Speaking English as an additional language: using a Delphi technique to identify the competencies needed by EPs working with EAL students and families

ABSTRACT

The proportion of pupils with English as an additional language (EAL) has steadily risen in recent years in England, reaching just under one in five of all pupils aged 5–16 in 2021, with a total of over 365 languages spoken between them. Despite educational psychologists’ (EPs) practice being concerned with reduction of barriers that prevent children from fully accessing education, a review of the educational psychology literature provides little information to suggest that EPs are responding to the increasing linguistic diversity of their client group. Further, there is a lack of shared understanding among EPs of the specific competencies needed to address the specific language needs of this population. Through a three-round Delphi, 90 statements were identified as key features required for EP practice with EAL students and families; these statements were then structured into a guiding framework for EP practice. The implications of this framework, and its limitations, are discussed.

KEYWORDS:

• EAL
• EP competencies
• framework of competence
• Delphi method
• multilingual communities

Disclosure statement

No potential conflict of interest was reported by the author(s).