Avoiding the deficit model of teaching: Students who have EAL/EAL and learning difficulties

Without a carefully designed plan for the provision of students with English as an additional language (EAL), educators may feel overwhelmed by the complexities of teaching such students. Educators may attribute poorer academic outcomes of some students with EAL to learning difficulties without firs...

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Bibliographic Details
Published in:Australian journal of learning difficulties 2008-11, Vol.13 (2), p.63-71
Main Authors: Tangen, Donna, Spooner-Lane, Rebecca
Format: Article
Language:English
Subjects:
Academic Achievement
Australia
Cognitive style
Disabilities
Educational Needs
English (Second language)
Foreign Countries
Identification
Learning Problems
Non English speaking background
Second Language Learning
Student Characteristics
Student Evaluation
Student Needs
Students
Teacher attitudes
Teaching Methods
Teaching models
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Summary:Without a carefully designed plan for the provision of students with English as an additional language (EAL), educators may feel overwhelmed by the complexities of teaching such students. Educators may attribute poorer academic outcomes of some students with EAL to learning difficulties without first considering how they might adapt their teaching to better support these students' needs. This paper provides insight into the challenges teachers confront in differentiating between the educational needs of students who have EAL and potentially those students who have EAL and also a learning difficulty. A range of strategies are proposed that may assist educators in establishing an environment in which students who have EAL are given opportunities for achieving successful academic outcomes.
ISSN:1940-4158
1940-4166
DOI:10.1080/19404150802380522