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Language Education Policy Profile IRELAND

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Language Education Policy Profile IRELAND Language Education Policy Profile IRELAND Language Policy Division Strasbourg Department of Education and Science Ireland 2005 - 2007 1. INTRODUCTION.................................................................................................5 1.1. The origins, context and purpose of the Profile................................................................................5 1.2. Council of Europe policies ..................................................................................................................6 1.3. Irish priorities and key issues in the review of language teaching..................................................8 1.3.1. National Language Policy and Societal Attitudes.......................................................................8 1.3.2. The Irish Language in Society and in Education .......................................................................8 1.3.3. Language as a Resource................................................................................................................8 1.3.4. National Policy and European Policy ..........................................................................................8 1.3.5. The Changing Sociolinguistic Map of Ireland ............................................................................8 1.3.6. An Integrated Approach to Language Teaching........................................................................9 1.3.7. The Future of Modern Foreign Languages in Primary School.................................................9 1.3.8. Assessment for Certification.........................................................................................................9 1.3.9. Support for Languages at Post-primary Level .........................................................................10 1.3.10. Exploring the Potential of Immersion Education and CLIL...................................................10 1.3.11. Languages at Third Level ...........................................................................................................10 1.4. Sensitive areas identified...................................................................................................................11 2. ANALYSIS OF THE CURRENT SITUATION IN LANGUAGE EDUCATION...13 2.1. Preliminary comments ......................................................................................................................13 2.2. Strengths and positive factors...........................................................................................................13 2.3. The situation of Irish .........................................................................................................................14 2.3.1. Maintenance and revitalisation ..................................................................................................14 2.3.2. Limited results? ...........................................................................................................................15 2.3.3. Sources of difficulty.....................................................................................................................17 2.4. Situation of foreign languages ..........................................................................................................18 2.4.1. General trends and observations for post-primary education ................................................18 2.4.2. The Post-Primary Languages Initiative ....................................................................................20 2.4.3. Modern Languages in Primary Schools Initiative....................................................................21 2.5. English as first and additional language..........................................................................................23 2.5.1. English as L1: the secret sharer? ...............................................................................................24 2.5.2. English as an additional language in and outside of schools ...................................................24 2.6. Languages of immigrants..................................................................................................................26 2.7. Irish Sign Language...........................................................................................................................27 2.8. Transversal issues ..............................................................................................................................27 2.8.1. Continuity.....................................................................................................................................28 2.8.2. Curriculum development............................................................................................................28 2.8.3. Assessment and examinations.....................................................................................................28 2.8.4. Teacher education........................................................................................................................29 2.8.5. Responsibilities of third level institutions..................................................................................30 3. ELEMENTS FOR AN OVERARCHING LANGUAGE POLICY ........................32 3.1. Language policy in context ...............................................................................................................32 3.2. Decompartmentalisation ...................................................................................................................32 3.3. Integration..........................................................................................................................................34 3.3.1. Integrated education....................................................................................................................34 3.3.2. Integrated with social action.......................................................................................................36 3.3.3. Integrated between and across languages .................................................................................37 3.3.4. Integrated with CLIL..................................................................................................................39 3.4. Continuity, transversality, variation and differentiation...............................................................40 3.4.1. Integration between languages and transversality...................................................................40 3.4.2. Continuity, differentiation and variation ..................................................................................42 3.4.3. Identity building and curriculum construction ........................................................................43 3.4.4. Variation and differentiation within coherence........................................................................43 3.5. Diversification ....................................................................................................................................44 3.5.1. Languages strategy and diversification .....................................................................................44 3.5.2. Diversification and obligation.....................................................................................................45 3.5.3. Primary school as a first base for diversification? ...................................................................46 3.5.4. Diversification at post-primary level .........................................................................................47 3.6. Evaluation and assessment................................................................................................................47 3.7. Implementation and feasibility.........................................................................................................48 4. CONCLUSION: GUIDING PRINCIPLES AND ACTION PRIORITIES FOR THE DEPARTMENT OF EDUCATION AND SCIENCE ................................................51 APPENDIX 1: DOCUMENTS FORMULATING THE POSITION OF THE COUNCIL OF EUROPE ON LANGUAGE EDUCATION POLICY ........................55 APPENDIX 2: COUNCIL OF EUROPE INSTRUMENTS: PRESENTATION ........56 APPENDIX 3: COUNCIL OF EUROPE EXPERT GROUP....................................59 APPENDIX 4: PROGRAMME OF THE OCTOBER 2005 VISIT............................60 1. Introduction 1.1.The origins, context and purpose of the Profile The Language Policy Division of the Council of Europe offers to Member states assistance in carrying out analyses of their language education policies. According to the Guidelines and Procedures1, “the aim is to offer member States the opportunity to undertake a ‘self- evaluation’ of their policy in a spirit of dialogue with Council of Europe experts, and with a view to focusing on possible future policy developments within the country. […]This does not mean ‘external evaluation’. It is a process of reflection by the authorities and members of civil society, and the Council of Europe experts have the function of acting as catalysts in this process”. This activity is known as the Language Education Policy Profile, and the process leads to an agreed report, the Profile, on the current position and possible future developments in language education of all kinds. The position of the Council of Europe is that analysis and evaluation of language education cannot be compartmentalised, and that language teaching and learning in a country needs to be understood
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