The nature of home language guidance and provisions in UK primary schools and its implications for learner capabilities

Abstract

This research considers the challenges facing English as an Additional Language learners who are new to English (EAL NE learners), and how these challenges detract from the UK’s commitment to educational rights and the Sustainable Development Goals. It does this by investigating the nature of home language guidance and provisions in the context of UK state primary schools. It also analyses to what extent these materials can lead to practices that salvage losses for these learners’ capabilities, which are postulated as inherent under the national submersion language model. Data was collected in June 2021 through a comprehensive review of both official documents pertaining to EAL learners in primary schools, and websites of selected Local Authorities. The findings reveal a substantial neglect of learners’ home languages. Despite efforts made in terms of home language guidance and provisions for schools, capability realisation for EAL NE learners are undermined due to an uneven distribution of informations and resources and lack of effective diversity training to assist teachers with valuing home languages. They are also undermined due to a lack of clarity in the information available for implementing bilingual strategies, and inconsistencies in the availability of supporting learning resources.

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