Pauline Sangster

Examining EAL policy and practice in mainstream schools

While internationally there is a growing body of work investigating mainstreaming of English as an additional language (EAL), this topic has not featured strongly in research in the United Kingdom, and there are only a few studies that focus on the extent to which government policies and prescriptions concerning EAL students are actually being implemented in everyday practice. Addressing this gap, the current paper gives an account of the findings of a study which involved 22 student-teachers reporting on their observations concerning EAL policies and practices, across 66 placements in 47 schools in eight local authorities and in five independent schools. These student-teachers had taken part in an EAL course which sensitised them to issues surrounding EAL learners in mainstream classrooms and positioned them as informed observers. Their reports appear to reveal that the needs of EAL learners across Scotland are not being met to a sufficient degree, despite the fact that legislation is in place which requires local authorities and schools to ensure that all learners have appropriate access to the curriculum. Possible reasons for this state of affairs and ways in which progress could be achieved are considered in the concluding discussion.

Perceived and actual levels of knowledge about language amongst primary and secondary student teachers: do they know what they think they know?

Previous research into student teachers’ knowledge about language concluded that overall the picture was fairly bleak. Such research focused on the knowledge about language that the student teachers possessed when they moved from secondary school education into Initial Teacher Education (ITE) programmes. However, few studies have investigated the impact of the increasing demands on teachers, made in curricular documents throughout the last 20 years, to improve students’ abilities in language and whether student teachers’ knowledge about language had improved as a result of these curricular imperatives. This article reports on research into perceived and actual levels of knowledge about language conducted in a university in Scotland with students training to be primary teachers and secondary English and modern language teachers. Findings reveal that student teachers’ levels of linguistic knowledge, as measured by the instrument employed in this study, are generally low contrasting with their own more positive perceptions of their competence.

Challenges of Research(er) Development in University Schools of Education: A Scottish Case.

From the 1990s the professional preparation of intending teachers in Scotland moved from monotechnic colleges to seven university schools of education. ‘Universitisation’ (Menter et al. 2006) created new opportunities for the creative adaptation of work cultures to value teaching and research. New appointments are expected to demonstrate research potential and to hold higher degrees. The need to build research capacity in and for teacher education is a recognised international priority and is particularly important given the demographic profile of the UK educational research community (Mills et al. 2006). Through a series of 19 semi-structured interviews in two schools of education located in research intensive universities in Scotland during 2009–10, this research explored: (1) the experiences and tactics of emerging researchers with teacher education roles; and (2) institutional strategies to promote research engagement and development. This small-scale exploratory study identifies diversity within the ‘academic tribes’ of teacher education (Bechler and Trowler 2001; Menter 2011) and suggests that research audits, in combination with political and economic influences on teacher education, may increase the bifurcation of research and teaching, inhibiting possibilities for productive interchange. A recalibration of school–university partnerships is suggested as one strategy to advance research-engaged professional education.

Transformative Professional Learning: Embedding critical literacies in the classroom

This article reports on part of a wider study in which a group of teachers opted for a new model of continuing professional development (CPD) that was offered by one local authority (LA) in Scotland. In collaboration with the LA, the teachers selected the topic of critical literacy and the critical pedagogies that develop from a critical literacy approach. This CPD, which involved teachers, LA representatives and university lecturers, lasted two years and comprised a combination of sessions with all participants, focused input in participants’ schools on topics of their own choosing and individual support as their critical literacy projects developed. Data were gathered from in-depth interviews with participants and the teaching programmes they produced. Analysis revealed that, despite experiencing some difficulties with declarative knowledge, participants demonstrated secure procedural knowledge in their own teaching projects which revealed clearly their understanding of the transformative nature of critical pedagogical approaches. Participants reported very high levels of satisfaction with the CPD model and its content and delivery, and found it transformative in that it shaped and centrally informed their subsequent pedagogical practices and the learning opportunities they created for their students. These findings are discussed and recommendations are made.

How effectively are mainstream teachers prepared to meet the needs of learners for whom English is an additional language

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.

Compliance through care and commitment: why young people do as adults ask

ABSTRACT Although the behaviour of young people is often a focus for concern, most young people do as they are asked. This paper presents findings from a qualitative study across four educational settings that set out to explore reasons for this compliance. Forty-four young people (aged 12–21) participated in interactive focus groups and 21 practitioners were interviewed. A critical exploration of the authority relationships between the young people and the participating adults was undertaken. The research was designed to explore the relevance of the typology of authority relationships proposed by Dennis Wrong for educational settings. The findings confirmed the applicability of his work; however, the paper argues that an additional basis for authority relationships characterised by ‘care and commitment’ should be included. The results suggest the potential for long-term caring relationships, authenticity and professional competence as key factors in enhancing compliance in educational settings.