“Fí na Teanga” - An exploration of 1st and 2nd year post-primary students’ attitude and motivation for Irish language learning in a multilingual Ireland

Abstract

This study examines Irish language learning in a multilingual society, focusing on the attitudes, motivations, and lived experiences of 1st and 2nd Year post-primary pupils across the Republic of Ireland. In the context of increasing linguistic diversity and evolving education policy, it explores how multilingual repertoires, identity negotiations, and socio-educational settings influence engagement with Irish as both a school subject and a heritage language. Using a mixed-methods design, the research integrates a large-scale pupil questionnaire adapted from Gardner’s Attitude/Motivation Test Battery (AMTB) and narrative interviews with pupils and teachers. Over 1,000 students from 10 schools, spanning Irish-medium, English-medium, and Gaeltacht contexts, participated in the survey, providing a robust dataset for both statistical and interpretive analysis. The findings reveal that while Irish-medium pupils report stronger motivation and more positive orientations than their peers in English-medium schools, multilingualism complicates this picture. Pupils from multilingual homes often expressed enthusiasm for global languages yet weaker identification with Irish, reflecting tensions between heritage and instrumental orientations. A noticeable decline in motivation from first to second year further underscores the challenges of sustaining engagement. Teacher narratives highlight structural, pedagogical, and ideological factors that both support and constrain pupils’ experiences of learning Irish. By situating Irish within Ireland’s multilingual educational landscape, the study contributes an original account of how heritage language learning intersects with migration, identity, and educational reform. It offers recommendations for pedagogy and policy aimed at supporting diverse learners and strengthening Irish in a rapidly changing society. Key Words: Irish language education, multilingualism, heritage language, identity, motivation, integration, language policy, post-primary education