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ESOL Provision in the UK and Ireland: Challenges and Opportunities


Edited By Freda Mishan

Situated within the context of unprecedented levels of inward migration to the UK and Ireland bringing with it all the complexities of integration, this volume focuses on a key aspect of this - language provision. Through the voices of stakeholders in the field of teaching English to speakers of other languages (ESOL), this volume critically examines models of language provision and integration, the relationship between language and identity, developing ESOL practices and ESOL policy. A distinctive feature is the diversity of contributions, ranging from research studies to vignettes presenting living portraits of ESOL practice on the ground. The volume fills an urgent gap in this area, offering a snapshot of the ‘state of the art’ of ESOL in the UK and Ireland and projections of how the needs of new migrants can be addressed into the future.

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8 Building partnerships between teacher education programmes and post-primary schools in Ireland to better address the needs of EAL pupils (Angela Farrell / Joanna Baumgart)


Angela Farrell and Joanna Baumgart

8 Building partnerships between teacher education programmes and post-primary schools in Ireland to better address the needs of EAL pupils


With over 10 per cent of pupils currently enrolled in Irish post-primary schools from a background where the ‘home language’ is other than English or Irish (Central Statistics Office (CSO): 2017), the worsening refugee crisis in Europe and the future migratory implications of Brexit, concerns continue to be raised about how the Irish educational system is addressing the needs of migrant pupils. Inadequacies in existing policy and practices surrounding English as an Additional Language (EAL)1 education in Ireland have been well documented in the research literature with calls amongst educationalists for whole-school approaches to be developed if EAL learners in Irish state schools are to achieve their full potential, in line with best practice internationally (Wallen and Kelly-Holmes 2006; Lyons and Little 2009; Lyons 2010; Faas, et al. 2015; Rodriguez-Izquierdo and Darmody 2017). This creates an obvious and pressing need for closer links to be developed between main agencies and stakeholders to achieve the revised thinking and expertise this would involve, in which teacher education programmes can play a vital, leading role. In support of this position, this chapter reports on the findings of an ongoing research project undertaken to explore the relationship between schools and teacher education programmes from the perspective of student EAL teachers on teaching practice (TP) placement in post-primary schools, TP supervisors, and...

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