Provision for EAL in Primary and Post-primary Schools

- evaluation findings and conclusions

Launch of the Intercultural Education Strategy

Thursday 16th September 2010

Gary Ó Donnchadha, Assistant Chief Inspector

Evaluation Support and Research Unit

Inspectorate Evaluations of EAL – Primary and Post-primary

A focussed evaluation of provision for English as an Additional Language (EAL)

30 Primary and 15 Post-primary schools

Evaluation of provision, planning, support, teaching and learning

Interviews with management, staff and students

Questionnaires for parents and students

Individual reports published on the 45 schools

Sample of Key Findings– Primary schools

A positive climate and ethos along with effective management of pupils

Inclusive schools characterised by equality and respect

Good learning environments and qualified teachers

Mixed findings regarding communication with parents and involvement

School principals positive about cultural diversity in their school communities

Good or very good teaching in both mainstream and EAL support settings

Absence of a systematic approach to planning, assessment and recording

Sample of Key Findings –Post-primary schools

Open and inclusive enrolment practices

Good resources and good access to curriculum subjects

Praise for the work ethic, motivation and high aspirations of EAL students

Significant difficulties in managing the allocated teaching hours

Teaching satisfactory but improvements frequently recommended

Planning, coordination and assessment were underdeveloped and there were

poor links between subject departments, teachers and teachers in support roles

Some Conclusions

The school’s culture of inclusion, management and coordinationo The climate of inclusion is the backdrop to the work of everyone in the school

o Board members have a positive contribution to make

o The principal as instructional leader is in a pivotal position to progress whole-

school issues that impact on EAL learners

o Co-ordination and concerted action needed to ensure progression for learners

o Most significant weakness related to planning a differentiated programme and

insufficient emphasis on cognitive curricular language

The central role of mainstream class / subject teachers in EAL provision

o A curricular language infuses the classroom – language enables meaning

o Key message about language across the curriculum highlighted but there is a

distance to go in this area

And finally...

Assessment / learning outcomes and system data issueso Assessment is a critical competence for schools

o EAL Assessment Kits a vital development to support assessment of the four skills

o Monitoring of progress of EAL students and comparison with self and peers

o There is an absence of comprehensive assessment data in schools

o More systematic management of data at school and system levels required

Capacity building and school self-evaluationo Significant progress has been made in recent years in resourcing schools

o A wealth or resources available on Department of Education and Skills AIM Portal

o In addition to external supports school boards must engage in capacity building

o School self-evaluation provides an evidence-based process to guide school

decision-making and direction

o Who better to tell us about the quality of our schools and our system than the

learners themselves?