Towards a national policy for languages in education. The case of Ireland

Abstract

This article presents an approach the development of national policies for foreign languages in education and applies it to the case of Ireland, a small, primarily Anglophone, EU member-state with a highly open economy and an increasingly diverse population. The approach proposes an analysis of the language ecology and language ideology of a state in its broader socio-economic context in order to create a basis for determining the optimum linguistic landscape. This process in turn assists in the identification of the language policy decisions and initiatives capable of encouraging individuals in the creation of such a landscape. The findings for Ireland indicate that a suite of measures are required to ensure that competence in at least one foreign language is fostered at every stage in the education system. These include the introduction of languages in a creative and holistic manner as compulsory elements at primary and secondary levels and their retention as a requirement for entry to university. In addition, university language policies and an awareness raising campaign regarding the need for increased foreign language competence nationally are required. Key words: Language policy, education, foreign language competence, European Union, plurilingualism, multilingualism