Professor Maeve ConrickProfessor Maeve ConrickUCDUCD

The Future of Languages in The Future of Languages in IrelandIreland

German Teachers’ conference German Teachers’ conference

19 November 201119 November 2011

OutlineOutline

1.1. IntroductionIntroduction

2.2. Language policy and demographicsLanguage policy and demographics

3.3. Language policy and languages in Language policy and languages in IrelandIreland

4.4. RIA RIA National Languages StrategyNational Languages Strategy

5.5. ConclusionConclusion

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Language policy and demographicsLanguage policy and demographics

‘‘The question will act as an important measure of The question will act as an important measure of integration; it will provide data on who speaks a language integration; it will provide data on who speaks a language other than English or Irish at home and this will be analysed other than English or Irish at home and this will be analysed against other factors that indicate broader participation in against other factors that indicate broader participation in society (at work, in education etc.).  It will also provide society (at work, in education etc.).  It will also provide information on how well English is spoken by people who information on how well English is spoken by people who have a language other than English as their mother tongue. have a language other than English as their mother tongue. The information will be available for all age groups The information will be available for all age groups including school children and can be used to target state including school children and can be used to target state resources in areas such as education and health to support resources in areas such as education and health to support people who may struggle speaking English.’ (people who may struggle speaking English.’ (CSO, CSO, 2011 2011 Census Form)Census Form)

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A. Language policy and languagesi. Acquisition planning for immigrantsii. Language policy in education

 B. Developing a national policy on languages in Ireland

i. Current status and trendsa.languages provision at primary and secondary levelb.teacher education

ii. Challenges and Opportunities

Language policy and languagesLanguage policy and languages

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Language policy and languagesLanguage policy and languages

I.I. Acquisition planning for immigrantsAcquisition planning for immigrants

II.II. Language policy in educationLanguage policy in education

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Developing a national policyDeveloping a national policy on on languageslanguages

I.I. Current status and trendsCurrent status and trendsa)a) languages provision at primary and languages provision at primary and

secondary levelssecondary levels

b)b) teacher educationteacher education

II.II. Challenges and OpportunitiesChallenges and Opportunities

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Council of Europe 2008 Council of Europe 2008

‘‘Compared with other countries where Compared with other countries where Language Education Policy Profiles have Language Education Policy Profiles have been prepared, Ireland has already been prepared, Ireland has already produced a significant number of studies produced a significant number of studies and reports, either descriptive or position and reports, either descriptive or position papers’ (papers’ (Council of Europe 2008, Council of Europe 2008, Section Section 2.1). 2.1).

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Council of Europe 2008 (cont.)Council of Europe 2008 (cont.)

If the key advice to the national If the key advice to the national authorities could be summed up in one authorities could be summed up in one recommendation, it would be to recommendation, it would be to examine the feasibility of an integrated, examine the feasibility of an integrated, coherent, language in education policy coherent, language in education policy ((Council of Europe 2008, Section 3.3)Council of Europe 2008, Section 3.3)..

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RIARIA National Languages Strategy: National Languages Strategy: AimsAims

to provide an overview of the position of to provide an overview of the position of languages in education in Ireland today languages in education in Ireland today

to outline the challenges facing Ireland in its to outline the challenges facing Ireland in its development as a multilingual society, development as a multilingual society, particularly in relation to education, and particularly in relation to education, and

to make recommendations in relation to to make recommendations in relation to language education and more broadly, which language education and more broadly, which seek to meet these challenges and enhance seek to meet these challenges and enhance Ireland’s position within an increasingly Ireland’s position within an increasingly multilingual global economy. (RIA 2011: 1)multilingual global economy. (RIA 2011: 1)

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British AcademyBritish Academy

‘‘The UK’s social and economic future relies on our The UK’s social and economic future relies on our ability to compete on the international stage. It is ability to compete on the international stage. It is not coincidental that within months of entering not coincidental that within months of entering office the coalition government has organised very office the coalition government has organised very large and high profile teams led by the Prime large and high profile teams led by the Prime Minister to visit India and China. Within the Minister to visit India and China. Within the European context too, our neighbours are European context too, our neighbours are important trading partners yet we are rapidly important trading partners yet we are rapidly becoming a nation of monolinguals.’ (cont.)becoming a nation of monolinguals.’ (cont.)

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British AcademyBritish Academy

‘‘With an increasing number of companies having With an increasing number of companies having international dealings, mobility and language skills international dealings, mobility and language skills are being viewed as vital by employers. The are being viewed as vital by employers. The proficiency that graduates with language and proficiency that graduates with language and international experience bring goes beyond just international experience bring goes beyond just the acquisition of a single language, demonstrating the acquisition of a single language, demonstrating in addition initiative, motivation, independence and in addition initiative, motivation, independence and an ability to engage with those who have different an ability to engage with those who have different backgrounds and experience’ backgrounds and experience’ ((British Academy British Academy Policy Centre, 2011: 5).Policy Centre, 2011: 5).

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EU linguistic profileEU linguistic profile

‘‘The EU now has 500 million citizens, 27 Member The EU now has 500 million citizens, 27 Member States, 3 alphabets and 23 EU official languages, States, 3 alphabets and 23 EU official languages, some of them with a worldwide coverage. Some some of them with a worldwide coverage. Some 60 other languages are also part of the EU 60 other languages are also part of the EU heritage and are spoken in specific regions or by heritage and are spoken in specific regions or by specific groups. In addition, immigrants have specific groups. In addition, immigrants have brought a wide range of languages with them: it is brought a wide range of languages with them: it is estimated that at least 175 nationalities are now estimated that at least 175 nationalities are now present within the EU’s borders.’ (European present within the EU’s borders.’ (European Commission 2008: 4). Commission 2008: 4).

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Challenges and OpportunitiesChallenges and Opportunities

‘‘the main challenge for Ireland…is to the main challenge for Ireland…is to become a truly multilingual society, where become a truly multilingual society, where the ability to learn and use two or more the ability to learn and use two or more languages is taken for granted and fostered languages is taken for granted and fostered at every stage of the education system and at every stage of the education system and through lifelong education’ (Department of through lifelong education’ (Department of Enterprise, Trade and Innovation 2010: 32)Enterprise, Trade and Innovation 2010: 32)

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Languages for jobsLanguages for jobs

‘The working group has drawn up this report as a response to the main challenges associated with the provision of language skills for the labour market. It constitutes an appeal to sharpen the focus on employment-related aspects of language learning. The aim is to provide input for the current discussions at national and European levels on modernising education systems and quality assurance built on learning outcomes.’ (2011:4)

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Languages for jobsLanguages for jobs

The main challenge is for language teaching to become learner-focused, better geared to professional contexts and the needs of the jobs market. This, in turn, will improve learner motivation and the successful taking up and use of available opportunities. This will be to the benefit not only of learners but also those seeking to employ people who are well-trained and properly qualified to assume their professional responsibilities. (2011: 4)

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Comments: IBECComments: IBEC

‘Over 75% of the world’s population do not speak English and only 9 per cent speak English as their first language. If we neglect to ensure adequate availability of foreign language skills in Ireland, the opportunities of the global market will not be realised.’

(Tony Donohue, IBEC, as quoted in The Irish Times)

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Comments: Enterprise IrelandComments: Enterprise Ireland

‘The lack of people with German language skills in our exporting companies is a major contributing factor to why we have never managed to fully exploit the opportunity the market affords.’

(Deirdre McPartlin, Enterprise Ireland, as quoted in The Irish Times)

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RIARIA National Languages National Languages StrategyStrategy

Recommendations:Recommendations: General ‘Languages–in-Education’ General ‘Languages–in-Education’

recommendationsrecommendations Primary levelPrimary level Post-primary levelPost-primary level Third levelThird level Broader national levelBroader national level

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General ‘Languages–in-General ‘Languages–in-Education’ recommendationsEducation’ recommendations

THAT modern languages continue to THAT modern languages continue to be taught with an emphasis on be taught with an emphasis on cultural, as distinct from purely cultural, as distinct from purely linguistic, awareness. Sociocultural linguistic, awareness. Sociocultural awareness needs to be seen and awareness needs to be seen and understood as an integral part of understood as an integral part of language education. language education.

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General ‘Languages–in-General ‘Languages–in-Education’ recommendationsEducation’ recommendations

THAT mother-tongue support and THAT mother-tongue support and English-language support be English-language support be reinstated as standard, for reinstated as standard, for children of newcomers to Ireland children of newcomers to Ireland in particular. in particular. 

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Primary levelPrimary level

THAT the Modern Languages in Primary THAT the Modern Languages in Primary Schools Initiative be integrated into the Schools Initiative be integrated into the mainstream curriculum […] rather than mainstream curriculum […] rather than being limited to extra-curricular time and to being limited to extra-curricular time and to a portion of schools. […] these subjects a portion of schools. […] these subjects must not only continue to be taught as must not only continue to be taught as academic subjects in B.Ed. degrees but academic subjects in B.Ed. degrees but also be seen as central components of the also be seen as central components of the B.Ed. degree.B.Ed. degree.

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Post-primary levelPost-primary level

THAT advanced proficiency in a THAT advanced proficiency in a third language be made a third language be made a universal requirement in order to universal requirement in order to integrate plurilingualism into the integrate plurilingualism into the curriculum. curriculum.   

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Post-primary levelPost-primary level

THAT formal external assessment THAT formal external assessment of oral proficiency be made of oral proficiency be made compulsory for modern languages compulsory for modern languages at Junior Certificate level, in order at Junior Certificate level, in order to improve communicative to improve communicative competence in languages at competence in languages at junior cycle.junior cycle.

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Third levelThird level

THAT modern languages be THAT modern languages be treated as a priority subject at treated as a priority subject at third level, in the context of the third level, in the context of the development of a global society. development of a global society. […] This is an urgent issue if the […] This is an urgent issue if the erosion of language capacity in erosion of language capacity in Ireland is to be prevented.Ireland is to be prevented.

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Third LevelThird Level

THAT each institution of higher THAT each institution of higher education be formally requested education be formally requested to produce an internal policy on to produce an internal policy on languages where such a policy is languages where such a policy is not already in place.not already in place.

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Third levelThird level

THAT third-level institutions be encouraged THAT third-level institutions be encouraged to equip all of their students with strong to equip all of their students with strong language skills and intercultural knowledge language skills and intercultural knowledge […] they should also be encouraged to […] they should also be encouraged to exploit the capacity for, and to build space exploit the capacity for, and to build space into, programmes for students to pursue into, programmes for students to pursue language subjects which, while possibly language subjects which, while possibly outside their specialist fields, may well be of outside their specialist fields, may well be of interest due to their educational, social, interest due to their educational, social, personal and economic value.personal and economic value.

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Broader national levelBroader national level

THAT a Language Advisory Board be THAT a Language Advisory Board be established, whose role would be to established, whose role would be to advise on policy initiatives and advise on policy initiatives and development. Board membership should development. Board membership should include not only language specialists at all include not only language specialists at all levels of the Irish educational system, but levels of the Irish educational system, but also representatives from organisations also representatives from organisations such as Enterprise Ireland, NCCA, and such as Enterprise Ireland, NCCA, and government departments.government departments.

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Broader national levelBroader national level

THAT resources be allocated for THAT resources be allocated for national-level high-quality research national-level high-quality research with a view to establishing a precise, with a view to establishing a precise, accurate and more systematic picture accurate and more systematic picture of the overall linguistic landscape and of the overall linguistic landscape and profiles of the needs of, for example, profiles of the needs of, for example, exporting SMEs.exporting SMEs.

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Broader national levelBroader national level

THAT a number of key Irish public THAT a number of key Irish public figures (from politics, sport, business, figures (from politics, sport, business, entertainment) with multilingual skills entertainment) with multilingual skills be identified as ‘language be identified as ‘language ambassadors’ who could be used to ambassadors’ who could be used to showcase the benefits of showcase the benefits of plurilingualism for Irish people.plurilingualism for Irish people.

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