Welcome Matviy: Working in staff–student partnerships to develop simulation-based learning to support teachers’ understanding of EAL
6 min read
Carl Luke, Chris Counihan, David Nichol, Sophie Meller, Kirstin Mulholland, William Gray, Arlene Anderson, Deborah Herridge, Northumbria University, UK
Diana Karikis, Rowan Sanderson, Elisa Collard, Ryan Hill, students and pedagogic consultants, Northumbria University, UK
Teacher preparedness and EAL
Over the last decade, the percentage of pupils in state-funded primary schools whose first language is known or believed to be one other than English has increased from 12.3 per cent to 21.3 per cent (DfE, 2022). More recently, since Russia’s invasion of Ukraine, this issue has assumed even greater prominence in national conversations. However, despite the increasing likelihood that teachers will support pupils with refugee status as well as those with English as an additional language (EAL), research asserts that many new teachers feel ill-prepared for supporting these pupils and lack confidence in this aspect of their role (Bell Foundation, 2020).
To better prepare student t
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