Evaluating the experiences and perceptions of English as an additional language (EAL) in bilingual children and impact on learner participation in Scotland

Evaluating the experiences and perceptions of English as an additional language (EAL) in bilingual children and impact on learner participation in Scotland.

In the global context, approximately one in 30 (3.4%) of the world’s population are migrants (United Nations, 2017). Reasons for their migration to a new country vary, ranging from fleeing from war, civil unrest and poverty, as refugees or a shortage of labour in certain sectors.  Directly as a result of this, the proportion of ‘students with an immigrant background’ now constitutes over 12 per cent of the world’s school population (OECD, 2015: 1). These movements have continued to increase to date, directly leading to an increase in the number of school-going children from non-native English-speaking backgrounds.

In Scotland 84% of the citizens identify themselves as the ‘White: Scottish’ ethnicity while the other ‘White: Other British’ population comes at 8%. This figure means that the white non-British groups and minority ethnic groups constitute the remaining 8% of the total population (Scotland’s Census, 2011).  Communication and play are apparent in a person’s life from a very young age.

Interests

My experience as a teacher has exposed me to the numerous challenges’ learners face daily and in the community.  I realised bilingual learners require individualised lesson plans which I create, and, at the same time, ensure they are involved in class activities along with other learners.   This research will examine the experiences of bilingual children learners in terms of using English and the support mechanisms to encourage learner participation in school.  Bilingual learners in Scotland who are taught English as a second language have to become acquainted with English, to express and convey their thoughts and feelings. Ultimately this can influence their perceptions of learning foreign languages and to what extent they ‘enjoy’ or ‘value’ the learning experience.  Learners of EAL need support in producing and understanding the sounds of English that differ from their first language.  In to ensure participation and equality, schools should respond to the learners diverse learning needs and overcoming potential barriers to learning.  Learner participation in schools includes all the ways in which children and young people engage in practices and dialogue with educational staff to create positive outcomes and changes.

In Scotland, learners in schools are provided with equal opportunities for inclusive and voluntary participation.  As a human right, the participation of learners are afforded both the right to an education and the right to have a say in shaping that education. For participation to be effective it should lead to new relations, meanings and practices, influencing school rules, policies and procedures.  Learning English will allow learners to participate in school, with their peers, school teachers and other members of staff by providing a stable environment in which the basic conditions for learning can occur.  This can assist in lessening the trauma and alienation that these children may experience in the new environment.