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All Journal Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal)
Abdelbasit Gadour
Faculty of Education, Omer Almukhtar University, Libya
Arts Education Languange, Linguistic, Communication & Media Other

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Classroom Support for the Newcomers to UK Mainstream Schools Abdelbasit Gadour; Samia Amniana
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2010): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v1i1.851

Abstract

The quest of English language learners to attain proficiency in English has been a phenomenon that needs to be investigated, particularly in relation to changes in UK national educational policy and funding that has defused the needs of EAL learners within a more general emphasis on inclusion and raising the achievement of ethnic minority children. Qualitative methods are used to allow thirteen children from Libya (newcomers) along with their parents and teachers to talk about their experiences of classroom support available for EAL learners within UK mainstream schools. Data are analysed using thematic analysis. The results showed that there is a lack of provision to enable teachers meet the specific language needs of EAL children. In fact, Libyan children found themselves immersed in a new classroom without EAL support or clear instructions through their first language. It was simply up to them whether they sank or swam. The implications of this study suggest that there is a need for careful assessment of EAL children’s academic background and level of primary language literacy. This should be derived from long-term procedures based on a structured national educational policy to respond to the newly-arrived EAL children and help them settle into mainstream schools.
The Techniques/Methods Used by School Psychologists to Assess Children with Emotional and Behavioural Difficulties Abdelbasit Gadour
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2009): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v1i1.853

Abstract

The main aim of this research was to investigate the current methods used by the Libyan school psychologists for children referred to them as having emotional and behavioural difficulties (EBD), and to make comparisons, where possible, with previous research. The data presented is taken from an adapted questionnaire which was based closely on that of McCall (1993). Analysis of responses from 8 schools from the two main Libyan cities (Tripoli & Benghazi) indicated that traditional methods are in common usage among school psychologists. Intelligent tests e.g. attainment and reading tests were used more than observation assessing the children referred. Family factors were found to be the main causes of producing behavioural problems e.g. the dynamics of relationships within the family. The greater number of children referred were found at the primary level with a larger number of boys than girls. The outcome showed tendency among teachers to remove EBD children from the main setting, though their difficulties are learning based.
Co-Authors Samia Amniana