Literature Review on Learning Through EAL

This literature review explores the concept of Learning Through EAL, including understanding the concept, challenges and barriers, and potential approaches for inclusive practice. It discusses the importance of English as an Additional Language (EAL) in removing barriers to learning and meeting educational needs. The review also highlights the challenges faced by EAL students, such as language proficiency variations and demographic factors. Additionally, it presents potential solutions and approaches for inclusive practice, including the development of language proficiency, the importance of vocabulary, and the role of teachers in supporting EAL students. The review concludes with the concept of inclusive practice and its benefits in integrating diverse learning activities.

Literature Review
Introduction
In recent years, the schools of Britain has seen an upsurge in the numbers of students
coming from culturally diverse backgrounds (Flynn,2016). Many experts believe that
the non-proficiency of such students in the English language is serving as a barrier.
They are under this strong notion that the introduction of English as an Additional
language can be an answer to this problem. In order to figure out the substance in this
argument, we conducted a literature review, this review can be studied under three
subheads.
1. Understanding the concept of Learning through EAL.
Perry and Dockett (2011) terms this upsurge as a cultural transformation of the
classroom and EAL can serve as an effective means to remove the barriers in the
process of learning and capacity to respond to the educational needs.
Drury (2013), emphasizes the need to add linguistic expertise in the profile of
the teacher with special attention to the objectives of EAL. Flynn (2017) deliberately
talks about the importance of English as a spoken language.
We can carry forward this discussion with the help of an argument given by
Perry and Dockett (2011) where they said that EAL should be aimed to create a
framework of assessment where a student can come out of the preconceptions related to
the role conflicts and their past experiences with the learning methods.

We can further build us this argument with the help of the statement given by
Drury (2013), he compared the world view of EAL children with "English First
Language Speaker (FLE).
2. Challenges, and Barriers of Learning Through EAL
The root causes that are responsible for the condition where we need EAL also has the
shimmers of solutions ingrained In them. It also means that every barrier can act as a
stepping stone as well. We can substantiate this statement specifically in the case of the
migration of Polish people in the UK.
One of the main reasons behind the need for EAL is associated with the migration of
the Polish people to the UK. A study conducted by Flynn (2013) gives us a breakdown
of some facts associated with Polish children studying in the UK. This study shows the
data of Polish children whose education started after six to seven years because of the
lack of EAL. This study says that the proficiency level of polish students in English
varies because of many demographic and personal factors. Karen (2018), feels that the
education levels and the familiarity levels of the parents has a bearing on the kid's
knowledge of English and it should be considered as an important factor. Demographic
details associated with the minority backgrounds and other margnilized segments of the
society is a big challenge, a compilation of the work done by researchers can give us a
fair idea about this problem.
Iwai (2011) argues that the understanding of potential differences between EALs
and FLEs is one way that teachers can enhance the performance of children from ethnic
minority backgrounds. Another set of experts proposes a teacher should act as reflective
practitioners and responsive to linguistics observations (Robert et al,2011).

Research shows that the particular group of pupils can outperform their peers in
class because of the preconceptions of the teachers about the knowledge levels of the
students(Gibbons, 2019; Hall, Griffiths, Haslam, & Wilkin, 2012)., According to Jean,
Martin, & Robertson (2007), sometimes teacher’s preconceptions and expectations may
depress the potential of pupils. Cajkler and Hall (2009) argue that any teacher should
take into account the potential dissimilarities between EAL pupils.
Flynn (2013) mentions about the model minority response that has been seen in
Polish children in the UK. This response sometimes influences teachers' perceptions of
their children.
Debra, Jones, Lines, and Watson (2012) stated that before teachers can think of ways to
support EALs’ English literacy and language development, they should reflect on their
current understanding of responses to this group using key guidelines. These include
their place of birth and home language and literacy, literacy in their first language, their
previous school experience in their home country and assumptions on whether EALs
will perform well.
Potential Approaches and Solutions for Inclusive Practice
Many researchers conducted empirical researches with an intention to generalize their
findings for a larger population. In this section of the literature review we are jotting
down some of these reports that may have relevance for the aspirants that are seeking
for inclusive practices to resolve this issue.
The development of the second language for a kid can be the key result area.
Researchers agree that the first language is developed at home while the second
language is acquired when one interacts with the environment outside the home (Drury,
2013; Conteh, 2015; Cummins, 2016). In the same research, they also introduced the
concept of bilingualism. The first language will be the language of emotional expression

and the second language will be the language related to work-related interactions.
Reseracher Cummins (2016) succeeds in providing guidelines to teachers on how they
can best support EALs to develop in language and literacy. He gave it the name of
Iceberg theory. According to this theory ", while focusing on second language
acquisition, children would encounter new language positively. We can also take the
mention of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic
Learning Proficiency (CALP) frameworks as well. Cummins postulates that in the
acquisition of new language, pupils can advance BICs through play-based English fast
( approximately two years). However, the same pupils would take longer (5 to 7 years)
to advance in CALP – curriculum-based language. We can correlate the work of
Cummins with the work of Christina and Seltzer (2011), this author duo emphasized on
the introduction of minimum workable vocabulary to the pupils as a foundation of the
knowledge. This vocabulary can be subject specific as well. This hypothesis can also be
connected with the observations of Cajkler and Hall (2009), they contend that CALP
can help the ELF by developing an ability to express and understanding, in both written
and spoken forms.
Flynn (2017) attempts to describe particular features of effective literacy instruction for
EALs by drawing on different research findings by Lucas, Villegas, and Freedson-
Gonzalez (2008) and Conteh (2015). She states that the development of language
literacy for EALs is based on a “sea of talk,” which supports the understanding of
language above the normal reading, oral rehearsals, vocabulary for writing, or sentence
structures. The summation of the work done by the experts can be presented under five
stepping stones based on the theoretical context.
The first stepping stone is related to the creation of a safe and secure environment
offering minimum anxiety to such subjects (Flynn,2017). The second stepping stone

should be related to the provisions of adding another language proficiency class in the
curriculum, this class should follow the guidelines derived by the BICS theory
(Cummins, 2016). The third stepping stone is related to pre-teach vocabulary (via extra
small groups support and homework), this vocabulary is key to every lesson and
facilitates access to the content in the curriculum. The fourth stepping stone is related to
the establishment of a platform for social interactions. This intervention can support the
process of registering an increase in academic language proficiency (CALP) and
conversational skills (BICS). The fifth stepping stone is related to the role of the teacher,
teachers should support the maintenance of EALs native language along with the new
language acquisition. The sixth stepping stone forms the basis of the learning and
teaching procedure. Here the teacher should guide EALs into clear instruction on
functions and forms of language (i.e., sentence structure, grammar, and tones). Lastly,
teachers should avail many opportunities for practice, collaborative discussions and
adequate time for oral rehearsals before starting to write.
While designing pedagogical practice, teachers should consider individual
dissimilarities between EAL learners when planning for the coursework. Hans and
Reyle (2013) argue that EALs often has a clear understanding of the different tenets that
constitute the acquisition of language. Conversely, McLaughlin (2013) argues that one
of the challenges that most teachers face when attending to non-English speaking
learners is that they arrive at school at a late age compared to the normal school-going
age., According to Debra, Jones, Lines, and Watson (2012), this late-coming may
challenge their reading and writing due to lack of English proficiency. Regardless of
this, teachers should ensure that all EALs receive explicit phonic guidelines so that they
can comprehend letter-sound systems in English that is distinct from their native
language (Flynn, 2017).

The inception of inclusive practice can be considered as a different chapter in it.
Adderley, et al. (2015) introduces the concept of inclusive practice, which is a model
approach aimed at anticipating barriers during the delivery and design of the education
process of learning. They claimed that by introducing and implementing inclusive
practice on EALs, teachers are able to integrate into their plans a diverse range of
learning, feedback and assessment activities. Similarly, Schecter, Cummins, and
Portsmouth (2004) claim that teachers can enhance the effectiveness of teaching EALs
using the inclusive practice approach by focusing on diversity, which means being
aware of how their own cultural backgrounds and identities can be expressed in
teaching styles and course designs.