In 2013 just over a million pupils in England were identified as those for who English as an Additional Language (EAL) (cited in Strand, Malmberg and Hall, 2015) attended a mainstream educational establishment.
EAL Students historically have been on a par as their First Language English (FLE) peers when undertaking GCSE’s. 58.3% of EAL students achieved 5+ A*-C in comparison to 60.9% FLE students. However, identified strengths have been in maths, as opposed to reading tasks. To date research has suggested the additional funding used to support EAL students has been influential in positive outcomes for this group of students. Current funding, for all students, has been cut; with this in mind it may well be prudent for secondary schools to consider alternate supportive strategies which continue to enable the EAL student to achieve academic success.
The study is one of an initial growth of interest studies in relation to alternative supportive tools. This study will focus on the C-Pen Reader. EAL students were each given a C-Pen Reader for use in the classroom, free periods and home study. The students were encouraged to use the pen for social reading alongside encouraging their parents to make use of the pen; studies such as that conducted by Desforges and Abouchaar (2003) have suggested the importance of parental involvement in a child’s education. STUDY OF ENGLISH AS ADDITIONAL LANGUAGE STUDENTS AND THE SUPPORTIVE USE OF THE C.PEN READER - FEBRUARY 16, 2017 3
As a first research paper on reader pens, this initial study will concentrate on suggestions for future studies alongside the quantitative and qualitative aspects of the research findings.
Hypothesis: Use of the C-Pen Reader by EAL students will support them to gain understanding of any written text provided in lessons and enhance positivity of emotional well-being; namely confidence and attitude to learning.