Grieve and Haining (2011) Inclusive practice? Supporting isolated bilingual learners in a mainstream school
Grieve and Haining (2011) provide an account of their research based on data gathered over a two-year period. The research focuses on one specific urban primary school. The study tracks the experience of children who do not have English as their first language and for whom the language spoken at home is not shared with many other classmates or teaching staff. These children are identified as ‘isolated learners’. The study explores the full range of the interplay between the experiences of the children and the support given by teaching staff who are trying to ensure that they fulfil their potential. The study explores effective practice and identifies gaps in the provision for isolated learners. The paper also cautions that schools should avoid the assimilationist approach that has been popular in the past when trying to fully integrate their new arrivals. See also Dillon (2013) for a study of migrant children who do not have English as their first language and Foley (2013) which examines EAL policy and practice.
Grieve, A. M. and Haining, I. (2011) Inclusive practice? Supporting isolated bilingual learners in a mainstream school. International Journal of Inclusive Education, Vol.15(7), pp.763-774.