Intercultural Education in the Post-Primary School - National Council ...

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situations through his/her learning of Irish.This becomes particularly important in thecontext of Gaelcholáistí or Gaeltachtschools. Students in such schools willdevelop intercultural perspectives andcapacities through their learning oflanguage and other aspects of thecurriculum. In this context, care can betaken in the selection of poems, stories,literature, case studies, role-plays andconversation topics in order to reflect thethemes and concerns of interculturaleducation.In schools where English is the medium ofinstruction, students learn Irish as a secondlanguage. A knowledge and experience inIrish as well as a positive attitude to theIrish language are important in enablingthe student to define and express her or hiscultural identity. It is crucial, therefore,that the learning of Irish be a positive andrewarding experience for all students inIrish schools. Developing a positive senseof his or her own cultural identity is anintegral part of the process of coming torespect and engage positively with othercultures and, as such, has a central role inintercultural education. This, in turn, is akey component in enabling the student toengage positively and in an interculturalway with other cultures.Learning Irish also provides an opportunityfor the student to recognise the value of,gain an understanding of, and engage inthe practice of multilingualism, a practicethat is common in many countries andcultures throughout the world. As studentswork to develop their language capacity inIrish, they are also given an opportunity tounderstand and empathise with thedifficulties and challenge faced by thosewho find themselves working through a106Intercultural Education in the Post-Primary School
LANGUAGE AND INTERCULTURALISM 8language that is not their first language.As such, students experience of learningIrish provides a basis for developingempathy with and an appreciation for,those students who are required to learnthrough a language that is not their firstlanguage. Learning another language canalso contribute to the recognition andvalue of diversity.Some students may be exempt fromlearning Irish in accordance with theDepartment of Education and Science’scircular 10/94. At the same time, it is theright of every student within the Irisheducation system to learn Irish. As the Irishlanguage is a key feature of Irish identityand culture, it can provide an enrichinginsight into and experience of Irish identity.Combined with this the student may berequired in later life to have a qualificationor attain a particular standard in Irish. Asa result the student’s parents or guardiansshould be supported in undertaking a fulland careful consideration of all of theissues involved before a decision onwhether or not to apply for such anexemption is availed of.English as a second languageStudents from a range of differentbackgrounds are learning English as asecond language in Irish schools, including• students for whom Irish is a firstlanguage and who have grown up in aGaeltacht area• students whose family’s first language isnot English but who have grown up inan area in which English is the firstlanguage• students who have recently arrived froma non-English speaking country.The student’s level of proficiency in Englishupon entering post-primary school mayvary considerably, depending on thecontext. Care must be taken to gaugeaccurately the student’s capacity in Englishas a second language, recognising thatalthough a student may appear reasonablyfluent in a second language in everydayinteraction this does not necessarily meanthat they will have the capacity to workfluently through that language in technicalcontexts, (for example in subjects such asScience or in the technology subjects,) or inattempting complex tasks, unlessappropriately supported.When students enter post-primary schoolwith little or no proficiency in the Englishlanguage, they are at a disadvantage for anumber of reasons. Newly arrived studentsare faced with a very new situation wherenot only the language is a challenge, butthe school’s structures, policies andpractices may be very different to whatthey have been used to. As well as thelanguage obstacles with which they arefaced there are also many cultural nuancesthat provide new challenges. The challengeof learning a new language in anenvironment where everything is differentmay lead to difficulties with motivation.The most critical stage of languagelearning for these students coincides withtheir arrival in school. They need supportin developing confidence in the schoolenvironment and the language support theyare given must allow them opportunities toevaluate their own progress and develop asense of achievement in their learning.While newly arrived students may havevery little English, and even though theireducation may have been interrupted dueto the circumstances surrounding theirimmigration, it is important that they areplaced with students of their own agewhen they arrive in school. In general,students are more motivated to learn theIntercultural Education in the Post-Primary School 107
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INTERCULTURAL EDUCATION IN THE POST
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CONTENTSINTRODUCTIONiCHAPTER 1 The
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INTRODUCTIONEducation is therefore
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Chapter 2 articulates the major ele
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The Context of Intercultural Educat
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THE CONTEXT OF INTERCULTURAL EDUCAT
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SCHOOL PLANNING 3STUDENT COUNCILSAs
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SCHOOL PLANNING 3FIGURE 2: SCHOOL R
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SCHOOL PLANNING 3ensure this is add
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SCHOOL PLANNING 3environment, the l
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SCHOOL PLANNING 3• physical layou
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SCHOOL PLANNING 3PARENTAL INVOLVEME
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CLASSROOM PLANNING 4Use this exerci
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CLASSROOM PLANNING 4attitudes; unfa
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CLASSROOM PLANNING 4The resource sh
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CLASSROOM PLANNING 4Care should be
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CLASSROOM PLANNING 4CHECKLIST: WHAT
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CLASSROOM PLANNING 4“ Intercultur
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INTERCULTURAL EDUCATION ACROSS THE
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INTERCULTURAL EDUCATION ACROSS THE
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Page 131 and 132: BIBLIOGRAPHYIreland, Department of
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Page 138: NCCANational Council for Curriculum
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