Foreign language learners' perceptions of their language learning: challenges and opportunities for Ireland's strategy for foreign languages 2017–2026.
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| Title: | Foreign language learners' perceptions of their language learning: challenges and opportunities for Ireland's strategy for foreign languages 2017–2026. |
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| Authors: | Pintado Gutiérrez, Lucía1 (AUTHOR) lucia.pintado@dcu.ie, Neville, Craig2 (AUTHOR) |
| Source: | Language Learning Journal. Jun2026, Vol. 54 Issue 3, p410-429. 20p. |
| Subject Terms: | *Foreign language education, *Language policy, *Psychology of students, *Educators, *Secondary education, *Second language acquisition |
| Geographic Terms: | Ireland |
| Abstract: | Since 2017, language learning in post-primary schools in Ireland has been supported by the government strategy, Languages Connect (LC). In conjunction with key stakeholders, the strategy aims, among other things, to raise awareness of the importance of language learning, to diversify the languages on offer and to make connections between language learning and the world of work. Six years into the strategy, it is opportune to assess the views of students in relation to their opinions of their learning experiences framed against the goals of the strategy. After launching a creative language competition during the Covid-19 pandemic, researchers sought to capture the perceptions, challenges and desires of participants in Transition Year, focusing on the languages that they would like to learn, their experience as language learners and the role of languages in their future careers. This article presents an analysis of this data in the context of LC with the aim of providing a snapshot of evidence-based data on the process that is being undertaken nationally in this arena. The article begins by discussing the challenges and opportunities in the language learning space in the Republic of Ireland. The analysis and discussion of the data follow a description of the methodology employed and the article concludes with a positive outlook on language learning from the student perspective; however, the data reveal that areas that are not necessarily part of the LC strategy need to be addressed. It is hoped that these conclusions will be useful for researchers, practitioners, state agencies and policy makers. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Since 2017, language learning in post-primary schools in Ireland has been supported by the government strategy, Languages Connect (LC). In conjunction with key stakeholders, the strategy aims, among other things, to raise awareness of the importance of language learning, to diversify the languages on offer and to make connections between language learning and the world of work. Six years into the strategy, it is opportune to assess the views of students in relation to their opinions of their learning experiences framed against the goals of the strategy. After launching a creative language competition during the Covid-19 pandemic, researchers sought to capture the perceptions, challenges and desires of participants in Transition Year, focusing on the languages that they would like to learn, their experience as language learners and the role of languages in their future careers. This article presents an analysis of this data in the context of LC with the aim of providing a snapshot of evidence-based data on the process that is being undertaken nationally in this arena. The article begins by discussing the challenges and opportunities in the language learning space in the Republic of Ireland. The analysis and discussion of the data follow a description of the methodology employed and the article concludes with a positive outlook on language learning from the student perspective; however, the data reveal that areas that are not necessarily part of the LC strategy need to be addressed. It is hoped that these conclusions will be useful for researchers, practitioners, state agencies and policy makers. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09571736 |
| DOI: | 10.1080/09571736.2024.2414753 |
