Tá múnlaí éagsúla tumoideachais i bhfeidhm i dtíortha éagsúla ar fud an domhain. Is iad scoileanna saorsheasaimh
agus aonaid an dá mhúnla tumoideachais is coitianta in Éirinn. Tugtar léargas san alt seo ar roinnt buntáistí agus
dúshlán a bhaineann leis an dá mhúnla tumoideachais seo bunaithe ar agallaimh agus grúpa fócais le príomhoidí
agus ceannairí aonaid, bunscoileanna agus iar-bhunscoileanna san áireamh. Thuairiscigh ceannairí aonaid buntáistí
a bhain le comhoibriú múinteoirí agus comhroinnt áiseanna idir an scoil óstach agus an t-aonad. Ach uaireanta bíonn
teannas idir an dá thaobh den scoil, mar shampla nuair a thugtar tús áite do thosaíochtaí pleanála na máthairscoile
Béarla. Dar leis na scoileanna saorsheasaimh, is é lántumadh i dtimpeallacht iomlán na scoile an buntáiste is mó a
sholáthraítear sa mhúnla sin. Aithnítear go bhfuil gá le múnlaí éagsúla chun freastal ar na riachtanais oideachais,
theangeolaíocha agus chultúrtha a bhíonn ag daltaí ó chúlraí éagsúla.
Various models of immersion education exist in different countries worldwide. Stand-alone schools and Irish-medium
units are the two most common immersion education models in Ireland. This paper will provide an insight into the
advantages and the challenges associated with these two models of immersion education based on interviews and a
focus group with principals and unit directors from both primary and post-primary schools. Unit directors reported
advantages associated with teacher collaboration and resource sharing between the host school and the unit.
Sometimes, however, tension exists between the two, for example when preference is given to the planning priorities
of the English-language parent school. According to stand-alone schools, total immersion in the whole school
environment is the main advantage provided under the model. It is recognised that different models are needed to
cater for the educational, linguistic and cultural requirements of students from different backgrounds.