Research and practice in EAL teaching: an exploration of teachers’ attitudes and engagement

Thesis

This paper presents findings from research conducted amongst teachers in mainstream schools in England on their research engagement and the ways in which they develop their practice. In the context of the continued growth in the proportion of learners who are designated English as an Additional Language, the motivation for the research was to identify how teachers have developed their practice in response and what sources they refer to in order to do so. A mixed-methods approach was used, including an online survey (n = 21) and follow up, semi-structured interview (n = 1). This paper identifies sources teachers turn to in order to develop their teaching practice, the barriers they experience to engaging with research and explores some of the teaching practices used when teaching EAL learners.

Authors: Jackson, G

• DOI: 10.5287/ora-wxvvezok4
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: quantitative; semi-structured interviews; EAL; teacher education; ALSLA2025; education research; second language acquisition research; ALSLA; survey
• Subjects: English language--Acquisition; Applied linguistics; Second language acquisition; Education--Research--Great Britain; Teaching; Teacher-student relationships; Mixed methods research; Effective teaching; Quantitative research; Education; English language--Study and teaching--Foreign speakers