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Pulling the threads together

Current theories and current practice affecting UK primary school children who have English as an Additional Language

This 2012 paper by Clare Wardman reports on a small qualitative study conducted in the north of England during summer 2011, which sought to analyse current practice in UK primary schools alongside the existing research findings, focusing on the linguistic and sociocultural aspects of being a bilingual learner.

Eight primary schools took part in the study and 41 individuals were involved in the study. The key participants were usually the headteacher and/or the EAL co-ordinator, a class teacher, an EAL teacher and an EAL support staff member in each school. The semi-structured interviews were divided into the three broad themes: provision of support for EAL children, an assessment of attitudes towards bilingualism, and the use of the first language in the classroom.

The report makes five recommendations in respect of EAL in the primary sector:

  • Initial Teacher Education should train new teachers on EAL issues and more appropriate CPD and training is needed for existing teachers and TAs, to ensure that all staff responsible for EAL have an understanding of Second Language Acquisition processes, research in the field of EAL, and an understanding of the importance of using the first language in the classroom.
  • The dialogue between schools who have similar requirements should be enhanced to limit the time- and money-wasting inherent in a decentralised approach.
  • The terminology used around the issues pertaining to bilingual children should be reconsidered and streamlined, to avoid social stigma.
  • The policy of previous and continuing funding cuts in EAL provision needs reconsideration in the face of increased need for support and the potential consequences of an unsupported generation.
  • Further research is required.