A systematic literature review of home-school partnership for learners with English as an Additional Language (EAL): a way forward for the UK and Ireland.
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| Title: | A systematic literature review of home-school partnership for learners with English as an Additional Language (EAL): a way forward for the UK and Ireland. |
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| Authors: | Stewart, Maria1,2 stewart-m32@ulster.ac.uk, Skinner, Barbara1, Hou, Heng1, Kelly, Ronan1 |
| Source: | Irish Educational Studies. Jun2024, Vol. 43 Issue 2, p301-327. 27p. |
| Subject Terms: | *English language ability testing, *Partnerships in education, *Educational intervention, *Educational attainment |
| Geographic Terms: | Ireland, United Kingdom |
| Abstract: | Home-school partnership has often been lauded as a key contributor in raising educational attainment. However, the level of partnership experienced by parents who use English as an Additional Language (EAL) can be limited by poor English-language proficiency and other unique challenges. This paper is concerned with a systematic review and analysis of the evidence of home-school partnership for learners with EAL in primary schools. It identifies international research trends, and gaps in research in the United Kingdom and Ireland. The analysis demonstrates that there is a dearth of literature pertaining to home-school partnership interventions in the United Kingdom and Ireland. It also identifies a global necessity for interventions aimed at instigating attitudinal change among teachers and systemic institutional change. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Home-school partnership has often been lauded as a key contributor in raising educational attainment. However, the level of partnership experienced by parents who use English as an Additional Language (EAL) can be limited by poor English-language proficiency and other unique challenges. This paper is concerned with a systematic review and analysis of the evidence of home-school partnership for learners with EAL in primary schools. It identifies international research trends, and gaps in research in the United Kingdom and Ireland. The analysis demonstrates that there is a dearth of literature pertaining to home-school partnership interventions in the United Kingdom and Ireland. It also identifies a global necessity for interventions aimed at instigating attitudinal change among teachers and systemic institutional change. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03323315 |
| DOI: | 10.1080/03323315.2022.2074072 |
