques and the Welsh have adopted ulpan techniques. It was felt that the Gaelic situation could be best informed by investigating the ulpan system at source, and then to take cognisance of how two minority languages, Euskara and Welsh, had implemented an Israeli-based technique. The Irish situation was included to provide a more closely-related comparator with Gaelic. The methodology used in this investigation includes: taped personal interviews; personal learning of immersion techniques by participating in a 24 day Hebrew immersion course in Israel; personal observation of classes in language schools; and desk research. Two visits to Israel were undertaken, one for 12 days (23 December 1991-3 January 1992) and the other for 6 weeks, spanning July
Maclean, Roderick Gilmour
A comparative study investigating education and language policy in Scotland (with respect to Gaelic) and Israel (with respect to Hebrew). Gaelic education in Scotland has no developed system for second language learning on an intensive, immersive, communicative basis. The Israeli situation was investigated and used as a comparator and contrastor to inform the present revival of the Gaelic language and to suggest possible future developments for intensive immersion language courses. Israel has long experience in second-language teaching and their ulpan method is renowned throughout the world. Both the Basques and the Welsh have adopted ulpan techniques. It was felt that the Gaelic situation could be best informed by investigating the ulpan system at source, and then to take cognisance of how two minority languages, Euskara and Welsh, had implemented an Israeli-based technique. The Irish situation was included to provide a more closely-related comparator with Gaelic. The methodology used in this investigation includes: taped personal interviews; personal learning of immersion techniques by participating in a 24 day Hebrew immersion course in Israel; personal observation of classes in language schools; and desk research. Two visits to Israel were undertaken, one for 12 days (23 December 1991-3 January 1992) and the other for 6 weeks, spanning July
comparative_study investigate education language_policy scotland respect gaelic israel respect hebrew gaelic education scotland develop system second_language learn intensive communicative basis israeli situation investigate used inform present revival gaelic_language suggest possible future_development intensive immersion language course israel long experience second_language teach method renowned throughout_world welsh adopt technique felt gaelic situation could best informed investigate system source take minority_language welsh implement israeli based technique irish situation include provide closely_related gaelic use investigation include tap personal interview personal learning immersion technique participate hebrew immersion course israel personal observation class language school desk research visit israel undertaken span july