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Teaching English as an additional language: a case study approach

Teaching English as an additional language: a case study approach This paper aims to deal with the processes and experiences of teaching English as an additional language (AL). More specifically, it deals with the research question of which teaching methods are used when teaching English as AL and why.Design/methodology/approachIt concerns a case study approach conducted in an English primary school situated in North Yorkshire, where bilingual pupils also participate. The research methods used include observations in the classroom and in the playground, interviews with the teachers and the bilingual pupils of the school, as well as analysis of policy school documentation related to the topic examined.FindingsThe picture revealed by this study suggests that a number of different approaches and teaching methods, which contribute to teaching English as an AL, are used. The results indicate that great importance is attributed to teacher-pupil and pupil-pupil interaction, as well as to the employment of specific teaching techniques such as key visuals, corrective feedback. In addition, certain types of questions are addressed to bilingual pupils depending on their current language proficiency level. Teachers seem to emphasise the significance of activating the prior knowledge of non-native speakers (NNS). Progression in the content of the activities set, motivation and differentiation are seen as important. The implementation of the aforementioned approaches and teaching methods are supported by the policy and organisation of the school, where the research study was conducted.Originality/valueAs stated in the National Curriculum and within the framework of inclusion, all pupils for whom English is not their first language have to be provided with opportunities to develop the English language, the acquisition of which will help them to have access and take part in all subject areas. The present study explores what certain teaching approaches and methods can provide NNS with equal opportunities to develop English as an AL and why. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education Emerald Publishing

Teaching English as an additional language: a case study approach

Journal for Multicultural Education , Volume 15 (1): 16 – Jun 4, 2021

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2053-535X
DOI
10.1108/jme-02-2020-0005
Publisher site
See Article on Publisher Site

Abstract

This paper aims to deal with the processes and experiences of teaching English as an additional language (AL). More specifically, it deals with the research question of which teaching methods are used when teaching English as AL and why.Design/methodology/approachIt concerns a case study approach conducted in an English primary school situated in North Yorkshire, where bilingual pupils also participate. The research methods used include observations in the classroom and in the playground, interviews with the teachers and the bilingual pupils of the school, as well as analysis of policy school documentation related to the topic examined.FindingsThe picture revealed by this study suggests that a number of different approaches and teaching methods, which contribute to teaching English as an AL, are used. The results indicate that great importance is attributed to teacher-pupil and pupil-pupil interaction, as well as to the employment of specific teaching techniques such as key visuals, corrective feedback. In addition, certain types of questions are addressed to bilingual pupils depending on their current language proficiency level. Teachers seem to emphasise the significance of activating the prior knowledge of non-native speakers (NNS). Progression in the content of the activities set, motivation and differentiation are seen as important. The implementation of the aforementioned approaches and teaching methods are supported by the policy and organisation of the school, where the research study was conducted.Originality/valueAs stated in the National Curriculum and within the framework of inclusion, all pupils for whom English is not their first language have to be provided with opportunities to develop the English language, the acquisition of which will help them to have access and take part in all subject areas. The present study explores what certain teaching approaches and methods can provide NNS with equal opportunities to develop English as an AL and why.

Journal

Journal for Multicultural EducationEmerald Publishing

Published: Jun 4, 2021

Keywords: Primary education; Inclusion; Teaching methods; English as an additional language

References