Annual Report 2023 Entire Book - Flipbook - Page 111
Goal 2 - Moving Forward
The work of PPLI in supporting the diversification of languages provision highlights that a variety of models
piloted support students with diverse needs from different contexts. In some cases, classes scheduled within
the regular timetable work well and a cohort of teachers have become employed by schools which can avail of
the scheme of additional allocation, an incentive for schools to diversify provision of languages. The use of exquota peripatetic teachers offers the opportunity for students from two or more schools with an opportunity
to access classes otherwise unavailable and gives schools time to try a new language subject with limited risk
as the teachers are employed and supported by PPLI.
Where more recently added and lesser taught languages are not available in schools because the number of
students does not constitute a critical mass, Saturday classes and online classes increase equity and provide a
cost-effective means of provision. Students who are particularly motivated by the target language can engage
with it and the classes provide the opportunity for students with heritage languages to acquire Leaving
Certificate points that can make a significant difference to pathways available to them at third level and beyond.
Blended learning works well in CMETB where a cluster of schools are willing to collaborate. ETBs are well placed
to schedule classes at the same time and facilitate the sharing of teachers. They share IT systems which support
the delivery of the online aspect of the course so it is hoped that the blended model of provision will become
available to students in more of the ETBs and that this would enable significant numbers of migrant Polish
speakers to maintain literacy in their home language.
It is difficult to see how any one model of provision and teacher employment would support implementation
of the strategy. Innovative and alternative provision models such as blended learning and online classes are
not appropriate for every context and significant time is required to train the teachers in the pedagogy required.
PPLI will continue to explore a variety of options for languages provision and will continue to provide further
training and CPD to support the integration of teachers of these languages to ensure that teaching
methodologies are fit for purpose. PPLI will also explore additional options for supporting internationally trained
language teachers to move across and adapt to the Irish educational context. We will also keep the needs of
students as a primary focus and will continue to monitor closely their experience of learning. Provision for
heritage language students will also be informed by demographic patterns, informed in the context of valuable
international embassy collaboration.
The strategy advocates the development of Asian languages and additional targeted measures will be required
for this. Teacher education pathways for the new Leaving Certificate languages need to be developed.
Implementation and development of Asian languages in post-primary currently relies on ‘accidental’ capacity
e.g., internationally qualified teachers who have come to live in Ireland, or Irish teachers who lived in China or
Japan and made a particular effort to acquire the language. The ‘stay-back visa’ for non-EEA graduate students
has also provided some temporary capacity but much time is spent on induction, training and mentoring, and
longer-term sustainability is a challenge.
The ‘Say Yes to Languages’ module is a good opportunity to provide more exposure to Asian languages and
the introduction of foreign languages in the primary curriculum will be an opportunity for all pupils to
appreciate the value of maintaining additional home languages and learning other languages which will result
in increased uptake of foreign languages in post-primary if implementation is done well. In advance of the
implementation of the new curriculum, ‘Say Yes to Languages’ will continue to be used to support the raising
of awareness among pupils of the range of languages used by their peers, and to encourage uptake of a foreign
language in post-primary, and research will continue the language upskilling and CPD needs of teachers in
preparation for implementation of the new curriculum.
- PPLI ANNUAL REPORT 2023 -
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