Annual Report 2024 - Flipbook - Page 11
Also, in the context of #ThinkLanguages, collaboration with the Higher Education Institutes (HEIs) progressed. Over
1,380 students visited a university campus, with many more acquiring insights into third-level life through talks
from student language ambassadors in schools. Such collaboration is key to students understanding why language
learning is important and why they should keep up their language, as well as strengthening participation in both
third level language learning courses and building capacity in foreign languages for the future.
PPLI continues to provide teachers and students with resources, opportunities, and support to ensure that
language lessons in schools are as engaging as possible, seeking to support the retention of students into senior
cycle through much of its work. Examples of projects which enhance foreign languages provision in schools
include the development of supports for innovative methodologies such as Content and Language Integrated
Learning (CLIL); training in the use of digital technologies in collaboration with Oide Technology in Education;
and ongoing support for the use of a toolkit for self-evaluation and supporting cultural and linguistic diversity
in our schools.
The introduction of foreign languages to more than a third of primary schools through ‘Say Yes to Languages’
is hoped to encourage more students entering post-primary education to opt to take a language as part of
their subject choice, as a result of the positive experience that they have had in primary school. Year on year
there has been an increase in participation with 1,350 schools and nearly 88,500 pupils taking part in ‘Say Yes
to Languages’ in 2024 and 15 languages represented. The number of classroom-based teachers delivering the
module also continues to increase.
The success of the introduction of a full Modern Foreign Languages specification in the primary curriculum
from 2025 will partly depend on the provision of foreign language upskilling for primary teachers and this is a
new piece of work for PPLI. The pilot in 2024 exceeded a target of 100 teachers attending foreign language
upskilling courses and reinforced positive collaboration with a range of education providers and stakeholders
that will support this provision.
In 2024, PPLI sent teachers to more than 100 post-primary schools and provided new language learning
opportunities for more than 8,000 students using a variety of modes of provision, including online and blended
learning opportunities. The diversity of internationally qualified teachers that PPLI deploys to schools is
important in the development of intercultural skills, important for the general student population in learning
how to deal with ‘otherness’, as well as providing students with the opportunity to access additional language
learning and support. The provision of heritage languages in schools also provides formal recognition of
students' linguistic identities, enhancing their engagement and retention by having their cultural backgrounds
valued.
Saturday classes provided 750 students with the opportunity to learn more recently introduced languages that
are not available in their regular school settings. The classes support students with preparing for the Leaving
Certificate exams, help students stay connected to their heritage and home languages, and support students
to perform better in their exams which opens up further educational opportunities. PPLI continues to explore
additional ways of supporting students with home languages other than English and Irish which is a
precondition for social cohesion.
It is always good to see the work recognised and in 2024, PPLI with Cavan and Monaghan Education and Training
Board (CMETB) and H2 Learning were awarded the European Language Label (ELL) in acknowledgment of their
innovative and inspirational work in language teaching, learning and promotion. The winning project, ‘Polish
for Leaving Certificate Blended Learning Project', offers Polish as a Leaving Certificate subject to senior cycle
students in CMETB who would not otherwise have the opportunity to take this subject in school. This is achieved
through a blended learning model that combines online classes, face-to-face classes, and self-directed lessons.
- PPLI ANNUAL REPORT 2024 -
11
