Student engagement in meaningful oral language, reading and writing in a variety of genres in Irish, making explicit links between the reading and the writing process, has proved effective (DES, 2016b; Fitzpatrick et al., 2018; Hickey & Stenson, 2017; Al-hajji & Shuqair, 2014; Ní Mhaonaigh, 2013, 2017). Task based language teaching and CLIL incorporated into the teaching of Irish and communicative language teaching should be balanced with analytical approaches to teaching (Fitzpatrick et al., 2018; Gil-López et al., 2021; Graham et al., 2018; Harris & Ó Duibhir, 2011; Hood, 2020; Ioannou-Georgiou et al., 2011). Explicit teaching of grammar in context, using deductive and inductive approaches, is particularly warranted for learners when there is limited use of the target language outside of school (Fitzpatrick et al., 2018; Goo et al., 2015; Kang et al., 2018). Immersion education programmes have been shown to be very effective in producing biliterate bilingual minority language speakers (Fitzpatrick et al., 2018; Genesee, 2022; Ó Duibhir, 2018; Wilson et al, 2022). This finding applies to learners with diverse learning needs (Genesee, 2022) and from all social backgrounds (Ní Chlochasaigh et al., 2021). Increasing the numbers of students attending Irish-medium schools from the current 8% at primary and 4% at post-primary would generate a greater number of active bilingual speakers in society. Students should be exposed to a wide range of books and texts including digital books to support bi-pluriliteracy. All parents should be encouraged to read in Irish to their children and this could be supported by technology. Information/expository texts are especially beneficial for vocabulary development in the L2. Big books are a very valuable resource for shared reading and should focus on the specific language needs of L2 learners (Mhic Mhathúna, 2010; Wang, 2011). Glossed reading with careful use of L1 may support reading in Irish (Yanagisawa et al., 2020; Ramezanali et al., 2021). Students should engage in the writing process and have opportunities to write collaboratively in Irish which allows for negotiation of both meaning and form, and opportunities to discuss language (Elabdali, 2021; Lu & Kim, 2021). Texts for group and individual reading have benefits for extensive reading for L2 readers when texts are at a suitable level. Students should learn spelling rules in Irish and compare word patterns in Irish with English and other languages (DES, 2016b; Stenson & Hickey, 2019). Irish is a morphologically rich language and more emphasis on the morphology of Irish in teaching and learning could prove beneficial (Barnes, 2017). Teachers should assess spelling regularly on a termly basis by administering a developmental spelling test which can provide qualitative information about students’ orthographic knowledge (DES, 2016b). Weekly spelling tests, on the other hand, do not support differentiated learning and teachers should assess spelling in sentences and written work and focus on teaching spelling rules and patterns in words (DES, 2016b; Stenson & Hickey, 2019). Teacher competency and exposure to L2 are critical factors in effective language teaching. Teachers' Irish qualifications, including CLIL, should be embedded in the Common European 2 Framework of Reference for Languages (CEFR) (Fitzpatrick et al., 2018; Gallagher & Ní Mhaonaigh, 2009; Marsh et al., 2011; Ní Dhiorbháin & Ó Duibhir, 2021). Professional development and teacher education should focus on teachers’ linguistic knowledge in Irish as well as their pedagogical content knowledge, including transfer of skills across languages (Ní Dhiorbháin & Ó Duibhir, 2021; Ní Mhaonaigh, 2013, 2017; Ó Ceallaigh et al., 2017; Ó Ceallaigh et al., 2019. CLIL and Irish-medium teachers need support in integrating language with content through successful pedagogy (Tedick & Lyster, 2020; Ó Ceallaigh et al., 2017; Ó Ceallaigh et al., 2019). School leaders play a key role in effective language learning by, (i) fostering a plurilingual approach to students’ learning in Irish, English, Home and foreign languages, (ii) promoting the informal use of Irish and CLIL in L2 settings, (iii) adopting a whole school approach in Irish- medium settings to support students’ social and academic use of Irish and forging links between schools, community and homes (DES, 2016a; Ó Ceallaigh & Ní Shéaghadha 2017). Flipped learning where learners engage with content before class may enhance students’ learning of Irish. Teachers should promote self-directed and autonomous learning in Irish (Bond, 2020; Vitta & Al-Hoorie, 2020). Computer assisted language learning (CALL), mobile assisted language learning (MALL), digital game-based language learning (DGBLL), have been effective in improving the L2 learning experience and outcomes (Burston, 2015; Cheng et al., 2020; Fu, 2018; Lin & Lin, 2019; Peng et al., 2020; Persson, 2018; Sung et al., 2015). Digital resources with clear language learning goals should be developed and carefully implemented in the context of Irish. Students with additional needs should not be excluded from learning Irish (Genesee, 2022; Sparks, 2016; von Hagen et al., 2021). Teaching, learning and assessment should be differentiated to support all students in learning Irish in an inclusive fashion (Nic Aindriú, 2021). Rote learning for examinations in Irish at secondary level should be discouraged (Nic Eoin, 2017; Ní Mhaonaigh, 2013; 2017; Ó Curraoin, 2017; Ó Laoire, 2017). Oral and written assessments should be revised to encourage students to use their communicative language skills and assessment should be embedded in the CEFR. Students who are bilingual should be assessed bilinguall