Abstract / Description of output
There is a consensus in the international literature that insufficient attention has been given in Initial Teacher Education programmes to preparing novice teachers to support learners for whom English is an Additional Language (EAL). This chapter reports on a research and development study which has sought to make a contribution to addressing this gap. The study examined the current preparation of teacher education students to meet the needs of EAL learners in two Scottish university schools of Education; and explored how provision could best be developed in these two sites and more widely within the UK. The chapter frames this project within relevant international literature that has delineated the challenges faced by EAL learners, and identified issues related to second language acquisition, language diversity and literacies. A synoptic description is given of the design of the study and of the developmental intervention at its centre which aimed to provide student teachers with an initial orientation to the needs of EAL learners. Findings related to a survey of teacher educators in these two sites are then reported, followed by findings concerning the student teachers. The chapter concludes by considering the lessons for policy and practice in Initial Teacher Education that appear to flow from this project; and it is argued that a truly inclusive approach to EAL learners needs to be framed as part of a wider agenda of social justice and informed by theoretical perspectives that bring out the connections between language, literacies, culture, identity and power.
Original language | English |
---|---|
Title of host publication | Teacher Education for the Changing Demographics of Schooling |
Subtitle of host publication | Issues for Research and Practice |
Editors | Lani Florian, Nataša Pantić |
Place of Publication | Cham |
Publisher | Springer |
Chapter | 8 |
Pages | 103-120 |
Number of pages | 18 |
Edition | 1 |
ISBN (Electronic) | 9783319543895 |
ISBN (Print) | 9783319543888, 9783319853826 |
DOIs | |
Publication status | Published - 21 Apr 2017 |
Publication series
Name | Inclusive Learning and Educational Equity |
---|---|
Publisher | Springer |
Volume | 2 |
Keywords / Materials (for Non-textual outputs)
- teacher educator
- student teacher
- teacher education programme
- continue professional development
- professional development
- novice teacher
Fingerprint
Dive into the research topics of 'How effectively are mainstream teachers prepared to meet the needs of learners for whom English is an additional language?'. Together they form a unique fingerprint.Profiles
-
Yvonne Foley
- Moray House School of Education and Sport - Senior Lecturer
- Institute for Education, Teaching & Leadership
Person: Academic: Research Active