ABSTRACT

This study investigates primary school professionals’ accounts of approaches used for teaching literacy to pupils with English as an additional language (EAL). Currently, the number of EAL children attending UK schools is significantly increasing, while national test data reveal a discrepancy in the performance of these children compared to L1 English speakers. Teaching and managerial staff were interviewed. Findings revealed aspects of good practice such as inclusive classrooms with differentiated learning. Emerging practices included communication between the school and parents, and assessment of children with EAL. Yet many participants did not have sufficiently deep knowledge of multilingualism to harness the home language to foster English vocabulary and reading development. The findings have significant implications for the teaching of EAL pupils. Teaching methods need to be more targeted EAL pupils, particularly in subjects heavily dependent on language skills. Additionally, CPD opportunities should include increased access to professional advice on EAL.

摘要

本研究调查了小学专业人士对使用英语作为附加语言 (EAL) 的学生进行识字教学的方法的描述。目前，在英国学校就读的 EAL 儿童数量正在显着增加，而国家测试数据显示，与 L1 英语母语者相比，这些儿童的表现存在差异。教师和管理人员接受了采访。调查结果揭示了良好实践的各个方面，例如具有差异化学习的包容性课堂。新兴做法包括学校与家长之间的沟通，以及对 EAL 儿童的评估。然而，许多参与者没有足够深入的多语言知识来利用母语来促进英语词汇和阅读发展。研究结果对 EAL 学生的教学具有重要意义。教学方法需要更有针对性的 EAL 学生，尤其是在严重依赖语言技能的科目中。此外，CPD 机会应包括增加获得 EAL 专业建议的机会。