From obligation to opportunity: Language coaching as a positive institutional strategy in a public body
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2026
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| _version_ | 1867016453862981633 |
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| author | Deirdre Ní Loingsigh |
| author_facet | Deirdre Ní Loingsigh Deirdre Ní Loingsigh |
| collection | Wiley Open Access |
| contents | From obligation to opportunity: Language coaching as a positive institutional strategy in a public body Deirdre Ní Loingsigh The Modern Language Journal Abstract This study explores how positive psychology interventions enhanced staff confidence and well‐being in fulfilling official languages (OL) obligations within an Irish university. The 14‐month participatory action research (PAR) study aimed to address challenges relating to language anxiety and foster a more collaborative and empowering language support environment. A language coach, a new role at the institution, engaged in intentional reflective dialogue (Kato, 2012) with 15 members of a newly established Irish language support network (LSN). Participants were administrative and frontline staff with varying levels of Irish language proficiency. Extensive data were collected using short surveys; audio‐recorded language coaching sessions, workshops and meetings; learner diaries; reflexive reviews; blog entries and comments; electronic correspondence; researcher observations; short video outputs; and semi‐structured interviews. Findings show that the practices involved in creating the language coach and LSN infrastructure, alongside participatory actions and initiatives, had a significant impact on affect, positive individual and group behaviors, and institutional effectiveness in meeting OL requirements. A “care‐full” approach to institutional compliance with language legislation is proposed, highlighting how relational practices can support change. Four key themes are discussed: (a) characteristics of a positive institution, (b) balancing positive emotions and behaviors in compliance settings, (c) a shift from individual uncertainty to collective confidence, and (d) the constellation of actors involved in building institutional effectiveness. This study highlights how participatory principles, language coaching, and a co‐constructed value set can foster a positive institutional culture. It offers insights into the characteristics of positive institutions, OL support, and the scope of PAR as a reflexive and transformative methodology. 10.1111/modl.70039 http://creativecommons.org/licenses/by/4.0/ |
| doi_str_mv | 10.1111/modl.70039 |
| format | Artículo Open Access |
| id | wiley_oa_10_1111_modl_70039 |
| institution | Wiley Open Access |
| license_str_mv | http://creativecommons.org/licenses/by/4.0/ |
| publishDate | 2026 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | From obligation to opportunity: Language coaching as a positive institutional strategy in a public body Deirdre Ní Loingsigh The Modern Language Journal From obligation to opportunity: Language coaching as a positive institutional strategy in a public body Deirdre Ní Loingsigh The Modern Language Journal Abstract This study explores how positive psychology interventions enhanced staff confidence and well‐being in fulfilling official languages (OL) obligations within an Irish university. The 14‐month participatory action research (PAR) study aimed to address challenges relating to language anxiety and foster a more collaborative and empowering language support environment. A language coach, a new role at the institution, engaged in intentional reflective dialogue (Kato, 2012) with 15 members of a newly established Irish language support network (LSN). Participants were administrative and frontline staff with varying levels of Irish language proficiency. Extensive data were collected using short surveys; audio‐recorded language coaching sessions, workshops and meetings; learner diaries; reflexive reviews; blog entries and comments; electronic correspondence; researcher observations; short video outputs; and semi‐structured interviews. Findings show that the practices involved in creating the language coach and LSN infrastructure, alongside participatory actions and initiatives, had a significant impact on affect, positive individual and group behaviors, and institutional effectiveness in meeting OL requirements. A “care‐full” approach to institutional compliance with language legislation is proposed, highlighting how relational practices can support change. Four key themes are discussed: (a) characteristics of a positive institution, (b) balancing positive emotions and behaviors in compliance settings, (c) a shift from individual uncertainty to collective confidence, and (d) the constellation of actors involved in building institutional effectiveness. This study highlights how participatory principles, language coaching, and a co‐constructed value set can foster a positive institutional culture. It offers insights into the characteristics of positive institutions, OL support, and the scope of PAR as a reflexive and transformative methodology. 10.1111/modl.70039 http://creativecommons.org/licenses/by/4.0/ |
| title | From obligation to opportunity: Language coaching as a positive institutional strategy in a public body |
| topic | The Modern Language Journal |
| url | https://onlinelibrary.wiley.com/doi/10.1111/modl.70039 |