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.
Does the question encourage exploration rather than seek proof for a favoured outcome? Is the question open or does it imply the outcome is known?
After looking at the collaboration task I thought I’d better revise my first draft question because I don’t think I was specific!
To explore whether a *snapshot teacher support pack for early acquisition English as an additional learners will improve engagement and attainment in mainstream classrooms?
* I’d like to create a PDF with a QR code to videos of how to use peer experts to support EAL learners in the classroom, strategies for teachers for differentiation in maths and literacy and a 5 min video on basic interpersonal communication skills.
… Hopefully that’s not too specific!