In recent decades Ireland has become a much more culturally and linguistically diverse society, experiencing considerable inward migration driven by economic, political, social and cultural factors. Simultaneously, education systems have been experiencing significant reform with an increased focus on inclusive education and mitigating educational and social disadvantage. Data from the national funding agency for further education and training (FET) in Ireland shows that over 20% of learners enrolled in FET programmes are from migrant backgrounds (SOLAS, 2021). However, in stark contrast to the growing body of literature exploring cultural and linguistic diversity in the compulsory education system in Ireland (e.g., Smyth et al, 2009; Devine, 2011; Rodríguez-Izquierdo and Darmody, 2017), research related to multilingual learners in the further education and training sector is limited.   

A review of the international literature exploring the participation of learners from linguistically and culturally diverse backgrounds in vocational and post compulsory education systems in Europe, North America and Australia identified several barriers or enablers to participation and success for multilingual learners; linguistic (e.g. Kanno & Varghese, 2010; Rusert &Stein, 2023), pedagogical (e.g. Choy &Warvik, 2019; Rosvall et al, 2018), sociocultural (Onsando &Billett, 2009), psychological (Ben-Moshe et al, 2008), informational (Atanasoska and Proyer, 2018; Morrice et al, 2020), financial (Chadderton and Edmonds, 2015; Jeon, 2019),  and structural (Atanasoska and Proyer, 2018). 

This paper seeks to establish (1) how multilingual learners are reflected in macro-level de jure education policy related to Further Education and Training in Ireland and (2) to what extent the policy literature addresses barriers to participation for this cohort. In total, 17 documents were selected based on a purposive sampling strategy. Analysis of the documents was conducted using a priori codes derived from the literature on barriers and bridges to participation in vocational education settings for multilingual learners from ethnoculturally diverse backgrounds. While linguistic concerns constitute the most frequently referenced policy recommendations, little consideration is given to the inter-related factors which contribute to success or distress for this cohort of learners. 

This qualitative research was undertaken to address one research question in a broader doctoral study, namely: RQ: How are multilingual learners in Further Education and Training reflected in de jure policy at a macro level in Ireland? The study utilised a documentary analysis applied to de jure education policies and education-adjacent policy in the Republic of Ireland. Documentary analysis of policy documents as a qualitative research method has many advantages to the researcher (Bowen, 2009; Cardno, 2018) while also aiding triangulation of data and adding to methodological rigour. A purposive sampling strategy was applied based on several criteria. The policy documents selected for inclusion related to further and/or adult education in general or specifically addressed integration, literacy, or language. All documents were available publicly, were published since the establishment of the Education Act in 1998. The rationale for the final criterion was two-fold; the Education Act was the first policy instrument across the education system which specifically addresses educational disadvantage and set in motion the introduction and resourcing of numerous policy initiatives in the intervening decades to address underserved populations in the education system. Secondly, the late 1990s marked the beginning of the economic boom known as the Celtic Tiger and the first wave of significant immigration to Ireland. In the intervening 25 years, there has been considerable reform in education, not least in further education and training. In selecting the documents for inclusion in the sample, the definition of policy was considered. Cardno posits that policy “… in its simplest sense is a guideline for action that is underpinned by a belief system associated with a particular value set normally aligned with a political or ideological position” (Cardno, 2018:624). The documents selected for the study represented a range of official documents that include strategies, acts, white papers and working papers. All documents were designed to inform, shape and/or direct future policy development and practice, be it sectorally or nationally. In total 17 documents were selected for inclusion in the sample, based on the criteria set out previously. The documents were initially reviewed to aid familiarization and then coded using thematic analysis (Braun & Clarke, 2006; 2021) utilising à priori codes which were derived from the literature, allowing for emergent themes.

Analysis of the nomenclature used to describe learners from diverse migration backgrounds in the policy literature demonstrates a recurring trend to describe learners from migrant backgrounds in deficit terms (e.g. non-English speakers, non-native non-English speaking, low-skilled etc) and suggests a conflict in the inclusive values espoused in policy. While recommendations addressing language barriers dominate the policy discourse, little consideration is given to the role in which the education system plays in addressing and removing the non-linguistic barriers experienced by migrant learners in FET.

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