Bernard Durkan (Kildare North, Fine Gael)
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Question 181: To ask the Minister for Education and Science her proposals to meet in full the requirements of the various school authorities here arising from the multicultural society; when she expects to achieve best practice in terms of language teaching and catering for special needs arising therefrom; and if she will make a statement on the matter. [13582/08]

Conor Lenihan (Dublin South West, Fianna Fail)
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In May 2007, Circular 53/2007 was issued to the Management Authorities in primary and post-primary schools outlining the resources available to meet the needs of pupils for whom English is a second language. The limit of two Language Support Teachers per school was removed and the provision of language support was extended beyond two years, where a specific request is made. In fact, it is now possible for some schools, with over 121 such pupils, to have 6 language support teachers. There are now almost 2,000 language support teacher posts allocated to primary and post-primary schools, compared with just 262 in 2001-02. These additional posts will assist schools in providing an inclusive school environment to meet the needs of pupils for whom English is a second language. Such an inclusive school environment reflects values and affirms linguistic, ethnic and cultural diversity.

In addition to the language resource teachers there is a significant amount of resources available including the National Council for Curriculum and Assessment's (NCCA) Guidelines — "Intercultural Education in the Primary School" and "Intercultural Education in the Post- Primary school". The NCCA has also published "English as an Additional Language in Irish Primary Schools". A number of key resources have also been developed by Integrate Ireland Language and Training for both Primary and Post Primary schools including a resource book "Up and Away" for English language support in primary schools. In addition, a language assessment kit will be provided to all primary schools shortly. The kit will allow for the accurate initial and ongoing assessment of the language proficiency of pupils for whom English is a second language.

Following on from my appointment, an Integration Unit was established in the Department of Education and Science to ensure that education policies take account of the need to integrate immigrants and their children into our education system. This Unit is assisted by the Department's Steering Committee on the Educational Needs of Newcomers which identifies emerging issues, proposes solutions and arranges for the implementation of agreed solutions and policies. A major education conference is being organised next June to look at the implications of societal diversity on the future organisation of our primary schools. The Inspectorate in the Department plans to conduct an evaluation of the provision of English as an Additional Language in a number of primary and post-primary schools in 2008 and 2009. This exercise will evaluate the quality of teaching and learning of English as an additional language that students experience in mainstream education and in support contexts in schools. Its findings will help to inform policy in the area of supports for students learning English as an additional language. It will provide advice on best practice in terms of language teaching and on catering for the particular needs arising from the new profile of students in our schools. It will draw up International Best Practice guidelines and define what is needed with regard to teaching English as a second language. An analysis of its findings, as a composite national report, will be published in 2009.

The Economic and Social Research Institute has been commissioned to undertake a large scale study into how an increasing diversity of students impacts upon resource requirements and day to day teaching and learning in both primary and post-primary schools. Its report is due this autumn. The latter two reports along with the advice of the Integration Unit and the Department's Steering Committee will provide me with evidence-based data on whether we are meeting the needs of pupils for whom English is a second language, particularly in the context of the significantly increased resources that have now been provided.