I chose the subject of this survey for a number of reasons. Firstly, I could be classed as an EAL student, because, coming from Malaysia, English is not my first language. Secondly, St Paul’s College, the school where I am taking my 2nd placement as a trainee music teacher has a high proportion of EAL pupils- 281 out of a total of 1069. There are 35 languages spoken by pupils at this school and it has problems in caring for the requirements of so many EAL speakers- mainly connected with the lack of trained staff able to deal effectively with EAL. There are two part time EAL teachers, one of whom shares this subject with teaching English, and one other voluntary assistant. The shortcomings of the way EAL is managed in the school are discussed and attempts made to improve on it at various staff meetings. One point which is of particular concern is that many EAL pupils have a lower level of achievement than English speaking pupils of the same age. The school does have a detailed policy on EAL teaching, including interviews with EAL pupils, assessment of their situations and a list of strategies for teaching and assimilating them into the school community.
Table of Contents
1. National policy on EAL- an overview
2. School concerns and policy for EAL
3. Learning theories and EAL
4. Evaluation of strategies for teaching EAL pupils
5. Evaluation of Methodology
6. Observation of classes
7. Validity, reliability and ethics
8. Music Lessons
9. Music at St Paul’s
10. VAK methods in music classes
11. Conclusions
11.1 Critical evaluation of research methods
11.2 Critical discussion on nature of conclusions relating to literature and the school context
11.3 Recommendations to the school
Research Objectives and Themes
The primary objective of this project is to evaluate the effectiveness of current teaching strategies for EAL (English as an Additional Language) students within the context of Key Stage 3 (KS3) music education. The research explores how pedagogical approaches, specifically the Visual, Auditory, and Kinaesthetic (VAK) model, can support the integration and academic achievement of students with limited English proficiency.
- Analysis of national EAL policies and school-level implementation challenges.
- Application of learning theories (Vygotsky, Bruner, Cummins) to EAL pedagogy.
- Evaluation of VAK learning styles as a tool for overcoming language barriers in music.
- The impact of teacher-student collaboration and individual support on learner motivation.
- Practical recommendations for fostering inclusivity in the classroom environment.
Excerpt from the Book
Evaluation of strategies for teaching EAL pupils
I have based my own approach to teaching EAL pupils largely on Visual, Auditory and Kinaesthetic learning styles as developed by a number of educational psychologists (see for example, Hawk, T. and Shah A. 2007). In these styles there is no reliance on one single approach, but rather an attempt to discover which of three ways of learning best suits each individual pupil. Thus in the visual learning method use can be made of facial expression, hand movements, gestures, pictures, diagrams and colours; in the auditory, sounds, music, speech including slower repetition of words and phrases can be used; and in the kinaesthetic, the EAL pupils get to associate words with movements which they do while hearing or speaking certain words. It needs to be pointed out that use of one aspect of VAK teaching does not mean that the other aspects are not used- but rather that they may be of less importance. All three aspects can be used to reinforce each other at all stages of learning.
My methods of evaluating the strategies for EAL teaching at St Paul’s were observation of classes, so that I could see for myself how EAL pupils were taught and were coping with the demands of the subjects concerned. I also used interviews with pupils, subject teachers and EAL support teachers.
Summary of Chapters
National policy on EAL- an overview: This chapter outlines the governmental recommendations for supporting EAL speakers, emphasizing the necessity of welcoming environments and collaborative teaching methods.
School concerns and policy for EAL: This section details the specific challenges faced by St Paul’s College regarding its high proportion of EAL pupils and the limitations of current staffing and resource allocation.
Learning theories and EAL: An examination of foundational educational theories, including Vygotsky’s "zone of proximal development" and Cummins’ distinction between BICS and CALP, to inform EAL pedagogy.
Evaluation of strategies for teaching EAL pupils: This chapter presents the author's adoption of VAK learning styles as a primary pedagogical framework for engaging EAL learners.
Evaluation of Methodology: A justification of the qualitative research methods employed, including classroom observations and discussions with teaching staff.
Observation of classes: A reflective analysis of student experiences in Year 7, focusing on individual case studies and the impact of English language proficiency on classroom participation.
Validity, reliability and ethics: A discussion on the ethnographic nature of the study, ensuring ethical standards regarding confidentiality and the building of trust with student participants.
Music Lessons: An overview of established music teaching methods like Orff, Kodaly, and Dalcroze, highlighting their inherent compatibility with VAK-based instruction.
Music at St Paul’s: A report on the observed efficacy of using visual aids and movement in music lessons to improve student engagement compared to text-heavy instruction.
VAK methods in music classes: This section details the practical application of VAK techniques in Year 7–9 music curricula, including specific thematic examples like "The Environment" and "Conflict".
Conclusions: The final chapter summarizes the research findings, evaluates the effectiveness of the chosen methods, and offers actionable recommendations to the school for future improvements.
Keywords
EAL, Music Education, VAK Methods, Pedagogy, Inclusive Education, Key Stage 3, Language Acquisition, Cognitive Development, Scaffolding, Classroom Observation, Bilingual Learners, Educational Policy, Student Integration, Teacher Collaboration, Academic Achievement
Frequently Asked Questions
What is the core focus of this research paper?
The paper evaluates the strategies and policies in place for EAL pupils within the specific context of KS3 music education at a secondary school.
Which primary themes are addressed in this study?
The study covers national EAL policies, school-based implementation, learning theories, the use of VAK (Visual, Auditory, Kinaesthetic) methods, and the impact of classroom support on student achievement.
What is the ultimate goal of the author's research?
The goal is to determine how music educators can better support EAL pupils to achieve academic parity with their peers by leveraging non-verbal, multisensory teaching techniques.
Which research methodology was utilized?
The author employed ethnographic research, consisting primarily of classroom observations, staff interviews, and an analysis of existing school policies and literature.
What topics are explored in the main body of the text?
The main body investigates the relationship between language mastery and cognition, evaluates specific teaching strategies for EAL pupils, and details practical applications of VAK techniques in music lessons.
What are the characterizing keywords of this work?
Key terms include EAL, VAK methods, pedagogical inclusivity, language acquisition, and music education strategy.
Why is the "zone of proximal development" mentioned in relation to EAL students?
It is used to explain the importance of "scaffolding"—providing the right level of support to enable students to progress independently as they become more assured.
How does the author specifically evaluate the music curriculum at St Paul's?
The author assesses it by observing student responsiveness to different teaching modes, noting that students significantly outperformed in tasks utilizing visual and kinaesthetic cues compared to those relying solely on written or spoken English.
What is the author's key recommendation for the school?
The author strongly recommends the appointment of permanent, full-time EAL support staff and a wider application of VAK-based pedagogical methods across all subjects, not just music.
- Arbeit zitieren
- Sonia Regan (Autor:in), 2010, An Evaluation of Strategies in place for EAL pupils in Music Education, München, GRIN Verlag, https://www.hausarbeiten.de/document/166951
