Examining EAL Policy and Practice in Mainstream Schools

Autor/inn/en	Foley, Yvonne; Sangster, Pauline; Anderson, Charles
Titel	Examining EAL Policy and Practice in Mainstream Schools
Quelle	In: Language and Education, 27 (2013) 3, S.191-206 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2012.687747
Schlagwörter	English (Second Language); Second Language Learning; Foreign Countries; Public Policy; Educational Policy; Student Teachers; Student Teacher Attitudes; Student Needs; Mainstreaming; Access to Education; Educational Legislation; Specialists; Teacher Education; School Districts; Teacher Responsibility; Secondary School Students; Secondary School Teachers; Semi Structured Interviews; United Kingdom; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Öffentliche Ordnung; Politics of education; Bildungspolitik; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsrecht; Schulgesetz; Lehrerausbildung; Lehrerbildung; School district; Schulbezirk; Lehrverpflichtung; Sekundarschüler; Großbritannien
Abstract	While internationally there is a growing body of work investigating mainstreaming of English as an additional language (EAL), this topic has not featured strongly in research in the United Kingdom, and there are only a few studies that focus on the extent to which government policies and prescriptions concerning EAL students are actually being implemented in everyday practice. Addressing this gap, the current paper gives an account of the findings of a study which involved 22 student-teachers reporting on their observations concerning EAL policies and practices, across 66 placements in 47 schools in eight local authorities and in five independent schools. These student-teachers had taken part in an EAL course which sensitised them to issues surrounding EAL learners in mainstream classrooms and positioned them as informed observers. Their reports appear to reveal that the needs of EAL learners across Scotland are not being met to a sufficient degree, despite the fact that legislation is in place which requires local authorities and schools to ensure that all learners have appropriate access to the curriculum. Possible reasons for this state of affairs and ways in which progress could be achieved are considered in the concluding discussion. (Contains 1 note and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10