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This research aims to investigate the extent to which Initial Teacher Education programmes in England are preparing student teachers to meet the language and literacy needs of EAL learners.
The Centre for Education for Racial Equality (CERES) at the University of Edinburgh, The Bell Foundation and Unbound Philanthropy have published an executive summary of the report ‘English as an Additional Language and Initial Teacher Education’. The research surveyed student teachers at nine sites, encompassing different routes into teaching qualifications, different types of institutions and different English regions.
The policy framework for inclusion specifies that pupils learning English as an Additional Language are placed in mainstream classrooms; and the National Curriculum Statutory Guidance (2014, Section 4.5) sets out clearly that teachers must ‘take account of the needs of pupils whose first language is not English’ it follows that the needs of these pupils should be addressed within teacher education programmes. Therefore, the research was undertaken to develop an understanding of how, and to what extent, English as an Additional Language is taught as part of these programmes.
The general aims of the study were:
To carry out these general aims the research team gathered teacher educators’ and student teachers’ views on:
The report found that:
The report makes a number of recommendations for both ITE providers and policy-makers which include:
The next stage will be the publication of research-informed professional development resources designed to extend the knowledge base of both teacher educators working in Initial Teacher Education settings and their student teachers in relation to meeting the language and literacy needs of pupils with EAL.