English as an Additional Language Learners Considered as a Marginalized Group: Need for Systems Changes to Improve Equity and Access to Education

• In Event: 68.015 - Pathways to Improving Opportunity for Marginalized Children in International Contexts

Abstract

With an influx of migrants from Europe, the needs of learners with English as Additional language is becoming increasingly ignored. This may well lead to marginalisation, inequity of provision and support forming an outclass for such learners. This paper investigates how primary schools in England are challenging and addressing the needs of these learners using Norte’s framework of analysis for developing positive inter-ethnic communities. Early indications suggest huge differential practice for EAL provision, support and training. Staff say they are culturally unaware and have little experience of supporting EAL learners. Furthermore, the key challenge for leaders is how best to cater for all EAL learners using a diverse workforce creatively and within tight financial constraints and competing school priorities.

Author

• Krishan Sood, Nottingham Institute of Education