Identifying creative and participatory approaches to respond to existing challenges for Irish language teaching and learning at English-medium primary school level

ABSTRACT

This paper argues that the combination of (i) creative language pedagogy informed by sociocultural theory (SCT), and (ii) a participatory, democratic approach to language learning inclusive of learner voice, supports language (re-) engagement for Irish language learners and educators in English-medium education, and in society at large. Firstly, existing challenges for Irish language learning and teaching at the primary level in English-medium education (EME) are explored within the broader context of Irish language engagement. In response, a school-based participatory action research (PAR) study which piloted SCT-informed pedagogical approaches of peer-tutoring, student-parent tutoring, and technology-mediated language learning is then presented. Focusing on overarching outcomes, the findings of this small-scale study are outlined which indicate an increase in both Irish language use and self-assessed proficiency, and overall motivation level consolidation amongst learners. In addition, the potential of a PAR approach in supporting engagement and partnership in Irish language learning is considered. In conclusion, recommendations for policy, practice, and research are suggested to further Irish language engagement in EME.

KEYWORDS:

• Irish language
• primary school
• sociocultural theory (SCT)
• tutoring
• participatory action research

Disclosure statement

No potential conflict of interest was reported by the author.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Notes

1 The Inspectorate is a division of the Department of Education which oversees the evaluation of primary and secondary schools and education centres.

Additional information

Notes on contributors

Jane O’Toole

Jane O’Toole holds a PhD in Language Education (2023) from Trinity College Dublin. A primary school teacher, part-time researcher and third-level tutor, Jane is also a Coordinating Group Member of the Collaborative Action Research Network (CARN). Her research interests include language education and policy, school leadership and action research.