An Exploration of School Communication Approaches for Newly Arrived EAL Students: Applying Three Dimensions of Organisational Communication Theory

Autor/inn/en	Schneider, Claudia; Arnot, Madeleine
Titel	An Exploration of School Communication Approaches for Newly Arrived EAL Students: Applying Three Dimensions of Organisational Communication Theory
Quelle	In: Cambridge Journal of Education, 48 (2018) 2, S.245-262 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2017.1329399
Schlagwörter	Organizational Communication; Communication (Thought Transfer); English (Second Language); Elementary Schools; Secondary Schools; Semi Structured Interviews; Models; Immigrants; Foreign Countries; Case Studies; Qualitative Research; Influences; Elementary School Students; Secondary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Communication; thought; Kommunikation; Gedanke; English as second language; English; Second Language; Englisch als Zweitsprache; Elementary school; Grundschule; Volksschule; Sekundarschule; Analogiemodell; Immigrant; Immigrantin; Immigranten; Ausland; Case study; Fallstudie; Case Study; Qualitative Forschung; Influence; Einfluss; Einflussfaktor; Sekundarschüler
Abstract	This article explores the modes of school communication associated with language and cultural diversity, demonstrating how organisational communication theory can be applied to the analysis of schools' communication responses to the presence of pupils who have English as an additional language (EAL). The article highlights three analytical dimensions: the "external factors" influencing school communication systems; "communication models" reflected in school structures; and the "content of communication" between stakeholders. An exploratory study of a primary and a secondary school in the East of England, involving 32 semi-structured interviews with school managers, teachers, EAL staff, parents and newly arrived Eastern European students, reveals the interactional and transactional models of communication in the primary school, while the secondary school frequently used a linear approach. Communication in both schools showed a lack of information on EAL students and their parents, hindering a sustained outreach and empowering partnership, and possibly placing these students at a disadvantage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01