Inclusion - English as an Additional Language



Many mainstream classrooms in primary schools have become increasingly diverse in terms of the cultural and linguistic backgrounds of children attending. For a growing number of children the language of instruction may not be the language which the child uses in the home environment. This has led to a need to consider and meet the learning needs of these children.


All children should be enabled to access all of the subject areas in the Primary School Curriculum. The child for whom English is an additional language should have access to appropriate support structures and resources which will enable him/her to engage to his/her fullest potential with the curriculum. Providing guidelines for teachers and schools who have children in their classrooms for whom English is an additional language will enable them to support the learning of these children.

NCCA’s response

English as an Additional Language: Guidelines for Teachers. The draft guidelines include background information regarding additional language and literacy acquisition. The guidelines also include support for schools and teachers in whole school and classroom planning to meet the needs of the children concerned. Approaches and methodologies have been identified which are supported by exemplars from a variety of subject areas and which target a range of different classes.

The approaches and methods included in the draft version of English as an additional language: Guidelines for Teachers were implemented in a small number of schools in 2006. 


English as an Additional Language in Irish Primary Schools: Guidelines for Teachers (PDF, 488KB)

The NCCA website is now hosting all Integrate Ireland Language and Training (IILT) Primary and Post-primary publications as well as the materials produced by the English Language Support Programme from Trinity College for Language Support Teachers. Click on the links to access them.