TY - JOUR

T1 - Pedagogy for ethnic minority pupils with special educational needs in England

T2 - Common yet different?

AU - Tan, Andrea

AU - Ware, Jean

AU - Norwich, Brahm

N1 - 2017 Taylor & Francis. This is the author accepted manuscript. The final version is available from Taylor & Francis via the DOI in this record.

PY - 2017

Y1 - 2017

N2 - The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). However, there is relatively little research carried out in the UK on children with both EAL needs and SEN. This paper presents the results of a study which aimed to explore the strategies used to teach and support pupils with the dual needs in four schools in North-West England. It reports research carried out with 8 EAL pupils with Speech, Language and Communication Needs (SLCN) and 4 pupils with Learning Difficulties (LD) and explores the different strategies staff used to support these pupils. The results showed that the two groups varied in the extent to which staff differentiated pedagogical strategies. The paper concludes by pointing to the need for further training and greater collaboration between the fields of EAL and SEN in research and educational practice.

AB - The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). However, there is relatively little research carried out in the UK on children with both EAL needs and SEN. This paper presents the results of a study which aimed to explore the strategies used to teach and support pupils with the dual needs in four schools in North-West England. It reports research carried out with 8 EAL pupils with Speech, Language and Communication Needs (SLCN) and 4 pupils with Learning Difficulties (LD) and explores the different strategies staff used to support these pupils. The results showed that the two groups varied in the extent to which staff differentiated pedagogical strategies. The paper concludes by pointing to the need for further training and greater collaboration between the fields of EAL and SEN in research and educational practice.

KW - Ethnic Minority

KW - English as Additional Language

KW - Special Educational Needs

KW - Pedagogy

KW - Teaching Strategies

KW - Speech and language needs

KW - Learning difficulties

U2 - 10.1080/03054985.2017.1331845

DO - 10.1080/03054985.2017.1331845

M3 - Article

VL - 13

SP - 447

EP - 461

JO - Oxford Review of Education

JF - Oxford Review of Education

SN - 0305-4985

IS - 4

ER -