Flynn, Edward (2021) An empirical study of the experiences of modern foreign language teaching, learning and assessment in Irish post-primary schools within the context of Ireland’s commitment to the Barcelona Summit Agreement (2002) and its plurilingual vision for Europe. PhD thesis, National University of Ireland Maynooth.

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Abstract

Ireland finds itself approaching almost a century of independence as a largely monolingual nation. Attempts to achieve a plurilingual populace, capable of speaking modern foreign languages (MFLs), through the post-primary education system have, for the most part, been unsuccessful. Official surveys conducted over the past decade indicate that up to three-quarters of Irish people claim they cannot speak a foreign language. Given all the benefits that being plurilingual offers as well as the incalculable missed opportunities Ireland is experiencing by not having a plurilingual populace (Department of Education and Skills, 2017a), the Irish government, amongst many others, have raised concern and advise that the learning of a foreign language is no longer a choice, it is a necessity. This realisation that the people of Ireland need to become plurilingual is not new. Indeed, in 2002, at an EU Heads of State meeting in Barcelona, Ireland became a signatory to an agreement (Barcelona Summit Agreement) that established the long-term ambition that all European citizens should be able to speak two languages in addition to their first language (Mother Tongue + 2). Given that childhood and adolescence form a critical period for additional language learning, the education system can play a significant role in making the vision of the Barcelona Summit Agreement (2002) a reality. As the traditional ways of developing plurilingual students have for all intents and purposes failed, innovative methods are required. The primary aim of this thesis is to research the feasibility of introducing three strategies that could, by way of a modern foreign language policy and planning document for schools, develop greatly increased numbers of plurilingual second-level students. These are: a) Harmonising post-primary MFL classes in line with the Common European Framework of Reference for Languages (CEFR); b) Replacing the current State MFL exams (Junior Cycle and Leaving Certificate) with CEFR international exams; and c) Implementing Content and Language Integrated Learning (CLIL). Although developing a plurilingual populace through the education system is an onerous task, it is not without precedent. The European Schools system is an educational model, operating throughout the European Union, that has already successfully achieved the vision of the Barcelona Summit Agreement (MT+2). Its system also demonstrates how various components of the three proposed strategies successfully operate to foster plurilingual second-level students. In this context, this thesis examines the European Schools system as an interesting educational model and explores if some of its elements could be adopted in the Irish education system. The main methodological philosophy employed in this thesis is that of Grounded Theory. A mixedmethods case-study research project, integrating both quantitative and qualitative data collection methods, in four different types of second-level schools in Ireland was conducted, involving MFL students, their MFL teachers as well as senior school management. Additional research was undertaken at national level in Ireland as well as with senior management in the European Schools system in Brussels. The findings indicate significant ground support amongst stakeholders for the three proposed strategies. The thesis concludes that these initiatives offer a viable step forward to making the vision of the Barcelona Summit Agreement a reality in Ireland.

Item Type:	Thesis (PhD)
Keywords:	empirical study; experiences; modern foreign language teaching; learning; assessment; Irish post-primary schools; Ireland; commitment; Barcelona Summit Agreement; plurilingual vision; Europe;
Academic Unit:	Faculty of Arts & Humanities > School of Modern Languages, Literatures and Cultures > Spanish
Item ID:	18018
Depositing User:	IR eTheses
Date Deposited:	11 Jan 2024 14:03
URI:
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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