|dc.description.abstract||There are a growing number of children from a wide ranging ethnic background
and much research has highlighted the need for raising the achievement of EAL.
This study was designed within a mainstream primary school setting to explore
practitioners' perceptions in meeting the academic needs of pupils with English as
an additional language (EAL) at Key Stage 2 (KS2),
A qualitative approach to data collection was utilised. Semi-structured
interviews were conducted to elicit what practitioners' perceptions were concerning
how EAL pupils' academic needs were met at KS2. Observations were also
conducted to identify whether teachers perceptions were congruent with what they
practiced in teaching EAL pupils.
The interviews demonstrated that practitioners had an awareness of EAL
practice but the observations revealed that this was not fully practiced in their
teaching. The data reflected a number of common issues, namely KS2 practitioners
need further training in meeting the academic needs of EAL pupils. Teachers also
need training in how to encourage children's home language within classrooms to
increase their attainment without language being abarrier. This would facilitate
their learning and enable them to be at a level similar to their non-EAL peers.
Although the results of this study highlighted some key issues concerning
the teaching of EAL pupils, it had some shortcomings and therefore the results
should be interpreted with caution. The research was based on a small scale sample,
therefore future research should employ arunge of methods and utilise a larger
sample size across several mainstream schools to establish consistency of the
present research findings.||en_US