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INSPECTORATE: EXCELLENCE IN LEARNING FOR ALLAN CHIGIREACHT: FEABHAS NA FOGHLAMA DO CHÁCH April 2020

Modern Foreign Languages:A Report on the Quality of Practice in Post-Primary Schools

Modern Foreign Languages:A Report on the Quality of Practice in Post-Primary Schools

Inspectorate

Department of Education and Skills

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Contents1. Introduction 5

1.1 Purpose of this report 5

1.2 Overview 6

1.3 MFL: The early learning and care context 7

1.4 MFL: The primary context 7

1.5 MFL: The post-primary context 7

2. The Report 9

2.1 Focus 9

2.2 Methodology 9

3. Language learning in early learning and care settings and primary schools 11

3.1 Earlylearningandcaresettings 11

3.2 Primary schools 12

4. How effectively are learners in post-primary schools engaging with MFL? 14

4.1 Learning environment 14

4.2 Learner engagement 14

4.3Studentenjoymentandmotivation 15

5 How effective are current teaching practices in MFL? 19

5.1 Attainmentoflearningobjectives 19

5.2 In-class support for learning needs 19

5.3 Preparationforteachingandclassroommanagement 20

5.4 Teaching approaches 21

5.5 In-school supports for EAL students 22

6. Summary of Findings and recommendations for development 23

6.1 Overallfindings 23

6.2 Next steps 24

7 Reflecting on MFL – The school self-evaluation process 26

Acknowledgements 29

Modern Foreign Languages: A Report on the Quality of Practice in Post-Primary Schools

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1.1 Purpose of this reportIn Languages Connect– Ireland’s Strategy for Foreign Languages in Education 2017-2026 and The Action Plan for Education 2016-2019,theInspectorateandtheDepartmentofEducationandSkillscommittedtoprovidingpositivesupportforaqualityforeignlanguageeducationforlearners.Thisincludestheprovisionofadviceandguidancetoschoolsaboutusingschoolself-evaluation,schoolplanningtoimproveforeignlanguageeducation,andtheuseofarangeofevaluationapproachestomonitorandreportonthequalityofforeignlanguageeducation.Morespecifically,underAction1.C.8 of Languages Connect,itwasstatedthat‘theDES[DepartmentofEducationandSkills]Inspectoratewillprovideastatementonthestatusofforeignlanguagelearningin2019,basedoninspectionreports,andotherinputs,andregularlythereafter’.

Thisreportisdesignedprimarilytoprovideapictureofthequalityofteachingandlearningofmodern foreign languages in post-primary schools and to help schools and/or individual teachers bringaboutimprovementinmodernforeignlanguages(MFL)teachingandlearning.Keyfindingsfrom post-primarysubjectinspectionsinmodernforeignlanguages,undertakenbetweenOctober2016andSeptember2019,arepresentedinthisdocument.Overthatperiod,ninety-fourMFLsubjectinspectionstookplaceinabroadrangeofpost-primaryschoolsacrossIreland.

Since modern foreign languages do not currently form part of the early years and primary school curriculumstherearenoinspectionreportsfromwhichtodrawdatainrelationtoMFL.However,innovativepracticeshavebeennotedbyinspectorsinearlylearningandcaresettingsandinprimaryschoolsinrelationtodevelopinglanguageacquisitionskillsforchildrenwhose mother tongue is notEnglish.Thereportincludesasectiononthosechildren’sexperienceoflearningEnglishasanadditionallanguage.ItisimportanttonotethatthecontextinearlyyearsandprimarysettingsofchildrenwithhomelanguagesotherthanEnglishdiffersfromthatofstudentslearningamodernforeign language in post-primary schools.

However,bothcontextshavebeenincludedastheyalignwiththeprinciplesoflanguagesforall,as outlined in the Languages Connectstrategy.Furthermore,accordingtointernationalresearch,languagelearningintheearlylearningandcarecontext,inprimaryschools,supportsMFLlearninginpost-primaryeducation.

Inthisway,thereportwillprovidesomebaselineinformationforthesystemontheimplementationof Languages Connect. ItalsoaimstoinformactionsthatshouldbetakentoensurethatnationalMFLobjectivescanbeachieved.

1Introduction

Inspectorate – Department of Education and Skills

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1.2 Overview Irelandisaplurilingualandpluriculturalsociety,fullyengagedinaglobalisedworld.Knowledgeofforeignlanguagesisessentialforourcultural,socialandeconomicdevelopment,particularlyinthecontextofachanginginternationalpoliticalenvironment.

Inhomesacrossthecountry,infantsarelisteningtowordsspokeninEnglish,Irish,Lithuanian,MandarinChinese,Polish,Portugueseandarangeofotherlanguages.Fromourfirstspokenwordsandphrases,todevelopingtheabilitytoreadandwrite,languageisacriticalpartofourhumanidentity.

Thereisalongtraditionoflearningmodernforeignlanguagesinourpost-primaryeducationsystem.StudentslearnbothIrishandEnglishfromprimaryschoolonwardsandasignificantnumberofstudentsstudyamodernforeignlanguageinpost-primaryschools.Furthermore,IrelandnowhasalargecohortofstudentsforwhomEnglishisnottheirfirstlanguage.Thepresenceofthiscohortofstudentsinourschools,togetherwiththefactthatstudentslearntwolanguagesinprimaryschool,represents a good opportunity to support modern foreign language learning in this country.

MFLlearninginIrishpost-primaryschoolsisataturningpoint,withanumberofrecentlyintroducedinnovativecurriculardevelopments.Atjuniorcycle,anewspecificationhasbeenintroducedforthelanguagesofFrench,German,Italian,Spanishandshort courses such as Chinese Language and Culture and Russian havealsobeendeveloped.Inaddition,shortcourseshavebeendevelopedforLithuanian and Polish as heritage languages. Units of learning in languages such as Japanese and KoreanarebeingtaughtinsomeschoolsaspartoftheTransitionYearprogramme.There are plans inplacetoaddcurricularspecificationsatseniorcycleinLithuanian,MandarinChinese,PolishandPortuguesefrom2020.

Languages Connect hasbeendevelopedinthecontextoftheAction Plan for Education 2016-2019.1 One of the aims of the Action Plan for Education was tosupportanddeveloplanguageeducationinIreland.Itsetsavisionforasocietywheretheabilitytolearnanduseatleastoneforeignlanguageistakenforgranted,becauseofitsinherentvalueforindividuals,societyandtheeconomy. 2

In Languages Connect,fourkeystrategicgoalsareset:

1 Improvelanguageproficiencybycreatingamoreengaginglearningenvironment

2 Diversifyandincreasetheuptakeoflanguageslearnedandcultivatethelanguagesofthenew Irish

3 Increase awareness of the importance of language learning to encourage the wider use of foreign languages

4 Enhance employer engagement in the development and use of trade languages.

ThefirstgoalprovidesarolefortheInspectorate;throughitsevaluationandadvisoryprocessestheInspectoratecansupportschoolsastheystrivetoprovideaqualityforeignlanguageeducationfortheir learners.3

1 DepartmentofEducationandSkills,(2016)Action Plan for Education 2016-2019. 2 Ibid.3 DepartmentofEducationandSkills,2017, Languages Connect - Ireland’s Strategy for Foreign Languages in Education 2017-2026.


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1.3 MFL: The early learning and care contextSuccessful early language-learning experiences involve encouraging young children to develop theirawarenessofandinterestinlanguage.Thisoccursthroughplayfulexplorationoftheirmothertongueandbydevelopingemerginginterestsinotherlanguagesthrough,forexample,games,songs,rhymes,postersandculturaldays.

Learning a modern foreign language is not typically part of the early learning and care learning experienceinIrelandtoday.However,theInspectorate’sEarly Years Quality Framework4 provides guidancetoearlylearningandcarepractitionersonhowtofosteraloveoflanguage.Inthatframework,referenceismadetofosteringemergentlanguageskills,extendingchildren’slanguagelearningduringplay,valuingandaffirmingthelanguagethechildrenspeakathomeandensuringthatthesehomelanguagesarevisibleintheprintenvironmentoftheearlylearningandcaresetting.Inaddition,theframeworkincludesafocusonthelearningforchildrenwhosemothertongueisnotEnglish,thesechildren’sappreciationoftheir home language and their understanding of how differentlanguagescanbeusedwithdifferentpeopleandindifferentsituations.

TheEarlyYearsQualityFrameworksupportstwoofthekeystrategicgoalsinLanguages Connect:

1 Improvelanguageproficiencybycreatingamoreengaginglearningenvironment

2 Increase awareness of the importance of language learning to encourage the wider use of foreign languages.

1.4 MFL: The primary contextSincetheconclusionoftheModernLanguagesinPrimarySchoolsInitiative(MLPSI)in2012,therearenonationalprogrammesinvolvingthelearningofmodernforeignlanguagesatprimarylevel.However,asprovidedforinLanguages Connect,theNationalCouncilforCurriculumandAssessment(NCCA)willpublishaDraftPrimaryCurriculumFrameworkinthenearfuture.Inthisdocument,thereisaproposaltoincludemodernforeignlanguagesasasubjectareaforpupilsfromthirdclassonwards in primary school.

Furthermore,primaryschoolshaveanimportantroletoplayincultivatingpositivedispositionstowardslanguagelearningandimprovingpupils’languageproficiency.Teacherscancreateanengagingandprint-richlearningenvironmentwheredifferentlanguagesarevaluedandcelebrated.Inparticular,primaryteachersplayacrucialroleinexpandingpupils’vocabularyandindevelopingtheircommunicationskillsinEnglishandinIrish;thiscanimpactpositivelyonpupils’futurecapacityforforeignlanguagelearning.Asthecasestudiesinsectionthreeofthisreportindicate,supportingstudentsforwhomEnglishisanadditionallanguageisafurtherexampleofhowprimaryschoolssupport overall language development.

1.5 MFL: The post-primary contextSignificantreformhastakenplaceatanationallevelwiththeintroductionoftheFramework for Junior Cycle in2015.Thisskills-basedcurricularframeworkincorporatesasharedunderstandingof

4 DepartmentofEducationandSkills,2018,A Guide to Early Years Education Inspection (EYEI).


howteaching,learningandassessmentpracticesshouldevolvetosupportthedeliveryofaquality,inclusiveandrelevanteducationthatwillmeettheneedsofjuniorcyclestudents,bothnowandinthefuture.Theprinciples,statementsoflearningandkeyskillsprovideastructureforschools to design their junior cycle programme.

ItisinthecontextoftheFrameworkforJuniorCyclethatasinglejuniorcyclespecificationinmodernforeignlanguageswasintroducedin2017.Thisrepresentsasignificantshiftinteachingandlearningatthatstageofeducation.Thereisnowgreaterfocusonthedevelopmentoforalskillsforlearnersandoncollaborationamongteachersoflanguages.

AkeytargetintheLanguages Connectimplementationplanistoensurethat,by2026,thepercentageofcandidatespresentingforajuniorcycleexaminationinaMFLincreases

from87%in2016to100%in2026.ThisisinlinewithstatementoflearningtwointheJuniorCycleFramework,whichnotesthatthestudentlistens,speaks,readsandwritesinL2 and one otherlanguageatalevelofproficiencythatisappropriatetoherorhisability.Atpresent,theMFLsavailableforstudyatfullspecificationlevelinjuniorcycleareFrench,German,ItalianandSpanish.

Thespecificationforjuniorcyclemodernforeignlanguagesisorganisedaroundthreeintegratedstrands:

• Communicativecompetence

• Languageawareness

• Socio-culturalknowledgeandinterculturalawareness.

Thesestrandsarefurtherbrokendownintoelementsandthelearningoutcomesassociatedwitheachelementarealsospecified.Students’languagelearningisactivelysupportedwhentheircommunicativecompetence,languageawarenessandsocio-culturalknowledgeandinterculturalawareness are developed in an integrated manner.

The development of short courses in languages represents a more inclusive approach to language teaching.Itfacilitatesstudentswithspecificeducationalneedsorstudentswhowishtostudyanadditionallanguage.Italsosupportsstudentsfrom‘heritagelanguage’backgrounds,thatis,studentswho are familiar with a language at home that is neither English nor Irish.

Atseniorcycle,significantinterventionshaveoccurredtotakecognisanceofsocialandeconomicchange.TheseincludetheintroductionofadditionalAsianlanguagesinTransitionYear.InadditiontothetraditionalMFLs,Japanese,RussianandArabicarealsoavailableasLeavingCertificateCurricularsubjects.Theaimofsuchinterventionsistodiversifytherangeoflanguagesavailableforstudy,respondtoeconomicneeds,andpromotesomeofthemostwidelyspokenheritagelanguages in the country.

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Framework for Junior Cycle 2015

DEPARTMENT OF EDUCATION AND SKILLS


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2.1 FocusTheInspectorateoftheDepartmentofEducationandSkills(DES)evaluatesandreportsonthequalityofeducationalprovisionforlearnersinearly-yearssettings,schools,centresforeducationandothersettings.TheInspectoratealsohasasupportandadvisoryrolewhencarryingoutitsevaluations.Throughdiscussion,reportingandpublication,theInspectoratedisseminatesthefindingsofitsevaluationsandpublishesadviceonhowtheworkofeducationprovidersandthelearningofchildrenandyoungpeoplecanbeimproved.Thisreportonmodernforeignlanguagesisdesigned to:

• EncourageandfacilitatediscoursearoundthecurrentqualityofMFLeducationinpost-primary schools

• Provideexemplarsofgoodlanguage-learningpracticesacrosspost-primary,primaryandearly-years sectors

• ProvidebaselineinformationaboutMFLeducationtoinformfurtherimplementationofnationalpolicyonMFLandagainstwhichfutureprogressinimplementingthatpolicycanbeassessed.

ThereportexplorestwokeyquestionsinrelationtoMFLlearninginIreland:

1 HoweffectivelyarelearnersengagingwithMFL?

2 HoweffectivearecurrentteachingpracticesinMFL?

2.2 MethodologyThisreportdrawsondatacollatedfromtheninety-fourMFLsubjectinspectionsconductedaspartofthenormalprogrammeofinspectionbetweenOctober2016andSeptember2019.Thesubjectinspectionmodel,withitsspecificfocusonlanguageteachingandlearning,providesaninformativeandrichinsightintoaspectsofpracticeobservedinschoolsoverthe2016-2019period.Thedatahighlightsareasofpracticethatwerefoundtobeworkingwell,aswellasareasthatrequirefurtherattentionanddevelopment.

Inaddition,aModernForeignLanguagesworkinggroup,comprisingearlyyears,primaryandpost-primaryinspectors,wasconvenedin2018.ItsremitwastoresearchaspectsoftheinitialimplementationofLanguages Connect withinschools.Theworkinggroupconducteditsresearchduring2019.Guidedquestionsweredevelopedinordertoencouragedialoguebetweeninspectorsandtheschoolsandsettingstheyvisitedonareasrelevanttotheresearch.Duringsomeevaluations,inspectorsengagedinconversationswithseniormanagementteams,subjectco-ordinators,teachersandpractitionerstoascertaintheirawarenessofLanguages Connect. A small numberofadditionalevaluationcriteriadirectlyrelatedtoLanguages Connect were included during

2 The Report


inspectionsconductedinasampleofpost-primaryschools,primaryschoolsandearlylearningandcaresettings.

Theadditionalcriteriavarieddependingontheeducationalsectorthatwasbeinginspected.Forexample,atpost-primaryschoollevel,thequestionsaskedofteachers,seniormanagement,orsubjectco-ordinators,included:

• Howdidthestudentsusethetargetlanguage?

• Arestudentsparticipatinginlanguageinitiatives?

• Whatdiversityoflanguageprovisionexistsforstudents?

• Whatpromotionofheritagelanguages,ifany,istakingplaceintheschool?

• Whatistheawarenessandpromotionofthewideruseoflanguageslikeintheschool?

• Whatconsideration,ifany,isgiventoCLIL(ContentandLanguageIntegratedLearning)?

Topromoteconsistencyandinter-raterreliabilityamonginspectorsinrelationtotheapplicationoftheadditionalevaluationcriteria,allofthecriteriawerereviewedbyinspectorsfromallthreesectors(early-years,primaryandpost-primary).InspectorsthenassignedqualitylevelsusingtheInspectorate’squalitycontinuumforprimaryandpost-primaryschools,assetoutinthetablebelow:

Rating Description

Very Good Very goodapplieswherethequalityoftheareasevaluatedisofaveryhighstandard.

Good Good applies where the strengths in the areas evaluated clearly outweigh the areas in need of improvement.

Satisfactory Satisfactoryapplieswherethequalityofprovisionisadequate.

Fair Fairapplieswhere,althoughtherearesomestrengthsintheareasevaluated,deficienciesorshortcomingsthatoutweighthosestrengthsalsoexist.

Weak Weakapplieswherethereareseriousdeficienciesintheareasevaluated.

Inspectors’ratingswereanalysedusingthefivequalitylevelsabove.Theywerefurtheraggregatedinto two categories: satisfactory or better and less than satisfactory. Satisfactory or better includes the qualityratings satisfactory,good and very good. Less than satisfactory includesthequalityratingsfair and weak.Wherepracticeisidentifiedassatisfactory,provisionisadequateandimprovementisneeded in some areas.

Inspectorsacrossallthreesectorsalsoidentifiedexamplesofgoodpracticeinschoolsandsettings.Theseexamplesformthebasisofcasestudiesinthisguide.

The domains and standards of Looking at our School (2016) also inform this report.5

5 DepartmentofEducationandSkills,2016,Looking at Our School.

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3.1 Early learning and care settingsChildreninearlylearningandcaresettingsareatacrucialstagebecauseitisatthisstageintheircognitivedevelopmentthatthefoundationsfortheirfuturelanguagelearningaredeveloped.Indeed,Aistear: the Early Childhood Curriculum Framework6 is centred on four interconnected themes tosupportlearninganddevelopment,twoofwhichareparticularlyrelevantinsupportinglanguagedevelopment.

InthesettingsvisitedbyinspectorsparticipatingintheMFLworkinggroup,avarietyofpracticesaroundlanguagelearningwasobserved.Theseincludedindividualpractitionerattentiontoinitiatingforeignlanguageawarenessamongstchildren,thehighlightingofkeywords,andimageswithforeignlanguagecaptionsondisplayaroundthebuilding.Suchpracticesoftenfocusedonthepromotionofinclusionanddiversity,particularlysupportingchildrenfromheritagelanguagebackgrounds.

Forexample,inoneearlylearningandcaresetting,Polishwasthefirstlanguagespokenbythepractitionersandbythemajorityofthechildren.Thepractitionersworkedtoenhancechildren’svocabularyacquisitionandtriedtobalancelisteningandspeakingtothechildreninbothEnglishandPolish.Theyusedrhymesandactionactivitiestopromotechildren’slanguagedevelopmentinEnglish.Specialoccasionswereorganisedthroughoutthepre-schoolyeartobringthechildren,theirparentsandthepractitionerstogether.TheseincludedthecelebrationofPolishfestivals,suchas‘Tłusty Czwaetek’(FatThursday),andopportunitiestoenjoynalesniki(pastries).

Inanothersetting,familieswithEnglishasanadditionallanguage(EAL)weresupportedwitha‘communicationcorner’whichusedsymbolstoenhancecommunicationwiththechildrenandtheirparents.Priortothesettling-inperiod,practitionersmetwithparents.Theseopportunitieswereusedtobuildpositiverelationshipsandtodiscussthevariousapproachesusedbythepractitionerstosupportchildren.Theyalsoorganisedanopendaytoestablisheffectivesettling-inprocedures.PractitionersusedvisualleafletsandavideotofurthersupporttheEALchildrenandfamiliesintheirunderstanding of the ethos and procedures of the pre-school. Parents were also invited into the pre-schoolthreetimesduringtheyear,withlanguagesupportifrequired,todiscussthechildren’slearning and to explain the learning stories7andexperiences.Inaddition,avisualdailyroutine,alongwithavarietyofvisualdisplays,conveyedawiderangeofinformationtosupportthechildrenandfamiliesforwhomEnglishwasanadditionallanguage.

Inanotherplay-basedearlylearningandcaresettingtheopportunitiesprovidedforthechildrentobuildthefoundationsforMFLincludedagroupcircletimewherethechildrensangawelcomesongtoeachotherusingdifferentlanguages.Childrenwithadifferenthomelanguagewereinvitedtoteacheachotherwordsinthatlanguageandtheyactivelyengagedintheseactivities,askingeach

6 NationalCouncilforCurriculumandAssessment,2009,Aistear:theEarlyChildhoodCurriculumFramework7 A‘LearningStory’isarecordthatdocumentsachild’slearninginanearlylearningandcaresetting.

3 Language learning in early learning andcaresettingsandprimaryschools


otherwhatthewordsmeantandtorepeatthem.Inthewordsofoneofthepractitioners,“The[earlylearningandcare]servicebelievesthatpositiveinteractionsinhowadultscommunicatewithchildrencangreatlyencouragechildrentoflourishandreachtheirfullpotential.Ouraimistocreateawarmandwelcomingenvironmentthatcelebrateseachofourfamilies’backgrounds,beliefs,cultures and values”.

3.2 Primary schools Atprimarylevel,recentcurriculumdevelopmentsinlanguageincludetheintroductionofthePrimary Language Curriculum/Curaclam Teanga na Bunscoile8 for all stages in all primary schools. This newcurriculumwasintroducedonaphasedbasisfrom2016andisnowbeingintroducedforpupilsofallabilitiesinallprimaryschools.Thecurriculumsupportschildren’slearninginbothEnglishandIrish,andmakesexplicitreferencestosupporting‘languageawarenessandculturalawareness’and‘linguisticdiversity’.Italsoacknowledgesthediversityoflanguagesspokeninourprimaryschools.Itprovidesforcontinuityofexperienceandprogressionaschildrenmakethetransitionfrompre-school to primary school and on to post-primary school.

Animportantpartofthelanguage-learningenvironmentenvisagedbythePrimary Language Curriculum is an emphasis on playful and engaging experiences for younger children. Throughout the schoolday,childrenareencouragedtotalkandrespondwithopinions,thoughtsandideasastheydeveloporallanguage,readingandwritingskills.

Intheprimaryschoolsincludedinthisresearch,therewereinstancesofcarefulandsystematicplanning,teachingandassessmentoflanguagestructuresandvocabulary,andgenerallyaverygoodawarenessofthecorrectsequencefordevelopmentoflanguage.InspectorsalsoobservedanintegratedlanguageapproachwhereteachersusedsimilarstructuresinEnglishandIrish,andpre-taughtthespecificvocabularyandstructurestocommunicatetheintendedmessage.

Inoneurbanco-educationalprimaryschool,mostpupilsspokeEnglishasanadditionallanguage.Teachersinthatschoolworkedtogethertodesignaprogrammeofcontinuingprofessionaldevelopmentwithafocusonlanguageacquisitionstrategies.Teachersdecidedtodirectlyteachkeyvocabularyusingavarietyofstrategies.Theseincludedincreasingpupils’engagementwithwordsandtheirmeaningthroughtheuseofvisualprompts,classroomdisplays,analysisofwordstructureandmeaning,andconsiderationoftheoriginsofparticularwords.Pupilswereencouragedtomakeconnectionsbetweenwordsandstructuresintheirhomelanguages.Aconsistentwhole-schoolemphasiswasplacedonenablingpupilstofeelcomfortabletousetheirhomelanguagesduringtheschoolday.Specificstrategiesincludedmakinglinkstopupils’homelanguagesduringregularclassroomactivities,encouragingpupilstorespondtotheroll-callintheirhomelanguage,andcountinginarangeoflanguages.Whereappropriate,pupilswerefacilitatedtowriteintheirhomelanguages and to create dual-language texts.

Thoseinleadershippositionsintheschooldemonstratedanawarenessoftheneedforpupilstohaveasenseofbelongingtotheschoolandtheyencouragedteacherstopresenttheirclassroomsinawaythatreflectedthespecificculturalcontextofthepupilsintheirclass.Classroomlibrariesandresourcesillustratedtheculturalandlinguisticdiversityoftheschool.Theschoolranthe Young

8 DepartmentofEducationandSkills,2019,Primary Language Curriculum/Curaclam Teanga na Bunscoile.

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Interpreters programme9 and engaged with the Language Explorers programme10 and the Family Learning Project11.CollaborationwithandsupportfromtheProfessionalDevelopmentServiceforTeachers(PDST),theNationalCouncilforCurriculumandAssessment(NCCA)andMarinoInstituteofEducationassistedtheschoolindevelopingtheirapproachestoMFL.Theschool’sinclusionin the Yellow Flag programme12 further helped to consolidate the whole-school commitment to inclusivity,takingintoaccountpupils’variedlanguages,culturesandethnicities.

Oneofthekeymessagesillustratedbyschoolssuchasthatintheexampleaboveistheneedto‘keepitsimple’;thepromotionoflanguagelearningisnotnecessarilyanythingnew,itisaboutacknowledgingtheculturalandlinguisticheritageofthechildrenineachclass,celebratingwhotheyareinaholisticway,andcultivatingprideintheirhomelanguages.Critically,staffneedtocometogethertoreflectcollaborativelyonandsharegoodpracticeinteachingandlearning.

Thefollowingexampleshowshowaprimaryschoolstaffresearchedhowtheymightgoaboutdevelopingthelanguagelearningabilityoftheirmultilingualpupilssothatthosepupilscouldaccessthecurriculumusinghomelanguagesto‘fillinthegaps’inameaningfulway.Essentially,theteachersprovidedEnglishvocabularyandsentencestructurestopupilsoncethepupilshadhad an opportunity to engage with the lesson topic in their home language. The teachers chose toinvolveparentsandguardiansinthisapproachandtheydevelopedasystemwherebyyoungerpupilscreated‘ThinkandTalk’scrapbookscontainingtopic-basedpictureswhichformedthebasisofdiscussionbetweenthechildandtheparentintheirhomelanguage.Inaddition,olderpupilsusedatargetlanguagewallintheirclassroomswheretopic-basedvocabularywasstudiedbypupilswiththeirparentsintheirhomelanguages.Inthisway,pupilsweregiventheopportunitytodeveloptheirconceptualunderstandingthroughtheirhomelanguage;thisprovidedthemwithaframeworktowhichteacherscouldattachvocabularyandlanguagestructuresinEnglish.

Theteachersreportedthatthisapproachwasaffirmingofandmotivatingforpupils.Homelanguagesnowplayamoreprominentroleineventstomarkinternationalism;forexample,agreaterrangeofbooksindifferentlanguageswasmadeavailableandpupilswereinvitedtowriteinbothEnglishandtheirhomelanguage.TeacherswereoftheviewthatthecelebrationandaffirmationofthediversityofhomelanguageshaveimprovedlearningoutcomesforEALpupils,enrichedthelanguage-learning environment for all pupils and enhanced the ways in which parents could support theirchild’slearningandparticipationinschoollife.

9 The Young Interpretersprogrammeaimstoencouragepupilstousetheirlinguisticskillsandknowledgetosupportnew pupils with language-learning needs.10 The Language Explorersprogrammepromotespupils’interestinlanguagesandraisestheirawarenessoflinguisticdiversitybothintheschoolandinthewiderenvironment.11 The Family Learning Project intheschoolwasalocalinitiativeundertakenbytheHomeSchoolCommunityLiaison(HSCL)co-ordinatorwherefamilieswereinvitedtoworktogethertocreatealargetapestryreflectingtherichlinguisticandculturaldiversityoftheschool’spopulation.12 The Yellow Flagprogrammeaimstosupportschoolstobecomemoreinclusiveofallculturesandethnicities,celebratediversityandchallengeracismanddiscrimination.

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Havinglookedattheearlylearningandcaresettingsandprimaryschools,attentionisnowturnedto data emerging from the post-primary sector.

4.1 Learning environmentAkeygoalofLanguages Connectisthecreationofengaging language-learning environments. Overall,inspectorsfoundthatstudentsexperiencedasatisfactoryorbetterlearningenvironmentin98%oftheMFLlessonsobservedduringthesubjectinspectionsconductedinpost-primaryschools.Insuchcases,learnerengagementinlanguagelearningtendedtobeenhancedthrough,forexample,thecreationofprint-richenvironmentswherestudent-createdworkwasdisplayedandcelebrated.AnexampleofthiswasidentifiedinaGermansubjectinspectionreport:

“A very attractive and stimulating environment has been established in the classrooms where German is taught. Student work and materials that support an Assessment for Learning approach were all in evidence on the walls. In line with best practice, the layout of the classroom furniture is non-traditional and enhances the communicative approach to language teaching and learning”.

Inaddition,inspectorsevaluateteacher-studentrapportandthecreationofrespectfulworkingenvironmentswhich,inturn,supportstudentlearning.

4.2 Learner engagementOverallfindingsinrelationtolearnerengagementinlanguagelessonswerepositive,withthequalityofthisengagementratedeithersatisfactoryorbetterin95%ofthelessonsevaluated.Thissuggests that students were ‘on-task’inlessons.Amongthepositivepracticestoenhancelearnerengagement in language learning noted were teachers’useofvariedquestioningstrategies,regularreviewandconsolidationoflearning,andtheprovisionofmeaningfullydifferentiatedcontentandactivitiestoensurethatallstudentswerechallengedbythelearningactivitiesandthattheyexperiencedsuccessinlinewiththeirpotential.Itisworthnotingthatinalmost15%ofthelessonsobserved,learnerengagementwasevaluatedassatisfactory,indicatingthatimprovementwasneeded in some areas. For the small minority of lessons where learner engagement was either fair or weak,itwasnotedthatstudentslackedconcentrationduringthelessontasks.

Inspectorsalsoobservedverygoodlearnerengagementininstanceswherestudentswereactivelyusing the target language. Students in these lessons were given ample opportunity to further theiroralskillsandtodosoinawaythatfosteredtheirconfidenceandenthusiasm.Inaddition,teacherspaidsensitiveattentiontoindividualandwhole-classpronunciation.Studentuseofthetargetlanguageisanimportantdeterminantofsuccessfullanguagelearning.However,studentuseofthetargetlanguagewasdeemedasgoodorverygoodinonly28%oflessonsobservedduring

4Howeffectivelyarelearnersinpost-primary schools engaging with MFL?

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theworkinggroupevaluations.Thisfindingindicatestheneedforfurtherteacherengagementwithcontinuingprofessionaldevelopmentinordertobuildupteacherconfidenceandcompetenceinusingthetargetlanguageforbothinstructionandcommunication.Theimportanceoftargetlanguageusebybothteacherandstudentsshouldalsobeemphasisedthroughinitialteachereducationasgoodlevelsoflinguisticcompetencysupportgreatereaseinuseofthetargetlanguagewithin the classroom. Schools could also consider applying for a language assistant under the DES Foreign Language AssistantschemewhichhasbeenaugmentedbytheDepartmentundertheLanguages Connect Strategy in order to support target language use in the classroom.

4.3 Student enjoyment and motivationWhiletherewerepositivefindingsabouthowstudentsengagedintheirlearningduringMFLlessons,studentenjoymentandmotivationforlearningpresentedamixedpicture,with93%oflessonsfoundtobesatisfactoryorbetter.However,itisworthnotingthatwithinthecategory‘satisfactoryorbetter’,21%ofalllessonobservationsnotedthatstudentenjoymentandmotivationwereatasatisfactorylevel.Thisdatapointstoagapbetweenstudentengagementandstudentenjoymentduringlessons.Typically,MFLsubjectinspectionshighlightaneedtoprovideadditionalopportunitiesforactivestudentparticipationinlessonstoenhancetheirenjoymentandmotivation,aswellasdevelopingcruciallanguageandcommunicationskills.

MFL SPOTLIGHT 1

Inoneco-educationalpost-primaryschoolarealstrengthwastheconsistencyinpracticeacross French lessons and the highly organised nature of the teachers in the French department.Thelessonswerecharacterisedbypurposeful,well-managedactivitiesthatencourageddeeplevelsoflearning.Activelearningwasalsoencouragedthroughpairandgroupwork,forexample,classroomswerelaidoutinformationsthatallowedstudentstoworkeasilywithoneanother.

Inaddition,theFrenchteachersworkedcloselywiththeGermanteachersandasingleMFLdepartmentwasformed.ThatdepartmentalsoestablishedlinkswiththeIrishsubjectdepartment.

Teacherswereclearlyfocusedonthe2017juniorcyclespecification,bothintheplanningandinthedeliveryoflessons,wherethevariousstrandswerecarefullywovenintothelessonstructure.Asoneteachernoted,“Nostudentshavetextbooksinjuniorcycle;allteachersrelyonthespecificationstoscaffoldstudents’learning.”

Theteachershadanumberofwhole-schoolsupportsavailabletothemincludingacomprehensiveinduction,astaffhandbook,andprofessionaltimeforcollaboration.Thesharingofexpertisewasfacilitatedthroughanumberofcarousel-likefairswhereteacherscouldsampleideasastohowtoimprovetheirpracticeinarangeofareasincludingtheuseofdigitaltechnologies,differentiation,anddeterminingsuccesscriteria.

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Theteachers’combinedknowledgeoftheirsubjectarea,theirwillingnesstolearnfromeachotherandcollaborateledtotheestablishmentofahighlyeffectivesubjectdepartment.Inaddition,theseniormanagementteam’ssupportforFrench,includinganappropriateallocationoftimetothesubjectandagoodspreadoflessonsacrosstheweek,ensuredregularcontacttimewiththesubjectforstudents.

Intheirfocusonstudentmotivation,inspectorsalsoexaminedstudentparticipationinlanguageinitiatives.Theyfoundthatanumberoftheschoolshaddevelopedsuccessfulexchangeprogrammes with schools in other countries. Some very good examples of exchange programmes werealsoidentifiedwithinsubjectinspectionreports,includingaGermanlanguageexchangeprovidingstudentswithexcellentopportunitiestoexperienceGermancultureandlanguageandtheopportunitytoattendschoolinGermany.PriortovisitingGermanythesestudentswereinvolvedincreatingtheirownvideoinGermanaspartofthedevelopmentofexchangeofmaterialsfortheirpartnerschoolinGermany.

Asparticipationinexchangeprogrammescomesatacosttofamilies,someschoolswereabletoavailofbothpracticalandfinancialsupportfortheirexchangeprogrammethroughinitiativesarisingout of Languages Connect.Onesuchschooldevelopeditslanguageexchangewithfinancialsupportprovided through Post Primary Languages Ireland(PPLI)underaschoolexchangescheme.ThefirstvisitbytheIrishstudentstoaschoolinFrance,scheduledforJanuary2020,waseagerlyanticipatedbythestudents,andillustrateshowstudentengagementinlanguagelearningcanbefostered.Asoneoftheirteachersdescribedit:

“We’resoluckytohavethisFrenchexchange!We’regoingfor11days,thentheFrenchstudentswillcometovisitusinMarch.We’vesetupagrouponourITplatform,justtoencouragestudentswithphrasestohelptheminFrance,thingslike‘passmethesaltplease’(“Passe-moilesel,s’ilteplaît”)”.

Schoolscanalsoconsiderotheropportunitiestoengagedirectlywiththelanguageandcultureofthetargetlanguagecommunity.Thesecouldinclude,forexample,eTwinning.ThisprogrammeallowsschoolsacrossEuropetocommunicate,collaborateanddevelopprojects.eTwinningisco-fundedbyErasmus+,theEuropeanprogrammeforEducation,Training,YouthandSport.

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MFL SPOTLIGHT 2

Inoneall-boyspost-primaryschoolwith650students,threeMFLs–French,GermanandSpanish–wereavailableforstudy.AsSpanishwasofferedacrosstwooptionbandsatJuniorCycle,studentscouldoptforSpanishandoneoftheotherMFLs.

TheschoolparticipatedinErasmus+,theEU’sprogrammethatprovidesopportunitiesforEuropeanstodevelopandshareknowledgeandexperienceatinstitutionsandorganisationsindifferentcountries.Theprogrammeinoperationintheschoolgavea great sense of energy and impetus to MFL learning and arose out of a community initiative.ThecommunitylivinginthenearbyvillagewasanxioustopromotetheirVikingheritagebylinkingupwithCatoira,Spain,andaskedtheschooltobecomeinvolvedinastudentexchange.Catoira’shistorywascommemoratedinAugustwitha“VikingPilgrimage”.ThisuniquefiestafeaturedreconstructionsofVikingattacks.AllTransitionYearstudentsparticipatedinthisERASMUS+module.Theyenjoyedregularface-to-facetimeusingdigitalmediaduringlessonswiththeirSpanishcounterpartsandworkedonprojects together.

Overalllearnerengagementandsupportformodernforeignlanguagescanbefacilitatedbytheseniormanagementteaminschools.Itisintended,asLanguages Connectmakesexplicit,that100%ofjuniorcyclecandidatespresentforaforeignlanguageinjuniorcycleexaminationsby2026.Thistargetischallengingforschools,particularlythoseschoolswheretheuptakeoflanguageshasbeendeclining.Teachersandseniormanagementteamsarethusurgedtoshowleadershipandinnovationinpromotingforeignlanguagelearningforallstudents.

Tosupportschoolsonthisjourney,thePPLIhasundertakenarangeofactions.Theseincludethedevelopmentofresources,improvedtrainingforlanguageassistants,expandingthecommunitiesofpracticeinMFL,organisinglanguageconferences,supportinglesserusedlanguages,supportinglanguagesummercampsforheritagelanguagestudents,andencouragingschoollibrariestoofferresourcesinhomelanguages.Furtherprofessionaldevelopmentisavailablethroughothersupportservices,andthroughthecommittedworkofthelanguageteacherassociationsatbothlocalandnationallevel.

Typically,largerschoolsofferawiderrangeoflanguageoptionstostudents.DatapublishedbytheDepartmentofEducationandSkillsinitsEducation Indicators for Ireland (October2019)13 indicates thatthepercentageofschoolsofferingatleasttwoforeignlanguagestostudentsisincreasing:in2014,70%ofschoolsofferedatleasttwoforeignlanguages;by2018,thishadincreasedto74%ofschools.TherecentDESCircularletter0031/2019alsoprovidesforanadditionalallocationofhourstoincentivisepost-primaryschoolstointroduceadditionalmodernforeignlanguagesintotheirschools.Thisindicatesthatstudentchoiceastothelanguagetheylearnisincreasing;itmayindicateinsomeinstancesthatschoolsarealsoenablingstudentstostudymorethanoneMFL.

13 DepartmentofEducationandSkills,2019,Education Indicators for Ireland.

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ThisiscommendableasitsupportstheaimofLanguages Connect to diversify the range of language optionsavailabletostudents.

MFL SPOTLIGHT 3

One all-girls post-primary school offeredthreeMFLsubjects:French,GermanandSpanish.Thestudents’TransitionYearprogrammealsoincludedcompulsorysamplingmodulesinChinese,ItalianandJapanese.BothChineseandItalianweretaughtbytheschool’sownstaff–theschoolmakingfulluseofthestrengths,skills,talentsandqualificationsofitsownteachers.JapanesewastaughtbyanexternalteacherwhoalsovisitedotherschoolsaspartoftheLanguagesInitiative.StudentshadtheoptionofcontinuingwiththestudyofJapaneseasanextrasubjectafterschoolinfifthyearandsixth year. Students from other schools were invited to join them.

TheTransitionYearprogrammealsoincludedaEuropeanCultureModuleforallstudentswhichfocusedoneverydaylifeandissuesinFrance,SpainandGermany.OneparticularTransitionYearactivityincludedatreasurehuntforstudentteams,eachmadeupofaFrench,GermanandSpanishstudent,inthenearbypark.ClueswerewritteninamixtureofMFLstoensureteamcollaboration.OnLanguagesDay,theschoolgatheredfirst,secondandfifth-yearstudentstogetherandallinternationalstudentswereinvitedto say and teach a few words of their own language to their peers.

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5.1 Attainment of learning objectives Findingsinrelationtotheattainmentoflanguagelessonlearningobjectivesweresomewhatmixed.In74%oftheMFLlessonsobserved,theattainmentoflearningobjectiveswasfoundtobeeither‘good’or‘verygood,’16%ofthelessonswerenotedtobesatisfactoryandtheremaining10%wereeitherfairorweak.Furthermore,injust68%ofallMFLlessonsobserved,theuseofassessmenttosupportlanguagelearningwasfoundtobe‘good’or‘verygood’,andalmost23%ofthelessonsobservedweresatisfactoryinthisregard.Whereinspectorsidentifiedshortcomingsinhowassessmentstrategieswerebeingusedtosupportlearning,thesubjectinspectionreportsadvisedonhowthiscouldbeimproved,forexample,byrevisitingthelearningintentionsduringthelesson,byincludingastudentreviewoflearningasaconcludingactivity,orbyextendingtheprovisionofformativefeedbacksothatstudentsunderstandandcanactontheadvicegivenbytheirteacher.

Attainment of learning objectives

5.2 In-class support for learning needsIn-classsupportforstudents’individuallanguage-learningneedswasdeemedas‘good’or‘verygood’in71%ofthelessonsobservedand,in22%ofthelessons,supportwasdeemedtobesatisfactory.

In-class support for learning needs

Satisfactory or better

Less than satisfactory



5HoweffectivearecurrentteachingpracticesinMFL?

2020


Thisfindingisparticularlyrelevantinthecontextofcreatingamoreengaginglearningenvironmentandpointstoaneed,withinasignificantnumberofschools,forgreaterunderstandinganduseofdifferentiationbyteachersandincreasedcollaborationwithinlanguage/MFLsubjectdepartments.Inthecontextofjuniorcyclereformandacommonlevelspecification,greatercollaborationshouldenhancethepossibilitiestodevelopstrategiesthatsupportstudentsofallacademicabilitiesduringlanguage lessons. Such strategies could include the development of team teaching within the subjectdepartmentinordertomaximiseoutcomesforstudents.

5.3 Preparation for teaching and classroom managementGoodtoverygoodpreparationforteachingwasevidentin83%oftheMFLlessonsobservedand,inafurther13%oflessons,preparationwassatisfactory.Tobuildonthispositivefinding,ongoingengagement with the support services to facilitate teachers in maintaining and enhancing their pedagogical,linguisticandsocio-culturalcompetenceisadvised.

Inaddition,classroommanagementwasdeemedtobesatisfactoryorbetterinalmost99%ofthelessonsobserved;thisisanimportantfactorinensuringthatclassroomenvironmentsareconduciveto learning.

Preparation for Teaching



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5.4 Teaching approachesTheoveralldatarelatingtoteachingapproachesshowsthatjustover6%ofthelessonsobservedhadteachingapproachesthatwerefoundtobeatthelowerendofthequalitycontinuum(eitherweakorfair),almostonequarterofthelessons(23%)werefoundtohavesatisfactoryteachingapproachesand70%oflessonswerejudgedtobe‘good’or‘verygood’.Thissuggeststhatthereissomescopefordevelopmentinteachingapproachesinordertooptimisestudentoutcomes.

Teaching approaches

Frequently,inspectionreportsrefertoalackofopportunitiesforstudentstoengageactivelyintheirlanguagelearningandanover-emphasisonteachertalkasfeaturesoflessonswherethequalityofteachingneedstobefurtherdeveloped.Achievingabetterbalancebetweenteachertalkandstudenttalkwouldimprovestudentlearningasitshouldleadtogreateropportunitiesforstudentstoengageinthetargetlanguagebothwiththeirteacherandwitheachother.InthespecificcontextofMFLlessons,greateruseofthetargetlanguagebybothteachersandstudentsiscritical.Thetargetlanguageinalessonisthelanguagethatstudentsarelearning,soinajuniorcycleclassroom,forexample,itwouldtypicallybeeitherFrench,German,ItalianorSpanish.Learnersneedopportunitiestospeakinthetargetlanguageineverylesson,andshouldbeaffordedregularopportunitiestopractisenewlyacquiredtargetlanguageindifferentcontexts.

Goodpracticeinthisregardhas,ofcourse,beenhighlightedinsomeinspectionreports:“TeacheruseofthetargetlanguagewasexcellentandGermanwasusedinalllessonstooptimaleffect.Student use of the target language was very good and the learners were given ample opportunity in lessonstoprogresstheiroralskills.”

TheInspectorateMFLworkinggroupexaminedtheextenttowhichCLIL(ContentandLanguageIntegratedLearning)teachingapproachesfeaturedintheschoolsobserved.ThisisinlinewithAction1.E.3withinLanguages ConnectwhichseekstopilotCLILforTransitionYear,“wherethereisteachercapacity,forexampleBusiness/German,History/French”.Datagathered,however,indicatesthatwhileteachersandprincipalsspokepositivelyaboutthebenefitsofCLILnoexamplesofthismethodologywereidentifiedinpractice.Goingforward,thereisscopetodevelopstrategiesthat facilitate a CLIL approach to MFL teaching. A pilot CLIL programme in MFL is currently in progress,undertheleadershipofPPLIandNUIMaynooth,withaviewtoincreasingandexpandingparticipationastheprogrammeevolves.

good - very good

weak - fair

satisfactory

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5.5 In-school supports for EAL students DuringtheinspectionvisitsconductedaspartoftheMFLworkinggrouptasks,inspectorsalsonotedanumberofexamplesofgoodpracticeinrelationtosupportingstudentsforwhomEnglishisanadditionallanguage.Inoneoftheschoolsvisited,studentsfrommemberstatesoftheEuropeanUnionsatthenon-curricularexaminationsatLeavingCertificatelevel.TheStateExaminationsCommissionprovidestheseexaminationsinarangeofsubjectsinthelanguageareawhichdonotappearaspartofthenormalschoolcurriculumbutwhichstudentsmayopttobeexaminediniftheymeetcertaincriteria.Forexample,Finnish,CroatianandDutchareEUlanguageswhichareavailableforexaminationwherecandidatesmeetcertainconditions.

TherecentintroductionofshortcoursesinLithuanianandPolish,aswellastheupcomingintroductionofspecificationsinLithuanian,PolishandPortuguese,alsopresentsanopportunityforschoolstofurtherpromotetheheritagelanguagesandgreaterlinguisticdiversity.Theprovisionofsupportfornon-nativespeakerstodeveloptheircapacityintheEnglishlanguagewasalsoobservedinanumberoftheearlylearningandcaresettingsandprimaryschoolsvisited.Thisindicatesthat,whileMFLteachingisnotembeddedinthesesectors,worthyeffortsarebeingmadeinprimaryschoolsandearlylearningandcaresettingstomeettheneedsoflearnersfromheritagelanguagebackgrounds.Inaddition,itisworthacknowledgingtherangeofsupportsofferedbythePPLIforheritagelanguages,includingresources,leaflets,CPDandtheprovisionofperipateticteachers.

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6.1 Overall findings• HoweffectivelyarelearnersengagingwithMFLinpost-primaryschools?

� Inspectorsfoundthatstudentsexperiencedasatisfactoryorbetterlanguage-learningenvironmentin98%oftheMFLlessonsobservedduringthesubjectinspectionsconducted in post-primary schools.

� Thequalityoflearnerengagementinlanguagelessonsinpost-primaryschoolswasfoundtobesatisfactoryorbetterin95%ofthelessonsevaluated;thisaugurswellforsuccessful language learning.

� Findingsinrelationtostudentenjoymentandmotivationforlearningindicatedthat72%oflessonswerefoundtobe‘good’or‘verygood’inthisregardandafurther21%ofthelessonsobservedweresatisfactory.

� Anumberofschoolshaveshownleadershipindevelopingsuccessfulexchangeprogrammes with schools in other countries.

• HoweffectivearecurrentteachingpracticesinMFLinpost-primaryschools?

� Classroommanagementwasfoundtobesatisfactoryorbetterinalmost99%ofthelanguagelessonsobservedinpost-primaryschools;thisisanimportantfactorinensuringconditionsthatareconducivetolanguagelearning.

� Goodtoverygoodpreparationforteachingwasevidentin83%oftheMFLlessonsobservedand,inafurther13%oflessons,preparationwassatisfactory.

� Teachingapproacheswerejudgedtobe‘good’or‘verygood’in70%oflessons,almostonequarterofthelessons(23%)werefoundtobe‘satisfactory’,andinasmallminoritytherewassignificantscopefordevelopmentofteachingapproaches.

� In75%oftheMFLlessonsobserved,theattainmentoflearningobjectiveswasfoundtobeeither‘good’or‘verygood,’withafurther16%deemedassatisfactory.

� In68%ofallMFLlessonsobserved,theuseofassessmenttosupportlanguagelearningwasfoundtobe‘good’or‘verygood’;afurther23%oflessonsweresatisfactory.

� In-classsupportforstudents’individuallanguage-learningneedswas‘good’or‘verygood’in71%ofthelessonsobserved;afurther22%oflessonsweresatisfactory.

6 Summary of Findings and recommendationsfordevelopment

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� Currentsupportsforspeakersofheritagelanguagesincludeprovisionofthenon-curricularlanguageexaminationsinpost-primaryschools.Inaddition,thePPLIprovidesarangeofsupportforheritagelanguages,includingresources,leaflets,CPDandtheprovisionofperipateticteachers.

� PrincipalsandteachersspokepositivelyaboutthepotentialbenefitsofaCLILapproach,particularlyforTransitionYearstudents;however,aCLILapproachwasnotobservedintheschoolswheretheModernForeignLanguagesworkinggroupengagedinconversationstoascertainlocalawarenessofLanguages Connect.

6.2 Next steps:Inlightofthefindings,andthegoalswithinLanguages Connect,considerationshouldbegivento the following next steps.

� Inmanyinstances,moreopportunitiestopromoteengagingstudent-centredlearningareneeded;theseshouldincludegreateruseofthetargetlanguagebybothteachersandstudents,activestudentparticipationinlearning,andthedevelopmentandpromotionoflanguageinitiativessuchasschoolexchangeprogrammes.Teachersshouldalsoconsideropportunitiestodevelopandpromotethesubject,includingengaging co-curricular and extra-curricular programmes.

� Datagatheredfromsubjectinspectionsindicatestheneedforteacherstoengagewithongoingcontinuingprofessionaldevelopment(CPD)inordertosupporteffectiveMFLteachingpractices.SuchCPDcouldincludeaccessingrelevantdigitalresources,availingofcoursesinlocaleducationcentres,andstudyvisitstothetargetlanguagecountry.

� Ongoing support for the heritage languages is advised in line with the goals of Languages Connect.ThisincludesavailingoftheshortcoursesinLithuanianandPolish,aswellastheupcomingintroductionofnewcurricularspecificationsinanumberof languages. It is an opportunity to further support a cohort of students for whom Englishmaynotbetheirfirstlanguage.

� The pilot programme in CLIL presents an opportunity for all involved in the leadership andpromotionoflanguagelearningtofurtherinvestigatethemeritsof,andopportunitiesfor,introducingCLILintoTransitionYearprogrammes.

• InitialTeacher/Practitionereducation

� Forpost-primarystudentteachers,theimportanceoftargetlanguageusebybothteacherandstudentsshouldbeemphasisedduringinitialteachereducationasgoodlevelsoflinguisticcompetencysupportgreatereaseinuseofthetargetlanguagewithin the classroom.

� Tosupportinitialteacher/practitionereducation,programmesshouldconsiderincludingmodulesbasedonsecondandsubsequentlanguagelearning,immersionandbilingualeducation.

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� Theintroductionofmodulestosupporttheintegrationoflanguagesintheearlylearningandcarecontextandprimaryschoolsmeritsconsideration,asdoopportunitiestopreparepost-primarystudentteachersfortheintroductionofCLILinTransitionYear.

Teacher/Practitionercontinuingprofessionaldevelopment(CPD)

� Ongoingemphasisontargetlanguageusebybothteacherandstudents,toincluderegularvisitstothetargetlanguagecountrywherepossible,isadvised.Teachersareencouragedtoavailofandexploretheopportunitiesavailablethroughdigitallearning,fromtheDepartmentofEducationandSkills,thesupportservicesandtherelevantcultural services.

� Teacher/practitionerCPDshouldincludeablendoftheoreticalandpracticalstudiesoflanguagelearningandacquisitionbasedonbestpracticeandplanning,andthatiscognisantoftherangeofstudentabilities.

� InschoolswhereCLILisbeingconsidered,theprovisionofCPDfordeliveringothersubjectsthroughamodernforeignlanguageisadvised.

� Greaterstudentuseofawiderrangeofformativeassessmentstrategies,toincludestudentself-assessment,peer-assessmentandstudentportfoliowork,aresuggestedin order to enhance outcomes for learners.

The Department of Education and Skills

� Asliteracyskillshaveimprovedsignificantly,theconsiderationbeinggiventore-instatingModernLanguagesinprimaryschoolsinitiativeistimely.

� RegularlinguisticupskillinginMFL,aspartofteacherCPD,isstronglyencouraged.

Curriculum/policy

� Curriculum and policy developers should emphasise the importance of target language useintheclassroomandtheteacher’scentralroleasalinguisticmodel.Furthermore,greateremphasisshouldbeplacedonCLIL.

� TheimplementationoftheactionssetoutwithinLanguages Connectshouldcontinuetobeprogressedinatimelymanner.

� ConsiderationshouldbegiventotheNCCAreviewofthePrimaryCurriculumintermsof MFL provision.

� TheintroductionofthefournewspecificationsforLeavingCertificatemodernforeignlanguagesshouldbeprogressedtomeetthecontextofstudents’languagelearningasthey emerge from junior cycle.

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Forlanguageteachers,itmaybeusefultocontinuetousethesix-stepschoolself-evaluationprocesstoaffirmareasofMFLpracticethatareworkingwellintheschoolaswellasareasofMFLprovisionthatmightbenefitfromfurther review and development.

Schoolself-evaluation(SSE)isacollaborative,reflectiveprocess focused on whole-school improvement. It provides a process for schools to focus on areas of priority,toidentifystrengthsandareasfordevelopment,andtoplanforandbringaboutanynecessaryimprovementsinteachingandlearning.SSEmaybeusedatbothwhole-schoollevelandsubjectdepartmentlevel.Thereshouldbeatwo-wayflowofinformationbetweenwhole-schoolareasoffocusandareasoffocusidentifiedatsubjectdepartmentlevel.SchoolsmaychoosetoorganiseSSEatsubjectdepartmentlevelinordertoleadtoasubjectdepartmentimprovementprocessthatwillformpartoftheschool’soverallimprovementplanning.

As Languages Connectindicates,Goal1focuseson‘Creating a more engaging learning environment’. ThisincludesaprovisionthattheDepartment’sInspectoratewill,throughitsevaluationandadvisoryprocesses,providepositivesupportforaqualityforeignlanguageeducationforlearners.Thiswillalsoincludeadviceandguidancetoschoolsaboutusingschoolself-evaluation,schoolplanningtoimproveforeignlanguageeducation,andarangeofevaluationapproachestomonitorandreportonthequalityofforeignlanguageeducation.

Inthatcontext,itissuggestedthatMFLsubjectdepartmentsconsiderapplyingtheschoolself-evaluationsix-stepprocesstotheirowninternalreviews.Inthisregard,schoolsareencouragedtousebothLooking At our School14 and the School Self-Evaluation15 guidelines.

14 DepartmentofEducationandSkills,2016,Looking at Our School.15 DepartmentofEducationandSkills,2016,School Self-Evaluation Guidelines 2016-2020.

7ReflectingonMFL–Theschoolself-evaluationprocess

INSPECTORATE

SCHOOL SELF-EVALUATION GUIDELINES 2016-2020Post-Primary

INSPECTORATE

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Whole School Subject Department

Identifyfocus

Gather evidence

Analyse and make judgements

Write and share report and improvement plan

Putimprovementplanintoaction

Monitoractionsandevaluateimpact

Interpretfocuswithinsubjectcontext

Gathersubject-specificevidence

Analysisandjudgementsatsubjectlevel

Subject-specificfindingsfeedintowhole-schoolreport/subject

departmentactionplan

Whole-schoolactionsmappedtosubjectcontext

Monitoring at classroom level discussedatsubjectdepartmentlevel

Using school self-evaluation to support reflection in your subject department

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Using SSE to support MFL teaching and learning – a practical example

Whole-School Modern Foreign Languages Department

Identifyfocus Example:

Improve the learner experience with a viewtoenhancingstudentwellbeingandsupportingbetterlearningoutcomes

Askquestionsofourselvesasteachers,e.g.

Arewe,asteachers,presentingstudentswith rich and appropriately challenging tasksthatsupportdevelopmentoftheirlanguageskills?

Gather evidence Focus group of students

Questionnaireforall/sampleofstudents

Listen to the student voice in our language classes and determine what tools to use in gathering valid and reliableevidencefromstudents

Examinestudents’worktoascertainlevelsofstudentengagement,enjoymentandmotivation

Analyse and make judgements

Howgoodisthelearnerexperienceinourschool?

Whatdoweneedtoimproveon?

HowgoodistheMFLlearnerexperience?

Write and share report and improvement plan

The areas of the school-wide learner experience that are good and the areas asidentifiedinneedofimprovement

Set SMART targets

Finding:‘Teachersregularlydevelopchallengingactivitiesforstudents;however,moreactivitiescouldstemfromtheirowninterestsandquestions’

DetailthefindingsfromtheMFLstudents

Set SMART targets for the development ofrichanddeeplearningtasksforMFLstudents

Putimprovementplanintoaction

Cross-departmental and whole-school collaborationonhowtoimplementthe targets to improve the learner experience

CollaborationwithintheMFLdepartment on how to implement the progressionoftheidentifiedtargets

Monitoractionsandevaluate impact

Wastheprocessmanageable?

Monitor progress

Werethetargetsrealised?

Howdidtheimprovementplansupportimprovement in the learner experience with a view to enhancing student wellbeingandsupportingbetterlearningoutcomes?

Wastheprocessmeaningful?

Monitor progress

Werethetargetsrealised?

Howdidtheimprovementplansupportimprovement in the provision of rich andappropriatelychallengingtasksthatsupportdevelopmentoflanguageskills?

Wastheprocessmanageable/meaningfulintheMFLdepartment?

Howcanwecontinuetosupporttheprocess?

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Oursincerethankstothefollowingschoolsandearlylearningandcaresettingsfromwhichexamplesofgoodpracticeinlanguageteachingandlearningweredrawn:

ToadHallChildcare,Kildaretown,Co.Kildare

YoungExplorersClub,Dublin15

BrightMinds,Co.Sligo

St.Mary’sPrimarySchool,Dublin7

St.Joseph’sNationalSchool,Co.Longford

St.Colmcille’sGirlsNationalSchool,Swords,Co.Dublin

CelbridgeCommunitySchool,Co.Kildare

StMary’sHolyFaithSecondarySchool,Glasnevin,Dublin11

DelaSalleCollege,Dundalk,Co.Louth

Acknowledgements

An Roinn Oideachais agus ScileannaDepartment of Education and Skills

This report is designed to provide a picture of the quality of teaching and learning of modern foreign languages (MFL) in post-primary schools and to help schools and/or individual teachers to bring about improvement in MFL teaching and learning.

Key findings from post-primary subject inspections in modern foreign languages, undertaken between October 2016 and September 2019, are presented in this report.

Although modern foreign languages do not currently form part of the early years and primary school curriculums, innovative practices have been noted by inspectors in those sectors. The report includes a section on the experience of children from those sectors of learning English as an additional language.

The report will provide some baseline information for the system on the implementation of Languages Connect. It also aims to inform actions that should be taken to ensure that national MFL objectives can be achieved.

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