Dáil Éireann Debate, Wednesday - 9 December 2015
47. Deputy Maureen O'Sullivan asked the Minister for Education and Skills how she is responding to foreign students who, in some cases, experience language difficulties when dealing with the educational system. [43876/15]
Amharc ar fhreagraThe level of extra teaching support provided in respect of language support to schools is determined by the numbers of eligible pupils enrolled and the associated levels of those pupils' language proficiency.
Reforms introduced in the 2012/13 school year created a single simplified allocation process for both learning and language support. At primary level, learning/language support hours are allocated on the basis of mainstream classroom teaching posts in the school. At post-primary level, learning/language support is allocated on the basis of pupil numbers. Schools have autonomy to deploy this resource between learning support and language support depending on the specific needs of the school.
These arrangements also provided for additional permanent teaching posts to be given to schools with high concentration of pupils that require language support.
Further additional temporary support is also provided, as necessary, to schools that have high concentrations of pupils that require language (EAL) support. At primary level, these allocations are made on the basis of appeals by any of these schools to the Primary Staffing Appeals Board. Where at least 20% of the total enrolment of the school is made up of pupils that require EAL support, the school may lodge an appeal with the Appeals Board. Having considered the circumstances outlined by the school and having regard to the high number of pupils requiring EAL support, additional post(s) may be approved by the Appeals Board.
The Teaching Council's criteria for Initial Teacher Education (ITE) sets out the mandatory elements to be contained in all Initial Teacher Education Programmes. These include Inclusive Education, (Special Education, Multiculturalism, Disadvantage, etc) Literacy, Numeracy and Differentiation. The Council's criteria does not overly prescribe what should be covered in programmes, rather, the approach is that ITE is about the development of critical core skills, which can then be applied to any range of issues in the classroom, possibly with the benefit of further upskilling post-qualification.
The Professional Development Service for Teachers offer workshops and school support in the area of EAL to primary schools. The purpose of the workshops is to provide key information on EAL to both language support teachers and teachers supporting children with EAL under the general allocation model. At post-primary level, support is made available to schools on request in the area of EAL and work on literacy incorporates aspects of EAL in many cases.
