Annual Report 2025 Entire Book - Flipbook - Page 56
Languages Provision
The table below shows the number of students studying in schools, at Leaving Certiocate level, with PPLI
Development Oocers.
Language
Fifth year
students
(female)
Fifth year
students
(male)
Sixth year
students
(female)
Sixth year
students
(male)
Schools
Japanese
83
73
136
78
27
Lithuanian
42
28
10
5
1
Mandarin Chinese
57
57
45
40
43
Polish
145
85
95
58
19
Portuguese
33
12
0
0
5
Russian
33
23
18
23
3
Romanian (non-curricular support)
34
22
35
22
2
Total
427
300
339
226
107
Impact:
•
Supported coherent language pathways across Junior Cycle, Transition Year, and Leaving Certiocate,
enabling early engagement, informed subject choice, and progression to Senior Cycle for both foreign
and home and heritage languages.
•
Enhanced quality of provision for recently introduced and lesser taught languages through structured
support from PPLI Development Oocers, contributing to consistent implementation, student
engagement, and continuity of learning.
•
Enabled students who speak languages other than English or Irish at home to maintain and develop
academic literacy in their home or heritage language, supporting wellbeing, identity aormation, and
formal recognition of linguistic competence at Leaving Certiocate level.
•
Incentivised schools to diversify their language ofer by reducing risk in the early stages of provision,
allowing schools to trial new languages while building capacity for longer term sustainability.
•
Contributed to the development of plurilingual and intercultural competence across all stages,
supporting inclusion, social cohesion, and positive learner attitudes towards linguistic and cultural
diversity.
Next Steps:
•
Build on existing approaches of school-based language provision by exploring scalable models that
recognise linguistic diversity and broaden access to education pathways.
•
Continue to strengthen coherence across Junior Cycle, Transition Year, and Leaving Certiocate provision,
with clearer progression routes and alignment of curricular pathways.
•
Continue to monitor demand and uptake to inform responsive planning, resource allocation, and future
language policy development.
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- PPLI ANNUAL REPORT 2025 -
