PPLI Annual Report (2019) - Flipbook - Page 39
Korean in Transition Year (2.C.1)
Action progress
Korean
Korean as a Transition Year module was piloted in four schools in Dublin in 2018-19. This was in the context of
Korea as a valued trading partner of Ireland, a working holiday visa agreement with Korea, and an increase in
the number of state visits between Ireland and Korea.
Subsequent to the successful pilot and positive student feedback, in 2019-20 Korean was offered in seven
schools in Dublin with a total of 188 students taking part. PPLI employed a new teacher to deliver Korean in a
number of new schools, and PPLI now has two Korean teachers based in Dublin. The students sample Korean
language and culture, and some school have had an opportunity to try out taekwondo. Korean resources for
TY students have been developed by the teachers in collaboration with PPLI education officers. Korean
language mats have been produced and are available to teachers.
Impact
Student Feedback
‘Everyone enjoys this intriguing class. Also, it is great to have such a unique opportunity to be
able to speak a very different language and great to learn more about the culture.’
‘This kind of education will be needed when we go on to develop a more multicultural
accepting society in the future.’
‘It showed me their fascinating culture and I would love to learn lots more languages’
Next Steps
Korean modules and resources will be further developed and made available on the PPLI website which
offers links to the modules and activities.
Portuguese TY Module Pilot
In May 2019, PPLI employed two Portuguese teachers who supported the development of a number of TY
Modules to be delivered in schools across Munster. It was possible to adopt a Lusophone approach as one
teacher was from Portugal and the other from Brazil. Materials that were developed incorporated resources
and content from a variety of Portuguese-speaking nations.
A call for participation was publicised via social media in May to which five schools applied (four in Cork and
one in Clare) and the module was piloted in these schools from September to December. In three of the
schools the module was made optional; in the other two schools it formed part of the normal carousel of
activities for all TY students. The Portuguese teachers were also involved in two intercultural days in which
Portuguese formed an important part.
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