Exploring Teachers’ Perspectives of Contemporary English as an Additional Language (EAL) Support

Abstract

This study explores educators' perspectives on supporting English as an Additional Language (EAL) learners in multicultural classrooms. It aims to understand teachers' views, challenges, and strategies in EAL education through semi-structured interviews with eight educators in London. The research also examines changing teaching methods, the role of teacher training, and policy implications. Teachers acknowledge the importance of inclusivity for EAL learners but face challenges like limited resources, time constraints, and the need for ongoing professional development. The study uncovers innovative strategies like technology integration, collaborative teaching, and economy of language to enhance EAL support. This research provides insights into the evolving landscape of EAL education from teachers' perspectives, offering valuable implications for policymakers, curriculum developers, and teacher training programs. Understanding and addressing teachers' views on EAL support are vital for promoting inclusive education in diverse classrooms.