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This paper explores a group of secondary school students' feelings about Teaching Proficiency through Reading and Storytelling (TPRS) using a self-determination theory (SDT) lens. It adds to the limited, existing literature on TPRS and is the first to study it from a purely motivational perspective. The paper analyses the extent to which students perceived that TPRS satisfied SDT's three basic psychological needs of autonomy, competence and relatedness. It employs a case study approach, using data from classroom observations, background group interviews and focus group interviews. The findings conclude that TPRS is a decidedly motivating and engaging method for foreign language (FL) learners. The three needs of SDT were found to be highly interrelated with satisfaction of one influencing positively on the others. The findings suggest that the autonomous nature of co-creating stories with the teacher, result in a heightened sense of personal ability and belongingness to the group. The results reinforce conclusions from other studies, suggesting that activities that are perceived as fun, interesting, novel and different are most likely to develop intrinsic motivation in FL learners. The findings have implications for increasing intrinsic motivation in FL classrooms around the world.

The new "Framework for Junior Cycle" (DES. 2012. "A Framework for Junior Cycle." Dublin: Stationery Office) in Ireland aimed to introduce short courses and develop key skills but the proposed phasing out of the Junior Certificate examinations resulted in widespread controversy. Drawing on policy documents and related research, this paper takes a critical realist approach, using Robertson and Dale's (2015. "Towards a 'Critical Cultural Political Economy' Account of the Globalising of Education." "Globalisation, Societies and Education" 13 (1): 149-170) Critical Cultural Political Economy of Education theoretical framework, to critically analyse the three stated rationales underpinning the reform: research, consultations and Ireland's PISA scores. A further fourth rationale is then put forward: Ireland's financial collapse in 2008 and the resulting concentration on a neo-liberal discourse of 'efficiency' and 'competitiveness' stemming from wider global education policy. The paper poses the critical question: was improving students' learning experience the real driver behind the reform or was the removal of the state exams more about reducing costs than augmenting learning outcomes? The paper concludes that education policy cannot be separated from other public policy as both have become increasingly entwined with overarching neo-liberal objectives. It argues the 'not-so-stated' rationale of the financial collapse played an important role in the formulation of the Junior Cycle reforms and will continue to impact educational policy in Ireland.