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All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal)
Abdelbasit Gadour
Faculty of Education, Omer Almukhtar University, Libya
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences 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.
School Teachers’ Perceptions of Most Troublesome Pupil Behaviour Abdelbasit Gadour
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 1, No 1 (2012): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i1.7921

Abstract

A questionnaire based on Wheldall & Merrett’s survey, using a non-random sample was carried out among primary schools in Libya. The study intended to investigate the Libyan teacher’s perceptions of the most troublesome pupil behaviour commonly experienced. Of 89 questionnaires distributed to six primary schools, 84 were returned.  The result showed that more than 85% of Libyan teachers spend more time on problems of order and control than need be.  Behaviours such as lack of concentration, followed by out of seat, and talking out of turn were regarded by overall teachers as the most troublesome.  This result was based on the first and second choice of each question.  The average of class size was 23.70% of whom 3.88% were troublesome children, and of these 2.46% were boys.  However, male teachers found that girls were more troublesome than boys in their classes compared with female teachers.
Co-Authors Samia Amniana