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    • Language and Literacy Education (Peer reviewed publications)
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    “It’s very hard to know how much is the EAL and how much is the learning difficulty”: Challenges in organising support for EAL learners in Irish primary schools (Pre-published version)

    Citation

    Gardiner-Hyland, F. and Burke, P. (2018). “It’s very hard to know how much is the EAL and how much is the learning difficulty”: Challenges in organising support for EAL learners in Irish primary schools. Learn Journal, Vol. 40, Chapter 3, pp. 54-64: Dublin: Irish Learning Support Association.
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    Date
    2018
    Author
    Gardiner-Hyland, Fiodhna
    Burke, Patrick
    Peer Reviewed
    Yes
    Metadata
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    Gardiner-Hyland, F. and Burke, P. (2018). “It’s very hard to know how much is the EAL and how much is the learning difficulty”: Challenges in organising support for EAL learners in Irish primary schools. Learn Journal, Vol. 40, Chapter 3, pp. 54-64: Dublin: Irish Learning Support Association.
    Abstract
    The growth in linguistic diversity in Irish primary schools presents significant opportunities. Learners for whom English is an additional language (EAL) contribute to the rich tapestry of our classrooms. However, ensuring that their achievement is adequately supported requires attention in both policy and practice. Part of a broader study of EAL in Irish primary classrooms, the present article reports on how teachers from seven schools went about organising support for EAL learners at a time of significant curriculum and policy change. Findings relating to the use of support hours, resourcing, special education needs and assessment are discussed.
    Keywords
    Challenges
    Support
    EAL learners
    Irish primary schools
    Language (ISO 639-3)
    eng
    Publisher
    ILSA [Irish Learning Support Association]
    License URI
    https://ilsa.ie/
    URI
    http://hdl.handle.net/10395/2578
    ISSN
    0790-3529
    Collections
    • Language and Literacy Education (Peer reviewed publications)

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