‘Good Practice’ For Pupils With English As An Additional .
RESEARCH IN TEACHER EDUCATIONVol.2, No.2. October 2012. pp. 24–30.‘Good practice’ for pupils with English as an additionallanguage: patterns in student teachers’ thinkingAndrew ReadUniversity of East Londonprimary school population are pupils whose firstlanguage is not English. In the 2011 KS2 tests, 76% ofinner London pupils with EAL achieved the expectedlevel or above, compared with 77% of pupils whosefirst language is English. This is broadly replicated inouter London boroughs (75% EAL pupils and 78%pupils whose first language is English achieving theexpected level). There is a strong sense that primarypupils with EAL are doing as well as pupils with Englishas the first language. This pattern continues to the endof KS 4 where 61.0% of pupils whose first languageis other than English achieved five or more GCSEgrades A–C compared to 61.7% of pupils whose firstlanguage is English (NALDIC, 2012).AbstractStudent teachers construct ideas around how tosupport the learning of pupils with English asan additional language (EAL), basing these ideason university- and school-based training, reading,dialogue and reflection. For the purposes of this pieceof research, postgraduate student teachers training toteach pupils aged 3–11 were each asked to ‘picture’one child with EAL encountered during blocks ofschool-based training, to categorise this child in termsof English fluency, to suggest the child’s specific needsand to identify effective strategies to support pupilprogress. Student teachers’ responses are analysedto explore whether there are evident patterns in thesestudent teachers’ identification of pupils with EAL, andthe student teachers’ understanding of these pupils’needs. Responses are aligned with current thinkingabout ‘good practice’. Points of congruence betweenstudent teacher responses and ‘good practice’ areidentified. Where evidence of this congruence islacking, implications for student teachers and forprogramme design are identified.So, pupils with EAL are doing fine? The Government’sconsultation document School funding reform: nextsteps towards a fairer system (2012) seems to takethis view, proposing limiting funding of pupils with EALto three years because this ‘should provide enoughtime’. The model provides schools with funding forpupils for the first three years of compulsory schooling,ie from the age of four to seven years, with theexception of cases where the pupil has newly arrivedin the UK. One could argue that such a proposalcontradicts most internationally established researchon English language acquisition. For example, whilepupils might attain conversational levels akin to thoseof English first language speakers within about twoyears, Collier (1987, 1989) and Cummins (1981)argue that EAL pupils require between four and nineyears to attain ‘academic’ English. One could arguethat it was precisely the funding that the Governmentis proposing to curtail that worked so effectively inenabling EAL pupils to achieve the expected levels atthe end of Key Stages 2 and 4. But perhaps, in sucha financially austere environment and at a time whenresearch-informed government policy is somethingof a contradiction in terms, a closer look at studentteachers’ perceptions of good practice when workingwith pupils with EAL is a way forward, because ifwe have some idea of student teachers’ thinkingabout good practice then we are in a more informedposition to consider effective programme design andcontinuing professional development. In order toKeywords: English as an additional language (EAL);EAL pedagogy; effective teaching and learning;activating prior knowledge; advanced bilinguallearners; promoting independenceIntroductionThe percentage of the primary school population inthe UK with English as an additional language (EAL)has risen year-on-year from 10% in 2002 to just under18% in 2012 (NALDIC, 2012). In the Key Stage 2(KS2) tests in 2011, on a national scale, 70% of pupilswhose first language is not English achieved theexpected levels in both English and mathematics. Forpupils whose first language is English, the percentagewas 75% (DfE, 2011). For inner London, the pictureis somewhat different (NALDIC, 2012): 54% of the2428
‘Good practice’ for pupils with English as an additionallanguage: patterns in student teachers’ thinkingexplore student teachers’ perspectives, it would seemuseful to first establish the features of effective EALpedagogy.Establishing a model of good practiceThe National Association for Language Developmentin the Curriculum (NALDIC) identifies five ‘keyprinciples’ (1999) at the heart of good practice forteachers working with pupils with EAL. Ofsted’sguidance for inspecting provision for pupils withEAL (2001) implies that there are a number of keyfeatures of good practice. There is clear commonground in the models of practice articulated by thetwo organisations. Ofsted’s most recent EAL briefingpaper (2012) provides examples of good practice,some of which add practical emphasis to pointsmade in its 2001 guidance, e.g. that recognition of theimportance of the pupil’s first language (2001) impliesthat some assessment of the pupil’s ‘proficiency intheir first language’ is required (2012).In order to identify the common threads in NALDIC’sprinciples and Ofsted’s features of good practice,and produce a single model, a third perspective hasbeen applied. The Teaching and Learning ResearchProgramme (TLRP), drawing on school-focusedprojects, proposes ten evidence-informed principlesfor effective teaching and learning (2006), seven ofwhich provide a baseline against which to set NALDIC(1999) and Ofsted (2012) principles/features (Table1). This broadly suggests a model of ‘good practice’and, it might be argued, supports the cliché that goodprimary practice implicitly meets the needs of all pupils(see table 1 on page 26).For the purposes of this study it is also useful to havea model of the stages of competence in EAL learners’use of English. While there is no nationally agreedscale for this, Hester’s Stages of English (1990) iswidely used (NALDIC, 2011):Stage 1: new to EnglishStage 2: becoming familiar with EnglishStage 3: becoming confident as a user of EnglishStage 4: a very fluent user of English in most socialand learning contextsHester adds further detail to each of these stages andI will use this to explore some of the student teachers’responses.pupils with EAL. At the point where this researchtook place, student teachers on a one-year PrimaryPostgraduate Certificate in Education (PGCE)programme had completed two blocks of teachingpractice in primary schools: in the data, SEB refers toSchool Experience B, the second block of teachingpractice. The majority of student teachers would havehad experience of working in classes with EAL pupilsand I felt at this point they would have developed aclear notion of ‘good practice’, drawing on universitybased input, a set of self-study tasks undertaken inschool and the experience of observing and workingalongside school-based mentors with input fromuniversity tutors. The data gathered is based on theresponses of 102 student teachers, of whom 72 werePrimary student teachers and 30 were Early Yearsstudent teachers.I asked student teachers to respond to threequestions:Thinking about one pupil in your SEB class with EAL,how would you describe his/her stage of English?What target would you give this pupil?What strategy would you use to support this pupil’sprogress in English?Student teachers were encouraged to work alonewhen producing responses, with an assurance that allresponses would be anonymous. The responses werethen collated.Stages of English (See table two)A certain amount of reinterpretation on my part tookplace in order to identify patterns. For example, Ihave categorised the response ‘very little English– at the beginning of learning spoken and writtenEnglish’ as Beginner (rather than New to English) andthe response ‘fluent speaker, good at reading butstruggled to transfer to writing’ as Intermediate (ratherthan Fluent). Table 2 summarises student teachers’responses, drawing on language used by studentteachers to name stages and noting correspondingkey characteristic behaviours. I was interested toexplore whether 5–11 student teachers thoughtdifferently to Early Years (EY) student teachers, hencethe final two rows. The percentages do not total100% because it was not possible to discern clearcategories in all student responses.Gathering student teachers’ perceptionsI wanted to find out what student teachers thoughtabout good practice when it came to working with25
RESEARCH IN TEACHER EDUCATIONVol.2, No.2. October 2012.Table 1: Good practiceTLRP: effective teachingand learning (2006)NALDIC: key principles(1999)Recognises the importance of prior Activating prior knowledge inexperience and learning (TLRP)the pupil‘Informal learning, such as learningout of school, should be valuedand used in formal processes’(TLRP)Ofsted: features ofgood practice(2001: 29)Ofsted: examples ofgood practice(2012: 3–4)a recognition that the useof the first language willenhance understanding andsupport the developmentof EnglishThe school should havetaken steps to assess thelearners’ proficiency andliteracy in their first languageand established what priorsubject knowledge andexperience they have inother subjects.Pupils learn more quicklywhen socialising andinteracting with their peerswho speak English fluentlyand can provide goodlanguage and learning rolemodels.‘Learners should be helpedto build relationships andcommunication with others forlearning purposes’ (TLRP)Actively encouragingcomprehensible output‘Teachers should provide activitiesand structures to help learnersmove forward in their learning sowhen these supports are removedthe learning is secure’ (TLRP)The provision of a rich culturalbackground to make theinput comprehensibleenhanced opportunities forspeaking and listening;effective models of spokenand written language;Drawing the learner’sattention to the relationshipbetween form and function;key grammatical elements arepointed out and made explicita welcoming environmentin which bilingual pupils feelconfident to contribute;Specialist EAL supportshould be available for newarrivals. More advancedlearners of English shouldhave continuing supportin line with their varyingneeds as they developcompetencies over time.the selection of visual aidsis culturally relevant and ofgood qualityThere should be a focus onboth language and subjectcontent in lesson planning.Developing learnerindependenceteaching that assists EALlearners to internalise andapply new subject-specificlanguage;‘A chief goal of teaching andlearning should be the promotionof learners’ independence andautonomy’ (TLRP)teaching that recognisesthat more advancedlearners of English needcontinuing support;clear targets in languageand learning are identifiedand met;grouping strategies thatrecognise pupils’ learningand language developmentneedsAssessment ‘should help toadvance learning as well asdetermine whether learning hasoccurred’ (TLRP)‘Institutional policies need to be designed to create effectivelearning environments for alllearners’26The school should monitorthe attainment and progressof pupils who may be at theearliest stages of learningEnglish.The progress andattainment of all EALlearners, including thosewho are advanced bilinguallearners, should be closelymonitored so they are doingas well as they can.Any withdrawal of EALlearners from a mainstreamclass should be for aspecific purpose, timelimited and linked tothe work of themainstream class30
‘Good practice’ for pupils with English as an additionallanguage: patterns in student teachers’ thinkingTable 2: Stages of EnglishThinking about one pupil in your SEB class with EAL, how would youdescribe his/her stage of English?StageNew to EnglishBeginnerCompetentlistening skillsIntermediateFeaturesVery limited vocabulary;yes/no answers;communicatingthrough peersInteraction withothers; copying/repeating; veryquiet; one-wordanswers‘Good’ listenerbut less confidentwith speaking/writingConstructing short Speaking andsimple sentences; writing fluentlywriting does notmatch competencein reading/speakingPercentage of32%responses (5–11)18%13%9%4%Percentage ofresponses (EY)20%10%17%40%FluentNativefluencyLess than1%Table 3: Student targets and strategies for EAL pupilsStageTarget (Primary student)Strategy (Primary student)Target (EY student)Strategy (EY student)New to EnglishExtend social/classroom/academic vocabulary (eg tobe able to say and write 10key words) [39%]Use of pictorial resources/visual prompts/sketchesby the teacher/Makaton[39%]Develop ‘everydayvocabulary’ (eg say‘good morning’ everyday) [25%]Makaton/visualtimetables/matchingwords and pictures[33%]Use of phonics [17%]Build confidence with simplesentences/ always respondto ‘everyday questions’(eg How are you?) [17%]Pair with peer with samefirst language [22%]Use ‘everyday’phrases/ sentences(eg ‘Today is sunny/Wednesday’) [33%]Encouragement [33%]Use English with othersevery day [38%]Develop confidence inphonics [11%]Use of visual aids/cues/gestures/ prompts [54%]Intermediate[The percentages hereare arguably irrelevantbecause of the smallnumber of studentteachers identifying apupil at this stage.]Use/begin to useconnectives/formulate morecomplex sentences [83%]Widen vocabulary/ learnmeaning of ‘tricky’ words[33%]Peer/adult/parent support[67%]Work banks/target words[33%]Developunderstandingof new/technicalvocabulary [67%]FluentTo be more comfortableusing EnglishIncreased opportunities towork with othersDevelop readingcomprehensionBeginnerUse of modelling(eg through storytelling)[67%]Work with peer/adult withsame first language [23%]Use of guided reading/questioning aboutthe text27
RESEARCH IN TEACHER EDUCATIONVol.2, No.2. October 2012.Targets and strategies for pupils (See table three)The responses here were very varied. As with theStages of English, a certain amount of interpretationon my part took place in order to categorise these.For the purposes of economy I will focus on the mostcommon targets and strategies identified by studentteachers for those pupils who are identified as New toEnglish, Beginners, Intermediate and Fluent.ObservationsThis particular group of student teachers, whenasked to think of a pupil with EAL, tended to optfor pupils who were New to English or Beginners.During the course of discussions with other groupsof student teachers on the same programme, I noteda tendency for student teachers to think in termsof ‘EAL pupils’ being those at the earlier stages ofEnglish acquisition. Student teachers refer to the‘EAL group’, describing what happens in schools.Student teachers were aware of pupils with EAL whowere more fluent, but these were not immediatelyperceived as being ‘EAL’. Table 1 suggests that EarlyYears student teachers felt more confident aboutlabelling EAL pupils as Fluent, although the numberof Early Years student teachers was relatively smalland the percentage therefore possibly misleading.When identifying the behaviours of pupils with EAL,student responses suggest a continuum from Newto English, through developing basic speaking andlistening skills, transferring speaking and readingskills into writing, to Fluent. Responses describingEAL pupils’ difficulties in articulating ideas in writingwere relatively common, exemplified by the followingresponses, indicating student teacher thinking aboutEAL pupils at the Intermediate stage:fluent speaker, good reading but struggled totransfer in writing;able to speak clearly but unable to show this inwritten English;good in conversation but not written.Similarly, a continuum for targets emerges, fromdeveloping basic vocabulary, through everyday use,more complex constructions and greater depth ofvocabulary choice, to targets around how comfortableEnglish use is.Student teachers’ responses in terms of EAL pupilbehaviours are very broadly in line with Hester’scategories. For example, Hester implies that28confidence in speaking and listening precedes that inwriting: at Stage 2, pupils are ‘increasingly confidentin taking part in activities [and] beginning to writesimple stories’ (Hester, 1990). Hester notes that atStage 3, pupils have ‘growing command of morecomplex sentence structure’ (Hester, 1990) whichstudent teachers echo in their description of pupilsat the Intermediate stage. While Hester does notprovide explicit targets or strategies, and indeed notesthat pupil approaches and school attitudes will differ,she does emphasise ‘social aspects of learning’ andindicates (implicitly or explicitly) that pupils requireopportunities to:Stage 1: listen, echo, join in, labelStage 2: communicate meaning, report on events andactivities, describeStage 3: encounter increasing range of text types;explore complex ideas (in first language)Stage 4: explore the ‘subtle nuances of metaphorand Anglo-centric cultural content’, move betweenEnglish and first languageIn general, and largely perhaps because studentteachers have pictured pupils at earlier stages ofEnglish acquisition when thinking of pupils with EAL,student teachers’ responses in respect of targetsand strategies share common ground with Hester’sStage 1 and Stage 2 opportunities. Student teachersrefer to labelling, acquiring basic vocabulary andcommunicating with others (eg ‘Today is sunny’) atthe New to English and Beginner stages (see Table 3).Student teachers refer to the use of visual materialsto support EAL learners at the first two stages. Thisis in line with notions of ‘good practice’: NALDIC, forexample, argues that ‘content learning can be greatlyimproved through the use of visual support’ (NALDIC,1999). However, student teachers make little mentionof using visual materials at later stages of Englishacquisition. NALDIC recommends the use of ‘keyvisuals’ and graphic organisers (eg maps, diagramsand charts) to summarise and provide a structure forinformation (NALDIC, 1999). There are parallels hereperhaps with Hester’s notion of exploring complexideas at Stage 3 (Hester, 1990) and this extendeduse of graphic organisers could have implications fordeveloping student practice.Another key area that student teachers make littlemention of is first language use, although this wasseen as a useful strategy for 5–11 student teacherswith pupils at the New to English and Beginner stages.First language use (both explicitly and implicitly withinthe idea of prior learning) is seen as central to ‘good
‘Good practice’ for pupils with English as an additionallanguage:patterns in student teachers’ thinkingpractice’ (see Table 1). Possibly, student teacherssee the key purpose as the acquisition of English, soopportunities to speak in English are prioritised overenhancing understanding through the first language.The following targets exemplify the implication in anumber of responses that it is the English rather thanthe content that is most significant: To learn schoolroutines in English; Begin to use English words tocommunicate with classmates.The significance of pupils developing independence– again seen as central to ‘good practice’ (Table 1) –does not come across strongly in student responses,although there is evidence of some student teachersthinking in terms of equipping pupils with strategiesthat have a longer-term impact. Targets such as Saysentences out loud before writing them down andRepeat the question in the answer (eg ‘Can you ?’‘I can ’) exemplify this – however, examples such asthis were rare. More often, targets depended on eitherthe input of teachers or focused on tools created bythe teacher or general curriculum demands. Targetssuch as Repeat words in English after the teacher,Learn numbers 1–10 and Practice learning highfrequency words exemplify this.The needs of more advanced bilingual learners areessentially not addressed by student teachers. Thisis largely because of the student teachers’ selectionof pupils, with few identified as being fluent in English(see Table 2). The i
support the learning of pupils with English as an additional language (EAL), basing these ideas on university- and school-based training, reading, dialogue and reflection. For the purposes of this piece of research, postgraduate student teachers training to teach pupils aged 3–11 were each asked to ‘picture’ one child with EAL encountered during blocks of school-based training, to .
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