How does the use of role-play affect the learning of Year 4 children in a predominately EAL class?

This paper investigates role-play activities and how they can be used within learning for English as an Additional Language (EAL) pupils in a Key Stage 2 setting in England. Through observations, results showed effective role-play activities can be beneficial to EAL pupils, allowing them to practice words and phrases in a relaxed atmosphere supported by peers, teachers or bilingual assistants. Findings suggested that staff required specific training to provide them with strategies for teaching the very varied mixture of language needs and abilities. Recommendations included the use of role-play by teachers and the provision of additional support, thereby enabling staff to feel confident when incorporating role-play.