Reflective accounts of teaching literacy to pupils with English as an additional language (EAL) in primary education

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.

KEYWORDS:

• English as an additional language (EAL)
• vocabulary
• reading skills
• teachers’ reflective accounts
• teaching approaches

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Louise Bailey

Louise Bailey is a research manager for an educational research organisation. Her research interests include English as an Additional Language (EAL), vocabularly and reading research and developments in e-assessment. The current research was undertaken during her time as an MA student at Kingston University.

Hannah Sowden

Hannah Sowden holds an honorary appointment with Kingston University. Her research focuses on language acquisition and gesture development mainly in atypical development.