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Good practice for pupils learning English as an additional language: Lessons from effective literacy teachers in inner-city primary schools

University of Winchester, UK, Naomi.Flynn{at}winchester.ac.uk

This article presents observations and discussion of the successful teaching of English to pupils, in English primary schools, for whom English is an additional language (EAL). It draws on research in Year 2 (6—7-year old) classes in three inner-city primary schools carried out in 2003 and 2005. Three recognized, effective teachers of literacy were selected for case study; all worked in successful schools where results for literacy, measured by national tests, were in line with or better than national averages. Following analyses of lesson observations and interviews with the teachers, their head teachers and the EAL coordinators in the schools, a number of common elements in their practice emerged. Discussion centres on how these pedagogical features supported effective learning environments for the early literacy development of bilingual children, and on the implications for the practice of teaching English to all pupils.

Key Words: classroom practice • English as an additional language (EAL) • Literacy Hour • National Literacy Strategy (NLS) • Office for Standards in Education (OfSTED) • subject knowledge • theoretical understanding

Journal of Early Childhood Literacy, Vol. 7, No. 2, 177-198 (2007)
DOI: 10.1177/1468798407079286


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