Learning Irish in English-medium primary schools in Ireland: understanding children’s views and experiences through a child-centred methodology

Data from draw-and-talk, circle time and a post-it survey were analysed qualitatively, using a thematic approach guided by the conceptual framework.<br><br>The study highlighted that older children were more negative towards the language. In addition, limited opportunities for authentic communication in Irish were reported by the children. Findings also indicated that children viewed their role in Irish lessons as passive, with much learning confined to the accumulation of language units through imitation and repetition.

Strategic development of language skills, language awareness, cultural awareness and language learner autonomy were largely absent from their descriptions.<br><br>This study suggests a need for additional supports in developing pre-service and in-service teachers’ knowledge and application of a communicative approach in Irish lessons in English-medium primary schools. In addition, giving children ownership of their learning by incorporating a child-centred approach would provide a more holistic experience.

This could support children learning Irish and also when learning additional languages in the future.<br><br><br>