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

这项研究将调查小学教师如何与将英语作为另一门语言学习的学生互动。这项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。英语作为一种附加语言(EAL)的小学生身份被政府文件定义为与儿童有关，对他们来说，第一语言是…已知或被认为不是英语“(DFE，2015，p.7)。英国国家统计局(Office For National Statistics)(2015)的移民趋势摘要强调，欧盟和非欧盟公民前往英国的净移民持续增加，最近的数据显示，目前共有100多万患有EAL的学生在英国学习(DFE，2015)。考虑到移民学生接受优质教育的机会往往比本国同龄人更有限、离校时间更早、学业成绩更低的调查结果，这种情况尤其令人担忧(经合组织，2010年，第12页)。当前围绕EAL学生提供和获得的教育和社会背景突出了对这些学生的学习需求以及教师如何更成功地满足这些需求的更全面理解的需要。本研究旨在通过利用对话分析(CA)方法实施定性的微观民族志案例研究来填补这一研究空白，通过对一所特定学校的单一嵌入案例研究来揭示全国学校面临的问题。CA关注现实生活中的互动，以揭示人们实时理解彼此的方式。这种方法所倡导的主位视角寻求在没有事先偏见或立场的情况下分析数据(Patton，2015)。现有的研究表明，对教师和学生采用CA信息的教学方法是有益的(Barraja-Rohan，2011；Wering，2010；Mori，2007)。这项研究将分为三个主要阶段。第一阶段将与学校高层领导班子(SLT)面谈，以了解整个学校层面如何管理和考虑紧急救援支援。将从这个小组面试的特定个人包括班主任、EAL协调员和主要阶段负责人。面谈将是半结构化的，以允许探查和询问“后续问题以获得进一步描述”的可能性(Roulston，2010，第14页)。随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，以及这种支持如何通过师生和学生之间的互动提供(或不提供)。这将为选择要更具体地通过CA关注的交互类型提供信息；在这一点上，预计这些交互很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，在该阶段中，将选择情况进行更密切的CA分析。感兴趣的互动是指EAL儿童与他们的对话者积极接触，从而提供学习语言的机会。这项研究将通过与研究人员所在小学的合作伙伴关系来支持。这将使学校能够招募参与者和收集数据，并在整个研究项目期间提供与同事讨论和参加在职培训的机会。因此，研究项目将立足于正在调查的专业背景。为解决这项研究的目的，提出了以下研究问题：-小学教师如何促进沟通，以使患有EAL的学生能够在课堂上取得进展？-这些方法是否鼓励儿童参与和沟通学习任务？

"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?