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only the UK and Ireland which adopts the term EAL, which may be limiting theoptions in terms of disseminating and finding research work in the field.4. The policy of previous and continuing funding cuts in EAL provision needsreconsideration in the face of increased need for support and the potentialconsequences of an unsupported generationFunding cuts, of course, are key in most of the participants’ discussions withinthis study, as well as within the wider public sector at the moment, but some ofthe concerns expressed about the potential long-term alienating effects withinUK communities if EAL is not dealt with effectively at the school level are worthyof further consideration. With all headteachers being increasingly aware of anexisting and forthcoming programme of cuts, there is a sense of worry about whatthe future holds. Given the media interest in the cognitive benefits of bilingualism(Guardian, February 2011), it is important that the public is made aware that thesebenefits cannot possibly be realised if the provision for these emergent bilingualsis not adequate.5. Further research is requiredThe scope of this report is necessarily limited, as the issue of EAL provisionis complex and multi-faceted. There is an urgent need for further researchinto the effect of funding cuts, as well as more contributions to the growingbody of research on the benefits of using the first language in and out of theclassroom. Testing and assessment of bilingual children is an area ripe forresearch too, especially discussion of the appropriacy of testing children inrelation to monolingual norms (cf. Grosjean, 1997). Finally, further research intothe importance of connections between schools and families, as well as localcommunity involvement with schools, is urgently required.Notes1. The majority of bilingual learners in UK primary schools would be classified as‘folk’ learners by Romaine’s (1999) terms adopted in this table, contrasting withthe ‘elite’ learners that have formed much of the research into bilingualism todate, for example, those learners in Canada opting to learn a second (also highprestige) language in well-resourced schools.ReferencesAlanis, I. (2000) ‘A Texas Two-way Bilingual Program: Its Effects on Linguistic andAcademic Achievement’. Bilingual Research Journal, 24/3, 225-248.Baetens-Beardsmore, H. (1993) European Models of Bilingual Education. Clevedon:Multilingual Matters.Baker, C. (2006) Foundations of bilingual education and bilingualism (4th ed.).Bristol: Multilingual Matters.Barwell, R. (2005) ‘Empowerment, EAL and the National Numeracy Strategy’.International Journal of Bilingual Education and Bilingualism, 8/4, 313-327.146 | UK Primary School
Basit, T. N. (2009) ‘White British; dual heritage; British Muslim: young Britons’conceptualisation of identity and citizenship’. British Educational Research Journal,35/5, 723-743.Bialystok, E., Craik, F. I. M., Green, D. W., & Gollan, T. H. (2009) ‘Bilingual Minds’.Psychological Science in the Public Interest, 10/3, 89-129.Blatchford, P., Bassett, P., Brown, P., & Webster, R. (2009) ‘The effect of supportstaff on pupil engagement and individual attention’. British Educational ResearchJournal, 35/5, 661-686.Bourdieu, P. (1977) Outline of a Theory on Practice. Cambridge: CambridgeUniversity Press.Bourdieu, P. (1991) Language and Symbolic Power. Harvard: Harvard UniversityPress.Brice Heath, S. (1983) Ways with words. Cambridge: Cambridge University Press.Brisk, M. (1998) Bilingual education: From compensatory to quality schooling.Mahwah, New Jersey: Lawrence Erlbaum Associates.Burt, M., & Dulay, H. (1978) ‘Some guidelines for the assessment of oral languageproficiency and dominance’. TESOL Quarterly, 12/2, 177-192.Caldas, S. J. (2008) ‘Changing Bilingual Self-Perceptions from Early Adolescenceto Early Adulthood: Empirical Evidence from a Mixed-Methods Case Study’. AppliedLinguistics, 29/2, 290-311.Carder, M. (2008). ‘The development of ESL provision in Australia, Canada, theUSA and England, with conclusions for second language models in internationalschools’. Journal of Research in International Education, 7/2, 205-231.Carder, M. (2009) ‘ESL or “EAL”?: Programme or “support”? The baggage thatcomes with names’. International Schools Journal, XXIX(1), 18-25.Cenoz, J. (2009) Towards multicultural education: Basque educational research froman international perspective. Bristol: Multilingual Matters.Chavous, T. M., Bernat, D. H., Schmeelk-Cone, K., Caldwell, C. H., Kohn-Wood, L., &Zimmerman, M. A. (2003) ‘Racial Identity and Academic Attainment among AfricanAmerican Adolescents’. Child Development, 74/4, 1076-1090.Chen, Y. (2007) ‘Equality and Inequality of Opportunity in Education: ChineseEmergent Bilingual Children in the English Mainstream Classroom’. Language,Culture and Curriculum, 20/1, 36-51.Collier, V. (1992) ‘A synthesis of studies examining long-term language minority studentdata on academic achievement’. Bilingual Research Journal, 16/1&2, 187-212.Conteh, J. (2003) Succeeding in diversity: culture, language and learning in primaryclassrooms. Stoke on Trent: Trentham.UK Primary School | 147
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TeachingEnglishBritish Council ELTR
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British Council ELTResearch PapersV
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ContentsForewordJohn Knagg OBE 3Ove
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ForewordThe British Council aims to
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OverviewPerceptions and Strategies
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A global study of primary English t
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Attitudes to English as a language
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How to make yourself understood by
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1Perceptions and strategies oflearn
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and recently the use of metaphor ha
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Research methods explored to unders
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AgegroupNo. ofparticipantsGenderFMT
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This boy’s way of expressing his
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A breakdown of eight individual asp
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them vulnerable and fragile, ‘It
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It is likely that they perceived le
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ead what teacher is writing on the
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ReferencesBerendt, E. (2008, ed.) M
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Communication Difficulties, In A.L,
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2Investigating global practicesin t
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Review of the LiteratureThe widespr
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training in its theoretical underpi
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2003; Wedgwood, 2007) and teachers
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ationale and without a detailed con
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3. South Korea: a mixed Grades 1 an
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How useful are the following in pla
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translation exercises 50.5%activiti
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Which of the following do you think
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was grammar-based. However, the chi
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Such materials should be:■■■
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Gorsuch, G. J. (2000) EFL education
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Mihaljević Djigunović, J. (2009)
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Appendix - Survey resultsGender:Yea
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Type of primary/elementary school y
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Which language do you mostly use in
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How useful are the following in pla
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3A global study of primary Englisht
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per cent started learning English a
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Teacher DevelopmentMaley (quoted in
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Survey design and analysisQuestionn
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In terms of respondents’ experien
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I’m not a certified teacher … n
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they would like to attend further t
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23 per cent of respondents said the
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have a good knowledge of the langua
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Graddol, D. (2008) How TEYL is chan
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Williams, M., Burden, R. & Lanvers,
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# Answer Response %1 Male 218 9%2 F
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Appendix 2 - Respondentsteaching co
Page 99 and 100: # Answer Response %1 It’s a good
Page 101 and 102: # Answer Response %1 Yes 666 29%2 N
Page 103 and 104: Appendix 4 - Professionaldevelopmen
Page 105 and 106: # Answer Response %1 Ministry of Ed
Page 107 and 108: Appendix 5 - Teachersatisfaction# A
Page 109 and 110: 4Confucius, constructivismand the i
Page 111 and 112: of the sustainability of initiative
Page 113 and 114: HeilongjiangXinjiangInner MongoliaL
Page 115 and 116: Method No of interviews Numbers off
Page 117 and 118: Zhang Huilin also expressed approva
Page 119 and 120: When I came back … I was teaching
Page 121 and 122: vocabulary; and songs and storytell
Page 123 and 124: asked] can you still use CLT at Sen
Page 125 and 126: ural areas of Shaanxi province. Li
Page 127 and 128: after their return. Non-participati
Page 129 and 130: Chisolm, L. (ed) (2004) Changing cl
Page 131 and 132: 5Pulling the threads together:curre
Page 133 and 134: Review of literatureThis literature
Page 135 and 136: commitment to language rights (Toll
Page 137 and 138: SummarySo, taking into account rese
Page 139 and 140: ‘symbolic domination’ (Bourdieu
Page 141 and 142: Research that focuses heavily on in
Page 143 and 144: and she [the EAL LA advisor] builds
Page 145 and 146: ■■■■Planning L1 use careful
Page 147 and 148: ■■■■■■A community with
Page 149: for teachers and children. Forthcom
Page 153 and 154: Hall, C. J., Smith, P. H., & Wicaks
Page 155 and 156: Sellers, R. M., Smith, M. A., Shelt
Page 157 and 158: School Location Number of pupils Of
Page 159 and 160: School Participants Nature of parti
Page 161 and 162: ecently where they had all the pare
Page 163 and 164: 6Early EFL learning in context -evi
Page 165 and 166: Early EFL learning in CroatiaBackgr
Page 167 and 168: SampleA total of 173 young EFL lear
Page 169 and 170: School 73- a village school with ar
Page 171 and 172: In all schools except one village s
Page 173 and 174: Excerpt 2:T: Yes it’s a tiny, tin
Page 175 and 176: The three excerpts illustrate three
Page 177 and 178: time. At the very start of early FL
Page 179 and 180: YLs’ answers to the question abou
Page 181 and 182: As these explanations clearly show,
Page 183 and 184: Socio-economicstatusLearningenviron
Page 185 and 186: Medved Krajnović, M. and Letica Kr
Page 187 and 188: 7Attitudes to English as alanguage
Page 189 and 190: learners’ aspirations. Such appro
Page 191 and 192: country can either be characterised
Page 193 and 194: In addition there are several madra
Page 195 and 196: The overall picture in terms of lit
Page 197 and 198: give them a small token of apprecia
Page 199 and 200: Field notes and photographsIn addit
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know English become a team leader o
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English for computing and mobile ph
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Or:Bangla is our language. No one w
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highly respected people - all thing
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professions, and with providing a s
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And while there may be a need for m
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Erling, E. J. and P. Seargeant (eds
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Appendix: Interview scheduleQuestio
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8Learner autonomy: Englishlanguage
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ability to take charge of one’s l
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One key argument for us here, then,
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The final study we discuss here is
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MethodologyResearch QuestionsThis p
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c. Critical reviewWe asked an acade
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emind those who had not. Two days a
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epresenting each orientation functi
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it’s just trying to help students
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• Feasibility• DesirabilityClas
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able to choose the main topic, the
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The small percentage of teachers wh
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it as a set of skills or abilities
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Workshop Topic Goals1 What is learn
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ReferencesAl-Shaqsi, T. S. (2009) T
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Johnson, K. E. (2006) The sociocult
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Appendix 1: The QuestionnaireEnglis
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StatementStrongly disagreeDisagreeU
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Section 3: Your Learners and Your T
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Appendix 2: Sample InterviewSchedul
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Appendix 3: Descriptive statisticsf
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Statement26. Promoting autonomy is
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they will learn, for what reason th
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Workshop 2: Learner Autonomy in the
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16. I try to promote it by not answ
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3. Using the above framework, what
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“I don’t feel students like to
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Workshop 5: Doing Teacher Research
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. However we collect data, we must
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9Using e-learning to developintercu
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through English. This has resulted
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learning (for example Belz and Thor
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the ‘flow’ of each interview. T
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intercultural awareness in intercul
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Students’ course evaluation5.054.
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sometimes I don’t know how to exp
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Extract 9Niti: it will be useful
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20191817161514131211109876543210Int
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Tables 5 and 6 are important in ill
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5.04.54.03.53.02.52.01.51.00.50.0Qu
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Furthermore, in the interviews the
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Despite these limitations there are
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Notes1. Awareness in this definitio
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Suktrisul, S. (2004) Elearning in T
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You have also been asked to keep a
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you will consider why comparisons b
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B. It will allow me to meet and con
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11. Culture and language are linked
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7. I liked doing this course online
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Teaching and learning6. How would y
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10‘Tanggap, tiklop, tago’(recei
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In what follows, thus, we first exp
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What do those with experience of de
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ecause the sound system is not func
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No. Question Mean SD7. Only trainin
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No. Question Mean SD12. Trainers sh
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I: The tendency is trainers will be
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focus group data, and some of the r
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Demonstration lessonsThe second mai
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FG4: When we are in large groups. B
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No matter how much you aspire for a
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was downed and most of the weakness
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Also, as the mean for Q.55 indicate
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Taken as a whole, this part of the
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3. Please see Appendix A for furthe
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Kennedy, C. (1988) Evaluation of th
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Appendix A: Questionnairerespondent
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cannot see our own eyes. So it’sb
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FGs:clarify that just a little bit
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11How to make yourselfunderstood by
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ackward-pointing gestures that are
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British university and a Spanish Er
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sort of repetition is particular pr
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has. Of course, the lecturer does n
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such as Spanish will express the di
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In the context of this part of thei
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LolaI will do it, I will classify m
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LolaUm how do I, how do I review th
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The gesture that was first introduc
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http://youtu.be/gDU-5M1qg9wAliceAnd
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This is a good example of ‘dramat
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Immediately after Alice has produce
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who perhaps prefer to stick closely
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Alicereas .. if you just think ^ ..
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HelenaDebbieHelenaDebbieHelenaDebbi
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JohnI think that’s very good beca
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Kovecses, Z. (2006) Metaphor: A Pra
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12Computers and learnerautonomy: tr
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established in that students are as
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table between the interviewer and i
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It is also worth noting here that o
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favourites’; TF ‘I have a flash
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“added value” to SACs. Indeed,
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important generic matters arising f
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Figura, K., and Jarvis, H. (2007) C
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Appendix - Questionnaire(with colla
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5. How often do you usually use com
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Computer-basedmaterials - withcompl
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NSTOTAL 41% (50) 49.2% (60) 9.8% (1
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ContributorsSaleh Salim Al-BusaidiL
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Mi Mi ChoongPerceptions and strateg
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Elizabeth J. ErlingAttitudes to Eng
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Albert LeePerceptions and strategie
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Sayeedur RahmanAttitudes to English
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Dr. Alan WatersPerceptions of Best
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The British Council works closely w
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