Joan Burton (Dublin West, Labour)
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I understand, following my receipt of notice to speak in this Adjournment Debate, that the Minister's office has phoned various principals in Dublin West to say that the cap on English language support teachers has been lifted, from next week, and extra teaching personnel are being supplied to several schools. I welcome the announcement, if it is true, and I would like to see the details even if the addition comes more than halfway though the school year.

Dublin West has seen an unprecedented population growth over the past five years. The recent census confirmed that it is the fastest growing area in the country. Consequently, the demand for new schools, school places and specialist resources for children with specific learning support needs is at an all time high.

Parents worry constantly in Dublin 15, whether it is Blanchardstown, Castleknock, Mulhuddart, Clonee or Tyrellstown about whether their child will get a place in primary school. Once the coveted primary school place is acquired, another set of worries arises — large class sizes, temporary school buildings, prefabs and wide scale under-resourcing for the specific needs of pupils, both Irish and newcomer children.

Three primary schools in Dublin West have more than 80% international children in class enrolments. Long-established primary establishments, some more than 100 years old such as village primary schools in Blanchardstown, Clonsilla and Castleknock have 40% plus international children, particularly at junior infants to first class level. There are schools in Dublin West with 42 nationalities attending. The level of English among pupils attending these schools is limited and in some cases non-existent. We have been lucky in Dublin West to have outstanding principals and teachers who together with parents, boards of management and patrons have done their best to cope in an extremely challenging situation.

Although additional support was promised long before Christmas to me by the Secretary General of the Department of Education and Science at the Committee of Public Accounts, this week's announcement will, I hope, ease the pressure. Extra teachers will allow language support, provide for language enrichment and team teaching for mixed classes. It will allow classes to be split into smaller groups. The smaller groups will significantly help Irish children and those from an English language environment to proceed at their level of skill. Obviously, it will also allow non-national children without English specific language coaching. Reduced class numbers with increased language support are the key requirements for ensuring success in education. It takes more than two years to acquire fluency in English and I hope the Minister will clarify whether the two-year year cap on English language support is also being lifted.

I am particularly anxious that Irish born children who have special needs in respect of teaching support for factors such as dyslexia and speech therapy requirements are not overlooked. The Minister should publish the figures on the additional teachers being appointed to each school and what the class sizes and enrolments are. I have already asked for this but I have been told that the Department of Education and Science — the management — will not have the information available for some time. There is a crying need for early-start and pre-school education in schools in Dublin West which are experiencing such phenomenal growth and expansion. This is needed for Irish and international children.

The Minister has had her head in the sand about what has been happening in Dublin West and developing areas with the explosion in educational requirements. It is not good enough for this Government to have a policy of encouraging immigrant labour for low wage jobs and then to ignore the additional educational, health and other requirements that such newcomers and their children will require — and to shelve the requirements of Irish people in the locality, also. This is not fair to local people and their children. It is also deeply dishonest towards the newcomers, most of whom, as Ministers keep telling us, work for low wages and are making a great contribution, but without the resource support they need to be able to give their children educational attainment to integrate successfully.

English language is the key to integration for both children and parents. Unfortunately, the Government has had its head in the sand as regards this important area. To ignore the problem is to allow dissension, misunderstanding and mistrust to grow and fester, unlike the type of integration most of us hope to see.

Dick Roche (Wicklow, Fianna Fail)
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I apologise for the fact that the Minister for Education and Science, Deputy Hanafin, is not in a position to be here this evening. I thank Deputy Burton for raising the question. One of the most extraordinary features of modern Ireland is that we are becoming a multicultural society. I was recently in a school in Galway and was stunned by the number of children from right across the world speaking not just in English, but also in Irish. It is amazingly enriching.

The approach of the Department of Education and Science to the increasingly diverse culture and ethnic nature of the pupil base in our schools is twofold — to promote and facilitate the delivery of an intercultural education for all children, and to provide the specific supports needed by children whose first language is not English to help them to succeed at school. Intercultural education revolves around respecting and celebrating diversity as well as promoting equality and human rights within and outside the whole school community. In May 2005, the Minister, Deputy Hanafin, launched intercultural education in the primary school guidelines for schools. This valuable resource was prepared by the National Council for Curriculum and Assessment, NCCA, to support teachers and schools in developing a more inclusive learning environment and in providing students with knowledge and skills they need to participate in a multicultural world.

The Department provided €167,000 to ensure that every primary teacher will receive a copy of this document in either English or in Irish. As regards the provision of resources to enable children with low levels of competence in the English language to succeed at school, language support takes the form of financial assistance, additional temporary teacher posts or portions of teacher posts. The level of support provided to any school is determined by the numbers of non-English speaking students enrolled. Each school management can decide on the structure of the support to be provided in its own school. An allocation of two years' language support for each pupil is provided by the Department. Schools with 14 or more qualifying pupils get an additional full-time temporary teacher. Those with 28 or more get two teachers. A third post may be allocated following consideration by the Department's inspectorate, in exceptional circumstances.

Primary schools with between three and 13, inclusive, non-English speaking pupils receive grant assistance of €6,349 while schools with between nine and 13 receive grant assistance of just over €9,500. In the current school year grant assistance will be provided to approximately 425 primary schools with 13 or less non-English speaking, non-national pupils. In the case of post-primary schools which have fewer than 14 non-national pupils with significant English language difficulties enrolled, additional teaching hours, ranging from three per week in respect of one such pupil to 19.5 in respect of 13 pupils, are sanctioned.

In the current school year, the Government has provided more than 800 language support teachers at primary level and 340 whole-time equivalent teachers at second level to support such pupils, representing an investment of €46.5 million. Schools granted full language support teacher posts receive additional financial support to enable the purchase of resource materials suitable for use within the language support class or mainstream classes. All teachers have a role in supporting students to acquire the necessary language skills in the context of each subject being taught. The purpose of language support is to acquire sufficient skills to enable students engage with the curriculum rather than to develop a particular level of competence in the English language. Specific language support provision is intended to complement other supports provided by the Department to schools.

Teachers are provided with in-service training through Integrate Ireland Language and Training Limited, IILT. It provides training seminars for language support teachers, part-time or whole-time, together with classroom materials, including the European language portfolio, to assist them in meeting the English language needs of their pupils and students.

Between extra language support posts and grant aid, the level of support provided to schools to meet the needs of children whose first language is not English has increased dramatically in recent years. Nonetheless the Government is very conscious of the pressures on schools, such as those in Dublin West and across the country, that have large numbers of non-English speaking children enrolled.

In this regard, Towards 2016, the new social partnership agreement, provides for an additional 550 teaching posts in primary and post-primary schools by 2009. The recently launched national development plan commits more than €630 million to assist in meeting the educational needs of the increasing numbers of international children. Some 200 posts, provided for under Towards 2016, are being put in place in 2007 and the rest will be provided over the next two years.

As the Minister, Deputy Hanafin, announced recently, extra posts are currently being allocated to schools. Priority has been given to schools, including those in Dublin West, that have large numbers of non-English speaking pupils. A comprehensive strategy is currently being finalised which will ensure that the extra investment in this area is being used to the best effect and is underpinned by the right support and training for teachers.

I thank the Deputy once again for raising this issue but I believe what is happening in our schools is nothing short of miraculous.