Seán Haughey (Dublin North Central, Fianna Fail)

In the 2008-09 year, modern European languages were taught in 505, or 15%, of our primary schools as part of an initiative that was introduced by my Department in September 1998. The aims of this initiative include the development of communication skills in a modern European language, the fostering of positive attitudes to language learning and the diversification of the languages taught in our schools. In the participating schools, the pupils in fifth and sixth classes are taught one of four languages – French, German, Italian or Spanish. The dedicated support structure for the teachers in the schools concerned has been in place since the initiative was implemented. Teachers in the initiative schools implement a language competence model, based on draft curriculum guidelines that were provided by the National Council for Curriculum and Assessment, NCCA.

The NCCA has recommended against a further expansion of the language competence model at this time, citing issues of curriculum overload and difficulties relating to the ability to replicate the model across the system. It has recommended instead, in the short to medium term, that a strategy of language awareness should be promoted, with pupils continuing to begin their formal learning of a modern language at the start of second level. Such an approach involves engaging the child in reflecting on how language is learned, on similarities and differences between known and unknown languages and the conventions of language. However, the NCCA report approach does not preclude the use by schools of a competence model where this is feasible.

The NCCA advice is set out in the context of the changing landscape in Irish primary schools since the primary modern languages initiative was first introduced in 1998. The key factors relate to the feedback on curriculum overload which is a strong feature of the evaluation of phases 1 and 2 of implementation of the revised primary curriculum, the challenges highlighted in reports on language learning in Irish and English, the particular issues relating to literacy in disadvantaged schools, and the new needs which have emerged in providing additional English language support for newcomer children. Given the difficult budgetary position, and particularly in the context of the advice from the NCCA, there will be no expansion of the modern languages initiative at primary level in the near term.

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