Off-balance: the integration of physical education content learning and Irish language learning in English-medium primary schools in Ireland

Abstract

Increased attention to integrated approaches has resulted from demands to prioritise literacy learning while maintaining a balanced curriculum in primary schools. Limited empirical evidence to support integrated approaches to teaching physical education (PE) exists. This study explored the integration of PE content learning and the learning of Irish as a second language with eight English-medium primary school classes (ages 8–10). Data sources included direct observation, teacher interviews and written reflections, alongside focus groups with children. Careful implementation to balance language and content learning is recommended to ensure the promise of complimentary learning emerges within the spirit of an integrated curriculum.