Willie Penrose (Westmeath, Labour)
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Question 84: To ask the Minister for Education and Science her response to an EU report that showed Ireland as having the worst record for proficiency in a second language in Europe; if she will develop a national language policy; and if she will make a statement on the matter. [13512/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The Deputy is referring to the report published in 2005 by Eurydice on key data relating to the teaching of modern foreign languages in schools in Europe. The data do not take account of the fact that Irish is compulsory for students up to the end of post-primary education. The learning of Irish represents a significant focus on the language learning for students in Ireland.

Countries such as Belgium, Luxembourg and Finland have a significant historic presence of other languages within their borders or in close proximity. This has created an imperative within those countries to learn those foreign languages. Since English is increasingly becoming a language of international communication, its popularity as a foreign language in European schools is high and growing.

Language development through the learning of English and Irish is a central element of the curriculum at primary level in Ireland. Some primary schools offer foreign languages under the modern language in primary schools initiative. The aims of this initiative include the development of communication skills in four target languages, namely, French, German, Spanish and Italian, the fostering of positive attitudes to language learning and the diversification of the languages taught in schools. There are currently over 390 schools participating in the initiative, each of which teaches one of the aforementioned languages to all pupils in fifth and sixth classes. Seven modern languages are available as recognised leaving certificate subjects at secondary level: French, German, Spanish, Italian, Russian, Arabic and Japanese. Most students take at least one foreign language in the junior cycle and approximately 60% tend to take at least one for the leaving certificate examination.

My Department is currently working closely with language experts from the Council of Europe in analysing language practice at primary and post-primary level, with a view to the formulation of coherent overarching policy for languages in education. This will complement the ongoing work of the National Council for Curriculum and Assessment in reviewing languages in the post-primary curriculum and in advising on the feasibility of expanding modern language provision at primary level. I expect that the report of the work with the Council of Europe will be available towards the end of 2006.