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

Research Output:
Contribution to journal
Article
 Peer-review

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.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 203-215

Journal (Volume, Issue Number)

Education 3-13 (Volume 39, Issue 2)

Publication milestones

  • Published - 01/01/2011

Publication status

Published - 01/01/2011

ISSN

0300-4279

Publication IDs

  • handle.net: 10547/224657
  • Scopus: 79953846041

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