Translanguaging as a key to educational success: The experience of one Irish primary school

Abstract

This chapter reports on the development and implementation of an integrated approach to language education in an Irish primary school for girls whose pupil cohort displays an unusually high level of linguistic diversity. The chapter summarizes the impact of immigration on Ireland’s schoolgoing population, describes the official policy response and briefly profiles the school in question. Drawing on reports of classroom practice and examples of pupils’ written work, it then elaborates on the five factors that have shaped the school’s language policy and pedagogical practice: an inclusive ethos, an open language policy, a strong emphasis on the development of literacy skills, teaching methods that strive to be as explicit as possible and respect for teachers’ professional autonomy. The chapter concludes by quoting interview data from teachers and pupils and offering some brief reflections on sustainability and dissemination.