Say Yes to Languages? Irish Primary Teachers' Beliefs on Modern Foreign Language Integration

The integration of modern foreign languages (MFL) at primary level invites schools to
foster intercultural and plurilingual competencies from an early age. Aligned with the
broader aims of the Primary Language Curriculum (PLC), the Languages Connect Ireland’s
Strategy for Foreign Languages in Education 2017-2026 (Department of Education and Skills
(DES), 2017) intends to introduce young learners (aged 8-12 years) to the personal, cultural
and cognitive benefits of language learning while cultivating a greater appreciation for
linguistic diversity and communication. As MFLs continue to embed within the Primary
Curriculum Framework (PCF), understanding teachers’ beliefs and perceptions becomes
critical for sustainable curricular implementation. However, despite increased attention to
plurilingualism and language policy in Ireland, empirical research into Irish primary teachers’
beliefs related to MFL education remains limited. This study sought to investigate the
beliefs, experiences and professional reflections of 257 primary school teachers nationwide,
with a view to exploring their perceptions of the value of MFL learning in the classroom,
and whether its integration complements or detracts from the existing curriculum. Data
were generated through a national questionnaire and analysed by variables such as school
contexts and years of teaching experience. The findings revealed broad endorsement of
MFL provision, though important distinctions emerged regarding teachers’ professional
backgrounds, perceived preparedness, and systemic support. While most participants
acknowledged the pedagogical and cultural benefits of early MFL exposure, concerns
were raised around implementation feasibility. This study underscores the significance of
supporting teacher agency and competence in the rollout of MFL initiatives. It concludes
by considering implications for national programmes such as the Say Yes to Languages and
the PCF, highlighting opportunities to more effectively align teacher education, policy, and
practice in fostering a linguistically inclusive and future-ready primary education landscape.