From obligation to opportunity: Language coaching as a positive institutional strategy in a public body

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.