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.