Academic Research

Academic Research and Policy Documents - please find links below to various presentations and papers that the MLPSI  team has given at conferences in recent months and to national and international policy documents of relevance to the work of the MLPSI.

Irish-based policy and research:

1. Royal Irish Academy - National Languages Strategy (2011)

2. MLPSI response to the DES' Draft Literacy and Numeracy Strategy (Feb. 2011)

3. Council of Europe Languages Policy Division & Department of Education and Science - "....(which calls for the formulation of a coherent languages in education policy) - Languages Education Policy Profile Ireland (2005-2007).

4. 1st International Languages Conference, NUI Galway - Dec. 10th & 11th 2010:

A. Using ICT Methodologies in the Primary Languages Classroom, Brendan Duignan - Abstract , Presentation

B. An overview of the support and training opportunities for modern language teachers at primary level in Ireland, Tanya Flanagan - Abstract , Presentation

C. Making the familiar strange and the strange familiar – Challenges in developing intercultural communicative competence in the modern language classroom, Frédérique Rantz & Pascaline Horan - Abstract , Presentation  

D. Practical tools to address intercultural issues in the modern language classroom, Gina Reilly - Abstract , Presentation

5. Expert Group on Future Skills Needs, The Demand and Supply of Foreign Language Skills in the Enterprise Sector (2005)

UK- Based Policy and Research -

1. Seven hundred reasons for studying languages , Subject Centre for Languages,
Linguistics and Area Studies (2005)

2. Languages for All: Languages for Life. A strategy for England, Department of Education and Skills, (2002)

International Policy and Research -

1. Education at a Glance 2011: OECD Indicators - The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides a broad array of comparable indicators on education systems and represents the consensus of professional thinking on how to measure the current state of education internationally.

The indicators show who participates in education, how much is spent on it, and how education systems operate. They also illustrate a wide range of educational outcomes, comparing, for example, student performance in key subjects and the impact of education on earnings and on adults’ chances of employment.

2. Progress Towards the Common European Objectives in Education and Training (2011/2011) - This is the 7th annual report examining performance and progress under the European Union's Education and Training 2010 Work Programme which was launched following agreement within the Council of Education Ministers in 2001. The new strategic framework for European cooperation in education and
training (known as ET 2020) adopted by the Council in May 2009 will carry on the work between now and 2020
. One of the main messages of the report concerns language learning -"Early teaching of foreign language is advancing in Europe. In lower secondary education, earlier teaching of English is becoming widespread. Moreover, the average number of foreign languages taught per pupil in upper secondary school education has progressed since 2000, but still falls short of the Barcelona objective of 2 languages per pupil. Language learning within vocational education has grown but remains substantially below general education". In relation to early language learning - "The Barcelona European Council of 2002 set the objective for "the mastery of basic skills, in particular by teaching at least two foreign languages from a very early age"...At present, it is obligatory to learn at least one foreign language in compulsory education in all Member States (except Ireland and Scotland); a second foreign language is often optional".

3. Council of Europe Languages Policy Division - "....(which calls for the formulation of a coherent languages in education policy) - Languages Education Policy Profile Ireland (2005-2007).

4. European Commission - KEY COMPETENCES FOR LIFELONG LEARNING European Reference Framework (2007) - Communication in foreign languages is noted as second only to Communciation in the mother tongue in terms of key competencies. " Essential skills for communication in foreign languages consist of the ability to understand spoken messages, to initiate, sustain and conclude conversations and to read, understand and produce texts appropriate to the individual’s needs. Individuals should also be able to use aids appropriately, and learn languages also informally as part of lifelong learning. A positive attitude involves the appreciation of cultural diversity, and an interest and curiosity in languages and intercultural communication.

5. Barcelona European Council (2002) - Presidency Conclusions, March 2002 - " improve the mastery of basic skills, in particular by teaching at least two foreign languages from a very early age".