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Sarah Coles shares the start of her PhD journey with the first two instalments of a journal-style account of her reading for the literature review and methodology chapters of her thesis.  She is planning to research the language learning journeys of UK-born EAL learners as they enter Year R but before entering the field, there are books and articles to be read and planning to be done.

Week 2 of Term 1 (2018-19) and the summer has faded in more ways than one, which coincides with an interesting bit of a book I have been reading for my PhD.  The book is about Second Language Acquisition and makes the point that most research into this has a focus on learning the new language.  While this is of course interesting with many, often competing, views vying for attention in the literature, the authors suggest that language attrition – or ‘forgetting’ – is equally interesting.  They say that all our languages form part of a complex, dynamic system in our brains that changes continuously and they put forward a simple rule which states that information we do not regularly retrieve becomes less accessible over time and ultimately sinks beyond our reach.  In relation to our languages, these are in a constant state of flux, they argue, depending on the degree of exposure we have to each.  Talking to colleagues about this in the EMTAS office, they said they had noticed changes in their own languages over time.  Kamaljit talked about how her ability to write in Hindi has decreased due to lack of use, whilst Ulrike and I had both experienced difficulties with word retrieval and with one language affecting the other in different ways.  For instance sometimes, because of immersion in Turkish all those years ago, I would respond in Turkish to members of my immediate family who don’t speak the language when I went home for a holiday.  They were grateful that this passed fairly rapidly, though I observe my languages have been shuffling around in my mental filing cabinet ever since.  Mostly, English sits at the front and comes out first, Turkish is a bit further back but in front of French, pushing French out of the way when I am in France much to the bemusement of the French – the majority of whom don’t speak Turkish either. 

Week 3 of term 1

Alongside the day job, I have carried on reading for my PhD studies and my focus this week has been on qualitative research methods.  One thing I need to consider carefully is my own impact on the situations I will be researching because even if I am only there to observe, this in itself will influence not only what happens but also how I interpret what I see.  Clearly in a classroom situation you cannot see absolutely everything that happens, never mind be able to record it all in handwriting that you can read back afterwards.  There will be much that you don’t see at all, and also much that you do see but that you don’t record – which isn’t to say it’s not useful or relevant to the area of research, just that there will be inevitable casualties due to the pragmatic aspects of what you’re able to do as the researcher.  Anyway, the long and short of it is that researcher bias is something I will need to be aware of as according to several different authors, you can’t remove it from the equation.  Rather, you need to be aware of your point of view, your previous experiences and prior knowledge and how these things colour the way you see and hear and interpret events in order to manage the impact of your own bias on your research.  It is interesting to me to consider too how language and cultural differences might impinge on methods like interview, and there is a lot to think about when you are planning to use this as a tool to elicit data from people.  You could, for instance, have a set of predetermined questions and you could just ask people those.  Or you might find this too interrogative a way of doing an interview which just doesn’t fit with what you are trying to achieve – which in my case is a full, rich picture of people’s lived experiences and views.  So I am thinking about a more flexible approach, possibly around doing some mapping of languages, people, communities and the like while people talk, which won’t look much like the sort of interview I mentioned first but will hopefully give me the sorts of data I am looking for. I have yet to read the chapter on coding, so there is a chance I may change my mind about this. Keep tabs on the journey as it unfolds using the tags below.

There is a commonly held notion that mathematics has a universal quality that ensures learners have a relatively equal opportunity to succeed, whatever their background. But is this generally true when it comes to pupils learning English as an additional language (EAL), or does it require qualification and a much more nuanced analysis?

Introduction

Pupils educated abroad

The mathematical problem

written by Sarah Coles, Hampshire EMTAS Specialist Teacher Advisor

It is usually clear to staff in schools that there is a support need they should address when a newly-arrived pupil from overseas experiences a language barrier on joining their first UK school.  This may be the child’s first experience of being in an English-speaking environment, and there is much to learn in terms of the new language.  What are less discernible – and perhaps less well-supported - are the other barriers such a child may face – barriers that relate to differences in pedagogy, social and cultural differences and of course the sense of dislocation and loss the newly-arrived child may feel when they first start, having left behind all their friends and possibly family members too.  Being placed in a situation far outside of their comfort zone, there is a lot for a new arrival to manage in addition to the demands of having to cope in a new language.  

In the UK, pedagogical approaches focus on children learning through experience, learning from each other, learning through trial and error, learning through talk.  From an early stage, our indigenous, monolingual children learn how to learn in these ways and teachers, many themselves a product of this same system, teach from an often deeply-rooted belief that these ways are the best.  We are so immersed in the UK classroom culture that as practitioners we may forget it’s not like this everywhere in the world. 

In Poland, for example, children do not come to sit on the carpet to learn as the carpet is perceived to be a dirty surface that’s walked on by everyone, so a Polish child – and possibly also their parents - may look askance when the class is directed to come to sit there for story time.

In some countries, children’s behaviour is managed for them,often with a stick should they step out of line.  This means they do not learn to regulate their own behaviours right from the start of their educational journeys as UK-born children do.  New arrivals coming from countries where corporal punishment is still the norm may therefore struggle and fall foul of UK classroom behaviour management approaches which they do not comprehend, getting themselves into endless trouble as they struggle to acquire self-regulation skills with little or no support.  One teacher, dealing with an incident involving a student from overseas who had hit another child, asked the former “Would it be OK if I hit you?”  To her surprise, the reply came “Well yes, of course it would.”  It was the matter-of-factness of the response that caused her to realise this child really meant what he had said and that this was not as straightforward an issue as she had at first assumed.  

In other parts of the world, pedagogical approaches may rest on the premise that children are empty buckets, waiting to be filled with the knowledge possessed by their teachers.  While the teacher teaches from the front, the children sit at their desks in rows, their success measured by how much they are able to repeat back in the end of year test.  There is little scope for learning through dialogue or for experimenting with ideas and hypotheses to see which ones hold true under close examination and which do not.  A child coming from that sort of school experience may struggle to comprehend what is going on in their lessons in their new, UK classroom.  How should they engage with their education when it looks like this?  How should they now behave and function as learners?

Parents may experience their own difficulties as they grapple with the apparent vagaries of the UK education system.  They may have found applying online for a school place challenging enough but that was just the start.  If they were used to a system wherein their child was taught from a textbook that came home every night so they could see what had been covered during the day’s lesson, then how difficult must it be for them to keep abreast of their child’s learning when there is no text book to look at? How then should they recap at home the key points covered in class each day? How might they help prepare their child for the school day ahead?   If they were familiar with knowing where in the class ranking their child sat, what sense can they make of our system where we don’t publish information about each child’s attainment in comparison to their peers?  And if in their country of origin promotion to the next class depended on their child passing the end-of-year tests, what must it mean to them in our system where promotion from Year 4 to Year 5 is automatic, regardless of whether or not the child has met the end-of-year expectations?

An awareness of the far-reaching impact of living in a new culture that goes beyond a nod and accepts that mere survival isn’t really good enough will help practitioners reflect on how they currently support their international new arrivals and what they might be able to put in place to improve current practice.  It is of course still good practice to support children to access the curriculum in English through the planned, purposeful use of first language but if we are to look at the bigger picture, then there is more that can be done to help a newly-arrived child to integrate into their new UK school – not least giving thought to what might be the barriers their parents are facing, and what they can do to reduce or remove them.

Sarah Coles

Consultant (EAL) at Hampshire EMTAS

First published on the ATL blog, July 2017

Further reading and resources

http://www3.hants.gov.uk/education/emtas/culturalguidance.htm EMTAS cultural guidance sheets

http://www3.hants.gov.uk/education/emtas/forparents/parentsandcarersguide.htm behaviour management guides for parents