Exploring English as an Additional Language (EAL) pedagogy in Key Stage One
Published 2024-07-24
Keywords
- EAL,
- Bilingual,
- Multilingualism,
- Inclusion
Copyright (c) 2024 Fauzia Said (Author)
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
How to Cite
Abstract
As classrooms become increasingly diverse, the need for effective pedagogical strategies to support English as an Additional Language learners (EALs) in Key Stage 1 (KS1) is paramount. Here, the term EAL references EALs learning the English language and the methods of educators in this demographic. This study investigates the efficacy of EAL pedagogy in enhancing language development and academic achievement among KS1 learners in a multilingual and diverse school setting. Ten bilingual teachers and teaching assistants participated in a case study, providing insights into effective teaching strategies for EALs. Thematic analysis of the data revealed key findings, which were contextualised while ensuring participant anonymity. Findings indicate effective teaching strategies include creating an inclusive learning environment, scaffolding, differentiated instruction, multimodal teaching, collaborative learning, and holistic pupil assessment. Findings highlight parental involvement is a success for EAL learners. Ongoing professional development for educators is crucial to navigate the complexities of EAL pedagogy effectively. Through a mixture of teaching strategies, parental involvement, and teacher support, EALs can progress in social, linguistic and academic development. Ongoing training and support for educators is crucial in navigating EAL pedagogy in diverse settings, enhancing their self-efficacy, understanding, and knowledge.