At the planning stage I knew I would focus on equality and English as an Additional Language, I continue to reflect on how meeting the needs of learners with EAL particularly Syrian refugees that I support will improve how we get it right for these learners in our school.

After reading the other areas on enquiry as well as the recommended reading about practitioner enquiry I will continue to review my first draft question to insure it is doable, measurable and specific.

I continued my process of reflection and as I considered the other areas of enquiry I remind myself that the goal is not to meet the needs of EAL learners across education as a whole but to have a purposeful impact on improving our practitioner skills, knowledge and understanding of teachers in our school to support their Syrian EAL learners in class through approaches of differentiation and inclusive practice.

What I am finding most challenging is narrowing this focus into a a manageable project of practitioner enquiry that will improve classroom practice and empower educators to meet the needs of second language learners. Any suggestions would be appreciated.

image source: https://www.gtcs.org.uk/professional-update/research-and-practitioner-enquiry/practitioner-enquiry/why-practitioner-enquiry.aspx

After a powerful professional discussion at my last staff meeting I am interested in: how mainstream primary teachers are equipped and supported to meet the needs of second language learners?

My role as full time English as an Additional Language teacher is unique, and specifically funded for Syrian Refugee Resettlement, across the service other EAL teachers are peripatetic equivalent to 0.05 or a half day in each school. In my school 25% of our school demographic speak English as an Additional Language and speak a range of thirty different languages at home. Arriving at all stages, throughout the year, with varying levels of English acquisition, cultural understanding and school experience. I’d like to focus on meeting the needs of pupils who speak English as an additional language in the mainstream primary classroom by providing training and support to practioners to develop professional confidence, knowledge and understanding of how to support second language learners in an inclusive and differentiated classroom.