Widening the lens on technology-mediated Irish language learning policy and practice to enable Irish language, technology, and education policy alignment, integration, and enactment at school level

Abstract

Learner engagement with the Irish language in English-medium education (EME) in Ireland has been an area of concern in recent years (Inspectorate, 2022; Devitt et al., 2018). The lack of opportunity for learners to experience Irish as a living language outside of school exacerbates the situation. Technology-mediated language learning can provide learners with much-needed opportunities to consolidate Irish language learning as well as engage with the language across a range of authentic contexts and develop language learner networks. As the International Decade of Indigenous Languages 2022-2032 unfolds, this paper explores both Irish language education and digital education policy (Department of Education, 2022) at primary level within the broader context of national Irish language policy. Engagement with the Irish language at primary EME level is firstly explored in parallel with current digital learning policy at school level. Irish language (Government of Ireland, 2010; 2018) and Irish language digital policy (Ní Chasaide et al., 2022) at national level are then examined with reference to Irish language education. The exploration of Irish language policy domains seeks to address the question: how can the development of technology-mediated language learning be optimised in the context of Irish language teaching, learning, and engagement in the EME primary sector? Recommendations to support (technology-mediated) Irish language learning at EME primary level are suggested with reference to potential policy alignment and enactment.