Dáil Éireann Debate, Thursday - 11 June 2026
201. Deputy Roderic O'Gorman asked the Minister for Education and Youth the reason a school (details supplied) has never been granted an English as an additional language teaching post as of right, given the significant need in the area; the reason the school has to appeal each year in order to be granted some hours, with the ensuing increase in paper work for the school management team; and if she will make a statement on the matter. [44815/26]
View answerThe 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 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.
