1. Title
‘Teacher’s perceptions and experiences of teaching EAL pupils in mainstream primary settings’.
MA Education Works! Conference, 7th July 2016
College of Education
Presenter: Sara Soriano Pla

2. The problem statement
Great number of immigrant families with children who need to be educated and have little knowledge of English
Key points to understand:
Methods that teachers, schools and authorities follow to include EAL pupils in mainstream schools
Strategies, materials and practices used
Challenges
Education gaps

3. Literature Contradictions on education policies
Lack of EAL training for Teachers
Pressures to meet the National Curriculum
The essential role of Teacher Assistant
Insufficient EAL funding and external help

4. Interviews Observations Methods
Two schools with high percentage of EAL pupils and situated in deprived areas of Derby
Seven school practitioners were interviewed
One observation in each school was carried out
Interviews
Observations

5. Findings All the data collected was classified into six themes:
Teacher training in EAL
Background knowledge of EAL children
Strategies and resources to teach EAL
School resources and funding
Biggest challenges
Advantages and disadvantages of having EAL pupils

6. Findings Positives Negatives
Both schools were experienced in teaching EAL pupils
Great language and ethnicity diversity among the staff
Excellent implementation of strategies and resources
Negatives
Insufficient EAL funding and little knowledge about the help provided by Local Authorities.
EAL training is all about the experience gained over the years
Lack of a Standardised initial assessment for the new EAL pupils
Concerns about National Curriculum assessments (SATs)
Challenges in setting up relations between schools and parents

7. Recommendations Further research is required to validate this study
More bilingual and EAL professionals are needed
More regular EAL training is necessary for teachers
Revision of the funding provided to schools and how this is used by schools
Cooperation between experienced and non-experienced schools
Revision and modification of the National Curriculum assessments (SATs)
Policies to be adapted to the educational reality

8. Thank you all so much for your attention!
Questions?
Thank you all so much for your attention!

9. References
Coelho, E. (2012) Language and learning in multilingual classrooms: a practical approach. Bristol: Multilingual Matters.
Conteh, J. (2015) The EAL teaching book: promoting success for multilingual learners in primary and secondary schools. London: Learning Matters.
Cummins, J. (2000) Language, Power and Pedagogy: Bilingual Children in the Crossfire. Great Britain: Cromwell Press Ltd.
Department for Education (DfE) (2014) Schools, pupils and their characteristics: January 2014.
Department for Education and Skills (DfES) (2005) Aiming High: Guidance on the assessment of pupils learning English as an additional language. Nottingham: DfES Publications.
Ellis, R. (1997) Second language acquisition. Oxford: Oxford University Press.
Graf, M. (2011) Including and Supporting Learners of English as an Additional Language. London: Continuum.
Krashen, S.D. (1982) Principles and practice in second language acquisition. Oxford: Pergamon.
Leung, C. (2007) ‘English as an Additional Language Policy: Issues of inclusive access and language learning in the mainstream’, NALDIC Quarterly, 4 (3), pp
Lightbown, P. and Spada, N. (2013) How Languages are Learned. Oxford: Oxford University Press.
Murakami, C. (2008) ‘Everybody is Just Fumbling Along: An Investigation of Views Regarding EAL Training and Support Provisions in a Rural Area’, Language and Education, 22 (4), pp
NALDIC (2011) Available at: (Accessed: 28 July 2015)
Ortega, L. (2009) Understanding Second Language Acquisition. London: Hodder Education.
Safford,K. and Drury, R. (2013) ‘The ‘problem’ of bilingual children in educational settings: policy and research in England’, Language and Education, 27 (1), pp
Sood, K. and Mistry, M. (2011) ‘English as an Additional Language: is there a need to embed cultural values and beliefs in institutional practice?’, International Journal of Primary, Elementary and Early Years Education, 39 (2), pp