Overcoming the barriers facing children with English as an additional language: A Delphi study of teacher practices and perceptions in England.

Abstract

A growing and heterogeneous group of children in English primary classrooms speak English as an additional language (EAL) (DfE 2022). Relative to their English – only speaking peers, EAL children shown trends of underperformance on summative examinations (Demie, 2018). The aim of this study was to investigate potential barriers to EAL pupil attainment identified by current teachers. A Delphi survey was administered (pre-lockdown in the UK), with questions concerning barriers to attainment and teachers’ proposed methods to overcome these. Teachers suggested their own lack of pedagogical knowledge regarding teaching EAL children was a barrier to EAL children’s academic performance. Teachers implement many different strategies to support children, however, there is no consensus as to which strategies are most effective. It is clear that further support and training for teachers is needed to improve the outcomes for EAL learners. This need is even more crucial given the widening gap post lockdown in the UK.