Book Description

In recent decades, EAL populations in schools have continued to increase in UK schools. Between 1997 and 2010, the primary age group increased from 7.8% to 16.8%, while for secondary age it has gone from over 7.3% to 12.3%. Despite increasing EAL populations, the underachievement of EAL students is an ongoing issue; however, in explaining underachievement in EAL groups the focus has often been on within-child attributes, such as language proficiency. The study aimed to explore factors affecting the learner identity of EAL students and implications for support provision. A sequential mixed methods approach was adopted in order to explore the research questions and aims. In Phase 1 a sample of 35 students ages 13 to 16 from 4 secondary schools completed an adapted version of the Self-Description Questionnaire II Short (SDQII-S) version. In Phase 2, two sub-groups were selected from the total sample based on self-reported English language proficiency levels and their views explored through in-depth semi-structured interviews. Interviews were also conducted with EAL co-ordinators from the participating schools. The findings indicated that EAL students' educational experiences are greatly influenced by a number of interlinked factors, such as peers, parents, teachers and perceived English language proficiency, which together, through a social comparison process and intersubjective interactions shaped EAL students' perceptions of themselves as learners. The findings highlighted that in order to better understand the complexity of interacting factors at work in shaping the educational experiences of EAL pupils and their identities as learners, a more holistic and integrated approach was needed in order to extend beyond incorporating language and content, and encompass elements of social integration into all aspects of the school community.