Title: Why Morphology and Etymology Were Included in Ireland's New Primary Language Curriculum
Introduction
The redeveloped Primary Language Curriculum (PLC) in Ireland reflects a shift towards a more integrated, research-based approach to language and literacy development. Central to this updated curriculum is the explicit inclusion of morphology (the study of word parts such as roots, prefixes and suffixes) and etymology (the study of word origins and history). This article outlines the rationale behind their inclusion and highlights the pedagogical and cognitive benefits for primary learners.
1. Aligning with International Research on Language Development
Modern research in literacy and linguistics identifies morphological awareness as a key predictor of reading ability, spelling proficiency and vocabulary growth. Internationally renowned researchers such as Peter Bowers, Linnea Ehri, Louisa Moats, and Deborah Reed have emphasised that understanding how words are built supports more effective literacy development than rote memorisation alone.
Rather than viewing language as a set of isolated words, morphology and etymology help students see the deeper structure of language, enabling them to:
Decode unfamiliar words by analysing their components.
Understand the meaning and function of affixes.
Make meaningful connections between related words.
This deep word knowledge supports reading comprehension and expressive language, even at an early age.
2. Supporting the Goals of the Primary Language Curriculum
The PLC aims to develop children as confident communicators, readers and writers. It prioritises metalinguistic awareness - the ability to think about and reflect on the structure of language itself. The inclusion of morphology and etymology aligns directly with this goal.
The curriculum emphasises:
Integrated learning: Language skills are not taught in isolation, but as interconnected strands (oral language, reading and writing).
Meaning-making: Understanding the structure of language enhances meaning-making, a core objective of the PLC.
Progressive learning: From infants to sixth class, students gradually build a stronger understanding of language systems.
By embedding morphological and etymological instruction, the curriculum ensures that learners have the tools to understand not just what words mean, but why they mean what they do.
3. Supporting Diverse Learners
Irish classrooms are increasingly diverse, with many students speaking English as an additional language or experiencing language-based learning difficulties. Research shows that morphological instruction is especially beneficial for these groups.
For instance, children with dyslexia or other reading difficulties often benefit from explicit instruction in how words are formed. Morphology gives them a scaffold to make sense of the written word, and etymology can help them anchor new vocabulary to familiar concepts.
4. Empowering Students Through Word Consciousness
Morphological and etymological knowledge fosters word consciousness - an interest in and awareness of how words work. Word matrices, word sums, and exploring etymological roots offer rich, engaging ways for children to:
Build connections between known and unknown words.
Discover patterns across subject areas (e.g. science, history, maths).
Engage in inquiry-based learning with language.
This cultivates curiosity and empowers students as independent learners, able to navigate complex texts with growing confidence.
5. Practical Application Within the Curriculum
In the PLC, morphology and etymology are not standalone topics but are embedded within broader learning outcomes. Teachers are encouraged to:
Introduce word parts during reading and writing activities.
Explore word families and root words across subjects.
Use language inquiry tools (e.g. word matrices, morpheme games, etymological investigations).
The Department of Education and National Council for Curriculum and Assessment (NCCA) have also provided professional development and guidance to help schools implement these elements in age-appropriate and meaningful ways.
Conclusion
The inclusion of morphology and etymology in Ireland’s Primary Language Curriculum reflects a broader commitment to research-informed, inclusive and effective literacy instruction. By equipping learners with the tools to decode, understand and explore language at a deeper level, the curriculum empowers them not just as readers and writers, but as lifelong learners who understand the structure, history and richness of language.
References
Primary Language Curriculum (ncca.ie)
Bowers, P. & Kirby, J. (2010). Effects of morphological instruction on vocabulary acquisition.
Moats, L. (2000). Speech to Print: Language Essentials for Teachers.
Ehri, L. (2005). Learning to read words: Theory, findings, and issues.
Department of Education and Skills. (2019). PLC Implementation Guidelines