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Teacher perspectives on strategies to support English as an Additional Language (EAL) students with Cognitive Academic Language Proficiency (CALP) in middle and senior mainstream classes in the primary school setting
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Dissertation
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2024
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Abstract
This study aimed to ascertain primary school teachers’ perspectives on supports for children in middle and senior classes for whom English is an additional language (EAL). The study focused on resources for teaching EAL children who no longer qualify for support via withdrawal from class. The research methodology employed in this study was qualitative, involving five semi-structured interviews and informed by an Interpretivist paradigm. Findings suggested older EAL children have difficulty accessing the curriculum due to inadequate proficiency with academic English. The findings recommended greater provision of relevant teacher training, and further research on these learners’ unique needs.
Keywords
English as an Additional Language, EAL, primary school teachers