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dc.contributor.creatorGardiner-Hyland, Fiodhna
dc.contributor.creatorBurke, Patrick
dc.date.accessioned2018-12-18T10:02:52Z
dc.date.available2018-12-18T10:02:52Z
dc.date.issued2018
dc.identifier.citationGardiner-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.en_US
dc.identifier.issn0790-3529
dc.identifier.urihttp://hdl.handle.net/10395/2578
dc.description“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.en_US
dc.description.abstractThe 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.en_US
dc.language.isoengen_US
dc.publisherIrish Learning Support Associationen_US
dc.relation.ispartofseries40;
dc.rights.urihttps://ilsa.ie/en_US
dc.subjectChallengesen_US
dc.subjectSupporten_US
dc.subjectEAL learnersen_US
dc.subjectIrish primary schoolsen_US
dc.title“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)en_US
dc.typeArticleen_US
dc.type.supercollectionall_mic_researchen_US
dc.type.supercollectionmic_published_revieweden_US
dc.description.versionYesen_US


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