The purpose of this Self-Study Educational Practitioner Research (SSEPR) Project (Huxtable & Whitehead, 2021) was to identify how I can improve and adapt my practice in language instruction in order to align my practice with my Froebelian values. This research project took place in an Irish-Language early-immersion, or tumoideachas, setting. It was undertaken in response to the identification of a ‘livingcontradiction’ (Whitehead, 2011) within my own practice and in order to navigate and create my own ‘living-educational-theory’ (Huxtable & Whitehead, 2021) of language instruction. This SSEPR project was grounded in action-research methodologies and is an account of both my professional and personal learning journeys. This thesis documents an adaptation of my language teaching methodologies through critically reflective practice, and the examination of my assumptions and values. The intervention for this research project, called Fiontar Froebelach, was designed following the identification of my ontological values of the importance of life-long and active learning, compassion and understanding, and my epistemological belief that all learners are knowledge creators. Fiontar Froebelach involved using active and experiential approaches to language learning in a Junior Infant Classroom. Through incorporating a thematic approach to teaching, providing opportunities for the students to play with their language and engaging with nature and outdoor learning, the aim of the study was to evaluate if the children’s understandings of their roles as language learners was affected. In addition to the children in the class who volunteered to take part in this SSEPR, this research encompassed engagement from many secondary partners in order to add to the reliability and validity of the research. Such secondary partners included: A Learning Partner, Critical Friends and Critical Observers. Through vigorous data collection and a thematic analysis, a number of findings emerged in relation to my learning and the learning of the students. The intervention proved effective in enhancing the students’ perceptions of themselves as language learners, in these circumstances. It also proved to be effective in the adaptation of my practice and contributed to the development of my own ‘living-educational-theory’ (Huxtable & Whitehead, 2021) of language development. This study has the potential to contribute to the field of practitioner-based early-immersion education research and towards the enhancement of my own practice, along with the policies and practices in my school.