Eal observed in a primary school

Note that both components are essential but neither component is sufficient on its own.

Eal observed in a primary school

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In this post Judith Flynn, Ed. If you would like to write a plain language summary of your postgraduate research we want to hear from you.

Eal observed in a primary school

Check out the instructions to authors here. Why did I do the research? As a initial teacher educator and EAL specialist, I was often concerned by a lack of community language use in schools with multilingual pupils.

For example, despite learning about multilingual pedagogy and the value of first languages, my trainee teachers were often discouraged from applying these principles when they entered schools. Was it just a matter of tutors and teachers lacking knowledge about multilingualism, or were there other reasons for this resistance to multilingual pedagogy?

I wanted to explore what these possible other reasons were. What I did I conducted interviews with teachers in a multi-ethnic primary school, and observed them teaching over several weeks. I analysed the interviews and categorised the things they said about teaching multilingual children into themes.

I then looked at how the things they said and how they taught related to what research says about language, culture and curriculum for multilingual children. Instead, their conversations focused on Standard English. For example, one teacher, Mrs. Another advised a more traditional way of teaching grammar, in line with National Curriculum expectations.

He also indicated that teaching was benchmarked against monolingual norms: Research suggests that this kind of non-standard usage is productive, as it reflects experimentation and risk taking, using first language structures as a basis for exploring the second language.

English as an additional language (EAL)

The focus on Standard English coincided with recent changes to the curriculum. Alfred and his cakes. And we spent years and years and years going away from that. As well as a curriculum that lacked linguistic and cultural relevance, home language use was discouraged also.

Used sometimes for translation for parents and children, home language use to enrich the educational experiences of children was absent. The school declared a positive attitude towards home languages, but this seemed offset by the weight of the curriculum and the desire for children to learn English as early as possible.

Responsibility for EAL teaching at the school was with the class teacher, so the EAL teacher tended to focus on English lessons for parents of EAL learners, and on reading interventions to promote attainment, rather than support for multilingual pedagogies.

The pressure for attainment in literacy and numeracy was a dominant concern. The school, however, was largely successful, with a favourable OFSTED report and results at around the national average. Home languages did not seem relevant to this success.

Meanings and further interpretation Considering my findings in terms of national policy, I found discouragement of home languages and cultures at odds, not only to current research, but also the ideas underpinning milestone governmental reports, such as the Swann Report and the Bullock Report.

These reports recognise the value of home languages for the communities themselves, and the necessity to combat racism in society. The current national curriculum appears to ignore diversity.

From reading about political thinking I find that as powerful groups control policy, the interests of the less powerful can be silenced. This needs to be embodied in what schools do, not just what they say.

My research suggests that realisation of potential and socialisation must include respect for other languages and dialects to avoid language racism and barriers between individuals and groups.

From thinking about ethics, I realised that a relationship of respect would be for a school to engage respectfully with languages and cultural understandings to support the learner in their translation of both home and school worlds.

This is suggestive of a holistic view of the teaching of bilingual children that goes beyond attainment and which brings together bilingual pedagogy with the teaching of EAL. We need to approach educational leaders and politicians to consider how the curriculum can address the ethical and social needs of a diverse society.

This has relevance for tolerance and understanding at a national and global level. Thesis, Manchester Metropolitan University.

A copy of the full dissertation can be accessed here.Archives and past articles from the Philadelphia Inquirer, Philadelphia Daily News, and attheheels.com EAL primary and secondary consultants are usually employed by the local authority and generally focus on whole school development and particularly mainstream teacher professional development rather than the provision of specialist teaching support for EAL learners.

Observed all key stages in a 2-form entry Manchester primary school, focusing on EAL. Observed Year 5 in a 3-form entry Tameside primary academy, focusing on talk within the classroom. Activities and Societies: Course representative Course advertiser/recruitment drive support.

Teaching Children to Read | The main methods to teach reading | Recommended links for student teachers X. Simple View of Reading: reading ability is based on two major, essential, interacting but different components: phonics decoding ability x language comprehension (pre-existing knowledge and vocabulary).

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UK primary school children who have English as an Additional Language Clare Wardman, University of York (EAL) in UK primary schools is geographically variable, due in part to a observed; mainly due to the location of the school. EAL. Toggle Menu.

What is EAL? English as an Additional language; This is observed most notably at Puri in the Indian state of Orissa, Ambleside Primary School is an exempt charity and a company limited by guarantee, registered in England and Wales number

Teaching Children to Read