Concern that teaching a foreign language in primary schools would affect English and Irish literacy
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Introducing a new foreign language as part of the first revamp to the primary school curriculum in almost 25 years could ‘take time away’ from English and Irish literacy, educators have warned.
Teachers raised “significant concerns” about the introduction of a ‘modern foreign language’ such as German or French from third class as part of the new primary school curriculum.
Due to be rolled out from next year, key changes include a greater emphasis on science, technology, engineering, and wellbeing, as well as a moderate reduction in the number of hours spent on ‘faith formation’ in the classroom each week.
While feedback from some parents and guardians indicated that the introduction of a new foreign language was “vital”, the positive welcome was qualified, according to the National Council for Curriculum and Assessment (NCCA).
In a report detailing the feedback it received following public consultation on the changes, the agency noted that there were “significant concerns” that adding a foreign language under the current time allocation posed a “considerable challenge” to literacy attainment.
This would apply “particularly in a post-pandemic landscape or in DEIS contexts”.
Participants also highlighted their concern that a new foreign language may ‘take time away’ from English and Irish, while others also wondered if the emphasis of the subject would be on oral language skills, and not include reading and writing.
The impact of introducing a foreign language on the current and future status of Gaeilge received significant attention throughout the feedback, the report notes.
Some noted the positives, such as having more language awareness would potentially help support its teaching, with transferable language skills and improved attitudes to Irish.
"Be that as it may, concerns were still expressed that the introduction of [a modern foreign language] to primary schools would dilute the status of Gaeilge in Irish classrooms and in society more broadly."
Mixed views were also "evident" when it comes to changes to Relationship and Sexuality Education (RSE), the report notes.
"The topic of child abuse prevention arose during discussions with migrant and community parent groups, with references to body part names, respecting body boundaries and learning about secrets viewed as important learning."
However, a "clear consensus" did not emerge within the findings regarding participants’ views. "For example, some people viewed the content as age-appropriate and important learning, while others were of the view that home is the most appropriate place for children to learn about RSE."
The new proposed primary curriculum also introduces science, technology, engineering, and mathematics education (STEM) for junior infants to sixth class.
While this has been broadly welcomed, some expressed concerns about maintaining a balanced approach between digital and non-digital resources for learning, "especially regarding devices and screen time,", the report notes.
"One group of parents from diverse backgrounds requested additional clarification about the definition of technology being used in this specification, highlighting that the term can refer to both digital and traditional technology which may result in mixed understandings.
"There were also calls for explicit use of terms for technology, such as artificial intelligence (AI), while others acknowledged the rapidly evolving nature of digital technology and appreciated the open-ended nature of terminology."