Immersion in a minority language

Abstract When the earliest Irish language immersion schools outside Irish-speaking (Gaeltacht) areas were established, students likely to come from relatively high socioeconomic backgrounds. While research has shown positive outcomes for these students, less is known about of education social disadvantage. Of 145 primary in Republic Ireland 2016, 13 (8%) served low status (SES) communities. The current study examined achievements Grade 3 ( n . = 283) and 6 235) on nationally-standardised tests English reading mathematics. Their scores are compared those attending disadvantage nationally. Immersion achieved lower mean both mathematics when with their low-SES English-medium peers. However, at same level outperformed peers nationally reading.