Comhtháthú Ábhar agus Teanga le Cuidiú Teicneolaíochta san Ardoideachas (E-CÁTA): Eispéiris Mac Léinn Iarchéime
Authors: Ó Ceallaigh T. J. 
Published: September 2022

Úsáidtear an iliomad téarmaí chun tagairt do chuir chuige theagaisc ina ndéantar an fhoghlaim ábhair agus an fhoghlaim teanga a chomhtháthú, mar shampla tumoideachas, teagasc ábharbhunaithe (CBI), foghlaim chomhtháite ábhair agus teanga (FCÁT), cé go bhfuil mar an cuspóir coiteann acu go léir  an dátheangachas suimitheach ina ndírítear ag an am céanna ar an bhfoghlaim ábhair agus ar an bhfoghlaim teanga.  Tá fás tagtha ar an teagasc i dteanga iasachta ar fud na cruinne san ardoideachas (i.e. CÁTA) ach níl tuiscint iomlán againn go fóill ar conas an cumasc is éifeachtaí agus is éifeachtúla a dhearadh san ardoideachas ná ar conas a théann CÁTA i bhfeidhm ar eispéiris mac léinn iarchéime atá mar fhoghlaimeoirí teanga agus ábhar araon. Sa pháipéar seo, dírítear ar pheirspictíochtaí agus ar eispéiris mac léinn iarchéime agus iad ag gabháil le clár CÁTA le cuidiú teicneolaíochta (i.e. E-CÁTA) ar mhaithe le solas a chaitheamh ar an ábhar seo. Bailíodh sonraí cáilíochtúla agus cainníochtúla ó fhoinsí éagsúla, mar shampla meastóireachtaí deireadh modúil ar líne, meastóireachtaí na modúl le mic léinn ar an láthair, fócasghrúpaí, obair na mac léinn, breathnóireacht á déanamh ag teagascóirí, agus nótaí a scríobh na teagascóirí ar an láthair. Soláthraítear leis na torthaí léargais uathúla maidir lena éifeachtaí atá E-CÁTA mar a léirítear le hinspreagadh, neamhspleáchas agus rath na mac léinn. Cothaíodh pobal agus acmhainneacht, mar aon le hinniúlacht dhigiteach na mac léinn. Mar fhocal scoir, roinntear freisin na ceachtanna a foghlaimíodh mar aon le príomhthréithe a bhaineann le heispéiris foghlama E-CÁTA atá éifeachtach, faoi mar a léirítear sa staidéar seo, ar mhaithe leis an ngort a shaibhriú.
[A wide range of terms are used to refer to instructional approaches for the integration of content and language learning e.g. immersion, content-based instruction (CBI), content and language integrated learning (CLIL), although they all commonly share the purpose of additive bilingualism via a dual focus on content and language learning.  Instruction in a foreign language in higher education (i.e. ICLHE) has increased around the globe but we still have an incomplete understanding of how to design the most effective and efficient blend in higher education and of how ICLHE affects the experiences of postgraduate students who are both language and content learners. In this paper, perspectives and experiences of postgraduate students who are undertaking a technology-enhanced ICLHE programme (i.e. ICLHE) are explored in order to shed light on this topic. Qualitative and quantitative data were collected from a variety of sources e.g. online end-of-module evaluations, on-site student evaluations of modules, focus groups, students’ work, tutor observations, and tutor field notes. Findings provide unique insights in relation to the effectiveness of E-ICLHE as indicated by student motivation, autonomy and success. Community and capacity were cultivated and students’ digital competence was fostered. Finally, the lessons learned are shared along with the main characteristics associated with E-ICLHE learning experiences which are effective in enriching the field, as shown in this study.]