English as an Additional Language: is there a need to embed cultural values and beliefs in institutional practice?

Abstract

The number of pupils who have English as an Additional Language (EAL) in English schools is increasing, with an influx of migrants from Europe. This paper investigates how schools are addressing the needs of these children. Using survey and interviews with teachers and paraprofessionals the identification of personal assumptions and challenges of EAL provision are explored. Early indications suggest huge differential practice for EAL provision, support and training. Many staff suggested that they are culturally unaware and have little experience of supporting EAL children. Furthermore, the key challenge for leaders is how best to cater for all EAL children using a diverse workforce creatively and within tight financial constraints and competing school priorities.

Keywords:

• English as an Additional Language (EAL)
• diversity
• Continuing Professional Development (CPD)

Acknowledgements

The authors would like to thank all the schools, teachers, and paraprofessionals who helped with the research of this study – without their thoughts and voices some of the issues may still have remained dormant. We also acknowledge the financial support offered by our respective universities.