Identifying teaching strategies for the delivery of high quality physical education to EAL students
Cardiff Metropolitan University
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Although research has been conducted into EAL pedagogy, studies assimilating the effective teaching of EAL students within PE have yet to be undertaken in great detail. The current study aimed to identify effective EAL teaching strategies in the implementation of high quality PE in comparison to those proving effective in a classroom based subject for students aged 11-16. The study also sought to ascertain the perceptions of senior staff members and observe whether or not wholeschool policy affected these strategies. In order to assess these aims, semi structured interviews took place with two PE teachers, a classroom based teacher and a senior staff member to discuss how EAL education was optimised within a high school in north London with an ethnicity rate of over ninety percent. The study adopted a qualitative design and an inductive content analysis. This highlighted five key themes: scaffolding, language buddies, sharing effective strategy, resources and utilisation of the EAL department. Differentiation was also identified, both by the teachers and the senior staff as a whole school policy.
DEGREE OF BACHELOR OF SCIENCE (HONOURS) SPORT & PHYSICAL EDUCATION