English as an Additional Language: Is There a Need to Embed Cultural Values and Beliefs in Institutional Practice?

Autor/inn/en	Sood, Krishan; Mistry, Malini Tina
Titel	English as an Additional Language: Is There a Need to Embed Cultural Values and Beliefs in Institutional Practice?
Quelle	In: Education 3-13, 39 (2011) 2, S.203-215 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
Schlagwörter	Foreign Countries; Values; English (Second Language); Cultural Influences; Beliefs; Teaching Methods; Second Language Learning; Immigrants; Student Needs; Surveys; Interviews; Teachers; Paraprofessional School Personnel; Student Diversity; Questionnaires; Elementary Schools; Inclusion; Staff Development; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Wertbegriff; English as second language; English; Second Language; Englisch als Zweitsprache; Cultural influence; Kultureinfluss; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Lehrer; Lehrerin; Lehrende; Fragebogen; Elementary school; Grundschule; Volksschule; Inklusion; Personnel development; Personalentwicklung; Großbritannien
Abstract	The number of pupils who have English as an Additional Language (EAL) in English schools is increasing, with an influx of migrants from Europe. This paper investigates how schools are addressing the needs of these children. Using survey and interviews with teachers and paraprofessionals the identification of personal assumptions and challenges of EAL provision are explored. Early indications suggest huge differential practice for EAL provision, support and training. Many staff suggested that they are culturally unaware and have little experience of supporting EAL children. Furthermore, the key challenge for leaders is how best to cater for all EAL children using a diverse workforce creatively and within tight financial constraints and competing school priorities. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10