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Methodology: data collection and analysis methodsThe current paper presents a qualitative study, with the results triangulatedthrough a mixed methods approach which involved the use of semi-structuredinterviews and informal conversations, classroom observation field notes andinspection documents.Eight primary schools took part in the study, ensuring that there was a goodgeographical spread of settings from across northern England. Details on theparticipating schools can be found in Appendix 1. Forty-one individuals wereinvolved in the study. The key participants were usually the headteacher and/or the EAL coordinator, a class teacher, an EAL teacher and an EAL support staffmember in each school. For more detailed information on the staff involved andtheir level of involvement, see Appendix 2.The semi-structured interview was divided into the three broad themes highlightedin RQ1: provision of support for EAL children, an assessment of attitudes towardsbilingualism, and the use of the first language in the classroom. These tie in withthe over-arching themes of this investigation into the linguistic and socio-culturalaspects of EAL provision. Whilst acknowledging that the connection betweenfamilies and schools is a very fertile area for research, it falls outside of the scopeof this study, which will focus on in-school aspects. The interviews were audiorecorded,as were informal conversations when possible, and then subsequentlytranscribed verbatim for analysis. Some transcription data is included in latersections. Transcription conventions have been kept to an absolute minimum, withthe only symbols used being (.) and (…) to indicate a hesitation and a longer pauserespectively.Classroom observations were also possible in most of the schools and field noteswere taken during these sessions to allow the researcher to draw links betweenobserved behaviours and interviewees’ responses or research findings, when anywere observable.All schools and individuals were assured anonymity to encourage full and openparticipation. A numbering approach has been adopted when talking aboutparticipants (i.e. P1. is participant one) in order to avoid the issues of researchersubjectivity that are possible when using pseudonyms. A consent form wasobtained from each participant interviewed regarding limitations on what wouldhappen to the recorded data.There were, of course, sampling limitations in this study. In common with muchof the research into bilingualism and bilingual education, the sample is small andessentially non-generalisable, although effort has been made to take data fromas wide a demographic of schools and provision as possible across the northof England to offer a range of findings. This means that findings are likely to betransferable to some extent to many other settings. Attempts have been madethroughout this report to ‘interrogate the context’ to such an extent that the dataoffered is dependable, in Guba and Lincoln’s (1985:13) terms.136 | UK Primary School