This professional module is intended to give guidance to teacher educators and tutors in preparing student teachers to understand the needs of EAL learners in the primary phase. It is intended to be an introduction to EAL for student teachers in the primary phase. It could be used to:
- inform course design and content
- recommend further reading
- suggest tasks and activities and
- design assessment and evaluation tools
An understanding of the needs and abilities of EAL learners is essential for all teachers.
The great majority of teachers across the country may now expect to work with minority ethnic pupils at some point in their career, and mainly white schools in almost all areas may expect to admit minority ethnic pupils more frequently than in the past. (Cline et al, 2002:2)
In many areas of the country the number of bilingual learners and the diversity of languages and backgrounds from which they come are increasing. The Guardian has produced an interactive map showing the breakdown of each local authority by the percentage of EAL learners, ethnic minority learners and learners eligible for free school meals. Similar data is now available on a school by school basis using the DfE's Compare Schools tool.
The session explores the role of the primary teacher in relation to providing EAL learners with support for their learning of English and through English, and access to the curriculum. It suggests a number of activities and portfolio tasks which extend students’ knowledge and understanding.
Although there is a place for specific lectures or workshops/seminars on the subject of EAL, students’ engagement with the issues will be deepened if subject tutors in all areas of the curriculum incorporate some of the thinking presented into their own teaching.
Pre -session readings
Students should be encouraged to familiarise themselves with some of the resources on this website, in particular
Teacher Knowledge and Understanding
Bilingualism and Second Language Acquisition
Supporting EAL learners in Mainstream Classrooms
Tutors may wish to familiarise themselves with the section on Language and Curriculum which provides more detailed information on approaches to the teaching and learning of English as an additional language.
Contributing Author
Maggie Gravelle
First published 7 August 2009
Resources
A powerpoint presentation to enable tutors to lead the session is downloadable here.
Further reading and Bibliography
Barratt-Pugh, C (1994) We only speak English here don’t we; supporting language development in a multilingual context, in Abbott, L and Rodger, R (eds) Quality Education in the Early Years, Buckingham, Open University Press
Cline.T. de Abreu, G., Fihosy, C., Gray, H., Lambert, H and Neale, J (2002) Minority Ethnic Pupils in Mainly White Schools, Norwich, DfES
Collier, V. P. (1995). Acquiring a Second Language for School. Directions in Language & Education, vol. 1, no. 4. National Clearinghouse for Bilingual Education. Accessed August 2009 http://www.thomasandcollier.com/Downloads/1995_Acquiring-a-Second-Language-for-School_DLE4.pdf
Conteh, J (ed) (2006) Promoting Learning for Bilingual Pupils 3-11, London, Paul Chapman Publishing
Cummins, J (1984) Bilingualism and Special Education: Issues in Assessment and Pedagogy, Clevedon, Multilingual Matters
DCSF (2008) Attainment by Pupil Characteristics in England 2007/2008.
DfEE (1999) National Curriculum, London, HMSO
DfES (2006) Excellent and Enjoyment: learning and teaching for bilingual children in the primary years, Norwich, DfES
Gibbons, P (1991) Learning to learn in a second language, Newtown, Primary English Teaching Association
Gibbons, P (2002) Scaffolding language, scaffolding learning, Portsmouth, Heinemann
Gravelle, M (2000) Planning for bilingual learners, Stoke on Trent, Trentham
Hall, D (1995) Assessing the needs of bilingual pupils, London, David Fulton Publishers
Harris, R (1997) Romantic Bilingualism: Time for a Change? in Leung and Cable English as an Additional Language, York, NALDIC
Leung, C and Franson, C (2001) Mainstreaming: ESL as a diffused curriculum concern, in Mohan, B., Leung, C. and Davison, C.(eds) English as a second language in the mainstream, Harlow, Longman
Mohan, B (1986) Language and Content, Reading, Mass. Addison Wesley Resources.
QCA (2000) A Language in Common, Suffolk, QCA
Sales, R. Ryan, L. Rodriguez, M and D’Angelo, A (2008) Polish Pupils in London Schools: opportunities and challenges, Multiverse and Middlesex University
Smyth, G (2003) Helping Bilingual Pupils to Access the Curriculum, London, David Fulton Publishers
Thomas, W and Collier, V (1997) School effectiveness for language minority students, Washington, National Clearinghouse for Bilingual Education.