An analysis of the benefit of two teaching approaches for English as an Additional Language pupils in mainstream schools

Naish, Elizabeth (2009) An analysis of the benefit of two teaching approaches for English as an Additional Language pupils in mainstream schools. MA dissertation, University of Portsmouth.

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    Abstract

    The purpose of this dissertation is to explore whether an interactive approach to teaching English as an Additional Language (hereafter referred to as EAL) pupils leads to superior results at Key Stage One in mainstream schools over traditional transmission methods. The reason for selecting this area of research was based on an inconsistency observed by the researcher in the approach to teaching and attainment of EAL pupils. Despite recommendations for an interactive approach from the Department for Children, Schools and Families, many schools continue to use the transmission style. Such a study is therefore important in order to investigate whether in practice these recommendations prove beneficial and teaching approaches need to be altered. Research aims were met through a study of the relevant literature coupled with primary research. The methodology consisted of a case study of two Settings utilising interview/questionnaires, basic vocabulary assessment and observations in the Settings. The collection and analysis of empirical data and results from Key Stage One tests formed the basis of the comparison of attainment. Key findings from this research included the interactive approach led to the majority of pupils achieving the National average and a one grade increase over Setting A, the transmission style of teaching offers a more balanced (albeit it limited in terms of time) output between Native Speakers and EAL pupils, and the interactive approach led to higher results for all pupils. The findings and conclusions of this study is that an interactive approach to teaching led to superior results at Key Stage One for not only EAL pupils, but all pupils in the Setting observed. As a result it is recommended that schools with a similar class composition and socio-economic background trial the interactive teaching approach.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Languages and Area Studies
    Depositing User: Jane Polwin
    Date Deposited: 20 Jan 2011 12:48
    Last Modified: 28 Jan 2015 11:15
    URI: http://eprints.port.ac.uk/id/eprint/741

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