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Sathiyanarayanan, Manjula (2025) Bridging Language and Learning: A case study exploring the inclusion of multilingual EAL learners in an Irish primary school. Masters thesis, Dublin, National College of Ireland.
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Abstract
Ireland has become increasingly diverse over the past two decades, with a significant influx of migration of students moving in for educational opportunities, skilled professional employees in search of job opportunities and refugees escaping war who want to live in peace. Given this increased diversity, a major challenge now is providing equitable educational opportunities for all children. This research focuses on the inclusion of multilingual English as an Additional Language (EAL) learners in an Irish primary school. Although national policies have been amended to promote inclusion, the challenges in implementing these policies in the classroom prevail for EAL learners. This institutional case study explores how teachers include multilingual EAL learners, identifies the challenges to inclusion and analyses both school-level and national polices on teaching. There is a lack of research in Ireland to show what teachers and EAL learners experience in classrooms and that is the main rationale for this study. To gain comprehensive knowledge, a qualitative multi-method case study was implemented. Three data collection methods were used: document analysis (of school polices and curriculum plans), a detailed qualitative questionnaire (completed by 25 teachers) and classroom observations (in Junior Infants, Senior Infants, First Class and Second Class) across literacy, numeracy, arts and SPHE subjects. Data analysis was performed using thematic analysis following Braun and Clarke’s six-step process. The findings show that Inclusive practices are being implemented through multimodal teaching, differentiated instruction, trans-languaging practices, and peer learning. Teachers exhibited a strong commitment to inclusion despite limited school support. No formal training or differentiated assessment tools are evident. This study concludes that while teachers strive to implement inclusion, professional training, policy amendments, and resources/support staff are needed. These results provide insights that are valuable to policymakers and teachers aiming to enhance inclusion in an Irish primary school.
| Item Type: | Thesis (Masters) |
|---|---|
| Supervisors: | Name Email Mellon, Conor UNSPECIFIED |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education P Language and Literature > P Philology. Linguistics > Semiotics > Language. Linguistic theory |
| Divisions: | Centre for Education and Lifelong Learning (-2025) > Master of Arts in Educational Practice |
| Depositing User: | Ciara O'Brien |
| Date Deposited: | 23 Feb 2026 16:20 |
| Last Modified: | 23 Feb 2026 16:20 |
| URI: | https://norma.ncirl.ie/id/eprint/9158 |
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