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EAL and SEN

Researching EAL and special educational needs

Although a great deal has been written on the assessment and teaching of children with reading difficulties and dyslexia, it very rarely refers to EAL learners. At the same time publications on learning to read in a second or third language very rarely refer to learning difficulties. Reviewing the literature on learning difficulties in second language literacy Cline and Shamsi (2000, p. 58) concluded that it is “very limited in quantity, reports little empirical research and focuses on basic reading skills to the exclusion of other aspects of literacy”. There is a similar lack of empirical research on other aspects of special educational needs including giftedness relating to EAL learners.

Publications for teachers often focus on how to separate a lack of English from SEN; little is said about what a teacher needs to do if presented with SEN and EAL together in the same pupil. A useful way to proceed may be

  • to develop accurate descriptions of the various kinds of 'SENness' for EAL practitioners
  • to develop a practicable framework or steps for eliminating the potentially confounding effect of 'EALness' or bilingualism.

Further reading

Booth, T. and Ainscow. M. (2000) Index on Inclusion. Bristol : Centre for Studies on Inclusive Education

Clark, C., & Callow, R. (1998) Educating Able Children: Resource Issues and Processes for Teachers. Londo n: David Fulton.

Cline, T. and Shamsi, T. (2000) Language needs or special needs? The assessment of learning difficulties in literacy among children learning English as an additional language: a literature review [RR 184] London : DfES.

Frederickson, N. and Cline, T. (2009) Special Educational Needs, Inclusion and Diversity: A Textbook. Second Edition Buckingham : Open University Press.

Hall, D. (2001) Assessing the Needs of Bilingual Pupils.Living in Two Languages Second Edition London : David Fulton

Freeman, J. (1998). Educating the very able: current international research. London : Stationery Office

Leyden, S. (2002). Supporting the Child of Exceptional Ability at Home and at School. London : David Fulton [3rd edition]

Rogers, U. and Pratten, A.R. (1996) 'The Cummins Framework as a Decision Making Aid for Special Education Professionals Working with Bilingual Children' in Cline, T. and Frederickson, N. Curriculum Related Assessment: Cummins and Bilingual Children. (pp. 77 - 87) Clevedon, Avon : Multilingual Matters Ltd.