Foley et al. (2013) Examining EAL policy and practice in mainstream schools


Access to the curriculum for ‘English as an Additional Language’ (EAL) learners is guaranteed under legislation. The legislation obligates schools and local authorities to meet the needs of their EAL pupils, yet this study by Foley et al. (2013) suggests that some providers are falling short. The evidence base presented draws primarily on accounts of trainee teachers who shed light on EAL policy and practice as they experience it during their teaching placements. The study shines an important spotlight on the potential gap between policy and implementation. The authors reflect on both why such gaps in provision have arisen and, how to improve outcomes. Although the study spans a total of eight local authority areas, both the areas and individual schools (including five independent schools) remain anonymous within the study. See also Dillon (2013).

Bibliographic reference:

Foley, Y., Sangster, P. and Anderson, C. (2013) Examining EAL policy and practice in mainstream schools. Language and Education, Vol.27(3), pp.191-206.







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