How does a partial withdrawal class for English oral language purposes affect developing perceptions of social integration in new arrival EAL children?

Children with English as an Additional Language (EAL) often struggle with the transition when moving to a new school, where they are unable to communicate or interact with their peers. This difficulty can often lead to social isolation and unhappiness for these children, at a time where they are trying to rebalance their identity. Therefore, the current study aimed to explore the link between language proficiency and social integration and to see whether a partial withdrawal class for language learners would affect the participants’ social integration within the classroom and wider school. A case study approach was used for this study. The children were provided questionnaires, and teachers and parents were interviewed before the partial withdrawal class. The first observation of the children was also undertaken. A second and third observation and questionnaire were conducted immediately after, and a month after the partial withdrawal class. A second set of interviews with teachers and parents were also completed a month after the partial withdrawal class. These research methods were done to gain a better understanding of the parents, teachers and participants’ views of the children's social integration. The findings of this study suggested that the partial withdrawal class was beneficial to the participants as it provided a safe space for the participants to practise English without the fear of making mistakes and without the anxiety that they experienced in the wider school. The participants appeared to become more engaged in their work, more willing to volunteer answers and speak to their peers in the classroom. However, there was a discrepancy between whether the underlying factors of anxiety and confidence began to return for the children following the partial withdrawal class. The study is not generalizable due to the small sample size and single research setting. It also does not fully account for the multitude of other variables that played a role in the participants’ lives. However, it does suggest that partial withdrawal classes are a useful method for EAL new arrivals in improving their language skills and speeding up their social integration