Secondary INSET in the Mainstream Education of Bilingual Pupils in England

Abstract

Abstract This article reports the findings of an impact study following the delivery of a series of GEST-funded INSET programmes for secondary teachers in a borough in the north-west of England. It explains the organisational background to the programmes, their pedagogical content and the data-led interview-based research methodology. It summarises the research findings in three sub-sections: (i) the context within which the training was given; (ii) the perceived impact of the training; and (iii) the perceived need for further development. It concludes that the programmes achieved some limited success in modifying teachers' and schools' practice in relation to both provision for developing bilingual pupils and language issues across the curriculum, and recommends that more such training should be offered

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