Annual Report 2024 - Flipbook - Page 92
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 ex-quota
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 qualified 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.
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- PPLI ANNUAL REPORT 2024 -
