Supporting pupils with EAL in mainstream primary classrooms: How do teachers facilitate communication to facilitate progress within lessons?

在主流小学课堂中支持 EAL 学生：教师如何促进沟通以促进课程进步？

• 批准号: 1759604
• 金额: --
• 依托单位: Newcastle University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2016
• 资助国家: 英国
• 起止时间: 2016 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-1759604
• 关键词: Supporting; pupils; EAL; mainstream; primary

"This research will investigate how primary school teachers interact with their pupils who are acquiring English as an additional language. The research adopts a sociocultural perspective, viewing learning as a social process whereby social interactions are fundamental to cognitive development. The English as an Additional Language (EAL) pupil status is defined by government documentation as pertaining to children for whom the 'first language... is known or believed to be other than English' (DfE, 2015, p.7). The Office for National Statistics' (2015) summary of migration trends highlights the continuing increase of net migration to the UK of both EU and non-EU citizens, with recent figures indicating a total of over one million pupils with EAL currently studying in England (DfE, 2015). The situation is particularly concerning when considering findings that immigrant pupils 'tend to have more restricted access to quality education, leave school earlier, and have lower academic achievements than their native peers' (OECD, 2010, p.12). The current educational and social contexts surrounding the issue of EAL pupil provision and attainment highlights the need to develop a more holistic understanding regarding the learning requirements of these pupils and the ways in which teachers can meet these needs more successfully.This study aims to fill this research gap by implementing a qualitative, micro-ethnographic case study employing conversation analysis (CA) methods, through means of a single, embedded case study of one particular school to reveal issues facing schools nationwide. CA looks at real-life interactions to reveal the ways in which people make sense of each other in real time. The emic perspective which such a method promotes seeks to analyse data without a prior bias or stance (Patton, 2015). Existing research has demonstrated benefits in adopting a CA-informed pedagogy for both teachers and pupils (Barraja-Rohan, 2011; Waring, 2010; Mori, 2007). There will be three main stages to this research. The first stage will involve interviews with the school senior leadership team (SLT) in order to arrive at an understanding of how EAL support is managed and considered at the whole school level. The particular individuals who will be interviewed from this group include the head teacher, EAL co-ordinator and Key Stage leaders. Interviews will be semi-structured to allow for the possibility of probing and asking 'follow up questions to elicit further description' (Roulston,2010, p.14). Observations of school activities will then be carried out to identify situations where EAL pupils need language support and how this support is (or is not) provided through both teacher-pupil and pupil-pupil interactions. This will inform selection of the types of interactions to focus on more specifically through CA; at this point it is anticipated that these are likely to occur primarily during small group work. This will lead directly to the third stage of research where situations will be selected for closer CA analysis. Interactions of interest will be those where the EAL child becomes actively engaged with their interlocutors, thus providing opportunities for language learning to take place.This study will be supported through a collaborative partnership secured with the researcher's primary school. This will allow access to the school in recruiting participants and collecting data, as well as providing opportunities for discussion with colleagues and attending in-service training throughout the research project. The research project will therefore be grounded in the professional context being investigated.The following research questions have been developed to address the aims of this research:- How do primary school teachers facilitate communication to enable progress within lessons for pupils with EAL?- Do these approaches encourage child participation and communication in the learning tasks?

“这项研究将调查小学教师如何与学生互动，他们正在学习英语作为第二语言。该研究采用了社会文化的视角，将学习视为一个社会过程，其中社会互动是认知发展的基础。英语作为附加语言（EAL）的学生身份是由政府文件定义的，与“第一语言”的儿童有关。已知或据信不是英语”（DfE，2015，第7页）。英国国家统计局（2015年）对移民趋势的总结强调了欧盟和非欧盟公民向英国净移民的持续增长，最近的数据显示，目前在英格兰学习的EAL学生总数超过100万（DfE，2015）。考虑到以下调查结果，这种情况尤其令人担忧：移民学生“往往在获得优质教育方面受到更多限制，离校较早，学业成绩低于本国同龄人”（经合组织，2010年，第12页）。当前教育和社会环境的问题EAL学生提供和实现突出需要发展一个更全面的了解这些学生的学习需求和教师可以更成功地满足这些需求的方式。本研究旨在填补这一研究空白，实施定性，微观民族志个案研究采用会话分析（CA）的方法，通过一个单一的，对一所特定学校的嵌入式案例研究，以揭示全国学校面临的问题。CA着眼于现实生活中的互动，以揭示人们在真实的时间里相互理解的方式。这种方法提倡的主位视角试图在没有先前偏见或立场的情况下分析数据（Patton，2015）。现有的研究已经证明，教师和学生采用基于合作分析的教学法是有益的（Barraja-Rohan，2011年; Waring，2010年; Mori，2007年）。这项研究将有三个主要阶段。第一阶段将涉及与学校高层领导团队（EAL）的访谈，以了解EAL支持如何在整个学校层面进行管理和考虑。将从这个小组采访的特定个人包括班主任，EAL协调员和关键阶段的领导人。访谈将是半结构化的，以允许探索和询问“后续问题以引出进一步描述”的可能性（Roulston，2010，第14页）。然后，将对学校活动进行观察，以确定EAL学生需要语言支持的情况，以及如何通过教师与学生和学生与学生的互动提供这种支持。这将为选择互动类型提供信息，以通过CA更具体地关注;在这一点上，预计这些可能主要发生在小组工作期间。这将直接导致研究的第三阶段，在那里将选择情况进行更深入的CA分析。兴趣的互动将是那些EAL儿童成为积极参与与他们的对话者，从而提供语言学习的机会take.This研究将通过与研究者的小学合作伙伴关系担保支持。这将允许进入学校招募参与者和收集数据，以及提供与同事讨论的机会，并在整个研究项目中参加在职培训。因此，研究项目将以正在调查的专业背景为基础，针对本研究的目的，提出了以下研究问题：-小学教师如何促进沟通，使EAL学生在课堂上取得进步？-这些方法是否鼓励孩子在学习任务中的参与和交流？