Teaching through the language of feelings: An Interpretative Phenomenological Analysis of Psychoeducational Implications for Young EAL Children
Lazar, Nicoleta 2018. Teaching through the language of feelings: An Interpretative Phenomenological Analysis of Psychoeducational Implications for Young EAL Children. Masters Thesis University of East London School of Psychology
This study aimed to enquire into the teachers lived experiences of teaching pupils known as learning English as an Additional Language (EAL) and get an insight into how it is like to teach in multilingual classrooms.
The data for this study has been collected through semi-structured interviews with six Early Years Foundation Stage (EYFS) Teachers* working in private, voluntary and independent (PVI) settings and mainstream schools based in three of London’s most culturally diverse boroughs: Newham, Tower Hamlets and Hackney.
In line with previous research findings, this study highlights a number of significant issues surrounding teaching this particular group of children such as inadequacy of EAL teacher training (prior and in-service), as well as lack of awareness of cultural and linguistic heritage importance. Therefore, possible ways to overcome these shortcomings are explored, seeking to contribute to the debate surrounding the future of EAL teaching and learning in the UK.
|Publication process dates|
|Deposited||21 May 2019|
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