By Francesca La Morgia (auth.), Merike Darmody, Naomi Tyrrell, Steve Song (eds.)

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35). These guidelines are an important step towards the development of awareness of linguistic diversity in the childcare environment, and their implementation should allow children to learn about diversity from a very young age. While there is not yet an indication on how these guidelines are being used in pre-school settings around the country, more data is available on the situation of primary schools. Many primary schools have a high number of children who speak languages other than English and Irish at home.

2006). Diversity and equality guidelines for childcare providers. -Y. (2008). Raising ambi-lingual children: Linguistic minority children’s heritage language learning and identity struggle. Berlin: VDM-VerLag. Priven, D. (2008). Grievability of first language loss: Towards a reconceptualisation of European minority language education practices. International Journal of Bilingual Education and Bilingualism, 11(1), 95–106. , & Byrne, D. (2009). Adapting to diversity: Irish schools and newcomer students.

It was this previous conversation which now prompted the revelation of a murderous matriarch! Laima’s comment, while made in half-jest, suggested a deeper issue with regard to her language, identity and family relations. It was this comment, this interaction, which drove me to examine further this area of first languages and minority language students in Irish schools. At the time, I was employed as an English Language Support teacher in a Dublin primary school with a high proportion of minority language students.

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