Languages Connect
こんにちはHOLACZESC你好GUTEN TAGLANGUAGESCONNECTIRELAND’S STRATEGYFOR FOREIGN LANGUAGESIN EDUCATION 2017-2026IMPLEMENTATION PLAN2017-2022
2017 Department of Education and SkillsPublished byDepartment of Education and SkillsMarlborough StreetDublin 1This publication may be accessed atwww.education.ie2
TABLE OF CONTENTSINTRODUCTION5GOAL 1: IMPROVE LANGUAGE PROFICIENCY BY CREATINGA MORE ENGAGING LEARNING ENVIRONMENT9GOAL 2: DIVERSIFY AND INCREASE THE UPTAKE OF LANGUAGES LEARNEDAND CULTIVATE THE LANGUAGES OF THE NEW IRISH14GOAL 3: INCREASE AWARENESS OF THE IMPORTANCE OF LANGUAGELEARNING TO ENCOURAGE THE WIDER USE OF FOREIGN LANGUAGES19GOAL 4: ENHANCE EMPLOYER ENGAGEMENT IN THE DEVELOPMENTAND USE OF TRADE LANGUAGES21IMPLEMENTATION PLAN 2017-202223LANGUAGES CONNECTGLOSSARY3
HOLAGUTEN TAGCZESC你好こんにちは
HOLAGUTEN TAGCZESC你好こんにちはINTRODUCTIONWhat is our vision?Our vision is that Ireland’s education system will promote a society where the ability to learn and use atleast one foreign language is taken for granted because of its inherent value for individuals, society and theeconomy.The 2008 Language Policy Profile, Ireland, published jointly by the Council of Europe and the then Departmentof Education and Science challenged Ireland “to move away from ‘an official but lame bilingualism’ to becomea truly multilingual society, where the ability to learn and use two and more languages is taken for grantedand fostered at every stage of the education system and throughout lifelong education.”1 Ireland’s Strategyfor Foreign Languages in Education will address that challenge.Full implementation of this Strategy will see a greater uptake of the study of foreign languages across theeducation sector, an increase in participation in mobility schemes such as Erasmus , the learning of a morediverse range of languages in post-primary schools, and in the further education and higher educationsectors.Our strengths and challengesIreland’s tradition of language learning. Bilingualism in primary education. The high uptake of foreign languages at post-primary level. The new junior cycle specification for foreign languages. The Post-Primary Languages Initiative (PPLI). The languages of the immigrant communities. Membership of the EU. Ireland’s position as a small country with a globalised economy.The consultation process and earlier studies identified a number of challenges to developing a trulymultilingual society. Among the most significant are the following: The global dominance of English. Lack of awareness of the opportunities that foreign languages offer for careers and mobility. The perceived difficulty of learning languages. The limited choice of foreign languages available in schools.LANGUAGES CONNECT IMPLEMENTATION PLAN 2017-2022Ireland does have certain strengths on which to build a better future for foreign languages in ucation-Policy-Profile.pdf. p. 51.
The shortage of qualified teachers of foreign languages. The traditional dominance of French in the system. Low uptake of foreign languages in further and higher education. Lack of adequate support for immigrant languages.Our goalsThe Strategy sets out four overarching goals:1. Improve language proficiency by creating a more engaging learning environment.2. Diversify and increase the uptake of languages learned and cultivate the languages of the new Irish.3. Increase awareness of the importance of language learning to encourage the wider use of foreignlanguages.4. Enhance employer engagement in the development and use of trade languages.The goals set out are derived from the vision, the strengths and challenges identified as part of the consultationprocess.What are the key target outcomes of the Strategy?Implementation of this Strategy will require active engagement from stakeholders across the education andtraining sector, government departments and agencies, cultural organisations and the media. By 2026, withthe cooperation of all stakeholders, we will aim to achieve the following targets: Increase the uptake in key languages from their present Leaving Certificate examination uptakes:German (13%), Spanish (11%), Italian (0.9%), Russian (0.6%), Japanese (0.6%), Arabic (0.2%), MandarinChinese (N/A), Portuguese (0.2% - non-curricular). Introduce a curricular specification for new learners of Mandarin Chinese for Leaving Certificate andcurricular specifications for heritage speakers for Polish, Lithuanian and Portuguese. Increase in the number of post-primary schools offering two or more foreign languages and increase thenumber of students sitting two languages for state examinations by 25%. Increase the proportion of the higher education cohort studying a foreign language, in any capacity, aspart of their course to 20%. Increase the number of participants in Erasmus 2 by at least 50%. Double the number of teachers participating in teacher mobility programmes. Double the number of Foreign Language Assistants. Improvement in learners’ attitude to foreign language learning. Improvement in the quality of foreign language teaching at all levels. Adoption of the CEFR in education and by employers and increase the proportion of graduates leavinghigher education who reach the “Independent User” standard.2Erasmus in a European Union funded mobility programme which runs from 2014-2020. While it is intended to increase the numbers ofstudents participating in Erasmus , the availability of opportunities on the programme are dependent on the continuation of the Erasmus programme beyond 2020 by the EU and the budget made available to Ireland. The majority of students currently studying overseas do so aspart of Erasmus .6
How will we measure our progress?Each of the desired outcomes have one or more measurable components to determine levels of achievement.Oversight of implementation of the Strategy, along with monitoring of progress, will be carried out by theForeign Language Advisory Group (FLAG).The table below sets out a list of measurable items which will be reviewed and updated as part of the yearfive review of the Strategy.MID TERM TARGET (2022)END TARGET (2026)Percentage Of CandidatesPresenting For AForeign Language ForJunior Certificate/CycleExamination87%92%100%Percentage Of JuniorCertificate/CycleCandidates SittingGerman, Spanish AndItalian As A Proportion OfTotal Curricular ForeignLanguage Sits40%45%50%Percentage Of SchoolsOffering Two Or MoreForeign Languages AsPart Of Transition Year53%75%100%Percentage Of CandidatesPresenting For A ForeignLanguage For LeavingCertificate Examination69%74%79%Percentage Of LeavingCertificate CandidatesSitting German, Spanish,Italian, Russian,Japanese And ArabicAs A Proportion Of TotalCurricular ForeignLanguage Sits38%41%45%Percentage Of StudentsStudying Courses With ALanguage Component InHigher Education4% (2012/13)10%20%To be established--Learner AttitudesTowards ForeignLanguage LearningIRELAND’S STRATEGY FOR FOREIGN LANGUAGES IN EDUCATION 2017-2026BASELINE (2016)LANGUAGES CONNECTMEASURE7
MEASUREParticipation In Erasmus In Higher Education AndOther Study And WorkPlacements Abroad8BASELINE (2016)MID TERM TARGET (2022)END TARGET (2026)3,1354,4005,400Improvement In CEFRLevels Of ReturningErasmus Students63% at level B2 or above68%75%Number Of ForeignLanguage AssistantsComing To Ireland110160220Percentage Of EmployersReporting Use Of TheCEFRTo be established--Percentage Of EmployersReporting Use OfLanguage ManagementStrategies (LMS)To be established--Number Of EducationAnd Training ProvidersIncorporating LMS IntoMBA And Other ExecutiveEducation ProgrammesTo be established--
HOLAGUTEN TAGCZESC你好こんにちはGOAL 1: IMPROVE LANGUAGE PROFICIENCYBY CREATING A MORE ENGAGING LEARNINGENVIRONMENTA critical success factor in a strategy for foreign languages in education must be the quality of teachingand learning of foreign languages in schools and HEIs. Concerns have been expressed from time to timeabout the quality of teaching and learning of languages and about the level of language competence attainedby learners at all levels in the education system. The National Employers Survey, for example, indicateda lack of satisfaction with graduates in relation to language skills, with satisfaction rates of between 28%and 46%. A 2003 NCCA discussion paper3 raised questions about the level of communicative proficiency ofschool leavers and recommended undertaking independent measurement of the communicative proficiencyachieved by students in Irish and foreign languages at Junior and Leaving Certificate levels. Through theimprovement of the quality of learning and the learning environment, the proficiency levels of learners canbe improved.TIMESCALE LEADINITIAL TEACHER EDUCATION AND REGISTRATION1.A.1The Teaching Council will take account of the Strategy in (a) its reviewof the impact of the reconfigured programmes and (b) its review of thecriteria and guidelines for ITE programme providers.1.A.2The Teaching Council’s review of the criteria and guidelines willQ3 2018consider: The inclusion of language-specific communicative language teachingpedagogy in post-primary ITE programmes. Common learning outcomes from post-primary ITE programmes forteachers of foreign languages. The establishment of a minimum level of language proficiency (basedon the CEFR) for entry to post primary PME programmes. Entry to ITE programmes for native speakers of curricular languages.TeachingCouncil1.A.3For registration with the Teaching Council, language teachers to berequired to provide, in addition to their university degree, independentevidence of competence at minimum of CEFR level B2.2 in all fivelanguage skills.Q4 2020TeachingCouncil1.A.4The Department will request the Teaching Council to consider thefeasibility of registering teachers of non-curricular languages.Q4 2018DES, TeachingCouncilQ1 2018ongoingTeachingCouncil, ITEProvidersLANGUAGES CONNECTACTIONIRELAND’S STRATEGY FOR FOREIGN LANGUAGES IN EDUCATION 2017-2026Goal 1 : Improve language proficiency by creating a more engaging learning environment93D. Little. Languages in the Post-Primary Curriculum: a discussion paper. 2003.
CONTINUING PROFESSIONAL DEVELOPMENT1.B.1Ensure that language teachers will be required to provide evidence ofengagement in relevant language-related professional learning.OngoingTeachingCouncil1.B.2Opportunities for CPD for teachers as part of the rollout of new juniorcycle specifications in modern foreign languages are available.OngoingJCT1.B.3Complete the pilot of the professional development framework for staffin higher education.2017T&L Forum,HEIs1.B.4Rollout of professional development framework for staff in highereducation.Q4 2018onwardsT&L Forum,HEIs1.B.5Increase the possibilities for more short term post-primary languageteacher exchanges. These schemes need to be more widely promoted,and involve more countries and languages, with teachers moving in bothdirections.From Q32018Léargas, DES1.B.6Following the audit of language teachers (Action 2.A.2), the possibility ofa post-graduate programme for teachers of other languages should beconsidered, to enhance their ability to teach additional languages.Q3 2019HEIs, PPLI1.B.7The development and implementation phases of Cosán will have regardto this Strategy.OngoingTeachingCouncilSUPPORTS FOR TEACHING AND LEARNING101.C.1In order to enhance quality and ensure consistency in teaching, developan online pedagogical manual and tutorials, with exemplars of goodpractice for the teaching of all languages including the use of digitaltools which allow teachers and their students to engage with authenticlanguageOngoingDES, NCCA,PPLI1.C.2Significantly increase the number of post-primary schools participatingin the languages assistants’ scheme from 110 in 2017 to 160 in 2022.In doing so also include teaching assistants with additional languagesto enhance the diversity of foreign languages available in post-primaryschools. Consideration will need to be given to ways which as manyschools as possible will participate in this language assistants’ scheme.Targets tograduallyincreaseLanguageAssistantsby 2022DES, Schools1.C.3Train language assistants at a group and individual level, liaise withschools and monitor the implementation.Q3 2019DES, Schools,PPLI1.C.4Increase the number of Irish language assistants going abroad to createvaluable professional capital within Irish classrooms into the future.Targets tograduallyincreaseDES,Embassies
OngoingPPLI, PDST,JCT, LanguageSubject TeacherProfessionalNetworks1.C.6Increase DES Inspectorate language expertise through the addition oftwo post-primary inspectors with FL and CLIL expertise and a primaryinspector with CLIL expertise.Q3 2018DES1.C.7The DES Inspectorate, through its evaluation and advisory processes, is Ongoingto provide positive support for a quality language education for learners.This will include advice and guidance to schools about using school selfevaluation, and school planning to improve foreign language education,and a range of approaches to monitor and report on the quality offoreign language education.DES1.C.8The DES Inspectorate will provide a statement on the status of foreignlanguage learning in 2019, based on inspection reports, and otherinputs, and regularly thereafter.Q3 2019DES1.C.9The DES Inspectorate to carry out periodic surveys of students’ attitudesto and experiences of foreign language learning as part of their wholeschool type evaluations.To becompletedevery 3-4yearsDES1.C.10Collaborate with and facilitate dissemination of work carried out by theCouncil of Europe and the European Centre for Modern Languages topromote excellence in language education.OngoingPPLI1.C.11Encourage and support the use of innovative teaching methods andICT supports for learning languages. ICT and media can be particularlyuseful for allowing students to engage with native speakers when theyare not in the position to undertake mobility programmes abroad.OngoingT&L Forum,PPLI1.C.12Continue to promote the enhancement of teaching and learning oflanguages across the higher education sector.OngoingT&L Forum1.C.13The HEA will review, with the HEIs, the expansion of subjects whichshould include foreign language elements to meet existing skill gaps.Q1 2020HEA, HEIs1.C.14Complete the Enhancing Digital Literacies for Language Learningproject and assess how this can be used to support language learning atall levels.Q4 2017T&L Forum,DES1.C.15Investigate the possibility of school placement or enterprise-basedwork placements abroad in the context of the new concurrent teachingdegrees.Q1 2018HEIs,EnterpriseIRELAND’S STRATEGY FOR FOREIGN LANGUAGES IN EDUCATION 2017-2026Explore the expansion of communities of practice within the foreignlanguages sector.LANGUAGES CONNECT1.C.511
1.C.16Consult on the indicative table for CEFR levels4 so that agreement canbe reached with the different partners in aligning achievement in JuniorCycle, Senior Cycle, and Higher Education with CEFR.Q2 2018DES, PPLI,HEA1.C.17Rollout the use of the CEFR in Higher Education.Q1 2018HEIs, HEA,QQI, T&LForumMOBILITY OPPORTUNITIES1241.D.1Consider ways to encourage more senior cycle, especially transitionyear students, to avail of language exchange opportunities.Ongoingbut willrequire anawarenesscampaignto begin Q22018PPLI, Léargas,1.D.2Consider ways to encourage students in FET and HE to further avail ofopportunities on the Erasmus programme. Mechanisms to encourageparticipation in mobility will depend on the nature of the course beingstudied and the students taking part, but may include: Presentations from former Erasmus students to post-primaryschool students outlining the benefits of overseas mobility, to enablethem to consider it in choosing courses. Provision of information to guidance counsellors in post-primaryschools on the benefits of mobility at FET and HE. Engagement between pre- and post-Erasmus students. Increased information in various formats (online, videos etc) onErasmus for potential Erasmus student.Q3 2018DES, HEA,HEIs, ETBs,SOLAS,Léargas1.D.3Review policy and practice nationally and by HEIs supportingtarget groups in the National Access Plan in undertaking mobilityprogrammes.Q1 2018DES, HEA1.D.4Review best practice examples and recommendations arising out ofthe Erasmus funded study “Enhancing Mobility for Access Students inIreland”.Q1 2018DES,HEA1.D.5Consider ways to encourage more students to undertake theirErasmus mobility through a target language. Mechanisms to do thiswill depend on the nature of the course being studied and the studentstaking part, but could include: Acknowledgment in their degree of the period spent abroad. Additional preparation before departure for undertaking courses inthe target language. Awareness raising activities to be undertaken on the value of thelanguages being studied. Exemption of a certain amount of courses from being included infinal degree grades if taken in the target language.Q1 2018DES, HEA,HEIs,See Table 1 of the Strategy
Improve the language competence of students returning from Erasmus Ongoingmobility programmes abroad. Mechanisms to do this will depend on thenature of the course being studied, the existing language competence ofthe students, but could include: Participation in extra language courses while on mobility. Engagement with students from host country before departure. The use of ICT and media tools to enable feedback from sendinginstitutions. Promotion of immersion experiences while abroad.DES, HEIs,HEA1.D.7Collect and disseminate best practice examples for the use of ICTsupports to enhance and support mobility periods abroad.Q1 2018onwardsHEA, T&LForum1.D.8Promote the active implementation of the 2004 commitment by HEIsto deliver automatically and free of charge the Europass DiplomaSupplement which captures formal and informal learning during agraduate’s academic career. This will facilitate the capture of languagelearning periods abroad.OngoingHEA1.D.9Explore the possibility of introducing school-based work placementswith partner countries for incoming and outgoing Erasmus students.Q3 2018DES, HEA,Embassies1.D.10Establish new cultural agreements with countries to expand thelanguage assistants scheme.Q1 2019DES,EmbassiesCONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)Progressively introduce content and language integrated learning (CLIL)of Irish in English medium schools in the context of the implementationof the new Primary Language Curriculum – where the focus is on bothEnglish and Irish languages.OngoingNCCA,Schools,DES1.E.2The NCCA will consider including foreign languages in senior classes aspart of the review of the primary curriculum. The DES will consider therecommendations of the review following completion.Q3 2019NCCA, DES1.E.3Explore the potential for the greater use of CLIL to increase the useof language skills, heighten the intercultural dimension, and increaseconfidence in language learning and awareness in post-primary schoolsand higher education.OngoingDES, NCCA,HEIsPilot CLIL5 for TY where there is teacher capacity - for exampleBusiness/German, History/French.Q3 2019onwardsPPLILANGUAGES CONNECT1.E.1IRELAND’S STRATEGY FOR FOREIGN LANGUAGES IN EDUCATION 2017-20261.D.65CLIL stands for Content and Language Integrated Learning and refers to teaching subjects such as science, history and geography to studentsthrough a foreign language. The European Commission notes that “It can provide effective opportunities for pupils to use their new languageskills now, rather than learn them now for use later. It opens doors on languages for a broader range of learners, nurturing self-confidencein young learners and those who have not responded well to formal language instruction in general education. It provides exposure to thelanguage without requiring extra time in the curriculum, which can be of particular interest in vocational settings.”13
HOLAGUTEN TAGCZESC你好こんにちはGOAL 2: DIVERSIFY AND INCREASE THE UPTAKEOF LANGUAGES LEARNED AND CULTIVATE THELANGUAGES OF THE NEW IRISHThe range of foreign languages currently available for schools to offer is good: French, German, Italian andSpanish in junior cycle, with the addition of Arabic, Japanese and Russian in senior cycle. Schools are nowable to offer 100-hour short courses as part of their junior cycle programmes. A short course in ChineseLanguage and Culture has been developed by the NCCA, and the PPLI have developed short courses inJapanese, Russian and Polish. In most schools, however, the choice of languages available to students isquite limited. Very few schools offer more than one or two foreign languages, and many students are notgiven a choice of languages to study. It is important that we strive for a greater diversification of languagestypically on offer in schools. Additionally, with 13% of our population speaking a language other than Englishor Irish at home, there is need to diversify beyond the current curricular languages and support the new Irishin maintaining and growing their own capacity to speak their own languages.In higher education, some 4% of students study a foreign language as either a core subject, or as an accreditedpart of a degree. Third level education plays an important role in developing foreign language skills in Irelandand it is important that diverse language learning opportunities are provided.GOAL: 2 : Diversify and increase the uptake of languages learned and cultivate the languages ofthe new IrishACTIONTIMESCALELEADINITIAL TEACHER EDUCATION AND REGISTRATION142.A.1Carry out research to identify future language needs, and aimfor provision and uptake in line with those needs.Commence Q32018DES, Tender2.A.2Complete the audit of foreign languages provision in postprimary schools, started by the PPLI, part of which willdetermine if there are teachers qualified to teach foreignlanguages other than those being taught so as to diversify thelanguage programmes available.Report due Q12018PPLI, DES2.A.3Following the audit in 2.A.2, provide incentives for teachersto upskill in the languages where they are qualified but notteaching in recently e.g. CPD, access to post-graduate courses.CPD to beginQ3 2018.Post-graduatecourses to beginSeptember 2019.PPLI, DES2.A.4Pilot a variety of options for introducing lesser taught languagesinto schools. Such a pilot should consider the introduction oflanguages offered as full or short courses, shared classes/blended learning models, employment and allocation ofperipatetic teachers, and support for non-curricular and lessertaught Leaving Certificate languages in schools.Start September2019PPLI
2.A.5Report on findings of the pilot in 2.A.4 to be considered to inform June 2021future policy.PPLI2.A.6Incentivise schools to diversify the range of languages on offerby means of concessionary hours and peripatetic teachers,where possible and appropriate.Phase in fromSeptember 2018PPLI2.A.7Baseline data collection and analysis will be undertaken inconjunction with relevant bodies including schools, the TeachingCouncil, the HEA and the HEIs to inform policy on the supply ofmodern language teachers, as well as the current employmentsituations of NQTs of modern foreign languages.Q1 2018DES, TeachingCouncil HEA,HEIs2.A.8Following from action 2.A.7, the Department will develop a setof policy actions to support the supply of teachers of modernforeign languages.Q2 2018 onwardsDESImplement the new Junior Cycle Modern Foreign LanguagesFrom Septemberspecification which has an increased emphasis on oral language 2017 for first yearsand project work. First formal assessment to take place in June2020.NCCA, JCT2.B.2Implement the newly developed short course in Lithuanian.From September2018 onwardsPPLI, NCCA2.B.3Enable more students to present for more than one foreignlanguage at Junior Cycle via full and short courses, includingthrough the development of new short courses, and creategreater diversity of uptake across the four curricular languagescurrently offered. Long term planning should aim forproportionate uptake which is more in line with identified needs.OngoingDES, PPLI2.B.4Increase the provision of Chinese Language and Culturelearning opportunities in second level schools and buildassociated capacity required.OngoingDES, PPLITRANSITION YEAR2.C.1Increase the number of schools offering more than one foreignlanguage as part of their TY programme from 53% (2016), to75% by 2022.OngoingDES, PPLI2.C.2Run a pilot programme for language summer camps aimed atTY students to introduce them to lesser-taught languages.Summer 2019PPLILANGUAGES CONNECT2.B.1IRELAND’S STRATEGY FOR FOREIGN LANGUAGES IN EDUCATION 2017-2026JUNIOR CYCLE REFORM15
SENIOR CYCLE2.D.1Request the NCCA to develop a draft Leaving Certificatespecification in Mandarin Chinese for non-native speakers,which would follow on from the junior cycle short course inChinese Language and Culture.The first Leaving Certificate examination to be set by SEC for2022.For completion2019, followed byimplementation bySeptember 2020for examinationfrom 2022DES, NCCA,SEC2.D.2Request the NCCA to prepare Leaving Certificate specificationsin Portuguese, Polish and Lithuanian for heritage speakers toreplace the existing non-curricular provisions. This will be donein consultation with relevant embassies on international bestpractice to inform developments.For completion2019, followed byimplementationSeptember 2020,for examinationfrom 2022NCCA, SECQ3 2019TeachingCouncilSEC to prepare for first examination in these newly formattedforeign heritage languages for 2022, including providing samplepapers in 20212.D.3Develop subject requirements for the new curricular languagesin order to meet the registration requirements set down in theTeaching Council [Registration] Regulations.SUPPORT FOR IMMIGRANT LANGUAGES162.E.1The presence of other heritage languages in our primaryschools will be explicitly acknowledged in the implementation ofthe new Primary Language Curriculum for early childhood andprimary education.OngoingNCCA2.E.2Guidelines will be developed for teaching children whose homelanguage is a language other than Irish or English as part ofthe suite of support documents for the new Primary LanguageCurriculum.2018 onwardsNCCA2.E.3Include an intercultural/multilingual dimension across thecurriculum at primary level.OngoingNCCA2.E.4Schools and libraries should have books, digital resources etc.available in a variety of relevant home languages.OngoingSchools,Embassies,Libraries, PPLI2.E.5Clarify that additional resources are available to schools witha significant number of first and second generation immigrantpupils who require support to achieve academic proficiency inthe language of instruction.OngoingDES
Q3 2019NCCA, PPLI2.E.7School principals and teachers should, in planning for provisionfor EAL pupils, be mindful of the Department's InterculturalEducation in the Primary School: Guidelines for Schools (2003)and the Intercultural Education Strategy (2010) and the Literacyand Numeracy Strategy (2011-2020).OngoingSchools2.E.8Carry out an audit, in collaboration with interested embassies, in Q2 2018order to identify locations where there is a level of interest anddemand for mother tongue support to inform further provision.PPLI2.E.9In the short to medium term, use short courses to support thelearning of home languages. Subject to a review of the uptakeand experience of the short courses in Polish and Lithuanian,consider the possibility of a full junior cycle specificationbeing developed for heritage EU languages. This could initiallycommence with Portuguese, Polish and Lithuanian.2020 onwards,as data becomesavailablePPLI,NCCA2.E.10Continue support for home languages in Transition Year.OngoingPPLI2.E.11Following a review of newly introduced heritage languageLeaving Certificate examinations in Polish, Portuguese andLithuanian, consideration will be given to the inclusion of otherexisting non-curricular languages as heritage languages withinthe Leaving Certificate.Q4 2022 onwardsSEC, DES,NCCALEARNING BEYOND SCHOOL2.F.1Run a pilot project in conjunction with one of the Skillnetsnetworks to enable language training in a specific sector –focusing on the needs of that sector, whether it be interculturalskills, languages for specific purposes, translation skills, oroverall language competence.Q1 2018DES, Skillnets2.F.2Review the outcomes of the pilot project and disseminate toother Skillnets networks to enable learning and facilitate thespreading of similar projects in other sectors.Q4 2018DES, Skillnets2.F.3Through the review of the Systems Performance Frameworkfor Higher Education, ensure relevant indicators are developedand included to support the provision of a diversity of languagelearning opportunities as a national priority.Q1 2018DES, HEA2.F.4Explore the potential for adding broader language competencequestions to the new Graduate Outcomes Survey as an optionaladd-on module.Q2 2018DES, HEAIRELAND’S STRATEGY FOR FOREIGN LANGUAGES IN EDUCATION 2017-2026Guidelines and good practice exemplars will be developed andmade available for principals, teachers and parents on theirrole in supporting an intercultural dimension and promoting thehome language, where the home language is neither Irish norEnglish.6LANGUAGES CONNECT2.E.6176See Deirdre Kirwan, “Cultivating Plurilingual Environment: Opportunities in Pre-school, Primary School and Beyond” in ETBI Newsletter,spring 2015.
2.F.5Monitor the development and implementation of languagesstrategies and policies through the Strategic Dialogue processfor higher education institutions.OngoingHEALEARNING BEYOND SCHOOL182.G.1Review functions and structure of PPLI to enable it as a bodywhich would support the implementation actions set out for it tolead within this Strategy. This will require additional funding andstaffing.Review completedby June 2018, inthe meantimephase in additionalsta
1.A.4 The Department will request the Teaching Council to consider the feasibility of registering teachers of non-curricular languages. Q4 2018 DES, Teaching Council 9 LANGUAGES CONNECT IRELAND'S STRATEGY FOR FOREIGN LANGUAGES IN EDUCATION 2017-2026 3 D. Little. Languages in the Post-Primary Curriculum: a discussion paper. 2003.
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