Dáil Éireann Debate, Wednesday - 6 May 2026
306. Deputy Barry Heneghan asked the Minister for Education and Youth the full policy rationale and published evidence base for the revised English as an additional language allocation model at primary level, including the introduction of a two year eligibility limit; and if she will make a statement on the matter. [31852/26]
View answer307. Deputy Barry Heneghan asked the Minister for Education and Youth the assessment process that will be used by schools to identify pupils with ongoing English language needs under the revised model and the specific supports available where such needs persist beyond the eligibility period; and if she will make a statement on the matter. [31853/26]
View answer308. Deputy Barry Heneghan asked the Minister for Education and Youth whether an equality screening or impact assessment was undertaken prior to the introduction of the revised English as an additional language criteria and to provide the findings of any such assessment; and if she will make a statement on the matter. [31854/26]
View answer309. Deputy Barry Heneghan asked the Minister for Education and Youth the number of pupils currently in receipt of English as an additional language supports at primary level and the estimated number who will cease to qualify under the revised criteria, and to outline any associated cost savings, in tabular form; and if she will make a statement on the matter. [31855/26]
View answerI propose to take Questions Nos. 306, 307, 308 and 309 together.
The Department has adapted to the dynamic landscape of student enrolment and has prioritised enhancing English as an Additional Language (EAL) support, recognising the critical role of language.
All schools are advised in the first instance to review whether the needs of newly enrolled pupils can be met from within existing allocations. Language supports are also included through the Special Education Teaching (SET) which encompasses an element of language support allocation. Under this SET model, schools are frontloaded with resources to provide support immediately to those pupils who need it without delay.
The Department's policies enable flexible resource allocation to ensure that the resources follow pupils in the event of them changing schools. These supports to schools, based on an application process, are provided for new-entrant pupils (i.e., pupils arrived in the country in the last 2 years with an EAL requirement). Similar to previous years, supports may also be provided for schools with a high concentration of pupils that are not classified as new-entrant pupils but who have an EAL need i.e., those pupils with less than 3 years EAL support and register less than B1 in an English proficiency test.
In addition further additional temporary EAL support is also provided through the Primary Staffing Appeals Board. The criteria by which schools can apply for EAL support has not been revised.
The Department’s Inspectorate report available on the Department website “Meeting Additional Language Needs: Whole-school and Classroom Approaches for Inclusive Language Learning” outlines the best practice approaches in the teaching and learning of EAL involving mainstream teachers. The report underscores the importance of English language provision for educational equity and wellbeing and applauds schools for promoting diversity and belonging. The Department will use its recommendations to enhance learning experiences across all schools.
As part of the continuum of assessment practices, teachers of children and young people for whom English is an additional language (EAL) are advised to assess pupils’ language proficiency development using an assessment tool that is aligned to the Common European Framework of Reference for languages (CEFR). Assessments aligned with the CEFR place children and young people on a scale ranging from A1 (most basic) to C3 (native speaker fluency) across the skills of reading, writing, speaking, and listening.
Since the Department processes EAL applications based on individual school requests for additional supports, supplementing existing allocations, a complete overview of the total number of children needing EAL support across all schools is not available.
