This paper argues that the combination of (i) creative language pedagogy informed by sociocultural theory (SCT), and (ii) a participatory, democratic approach to language learning inclusive of learner voice, supports language (re-) engagement for Irish language learners and educators in English-medium education, and in society at large. Firstly,…

Using an action research methodology, I conducted a self-study to improve my capacity to implement creative music pedagogies with Grade 4 and 5 students (N = 43) in a school on the Canadian prairies. Data sources included: field notes, student assessments, video recordings, debriefing sessions, small group conversations, and surveys. Qualitative…