Purpose

This paper aims to deal with the processes and experiences of teaching English as an additional language (AL). More specifically, it deals with the research question of which teaching methods are used when teaching English as AL and why.

Design/methodology/approach

It concerns a case study approach conducted in an English primary school situated in North Yorkshire, where bilingual pupils also participate. The research methods used include observations in the classroom and in the playground, interviews with the teachers and the bilingual pupils of the school, as well as analysis of policy school documentation related to the topic examined.

Findings

The picture revealed by this study suggests that a number of different approaches and teaching methods, which contribute to teaching English as an AL, are used. The results indicate that great importance is attributed to teacher-pupil and pupil-pupil interaction, as well as to the employment of specific teaching techniques such as key visuals, corrective feedback. In addition, certain types of questions are addressed to bilingual pupils depending on their current language proficiency level. Teachers seem to emphasise the significance of activating the prior knowledge of non-native speakers (NNS). Progression in the content of the activities set, motivation and differentiation are seen as important. The implementation of the aforementioned approaches and teaching methods are supported by the policy and organisation of the school, where the research study was conducted.

Originality/value

As stated in the National Curriculum and within the framework of inclusion, all pupils for whom English is not their first language have to be provided with opportunities to develop the English language, the acquisition of which will help them to have access and take part in all subject areas. The present study explores what certain teaching approaches and methods can provide NNS with equal opportunities to develop English as an AL and why.

中文翻译：

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英语作为附加语言教学：案例研究方法

目的

本文旨在处理将英语作为附加语言 (AL) 教学的过程和经验。更具体地说，它涉及在教授英语作为 AL 时使用哪种教学方法以及为什么使用的研究问题。

设计/方法/方法

它涉及在位于北约克郡的一所英语小学进行的案例研究方法，双语学生也参与其中。所使用的研究方法包括在课堂和操场上的观察、与学校教师和双语学生的访谈，以及对与所审查主题相关的政策性学校文件的分析。

发现

这项研究揭示的图片表明，使用了许多不同的方法和教学方法，这些方法和教学方法有助于作为 AL 教授英语。结果表明，教师与学生和学生与学生的互动以及关键视觉效果、纠正反馈等特定教学技术的使用非常重要。此外，某些类型的问题是针对双语学生的，具体取决于他们当前的语言能力水平。教师似乎强调激活非母语人士 (NNS) 的先验知识的重要性。活动集内容的进展、动机和差异被视为重要的。上述方法和教学方法的实施得到学校政策和组织的支持，

原创性/价值

正如国家课程和包容性框架所述，必须为所有英语不是第一语言的学生提供发展英语的机会，获得英语语言将有助于他们获得并参与所有学科领域。本研究探讨了哪些特定的教学方法和方法可以为 NNS 提供平等的机会来发展英语作为 AL，以及为什么。