Paul Connaughton Snr (Galway East, Fine Gael)
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Question 521: To ask the Minister for Education and Science the number of teachers at primary and at second level involved in the teaching of English to foreign nationals; the number of teachers with full-time responsibility for the teaching of English as a foreign language; and the training they have received; the number who are mainstream teachers; the number of same who have had training; the number of foreign or newcomer students in the system across primary and second level; the average amount of daily time that mainstream teachers are involved in the teaching of English to foreign nationals at primary and at second level; the feedback he has received from teachers regarding teaching challenges in this context; and if he will make a statement on the matter. [40595/08]

Batt O'Keeffe (Cork North West, Fianna Fail)
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The number of full-time posts allocated to primary schools and whole-time equivalent posts allocated to post-primary schools in respect of teaching English language support is 1569 and 545 respectively.

Additional supports are provided for children in primary schools who do not meet the qualifying criteria for the appointment of full-time teachers in the form of grant aids for the employment of part-time language support teachers. Primary schools with between three and eight (inclusive) non-English speaking pupils receive grant assistance of €6,348 while schools with between 9 and 13 such pupils receive grant assistance of €9,523. In the current school year grant assistance has been provided to approximately 415 primary schools.

My Department is providing support and training for teachers of English as an additional language in the current school year. A dedicated team within the Primary Professional Development Service (PPDS) is in place for the provision of support at primary level and the first of days of training is currently ongoing. Design and provision of the second day will take place in early 2009.

At post primary level, the Second Level Support Service (SLSS) have identified members of their team to provide training and support for teachers of English as an additional language. The training has been designed and will be rolled out in early 2009.

The budget for the PPDS in 2008 is €257,000 excluding personnel costs and the budgets for next year have not yet been finalised but I expect they will be in the coming weeks. It is estimated that in the region of 28,000 children in first and second level schools benefited from English language support in the 2007/2008 school year.

The Inspectorate of the Department of Education and Science is evaluating the effectiveness of provision of English as an additional language in a number of primary and post-primary schools. This evaluation is currently underway in a number of primary and post-primary schools and is designed to:

Evaluate the quality of teaching and learning of English as an additional language which students receive in mainstream education and in support contexts

Establish the quality of whole-school planning and school self-review that is undertaken to include students in the school, and to review the extent to which this planning reflects the principles of inclusion and respect for cultural diversity

Review the progress which these students are making in oracy, literacy and numeracy

Identify good practice with regard to EAL provision in schools and seek to disseminate this good practice generally

Identify areas where the work of schools, teachers and the system of supports that the Department of Education and Science administers could be improved.

It is envisaged that the data from the evaluations in the individual schools will be analysed in spring 2009 and a national composite report will be prepared by the Inspectorate. This report will, I hope, provide valuable reflections and analysis about how schools and the Department of Education and Science can improve the quality of EAL provision.

In addition, materials have been provided to schools to raise awareness of cultural diversity and to support all staff in schools in addressing this issue effectively. The Intercultural Guidelines prepared by the National Council for Curriculum and Assessment help to ensure that both primary and post-primary schools are equipped to provide a welcoming, inclusive and supporting environment for newcomer children. The assessment of the individual needs of pupils and the regular monitoring of the progress that they are making are key factors in ensuring that the school provides the most appropriate supports to the students. To assist schools in this work, the Department of Education and Science has supplied a language assessment kit for primary level and a post-primary kit is in preparation. The Department is supporting their use through training of teachers. Training is in place at primary level and in-service seminars are currently being delivered across the country.

The Department of Education and Science recognises that we must monitor and review the educational experiences that are provided to newcomer students so that we can improve the quality and effectiveness of our provision and is, therefore, undertaking a range of research to consider the question of integration in schools.

The ESRI will shortly produce a research report on "Managing Diversity", looking at newcomer students in primary and post-primary schools. This research is based on case study interviews and responses to questionnaires from over 1000 primary and post-primary schools.

Ireland is also taking part in an OECD thematic review on migrant education, results from which are expected next year. Together with the other key participants in the study (Denmark, Norway, Sweden, Austria, the Netherlands, and the Flemish Community of Belgium) the review is exploring what are the best education options for our children in an inclusive Ireland.

The Department of Education and Science is also conducting a value for money review of English as an Additional Language in primary and post-primary schools. The review is expected to be completed in 2009.