7. Teaching Reading to Pupils Learning English as an Additional Language

This study researched aspects of English reading instruction for pupils learning English as an additional language (EAL pupils) in Irish primary schools. Main findings of a survey of 107 teachers indicate that EAL pupils of all proficiencies participate to some extent with classmates in mainstream reading instruction. A lack of variety in organisation for reading instruction was found in both junior and senior classes. There may also be a lack of variety in the texts used with junior and senior EAL pupils. An imbalance was apparent in the skills prioritised by senior class teachers in particular, with infrequent comprehension development. However, a case study identified a number of constraints on teachers in EAL reading instruction, such as class size. The study found a limited level of teacher professional development in EAL reading instruction, and teacher knowledge about EAL pupils ’ first language proficiency. Implications for practice include the need to raise teacher awareness about variety in organisational format and text use in reading instruction in the mainstream class, as well as ensuring balance in reading skill development. Teacher expectations for EAL pupils ’ reading ability also need to be informed by policy, in order to ensure EAL pupils’ reading success