Teaching English as an additional language
A case study approach
Bibliographic Data
| ID | 13017416 |
|---|---|
| Authors | Evanthia Tsaliki (University College London, corresponding author) |
| Year | 2020 |
| Volume | 15 |
| Issue | 1 |
| Pages | 52-67 |
| Publication date | 2020-11-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal for Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 2053-535X • E-ISSN: 2053-5368 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/jme-02-2020-0005 |
| OpenAlex | W3112936693 |
| Language | EN |
| References cited | 10 |
Purpose This paper aims to deal with the processes and experiences of teaching English as an additional language (AL). More specifically, it deals with the research question of which teaching methods are used when teaching English as AL and why. Design/methodology/approach It concerns a case study approach conducted in an English primary school situated in North Yorkshire, where bilingual pupils also participate. The research methods used include observations in the classroom and in the playground, interviews with the teachers and the bilingual pupils of the school, as well as analysis of policy school documentation related to the topic examined. Findings The picture revealed by this study suggests that a number of different approaches and teaching methods, which contribute to teaching English as an AL, are used. The results indicate that great importance is attributed to teacher-pupil and pupil-pupil interaction, as well as to the employment of specific teaching techniques such as key visuals, corrective feedback. In addition, certain types of questions are addressed to bilingual pupils depending on their current language proficiency level. Teachers seem to emphasise the significance of activating the prior knowledge of non-native speakers (NNS). Progression in the content of the activities set, motivation and differentiation are seen as important. The implementation of the aforementioned approaches and teaching methods are supported by the policy and organisation of the school, where the research study was conducted. Originality/value As stated in the National Curriculum and within the framework of inclusion, all pupils for whom English is not their first language have to be provided with opportunities to develop the English language, the acquisition of which will help them to have access and take part in all subject areas. The present study explores what certain teaching approaches and methods can provide NNS with equal opportunities to develop English as an AL and why
Curriculum · Documentation · Inclusion (mineral · Mathematics education · Originality · Pedagogy · Qualitative research · Set (abstract data type · Situated · Sociology · Teaching method · Value (mathematics · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Anniversary article. Classroom SLA research and second language teaching
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Language and reading development in children learning English as an additional language in primary school in England
L2 Users and English Spelling
English as an additional language and attainment in primary schools in England
| Highly cited | No |
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