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|Title:||Teacher education and English as an additional language (EAL) in primary schools: perspectives from new teachers|
|Citation:||Cajkler, W., Hall, B. ‘Teacher education and English as an additional language (EAL) in primary schools: perspectives from new teachers’ in Breidbach, S.; Elsner, D. (ed.) Language Awareness in Teacher Education: Cultural-Political and Social-Educational Perspectives (Copyright © 2010, Peter Lang), pp. 221-238|
|Abstract:||This article reports on research carried out with new entrants to primary school teaching in Leicester, a city of 300, 000 people in the East Midlands region of England. The study focused on their preparation for multilingual classrooms and was carried out over a four-year period towards the end of the participants’ induction year as newly qualified teachers (NQTs). As they enter the profession, how to teach children with English as an additional language (EAL) remains an area of uncertainty for many newly qualified teachers (NQTs). Findings suggest that teacher preparation programmes are hampered by excessive curriculum demands. A small number of trainees still do not experience multilingual classrooms during their training. However, there is evidence of development in the induction year that knowledge about languages grows as a result of interaction with pupils and colleagues. Implications for how we prepare teachers to teach all learners in multilingual classrooms are discussed.|
|Series/Report no.:||Mehrsprachigkeit in Schule und Unterricht;13|
|Description:||Full text of this item is not currently available on the LRA. The final published version may be available through the links above.|
|Appears in Collections:||Books & Book Chapters, School of Education|
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